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- Title
Athletic Training Student Core Competency Professional Behavior Implementation Between Immersive and Non-immersive Clinical Experiences: A Report From the Association for Athletic Training Education (AATE) Research Network.
- Authors
Jones, Bailey Christine; Cavallario, Julie; Van Lunen, Bonnie L.; Walker, Stacy E.; Bay, Curt; Bacon, Cailee E. Welch
- Abstract
The Commission on Accreditation of Athletic Training Education requires athletic training programs to emphasize the use of professional behaviors that are associated with 6 core competencies, 5 of which were measured in this study: patient-centered care, interprofessional education and collaborative practice (IPECP), evidence-based practice (EBP), health information technology (HIT), and quality improvement (QI). The purpose of this study was to examine the association between clinical experience type and student implementation of behaviors associated with the core competencies. Multisite, panel design. Twelve professional athletic training programs (7 graduate, 5 undergraduate). A total of 338 athletic training students logged patient encounters for 1 academic year in the E*Value system. Students reported clinical experience type (immersive versus nonimmersive) and implementation of behaviors associated with core competencies. Counts of professional behaviors were calculated, and differences in behavior implementation between immersive (ICEs) and non-immersive (N-ICEs) clinical experiences were assessed using a generalized estimating-equations approach for patient-centered care, IPECP, EBP, HIT, and QI behaviors (P <.05). Students implemented more behaviors associated with IPECP (P =.002), EBP (P =.002), and HIT (P =.042) during ICEs than N-ICEs. Students implemented the QI behavior more often during N-ICEs than during ICEs (P =.001). Patient-centered care behavior did not differ between clinical experience types. Immersive clinical experiences facilitate increased implementation of behaviors associated with EBP, IPECP, and HIT, while N-ICEs offered increased opportunities for QI behaviors. Program administrators should consider placement of ICEs and N-ICEs in the curriculum that align with students' capability to perform core competency behaviors. Preceptors of both ICEs and N-ICEs should be encouraged to provide students with opportunities to implement all core competencies during their clinical experience.
- Subjects
ATHLETIC trainers; CONFIDENCE intervals; HEALTH occupations students; PATIENT-centered care; HUMAN services programs; PROFESSIONAL competence; HEALTH behavior; QUALITY assurance; HEALTH; INFORMATION resources; DESCRIPTIVE statistics; CHI-squared test; DATA analysis software; ELECTRONIC health records; TRAINING of athletic trainers; CLINICAL education
- Publication
Athletic Training Education Journal (Allen Press Publishing Services Inc.), 2023, Vol 18, Issue 3, p114
- ISSN
1947-380X
- Publication type
Article
- DOI
10.4085/1947-380X-22-035