5 th Annual MoATA Educator’s and Athletic Training Student Leadership Conference Enhancing Transition to Practice By Michael Hudson, PhD, LAT, ATC Associate Professor, Missouri State University
Let’s Take a Poll 2
Athletic Training Strategic Priorities 1 Stewards of the Profession Advanced • Scholars who maintain historical Practice knowledge and Leadership Clinical create new knowledge Expertise • Clinical leaders who have a deep • Career enrichment Transition to understanding of and advancement Practice quality beyond minimal improvement and Professional competence • Supportive patient-oriented Education outcomes processes that • Learning to be mentor new an athletic professionals trainer 3
Transition to Practice In the Literature • Nursing • Hospital-based internships for newly registered nurses help with transitional shock 2 • Provide benefits such as improved patient care, confidence, reduced stress, and reduced turnover 3 • Occupational Therapy • Transition for OT (also included PT) student to first year of practice is one of constant stress and professional development , but the process seems predictable so that intervention programs may be used 4 • Physical Therapy • Novice PTs were strongly influenced by their work place and they experienced increases in confidence and independence through the first year while they transitioned and formed their professional identity 5 4
Story Time • My Transition • High Hispanic population • High school athletics, but different • It’s a desert, so it’s hot! 5
Transition to Practice- NURSING Adapted from the National Council of State Boards of Nursing 6 Ongoing Org. Support Transition Modules: • Patient-centered care This individual is an • Communication & employee with teamwork • EBP commensurate pay and • Quality improvement benefits • Informatics Workforce Orientation Pass NCLEX/Newly Credentialed Nurse
Transition to Practice- MEDICINE 7-9
Transition to Practice- ATHELTIC TRAINING • Historically • Future Processes • Non-credentialed individuals providing • CAATE Residencies unregulated and/or unsupervised AT • No purpose is to develop clinical expertise services • Graduate assistantship • (e.g., “First Aider/Responder” for an athletic • What will this look like? event) 1. Internships • Graduate Assistant • Know what you are getting into • Internships 2. Self-Directed Learning with Decision • Self-directed Learning (sink-or-swim) Making • Mentored Employment • Sink-or-swim vs. a prepared self-learner 3. Mentored Employment • My guess where AT will go 8
Internships Enhancing Transition to Practice 9
What is an Internship? • National Association of Colleges and Employers • Position Statement: US Internships. A definition and criteria to assess opportunities and determine the implications for compensation. 10 • “An internship is a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional setting. Internships give students the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths ; and give employers the opportunity to guide and evaluate talent.” (p1) 10
What are AT Internships? • NO • NOT REALLY • “Internship programs” • Professional AT student internships • Not a program, but… • Process to become eligible • Example: NFL Training for the Board of Camp/Summer Certification (BOC) exam 11 Internship 12 • Ended January 1, 2004 • Also professional • Professional education education 11
A Preliminary Definition of the AT Internship • Athletic Training Internship: Credentialed • A paid, but temporary, employment position for providing athletic training services. The athletic trainer in this position is credentialed to provide these services by a legally authorized state or national body. This position may or may not include employee benefits; however, payment for these services and other duties of this employment comply with current labor legislation . The primary objective of this position is to provide the athletic trainer with practical experience after graduating from an accredited professional athletic training program. Conclusion of the internship does not guarantee employment with the organization (from the Internship and the Inter-Agency Terminology workgroups)
Internship Work Group of the NATA Executive Committee for Education
Work Group Membership 6. Wes Mallicone, MS, LAT, ATC 1. Michael B. Hudson, PhD, LAT, ATC • NATA At-Large Member • Executive Committee for Education 7. Stephanie Mazerolle, PhD, ATC, FNATA 2. John J. Barrett, MS, LAT, ATC, CES • Commission on Accreditation of Athletic Training • College/University Athletic Trainers’ Committee Education 3. Todd Evans, PhD, LAT, ATC, CSCS 8. Alan Reid, LAT, ATC, PES • Professional Education Committee • Post-Professional Education Committee 9. Kyle Turner, ATC 4. Shone Gipson, MS, LAT, ATC • Professional Baseball Athletic Trainers’ Society • Professional Football Athletic Trainers’ Society 10. George Wham, EdD, ATC, SCAT 5. Kysha Harriell, PhD, LAT, ATC • Secondary School Athletic Trainers’ Committee • Ethnic Diversity Advisory Committee 11. Sam Zuege, MS, LAT, ATC 6. Lisa Kluchurosky, MEd, ATC • Young Professionals’ Committee • Committee on Practice Advancement
Work Group Charge • Charge 1. Describe the purpose and structure of the athletic training internship employment model. We surveyed 13 NATA membership • 2. Determine potential advantages and disadvantages of this practice. 3. Make recommendations to the NATA Board of Directors based on the data analyzed and literature reviewed. • Reason for this Charge 1. Athletic training has minimal formal knowledge on the purpose, structure, and practices of this employment model.
Key Background Literature • Fair Labor Standards Act • “ Establishes minimum wage, overtime pay , recordkeeping, and child labor standards affecting full-time and part-time workers in the private sector and in federal, state, and local government.” 14(pC2) 16
Survey Methods • Intern Survey • NATA members (certified regular and career starter) • 196 submitted surveys; 98 partially or fully (90) useable surveys (46.6% completion rate) • Of the incomplete surveys, 32 did not pass screening [completed education & credentialed] questions (54.9% completion rate) • Employer Survey • Invitation sent to contact person for internship positions in NATA Career Center • Years 2010-2015 • 180 subjects surveyed; 68 submissions with 60 partial or fully useable surveys (33.3% response rate)
Interns Employers Sample Size 98 60 Basic Gender Male 35 -- Demographics Female 54 -- Current Mean Age 26.2 -- Mean Age When Completed Internship 24.1 -- Range of Internships Offered -- 1-20 Number of Internships Completed 1 94 -- 2 3 -- 3 1 -- Internship Work Setting College/University 86 53 Secondary School 3 5 Professional Sports 7 1 Hospital/Clinic 0 3 Others 1 3
What Did we Learn? AT Internships are NOT internships as described in the Fair Labor Standards Act 15 1. • 6 tests used to identify the unpaid internship; must pass all tests • “AT interns” do not pass all tests • Example: Test 1 Training similar to education, but… • AT Interns are credentialed health care providers The credentialed AT is a learned professional, exempt employee 16,17 2. • But must pass all tests, one of which is the salary test Required salary test is $455 per week/$23,660 per year 16 (proposed change is $913 per week/$47,476 per year 18 ) • • If not paid this salary, must be paid hourly wage as well as overtime if work over 40 hours per week . 19,20 3. AT internships do provide a transition to practice 19
Career Development: Intern Survey - Need more real-world experience before full- time employment
Career Development: Intern Survey - Need to build self-confidence as an independent practitioner
Career Development: Employer Survey - Create positions to help interns transition to real- world practice
Job-Specific: Intern & Employer Survey - Interns and employers agree the intern’s role is to make clinical decisions Interns Employers
Job-Specific: Intern Survey & Employer Survey - 10-month positions and exempt employee pay test (10 month = 43 week and cut off salary of $19,565) Interns Employers
Self-Directed Learning: Learning How to Make Decisions Enhancing Transition to Practice 25
Evidence-Based Practice • What are the 3 parts of EBP? • Why was EBP created? • Develop and promote rational clinical decision making that deemphasized intuition and expertise. 21 • Problems: • Humans are not rational thinkers • Decisions are not independent of the environment (Not addressed today because of time) 26
Quick Quiz 22
Learning and Decision Making • Take Away from Quick Quiz • Factual and experiential knowledge affects learning and decisions • A key element of effective learning… • Humans have an innate desire to make order and meaning of our experiences 23 • What directs your clinical decisions more? 28
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