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ERIC Number: EJ1409301
Record Type: Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-380X
EISSN: N/A
An Exploratory Case Study: Examining the Design of Clinical Immersion from the Preceptors' Perspective
Chyrsten L. Gessel; Stephanie M. Singe; Heidi M. Crocker
Athletic Training Education Journal, v19 n1 p62-69 2024
Context: The clinical immersion experience is a key part of the socialization of the professional athletic training student. Clinical immersion offers the student the chance to experience the totality of the role of the athletic trainer. Programmatic autonomy allows many athletic training educators the opportunity to be creative in the implementation of clinical immersion(s). Objective: Examine clinical immersion from the preceptors' perspective to understand their opinions regarding the structure of the experience and preferences they may have surrounding clinical immersion structure. Design: Qualitative exploratory case study design. Setting: Individual one-on-one video-conference interview. Patients or Other Participants: Eight athletic training preceptors (6 female, 2 male) completed one-on-one interviews and were 38 ± 6 years old with 10 ± 3 years of experience as a preceptor and 14 ± 7 years of experience as a certified athletic trainer. Data Collection and Analysis: Semistructured interviews were conducted with all preceptors. Interviews were recorded and transcribed using a video-conferencing software. An iterative approach with principles of phenomenological research was used to code the data. Data saturation guided recruitment and cessation of new interviews. Basic member checks, reflexivity, and multiple analyst triangulation were used to determine trustworthiness. Results: The following four major themes emerged: (1) preceptors prefer the clinical immersion experience to be longer than the minimum accreditation requirement, (2) preceptors prefer to supervise second-year students in the immersion experience, (3) immersion allows for meaningful relationship development between the preceptor and student, and (4) preceptors treat immersions as a transition to practice mechanism. Conclusions: Preceptors perceived the clinical immersion experience to be a facilitator of strong preceptor-student relationships and a facilitator of transition to practice. They believed that the clinical immersion should be longer than 4 weeks and occur late in the athletic training curriculum.
National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: https://meridian.allenpress.com/atej
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A