Biomedical subjects

William A Pitney

Publications and source records attributed to William A Pitney.

5 recordsLinked to original sources

PubMed2004

A Grounded Theory Study of the Mentoring Process Involved With Undergraduate Athletic Training Students.

OBJECTIVE: To gain insight regarding the mentoring processes involving students enrolled in athletic training education programs and to create a mentoring model. DESIGN AND SETTING: We conducted a grounded theory study with students and mentors currently affiliated with 1 of 2 of the athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs. PARTICIPANTS: Sixteen interviews were conducted, 13 with athletic training students and 3 with individuals identified as mentors. The students ranged in age from 20 to 24 years, with an average of 21.6 years. The mentors ranged from 24 to 38 years of age, with an average of 33.3 years. Participants were purposefully selected based on theoretic sampling and availability. DATA ANALYSIS: The transcribed interviews were analyzed using open-, axial-, and selective-coding procedures. Member checks, peer debriefings, and triangulation were used to ensure trustworthiness. RESULTS: Students who acknowledged having a mentor overwhelmingly identified their clinical instructor in this role. The open-coding procedures produced 3 categories: (1) mentoring prerequisites, (2) interpersonal foundations, and (3) educational dimensions. Mentoring prerequisites included accessibility, approachability, and protege initiative. Interpersonal foundations involved the mentor and protege having congruent values, trust, and a personal relationship. The educational dimensions category involved the mentor facilitating knowledge and skill development, encouraging professional perspectives, and individualizing learning. Although a student-certified athletic trainer relationship can be grounded in either interpersonal or educational aspects, the data support the occurrence of an authentic mentoring relationship when the dimensions coalesced. CONCLUSIONS: Potential mentors must not only be accessible but also approachable by a prospective protege. Mentoring takes initiative on behalf of a student and the mentor. A mentoring relationship is complex and involves the coalescence of both interpersonal and educational aspects of an affiliation. As a professional-socialization tactic, mentoring offers students a way to anticipate the future professional role in a very personal and meaningful way.

Journal Article↗

PubMed2002

The Professional Socialization of Certified Athletic Trainers in the National Collegiate Athletic Association Division I Context.

OBJECTIVE: To describe the professional socialization process of certified athletic trainers (ATCs) in National Collegiate Athletic Association (NCAA) Division I to guide athletic training education and professional development. DESIGN AND SETTING: We conducted a qualitative study to explore the experiences related to how participants were socialized into their professional roles in Division I. SUBJECTS: A total of 16 interviews were conducted with 11 male (68.75%) and 5 female (31.25%) participants who were either currently or formerly affiliated with an NCAA Division I athletic program. DATA ANALYSIS: The interviews were transcribed, coded, and analyzed inductively using a modified grounded theory approach. Trustworthiness was obtained by peer review, data source triangulation, and member checks. RESULTS: We identified a discernible pattern of socialization experiences and perceptions among the participants. The professional socialization processes of Division I collegiate ATCs is explained as a 5-phase developmental sequence: (1) envisioning the role, (2) formal preparation, (3) organizational entry, (4) role evolution, and (5) gaining stability. CONCLUSIONS: Examining the professional socialization process provides insights into the experiences of Division I collegiate ATCs as they prepare for their job responsibilities and develop professionally. Appropriate socialization tactics, such as the use of a structured mentoring experience, formal orientation, and staff development programming, can be implemented to promote effective professional development. Additionally, undergraduate students may be well served if they are educated to better use informal learning situations during their initial socializing events.

Journal Article↗

PubMed2002

Qualitative Research Applications in Athletic Training.

OBJECTIVE: To explain the ethnographic, phenomenologic, and grounded theory approaches to qualitative research and to describe how these approaches can be applied to contemporary topics related to athletic training education. BACKGROUND: Athletic training education has recently experienced an increase in the use of qualitative methods, and various qualitative approaches are viable for answering many questions related to athletic training education. Ethnography focuses on describing a culture or subculture. Phenomenology focuses on the meaning of lived human experience. Grounded theory focuses on developing theory related to social processes. Each approach is contextual and attempts to facilitate insight and understanding related to the human condition. DESCRIPTION: We provide an in-depth discussion of each of the selected qualitative approaches and explain the focus and unique data-collection and data-analysis strategies and identify the distinctive outcomes of each approach. Each research approach has a distinct purpose, and the specific application is driven by the questions asked. We also identify questions that are amenable to a specific method. APPLICATIONS: To better understand the interactive nature of education and learning, athletic training researchers are beginning to ask questions that require information to be gathered about meaning, contexts, culture, and processes. Such questions are best answered through the use of qualitative research methods that most commonly include ethnography, phenomenology, and grounded theory. In order for athletic training professionals to gain the most from the research conducted, it is essential that they have an understanding of the theoretic underpinnings of these methods and when each should be used.

Journal Article↗

PubMed2002

The Professional Socialization of Certified Athletic Trainers in High School Settings: A Grounded Theory Investigation.

OBJECTIVE: To gain an understanding of the professional socialization experiences of certified athletic trainers (ATCs) working in the high school setting. DESIGN AND SETTING: A qualitative investigation using a grounded theory approach was conducted to explore the experiences related to how ATCs learned their professional role in the high school setting. PARTICIPANTS: A total of 15 individuals (12 ATCs currently practicing at the high school level, 2 current high school athletic directors who are also ATCs, and 1 former high school ATC) participated in the study. The average number of years in their current position for the 12 currently practicing ATCs was 10.16 +/- 7.44, with a range of 2 to 25 years. The 2 athletic directors averaged 5.5 years of experience in their roles, and the former high school athletic trainer had worked in that setting for 1 academic year. DATA ANALYSIS: The interviews were transcribed and then analyzed using open, axial, and selective coding. Peer debriefing, member checks, and triangulation were used to establish the trustworthiness of the study. RESULTS: Informal learning processes were discovered as the overarching theme. This overarching theme was constructed from 2 thematic categories that emerged from the investigation: (1) an informal induction process: aspects of organizational learning, and (2) creating networks for learning. CONCLUSIONS: Informal learning is critical to the professional socialization process of ATCs working in the high school setting. Because informal learning hinges on self-direction, self-evaluation, reflection, and critical thinking, the findings of this study indicate that both preservice and continuing education should attempt to foster and enhance these qualities.

Journal Article↗

PubMedDate not supplied

Organizational influences and quality-of-life issues during the professional socialization of certified athletic trainers working in the National Collegiate Athletic Association Division I setting.

CONTEXT: Health professionals are exposed to critical influences and pressures when socialized into their work environments. Little is known about the organizational socialization of certified athletic trainers (ATs) in the collegiate context. OBJECTIVE: To discuss the organizational influences and quality-of-life issues as each relates to the professional socialization of ATs working in the National Collegiate Athletic Association Division I setting. DESIGN: A qualitative design of in-depth interviews and follow-up electronic interviews was used to examine the organizational socialization of ATs. SETTING: Participants associated with Division I athletic programs from 4 National Athletic Trainers' Association districts volunteered for the study. PARTICIPANTS: A total of 11 men and 5 women participated in the study, consisting of 14 ATs and 2 athletic directors. DATA COLLECTION AND ANALYSIS: Interviews were transcribed verbatim and analyzed inductively. A peer review, member checks, and data source triangulation were performed to establish trustworthiness. RESULTS: Two categories emerged that provide insight into the experiences that affected the professional socialization of the ATs: organizational influences and quality-of-life issues. The data indicate that the participants in this study were heavily influenced by the bureaucratic tendencies of the Division I athletic organizations in which they worked. The participants were extremely concerned about the diminished quality of life that may result from being an AT in this context. They were, however, able to maintain a commitment to delivering quality care to the student-athletes despite these influences. High work volume and low administrative support were commonly cited as problems, thus creating concern about diminished quality of life and the fear of burnout. CONCLUSIONS: The AT's role appears not only rewarding but also challenging. The reward is working closely with patients and developing an interpersonal bond; the challenge is dealing with a bureaucratic structure and balancing one's professional and personal lives to prevent burnout. Thought should be given to using intervention strategies to mitigate the negative influences on the AT's role.

Journal Article↗