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首页> 外文期刊>Journal of athletic training >Frustrations Among Graduates of Athletic Training Education Programs
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Frustrations Among Graduates of Athletic Training Education Programs

机译：运动训练教育专业毕业生的挫败感

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Context: Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive !earning environment. Objective: To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design: Qualitative study. Setting: National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants: Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis: We conducted semistruc-tured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results: Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions: In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.
机译：背景：尽管以前的研究人员已开始确定运动训练对学生压力的来源，但对学生沮丧的具体原因尚未完全了解。对于运动训练管理员来说，了解学生沮丧的根源以提供支持性学习环境非常重要。目的：确定导致完成职业运动训练教育计划（ATEP）时感到沮丧的因素。设计：定性研究。地点：美国国家田径教练协会（NATA）认可的职业后教育计划。患者或其他参与者：参加NATA认可的专业后教育计划的14名成功获得认可的专业本科ATEP毕业生（12名女性，2名男性）。数据收集和分析：我们进行了半结构化访谈，并使用开放，轴向和选择性编码程序，以扎根的理论方法对数据进行了分析。我们就编码方案进行了协商，并进行了同行汇报和成员检查，以确保结果的可信度。结果：从数据中得出了四个主题：（1）运动训练学生的沮丧似乎源于完成ATEP所涉及的压力，导致焦虑和不堪重负的感觉。 （2）学生与同学，教职员工和教官之间的互动也可能使运动训练学生感到沮丧。 （3）单调的临床经历常常使学生感到脱离。 （4）由于担心工作与生活之间的平衡问题和报酬低，学生们被质疑进入运动训练专业。结论：为了减少挫败感，运动训练教育计划应验证学生进行运动训练的决定，并确认他们对ATEP的贡献;提供具有等级自主权的临床教育经验;鼓励学生，教师和教官之间积极的个人互动;并成功地模拟了运动训练事业的收益。

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