Athletic Training Students' Perceptions of and Experiences with Knowledge Translation

Document Type

Poster

Abstract

Context: Knowledge translation (KT) has been well studied among many healthcare professions but only recently investigated within the athletic training profession. Gaining insight into athletic training students’ experiences with translating knowledge from the classroom into clinical practice may lead to strategies to improve KT. Objective: To explore athletic training students’ perceptions of knowledge translation. Design: Consensual qualitative research (CQR) tradition. Setting: Individual Zoom videoconferencing interviews. Patients or Other Participants: Nine final-term professional athletic training students (6 cisgender woman, 3 cisgender man) from 4 different National Athletic Trainers’ Association Districts (District 2, 3, 9, 11) participated in this study. Main Outcome Measure(s): A semi-structured interview protocol consisting of open-ended questions was used in data collection. Interviews were video and audio recorded via Zoom, transcribed verbatim, and analyzed using a 3-member research team employing the CQR approach to code data and reach consensus on major themes and categories. The accuracy of our findings was verified through use of an external auditor. Results: Three major themes materialized during data analysis: (1) positive influencers for knowledge translation, (2) negative influencers for knowledge translation, and (3) intrinsic factors affecting knowledge translation. Generally, athletic training students believed that the preceptor, classroom didactic training, opportunities for hands-on experience, and quality communication with preceptors and patients were most impactful for promoting KT. Negative influencers or barriers to KT again involved the preceptor along with a lack of exposure to athletic training related knowledge and skills and a lack of congruence between didactic education and clinical practice. Furthermore, students generally felt that their confidence level and mindset for the development of knowledge and skills served as intrinsic factors affecting KT. Conclusions: Athletic training students largely believe that the preceptor has a vital role in influencing KT and that academic rigor and receiving opportunities to apply classroom knowledge into one’s clinical education or practice are beneficial for improving KT. Key Words: Knowledge translation, transition to practice, preceptor, knowledge-practice gap, confidence

Publication Date

Spring 2022

Comments

Poster presented at ATSU-ASHS DAT Spring - 2022. This is a Kubify based presentation hosted at https://api.ltb.io/show/ABLEV It includes a video presentation, references, a PowerPoint presentation, and summary poster.

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