Novice Graduate Assistant Approved Clinical Instructors' Perceived Preparedness to Supervise Undergraduate Athletic Training Students in CAATE Accredited Programs

Objective: The purpose is to determine the level of perceived preparedness of graduate assistant novice Approved Clinical Instructors (NGAACI) in serving as ACI's for undergraduate athletic training students in the clinical education setting. Design: This study is a prospective descriptive analysis. A questionnaire was implemented to determine the NGAACIs perceived preparedness in supervising undergraduate athletic training students in Commission on Accreditation of Athletic Training Education (CAATE) accredited programs that has been accredited for more than 5 years. Results: Of the 192 total emails sent out to undergraduate ATEP program directors, 44 agreed to participate. Thirty-nine of the possible 122 NGAACIs completed the online questionnaire for a return rate of 29.5%. Eighty seven percent of the NGAACIs had less than one year of experience as an ACI, 72% had been a certified athletic trainer (ATC) for one to two years, while 53.8% were currently working in the college/university setting. Fifty six percent reported supervising 1- 2 ATSs. The majority of the NGAACIs felt prepared in the areas of learning styles, ACI responsibilities, evaluation and feedback of ATS performances, and ACI preparation. The NGAACIs reported feeling most prepared in evaluating ATSs professional behaviors (90%, n=35) while feeling the least prepared in evaluating ATSs clinical knowledge in the clinical setting (59%, n=23). NGAACIs reported feeling the most prepared in providing constructive feedback on ATSs professional behaviors (98%, n=38), while feeling the least prepared in providing constructive feedback on ATSs overall clinical performances (90%, n=35). A majority of the NGAACIs (64%, n=25) felt that their ACI training prepared them for their first year of being an ACI. However, only a slight majority (54%, n=21) felt that their ACI training was beneficial to them in their first year of being an ACI. There were no significant difference between those who felt their ACI training adequately prepared them in their first year of being an ACI and those who did not when compared to their first year performance self rating (p=.622). Similarly, there was no significant difference between those who felt their ACI training was beneficial to them in their first year of being an ACI and those who did not when compared to the first year performance self rating (p=.622). The three greatest challenges faced by the NGAACI in their first year as an ACI were; 1) time constraints (n=20); 2) providing feedback on ATS clinical skills (n=16); and 3) controlling the learning environment (n=14). When asked to rank their performance in their first year of being an ACI the mean score was 7.8 with a range of 3-9 out of 10 (10 being a perfect performance). 13 CIEs from the possible 44 institutions completed their respective electronic survey for a questionnaire return rate of 29.5%. Eighty-five percent of the CIEs had been a CIE for greater than two years, while 77% reported having more than 10 ACIs under their supervision. Seventy two percent of the CIE reported directly supervising their ACIs daily while 47% reported being directly supervised by a CIE as an ACI. A majority of the CIEs reported feeling that they believed that NGAACIs possessed the clinical skills, overall supervisory skills, adequate evaluation skills of ATSs clinical performances and adequate skills in providing constructive feedback to the ATS in regards to their clinical performances. However, the overall level of each of these aspects was significantly lower when compared to the reports by NGAACIs. A majority of the CIEs felt that NGAACIs did not possess the communication skills to be an effective ACI. When asked to rank their perceived top challenges faced by NGAACIs they were; 1) controlling the learning environment (n= 10); 2) communication (n= 7); and 3) understanding policies and procedures (n=5) and time management (n=5). Conclusion: Based on the results of the study NGAACIs felt they were adequately prepared to serve an effective ACI. CIEs also felt that NGAACIs were adequately prepared to serve as ACIs however, at a lower level of perceived preparedness when compared to those of the NGAACIs. Evaluation of ATSs clinical skills and providing constructive feedback on ATSs overall clinical performances were weaknesses reported by the NGAACIs. CIEs reported communication being the overall largest weakness of NGAACIs when fulfilling their responsibilities as an ACI. Most of the NGAACIs felt that their ACI training prepared them to serve as an ACI, however, only half felt that their ACI training was beneficial to them in their first year of being an ACI. (Abstract shortened by UMI.).