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Welcome to the Neighborhood: Communi...

Champagne, Alicia Dionne.

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Welcome to the Neighborhood: Communities of Practice and Identity Development of Athletic Training Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Welcome to the Neighborhood: Communities of Practice and Identity Development of Athletic Training Students./
Author:	Champagne, Alicia Dionne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	174 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
Contained By:	Dissertations Abstracts International81-08A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27664461
ISBN:	9781392344927

Welcome to the Neighborhood: Communities of Practice and Identity Development of Athletic Training Students.
Champagne, Alicia Dionne.

Welcome to the Neighborhood: Communities of Practice and Identity Development of Athletic Training Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 174 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: A.

Thesis (Ph.D.)--The University of North Dakota, 2019.

This item must not be sold to any third party vendors.

Clinical education is a large component of athletic training education and is centered on social learning. Students learn how an athletic trainer functions through exposure to a community of practice. As students transition towards full participants in the clinical environment, they get to practice their skills and begin developing their professional identity. As the profession prepares to transition to solely entry-level master's degrees in 2022, many athletic training programs will need to alter and re-evaluate the clinical experiences available for students. This phenomenological study explored social learning within the clinical environment with an emphasis on how interactions within these communities of practice influenced professional identity development. Data collection consisted of athletic training students, each completing two interviews, and preceptor focus groups. The results of this study found through collaboration with others and exposure to competent members within the community students learn what it entails to be an athletic trainer. The students slowly developed instances where they identified as an athletic trainer through a variety of social pressures, communication factors, and by building relationships. Understanding these interactions is beneficial for the upcoming transition and the development of updated policies and procedures geared toward providing quality anticipatory socialization for athletic training students.

ISBN: 9781392344927Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Athletic training

Welcome to the Neighborhood: Communities of Practice and Identity Development of Athletic Training Students.
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300 $a 174 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
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520 $a Clinical education is a large component of athletic training education and is centered on social learning. Students learn how an athletic trainer functions through exposure to a community of practice. As students transition towards full participants in the clinical environment, they get to practice their skills and begin developing their professional identity. As the profession prepares to transition to solely entry-level master's degrees in 2022, many athletic training programs will need to alter and re-evaluate the clinical experiences available for students. This phenomenological study explored social learning within the clinical environment with an emphasis on how interactions within these communities of practice influenced professional identity development. Data collection consisted of athletic training students, each completing two interviews, and preceptor focus groups. The results of this study found through collaboration with others and exposure to competent members within the community students learn what it entails to be an athletic trainer. The students slowly developed instances where they identified as an athletic trainer through a variety of social pressures, communication factors, and by building relationships. Understanding these interactions is beneficial for the upcoming transition and the development of updated policies and procedures geared toward providing quality anticipatory socialization for athletic training students.
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