i

CERTIFIED ATHLETIC TRAINERS’ PERCEPTIONS ON THEIR
UNDERGRADUATE APPROVED CLINICAL INSTRUCTORS’ PROFESSIONAL
EFFECTIVENESS

A THESIS
Submitted to the Faculty of the School of Graduate Studies
and Research
of
California University of Pennsylvania in partial
fulfillment of the requirements for the degree of
Master of Science

by
Abby Passaro

Research Advisor, Dr. Linda P. Meyer
California, Pennsylvania
2013

ii

iii

ACKNOWLEDGEMENTS

I am thankful to have the opportunity to obtain a
Master of Science degree in Athletic Training from
California University of Pennsylvania. I would like to
thank my committee chairperson Dr. Linda P. Meyer and the
remaining members of my committee, Dr. Carol Biddington and
Dr. Michael Meyer for their help and guidance with this
thesis process. Also, I want to thank Dr. Thomas West for
being there to answer questions and providing guidance when
it was needed.
The amount of support I have received from my
classmates is much appreciated. We have become a fantastic
support system for each other and they have kept me
determined throughout this process. My family has always
been supportive and they remind me to stay positive and
have never doubted my abilities. My Godmother, Dr. Joan
Reale, has helped me with many aspects of this process and
has provided me with the support I needed. I could not be
more thankful for how much she always believes in me.
I have kept my faith throughout this entire process
and I am looking forward to what may come in the future.
Thank you to everyone who played a part in this journey.

iv

TABLE OF CONTENTS
Page
SIGNATURE PAGE

. . . . . . . . . . . . . . . ii

AKNOWLEDGEMENTS . . . . . . . . . . . . . . . iii
TABLE OF CONTENTS
LIST OF TABLES
INTRODUCTION
METHODS

. . . . . . . . . . . . . . iv

. . . . . . . . . . . . . . . vi

. . . . . . . . . . . . . . . .

1

. . . . . . . . . . . . . . . . . .

4

Research Design

. . . . . . . . . . . . . .

4

. . . . . . . . . . . . . . . . .

5

Preliminary Research. . . . . . . . . . . . .

6

Instruments . . . . . . . . . . . . . . . .

7

Procedures

9

Subjects

. . . . . . . . . . . . . . . .

Research Question
Data Analysis
RESULTS

. . . . . . . . . . . . . 10

. . . . . . . . . . . . . . . 10

. . . . . . . . . . . . . . . . . . 11

Demographic Information. . . . . . . . . . . . 11
Research Question Testing

. . . . . . . . . . 14

Additional Findings . . . . . . . . . . . . . 15
DISCUSSION . . . . . . . . . . . . . . . . . 16
Discussion of Results . . . . . . . . . . . . 16
Conclusions . . . . . . . . . . . . . . . . 22
Recommendations. . . . . . . . . . . . . . . 23

v

REFERENCES . . . . . . . . . . . . . . . .

24

APPENDICES . . . . . . . . . . . . . . . . . 26
APPENDIX A: Review of Literature

. . . . . . . . 27

Introduction . . . . . . . . . . . . . . . . 28
Approved Clinical Instructor
Communication Skills

. . . . . . . . . 29

. . . . . . . . . . . 31

Interpersonal Relationships . . . . . . . . . 32
Instructional skills

. . . . . . . . . . . 35

Supervisory and Administrative Skills . . . . . 37
Evaluation of Performance

. . . . . . . . . 41

Clinical Skills and Knowledge . . . . . . . . 44
Summary . . . . . . . . . . . . . . . . . . 47
APPENDIX B: The Problem . . . . . . . . . . . . 48
Statement of the Problem . . . . . . . . . . . 49
Definition of Terms . . . . . . . . . . . . . 49
Basic Assumptions . . . . . . . . . . . . . . 52
Limitations of the Study . . . . . . . . . . . 52
Delimitations of the Study . . . . . . . . . . 53
Significance of the Study

. . . . . . . . . . 53

APPENDIX C: Additional Methods .

. . . . . . . . 55

IRB: California University of Pennsylvania (C1) . . 56
Evaluation of Athletic Training Approved Clinical
Instructor’s Professional Effectiveness Survey (C2) 70
Cover Letter (C3) . . . . . . . . . . . . . . 81

vi

REFERENCES . . . . . . . . . . . . . . . . . 83
ABSTRACT

. . . . . . . . . . . . . . . . . 85

vii

LIST OF TABLES

Table

Title

Page

1

Fall Semester Clinical Rotation Assignment . . 12

2

Approved Clinical Instructor Gender

3

National Athletic Trainers’ Association

. . . . 12

Membership District . . . . . . . . . . . 13
4

College/University Division Size . . . . . . 13

5

Descriptive Results . . . . . . . . . . . 14

6

Reliability Data . . . . . . . . . . . . 15

1

INTRODUCTION

The purpose of this thesis study was to determine
athletic training approved clinical instructors’
professional effectiveness based on six previously
researched standards. A secondary purpose was to determine
the reliability for each of the six standards.
Clinical education includes numerous clinical teaching
and evaluating opportunities for student growth that are
the responsibility of the approved clinical instructor
(ACI). The National Athletic Trainers’ Association (NATA)
defines the ACI as being an appropriately credentialed
professional providing instruction and evaluation of
Educational Competencies.1
Weidner and Henning2 state that the ACI should provide
supervised acquisition, practice, and evaluation of
athletic training students during clinical education.
Their research suggested that all approved clinical
instructors should work in a similar manner and cover
related material. However, according to research, many
certified athletic trainers who serve as ACIs have not had
a proper, pedagogic focus of study to teach to the best of
their abilities.2 An athletic trainer who is well-prepared
and knowledgeable in the clinical setting, does not

2

automatically make him or her the best candidate to serve
as an ACI.
Weidner and Henning’s2 research developed a set of
standards and associated criteria which to base the
selection, training, and evaluation of ACIs in the clinical
setting. Weidner and Henning2 define the term ‘standards’ as
a level of requirement, excellence, or attainment. Further,
they define ‘criteria’ as items on which a judgment or
decision can be based for the attainment of a standard.
The defined standards include communication skills,
interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, clinical skills and knowledge, and legal and
ethical behavior. The listed standards are important to
fully understand obligations and requirements of an ACI in
athletic training clinical education.2 Additional research
by Weidner and Henning3 reports that an important component
for creating quality clinical education is training
educators on how to evaluate, instruct, and teach students.
Raab et al4 recognized specific abilities that should
be addressed in athletic training clinical education. These
abilities included thinking critically, solving problems,
and oral communication skills. The ACI must help prepare
the entry-level students with the certain qualities and

3

employability skills needed for professional success. Raab
et al4 clarifies that the ACI should gain the knowledge
needed to become effective in their position by
demonstrating and teaching students interpersonal skills.
It is critical that the entry-level athletic training
student can look to his or her ACI as a mentor. The
research by Phan et al5 recognized that one of the most
prominent parts of clinical education is the ACI. Approved
clinical instructors are to become an effective mentor by
demonstrating attributes that would apply to a clinician,
educator, and that of an effective communicator. Research
by Phan et al5 showed that ACIs who recognize a balance
between autonomy and guided practice will provide an
effective learning environment for students.
The current thesis study analyzed Weidner and
Henning’s standards in an effort to show their
appropriateness for evaluating ACIs in clinical education.
The results of this thesis research may assist the approved
clinical instructor with professional effectiveness.

4

METHODS

The primary purpose of this research was to examine
the perception of newly certified athletic trainers on
their undergraduate approved clinical instructors’
professional effectiveness. Professional effectiveness was
based on the following six standards:

communication

skills, interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge. A secondary
purpose was to determine the reliability for each of the
six standards. This section will include the following
subsections:

research design, subjects, instruments,

preliminary research, procedures, research question, and
data analysis.

Research Design

This thesis study utilized a descriptive research
design. There are six variables within the current study.
The variables came from the standards in Drs. Weidner and
Henning’s questionnaire from the research titled
"Development of Standards and Criteria for the Selection,
Training, and Evaluation of Athletic Training Approved

5

Clinical Instructors".2 Each of the variables, or standards,
were evaluated by the questions containing the associated
criteria of each standard. The associated criteria are
items on which decisions can be based for the attainment of
a standard. The researcher took the scores of the
questions, or associated criteria, to calculate the average
score for each standard.

Subjects

Participants in this thesis study consisted of
certified athletic trainers (N=77) from the Career Starter
membership category of the NATA. The NATA Research Survey
Service administered the survey to 1,000 members chosen at
random. Career Starter category holds newly certified
regular members. These individuals are held in the Career
Starter category for the first full membership billing
cycle following certification, but they cannot currently be
students.
The subjects are over the age of 18 and have graduated
from an athletic training education program accredited by
Commission on Accreditation of Athletic Training Education
(CAATE). The subjects are also certified by the Board of
Certification. Informed consent was assumed by the

6

subject’s participation in the survey. Each participant’s
identity was anonymous in the study.

Preliminary Research

The original questionnaire2 that was utilized in the
research was initially tested for validity using the Delphi
technique. The Delphi panel members consisted of athletic
training education experts and were not aware of each
other’s responses. The panel was made up of program
directors of entry-level athletic training education
programs that are accredited by Commission on Accreditation
of Allied Health Education Programs (CAAHEP). This
commission accredited athletic training education programs
prior to the current governing body known as CAATE. A total
of 16 panelists completed all of the responsibilities in
the study.2 The 16 panelists had to be a program director as
of February 2003, completed a doctoral degree, served a
minimum of five years supervising athletic training
students, and hold interest in serving as a Delphi
panelist.2
The Delphi technique determined the components of
professional effectiveness which developed the validity of
the study by Weidner and Henning.2 The study was deemed

7

valid because of the relevancy of the standards by those
who are experts in clinical education. The study is also
deemed valid because the panel both identified and agreed
on the essential standards.2
This current thesis study determined the reliability
for the standards of communication skills, interpersonal
relationships, instructional skills, supervisory and
administrative skills, evaluation of performance, and
clinical skills and knowledge.

Instruments

The instrument used was a survey titled “Evaluation of
Athletic Training Approved Clinical Instructors’
Professional Effectiveness” (Appendix C1). The survey
originated as a questionnaire by Drs. Weidner and Henning
in their research titled "Development of Standards and
Criteria for the Selection, Training, and Evaluation of
Athletic Training Approved Clinical Instructors".2
Permission was received via e-mail from the primary author,
Dr. Thomas Weidner, to modify the questionnaire to use as a
survey for this research.
The modified survey consisted of 34 total questions
within two primary sections. The first section contains

8

five demographic questions which included:

Age

(participants were at least 18 years of age), NATA
district, NCAA or NAIA Division school where the education
was received, first clinical rotation assignment from fall
semester of final academic year, and gender of the approved
clinical instructor from the participants first clinical
rotation of fall semester of their final academic year. The
second section included 29 questions that dealt with the
following six of the seven original standards from Drs.
Weidner and Henning’s questionnaire:

communication skills,

interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge.2 Legal and
Ethical Behavior, from the seven original standards, was
not included in this research because it was not a
component of the researcher’s interest.
The study was distributed through SurveyMonkey™ by the
NATA. The second section of questions used a Likert scale.
The scale was on a range from 1 to 5, with 1 being never
and 5 being always.

9

Procedures

The researcher obtained approval from the
Institutional Review Board at California University of
Pennsylvania (Appendix C2) before any research was
conducted. The researcher contacted the NATA Research
Survey Service on the NATA website. The materials required
by the Survey Service were the Institutional Review Board
approval documentation, Word (.doc) version of survey, and
targeted survey participants. The survey was distributed
through an email to 1,000 randomly selected certified
athletic trainers in the Career Starter membership category
of the NATA. The online survey took approximately 15
minutes to complete. The NATA distributed the survey to the
participants through a link in an email. The participants
received the email to open the survey through the computer
program SurveyMonkey™. Each email contained a cover letter
(Appendix C3) explaining the purpose of the study as well
as risks and benefits of participation and informed
consent. At the end of the third week, the data was
collected and analyzed.

10

Research Question

The research question asked in the current study is as
follows:

What is the perception of certified athletic

trainers on their undergraduate approved clinical
instructor’s professional effectiveness for communication
skills, interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge?

Data Analysis

All data was analyzed by SPSS version 18.0 for
windows. The research question was analyzed using
descriptive statistics of mean, standard deviation and
range of scores.
The reliability for communication skills,
interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge was
determined by using a Chronbach Alpha analysis.

11

RESULTS

This research addressed the professional effectiveness
of approved clinical instructors based on a set of
standards.

These standards included: communication skills,

interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge.
Participants completed a survey titled “Evaluation of
Athletic Training Approved Clinical Instructor’s
Professional Effectiveness”. This survey is a modified
version of the "Development of Standards and Criteria for
the Selection, Training, and Evaluation of Athletic
Training Approved Clinical Instructors".2 The following
results section is divided into three sections:
demographic information, research question testing, and
additional findings.

Demographic Information

The survey was sent to 1,000 Career Starter members of
the NATA. Out of the 1,000 members, 13% (N=77), completed
the survey. The following information reveals demographic
and descriptive data found within the current thesis study.

12

Table 1 illustrates the clinical rotation assignment
the participants had during their fall semester of their
final academic year as an undergraduate student.

Table 1. Fall Semester Clinical Rotation Assignment
Clinical Rotation
Basketball
Cheerleading
Cross Country
Football
Medical Rotation
Off-Campus High School
Physical Therapy Clinic
Soccer
Swimming and Diving
Volleyball
Wrestling
Total

Frequency
11
1
3
24
2
11
4
12
3
3
3
77

Percent
14.3
1.3
3.9
31.2
2.6
14.3
5.2
15.6
3.9
3.9
3.9
100.0

Of the 77 participants, 39 had an ACI who was male and
38 had an ACI who was female for the reported clinical
rotation assignment (Table 2).

Table 2. Approved Clinical Instructor Gender
Gender
Male
Female
Total

Frequency
39
38
77

Percent
50.6
49.4
100.0

13

Table 3 illustrates the participants belonging to each
NATA District.

Table 3. NATA Membership District
District
District
District
District
District
District
District
District
District
District
District
Total

Frequency
4
13
10
15
6
5
5
7
10
2
77

1
2
3
4
5
6
7
8
9
10

Percent
5.2
16.9
13.0
19.5
7.8
6.5
6.5
9.1
13.0
2.6
100.0

Participants were also asked from what Division
College/University they received their bachelor’s degree.
Table 4 illustrates how many participants were from each
NCAA OR NAIA Division.

Table 4. College/University Division Size
Division
NCAA Division
NCAA Division
NCAA Division
NAIA Division
NAIA Division
Total

I
II
III
I
II

Frequency
40
18
13
4
2
77

Percent
51.9
23.4
16.9
5.2
2.6
100.0

14

Research Question Testing

The research question is: What is the perception of
newly certified athletic trainers on their undergraduate
approved clinical instructor’s professional effectiveness
for communication skills, interpersonal relationships,
instructional skills, supervisory and administrative
skills, evaluation of performance, and clinical skills and
knowledge?
As illustrated in Table 5, the research question was
analyzed using descriptive statistics of mean, standard
deviation, and range of scores.

Table 5. Descriptive Results
Standard
Communication
Skills
Interpersonal
Relationships
Instructional
Skills
Supervisory
Skills and
Knowledge
Evaluation of
Performance
Clinical Skills
and Knowledge

Range
3.2

Minimum
1.8

Maximum
5.0

Mean
4.4

SD
0.7

2.8

2.2

5.0

4.6

0.6

4.0

1.0

5.0

4.1

1.0

2.5

2.5

5.0

4.4

0.7

3.5

1.5

5.0

4.4

0.8

3.0

2.0

5.0

4.7

0.6

15

Additional Findings

The secondary purpose of this study was to determine
the reliability of the six standards. A Chronbach Alpha
analysis was used to determine the reliability for
communication skills, interpersonal relationships,
instructional skills, supervisory and administrative
skills, evaluation of performance, and clinical skills and
knowledge. Table 6 illustrates the reliability analysis of
the six standards associated with the survey. Reliability
is considered high if a score is 0.8 and above.

Table 6. Reliability Data
Standards
Communication Skills
Interpersonal Relationships
Instructional Skills
Supervisory Skills and Knowledge
Evaluation of Performance
Clinical Skills and Knowledge

Chronbach Alpha
Reliability Analysis
.942
.943
.965
.872
.935
.897

16

DISCUSSION

The results of this research may help entry-level
athletic training education programs with evaluating
approved clinical instructor’s professional effectiveness.
The following discussion is comprised of three subsections:
discussion of results, conclusions, and recommendations.

Discussion of Results

The data results used descriptive statistics to
analyze the associated criteria of the six standards. The
mean scores were calculated based on the survey’s 5-point
Likert scale. The findings in this study are similar to
other studies completed in this area of topic.
Clinical skills and knowledge received the highest
mean score out of the six standards. The current thesis
results showed that ACIs are usually demonstrating proper
clinical skills with a mean score of 4.7 on a 5 point
Likert scale. The results may imply that ACIs are
appropriately completing clinical education units and
continually increasing their knowledge.
Effective clinical skills and knowledge, according to
Weidner and Henning,2 are demonstrated when the ACI is fully

17

capable of teaching and evaluating students’ clinical
competencies. Also, the ACI’s knowledge and skills are
current and based on science and evidence-based practice.
Research by Sibold6 recognizes that if the ACI can
demonstrate making sensible decisions, the students may
have increased self-confidence thus leading to better
patient outcomes. Appropriate clinical competence can be
demonstrated by offering students a clear understanding of
clinical decisions. Sibold6 clarifies that it is significant
for the athletic trainer to use critical thinking skills to
make appropriate decisions in the clinical setting.
The next highest ranked standard was interpersonal
relationships. The current thesis results discovered that
ACIs are usually adequate in interpersonal relationships
with a mean score 4.6 on a 5 point Likert scale. The
results suggest that the ACI is demonstrating interpersonal
relationships thus preparing the students for employer
expectations.
According to Weidner and Henning,2 appropriate
interpersonal relationships are accomplished by being a
professional mentor and demonstrating professional
relationships. The ACI should have an open and approachable
demeanor when working in a clinical setting. Research by
Raab et al4 recognizes that employer expectations will

18

include interpersonal skills and being a quality health
care provider. The ACI must help prepare entry-level
students with the certain qualities and employability
skills needed for professional success.4 Potteiger et al7
reveal that personal characteristics is an area that
athletic training education programs are not improving in
and interpersonal expectations are lacking.
The results from the current thesis research revealed
that ACIs are usually proper supervisors of athletic
training students. Supervisory and administrative skills
received a mean score of 4.4 on a 5 point Likert scale.
Weidner and Henning2 state that supervisory and
administrative skills are demonstrated by encouraging
athletic training students to arrive at clinical decisions
on their own. Also, the students should be presented with
clear performance expectations throughout the entire
learning process. Effective supervisory skills also include
supervising the athletic training students during formal
acquisition, practice, and evaluation of clinical
competency.2 Rich8 suggests that ACIs have difficulty taking
advantage of learning opportunities when they occur. In
some cases, an ACI is not able to interact with the student
due to other job constraints. Other job responsibilities

19

demand the ACI’s attention and therefore, the ACI is not
focusing on supervising the student.8
The current thesis research discovered that the
participants felt their ACIs were usually evaluating their
performance appropriately. Evaluation of performance
resulted in a mean score of 4.4 on a 5 point Likert scale.
To effectively evaluate athletic training student’s
performance, Weidner and Henning2 recommend the ACI
approaches the evaluation process as constructive and
educational. The ACI should recognize students’ knowledge,
skills, and behaviors as they relate to specific goals and
objectives of the clinical experience. Also, the ACI
participates with the students in evaluations that are
formative and summative which provide ongoing feedback and
overall performance.2 Martin’s9 research discussed how
documenting student competencies can be a challenge for
some ACIs. There is a need for better evaluating techniques
of athletic training student’s strengths and weaknesses.
The current thesis research discovered that the
participants felt their ACI was usually effective in
communication. Communication skills resulted in a mean
score of 4.4 on a 5 point Likert scale.
As recognized by Weidner and Henning,2 communication
skills involve incorporating professional discussions with

20

athletic training students in the clinical setting. The ACI
should provide constructive formative and summative
feedback to athletic training students. Also, the ACI should
receive and respond to feedback from the program director,
clinical education coordinator, and athletic training
students.2 Researcher Carr10 found that certified athletic
trainers felt under prepared in the ability to communicate
in the professional setting. The participants in the study
suggested that the lack of preparation in communication was
due to their educational programs.
The standard that was ranked lowest according to its
mean value was instructional skills. Instructional skills
resulted in a mean score of 4.1 on a 5 point Likert scale.
In demonstrating instructional skills, Weidner and
Henning2 recommend the ACI to be enthusiastic about teaching
and must employ a variety of teaching styles to meet
individual student’s needs. The ACI can also be effective
by creating learning opportunities that promote critical
thinking and problem solving.2 Ristori et al11 research
emphasized that how an ACI decides to teach may have an
impact on the students’ ability to learn. It was concluded
that of the 13 ACIs surveyed in their research, the ACIs
were all able to identify with students’ learning styles.11
The current thesis research was consistent with the

21

literature because the subjects reported that their ACIs
were usually effective instructors.
The mean scores of the six standards all fell between
a mean score of 4.1 and 4.7 on a 5 point Likert scale.
Unfortunately, important skills that should be consistently
demonstrated by the ACI did not receive the highest mean.
Instructional skills had the lowest mean score (4.1 out of
5) when compared to the other six standards evaluated. It
should be significant for the ACI to properly instruct an
athletic training student in the clinical setting. If an
entry-level student is not properly instructed, he or she
may risk failure in an emergency situation due to poor
problem-solving skills.
Poor instructional skills could ultimately be the
result of an ACI having poor communication skills.
Communication skills also ranked on the lower end of the
mean scores (4.4 out of 5) when comparing the average
results of the six standards. A lack of effective
communication from the ACI may result in further concerns
for the entry-level athletic training student. Without
proper demonstration of communication skills, the student
may be at risk for not being able to form professional
discussions with other students, athletes, colleagues, etc.
Evaluation of performance and supervisory skills and

22

knowledge also received a mean of 4.4 which shows there is
room for improvement in these areas. The ACI should work to
improve on these standards to better the education for
entry-level students.

Conclusions

Approved clinical instructors are responsible for
utilizing clinical education time wisely to encourage
growth and development as a professional. After reviewing
the results of this thesis study as well as the literature,
the researcher found that approved clinical instructors are
usually effective in athletic training clinical education.
This conclusion was determined based on the mean scores
from the survey and the 5-point Likert scale. The survey
was also deemed highly reliable by using Chronbach Alpha
analysis on the associated standards.
According to the survey Likert scale, the mean scores
of each standard are in accordance with the number four
which can be associated with the result “usually”. Overall,
the current thesis study has found results that add
uniqueness to the knowledge and profession of athletic
training.

23

Recommendations

Based on this study and those completed in the past,
it is clear that more research needs to be completed in the
area of athletic training clinical education and approved
clinical instructors. Research recommendations would be to
continue to use survey research to gain the perspective of
students and how they perceive their approved clinical
instructor.
This thesis study had a 13% (N=77) response rate.
Future research should include a larger number of
respondents and also provide open-ended response questions.
Subjective concerns about students’ experience with an
approved clinical instructor could be received well with
open-ended responses.
There is much potential for growth and development in
terms of athletic training education. The potential for
growth also creates a unique and necessary opportunity for
research. This research should be completed to better
evaluate the effectiveness of the approved clinical
instructor in athletic training education.

24

REFERENCES

1.

CAATE Clinical Education Terminology. National
Athletic Trainers' Association Web site.
http://www.nata.org/caate-clinical-educationterminology. Accessed November 2012.

2.

Weidner T, Henning J. Development of standards and
criteria for the selection, training, and evaluation
of athletic training approved clinical instructors. J
Athl Train. 2004;39(4):335.

3.

Weidner T, Henning J. Importance and applicability of
approved clinical instructor standards and criteria to
certified athletic trainers in different clinical
education settings. J Athl Train. 2005;40(4):326-332.

4.

Raab S, Wolfe B, Gould T, Piland S. Characterizations
of a quality certified athletic trainer. J Athl Train.
2011;46(6):672-679.

5.

Phan K, McCarty C, Mutchler J, Van Lunen B. Clinical
preceptors' perspectives on clinical education in
post-professional athletic training education
programs. Athl Train Ed J. 2012;7(3):103-114.

6.

Sibold J, Geisler P. A three-question framework to
facilitate clinical decision making. Athl Train Ed J.
2012;7(1):11-17.

7.

Potteiger K, Brown C, Kahanov L. Altering the athletic
training curriculum: a unique perspective on learning
over time. Athl Train Ed J. 2012;7(2):60-69.

8.

Rich V. Clinical instructors' and athletic training
students' perceptions of teachable moments in an
athletic training clinical education setting. J Athl
Train. 2009;44(3):294-303.

9.

Martin M, Grant-Ford M. Utilizing web-based technology
to track athletic training proficiencies. Athl Ther
Today. 2007;12(4):40-43.

25

10.

Carr W, Volberding J. Employer and employee opinions
of thematic deficiencies in new athletic training
graduates. Athl Train Ed J. 2012;7(2):53-59.

11.

Ristori C, Eberman L, Tripp B, Kaminski T. Athletic
training student learning style. IJATT. 2011;16(2):3337.

26

APPENDICES

27

APPENDIX A
Review of Literature

28

Review of Literature

Entry-level athletic training education programs focus
on clinical education for a large portion of students’
learning and experience. Clinical education in an entrylevel athletic training program is responsible for practice
and evaluation of the National Athletic Trainers’
Association (NATA) Clinical Proficiencies.1 According to the
NATA, Clinical Education is defined as the application of
knowledge and skills, learned in classroom and laboratory
settings, to actual practice on patients under the
supervision of an Approved Clinical Instructor (ACI).1
The clinical proficiencies, created by the NATA’s
Educational Council, require much responsibility from a
certified athletic trainer. Clinical education includes
numerous clinical teaching and evaluating opportunities
that are provided by the ACI.
Weidner and Henning’s study2 developed a set of
standards which to base the selection, training, and
evaluation of ACIs in the clinical setting. Weidner and
Henning2 define standards as a level of requirement,
excellence, or attainment. Criteria are defined as items on
which a judgment or decision can be based for the
attainment of a standard.

29

These defined standards include communication skills,
interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge. The listed
standards are important for fully understanding obligations
and requirements of clinical education.2
Additional research by Weidner and Henning3 informs
that an important component for creating quality clinical
education is training educators on how to evaluate,
instruct, and teach the students.
The purpose of this Review of Literature is to inform
the reader about what it means to be effective in the
associated standards and criteria when evaluating an
approved clinical instructor. This research will be
accomplished in the following sections:

Approved Clinical

Instructor, Communication Skills, Interpersonal
Relationships, Instructional Skills, Supervisory and
Administrative Skills, Evaluation of Performance, and
Clinical Skills and Knowledge.

Approved Clinical Instructor

The NATA defines the ACI as being an appropriately
credentialed professional who can provide instruction and

30

evaluation of Educational Competencies and/or Clinical
Proficiencies.1 The ACI will have an influence on how
athletic training students’ learn and advance in their
knowledge and skills in the clinical setting.
In 2004, Weidner and Henning2 suggest that all approved
clinical instructors should work in a similar manner and
cover related material. However, according to research,
many certified athletic trainers who serve as ACIs have not
had a proper, pedagogic focus of study to teach to the best
of their abilities. A well-prepared and knowledgeable
athletic trainer in the clinical setting does not
automatically make him or her best candidate to serve as an
ACI.2
In 2005, Weidner and Henning’s3 research makes a valid
point that not only should students be evaluated; but,
approved clinical instructors should also be evaluated. The
questionnaire that contains Weidner and Henning’s2 developed
standards and criteria was administered to evaluate ACIs in
different clinical education settings. Their research
suggested there was no significant difference in work
setting. The research did discover that the ACI was having
difficulty balancing the role of clinician and clinical
instructor which negatively influenced the effectiveness of
the ACI.3

31

Communication Skills
Effective communication skills in the clinical setting
can be accomplished through several tasks. Communication
includes incorporating professional discussions with
athletic training students in the clinical setting.2 Also,
communicating with athletic training students in a nonconfrontational and positive manner. The ACI should also
provide constructive formative and summative feedback to
athletic training students. Communication from an ACI
should include open-ended questions and directed problem
solving. Also, the ACI should receive and respond to
feedback from the program director, clinical education
coordinator, and athletic training students.2
Research completed by Raines4 showed that preceptors in
the nursing profession desire faculty support and feedback
when dealing with the students and curriculum.
Communication is an important factor to nursing students’
success and could be accomplished in the athletic training
profession. Communications with school of nursing faculty
was a key aspect in nurses’ willingness to serve as
preceptors. Proper communication may have made nursing
students’ successes with clinical skills easier to
accomplish.4

32

Carr5 wanted to explore the opinions of employers and
employees about the level of preparation new athletic
training graduates had for a professional career.
Communication was the most common deficit according to
employers and employees. Communication with patients,
coaches, parents, and other employees is important. Lack of
interpersonal communication was a weakness of new
graduates. Carr’s5 research also found that certified
athletic trainers felt under prepared in the ability to
communicate in the professional setting. The participants
in the study suggested that the lack of preparation in
communication was due to their educational programs.
Participants then suggested athletic training education
programs should incorporate opportunities for communicating
with others as a daily objective.5 The ACI must communicate
better within the clinical experience to subsequently help
the students communicate better.

Interpersonal Relationships
The ACI should demonstrate appropriate and
professional interpersonal relationships. According to
Weidner and Henning,2 this is accomplished by forming and
modeling professional relationships with athletic training
students, colleagues, patients, athletes, and

33

administrators. It is also accomplished by demonstrating
respect and being a positive role model and mentor for
athletic training students. Lastly, the ACI has an open and
approachable demeanor when working in a clinical setting.
The ACI may have to monitor a group of students and must
demonstrate the ability to relate to multiple students at a
time.2
Raab et al4 recognized specific abilities that should
be addressed in athletic training clinical education. These
abilities included thinking critically, solving problems,
and oral communication skills. The ACI must help prepare
the entry-level students with the certain qualities and
employability skills needed for professional success. Raab
et al4 clarifies that the ACI should gain the knowledge
needed to become effective in their position by
demonstrating and teaching students interpersonal skills.
Raab et al6 compared nursing and physical therapy
professions and how they have characteristics that define
quality care and professional performance. The abilities
studied in these professions include the commitment to
learn, interpersonal skills, communication, and
professionalism.6 If the profession of athletic training is
going to continue to advance, building interpersonal
relationships is important.

34

The ACI should illustrate concern for the student as a
learner and as a person2. After 13 interviews from certified
athletic trainers, Raab et al6 revealed five traits that
make a quality athletic trainer. A quality athletic trainer
means caring about patients and who they interact with,
communication by expressing care and providing feedback,
commitment to the profession and availability to whom they
instruct, integrity by being loyal to whom they interact
with, and the knowledge needed to be a proficient
clinician.6 These abilities strengthen the opportunity for
an athletic trainer to create a professional relationship
with athletic training students.
According to Potteiger et al7, employers have reported
that personal characteristics are important. These
characteristics would include leadership skills, selfconfidence, and interpersonal skills. The researchers of
this study mention that personal characteristics is an area
that athletic training education programs are not improving
in and interpersonal expectations are lacking. Therefore,
education programs must consistently prepare students to
meet the technical educational standards as well as
employer expectations.7 If these are skills that are
practiced, then the ACI can demonstrate to students how to
feel more comfortable in the clinical setting.

35

In the nursing profession, preceptors are showing a
prosperous relationship with nursing students and new
nurses. Research by Raines4 discussed that nurse preceptors
facilitate learning and build confidence in nursing
students. All of the nurses who participated in the study
by Raines4 have experienced working with nursing students in
the clinical area between three and 24 years. Nurse
preceptors are the bridge needed between classroom
education and the experiences students need to prepare for
the clinical work environment. Preceptors have gained great
recognition in academic settings due to their positive
impact on the preparation of nursing students for realworld practice. Through proper role modeling and guidance,
nursing students have developed knowledge, clinical skills,
and professional attitudes from their preceptors.4

Instructional Skills
To demonstrate effective instructional skills, Weidner
and Henning2 mention that the ACI should be enthusiastic
about teaching and must employ a variety of teaching styles
to meet individual student’s needs. The ACI should also
help athletic training students progress toward reaching
goals and objectives. The ACI may modify learning
experiences based on individual’s strengths and weaknesses.

36

The ACI can also be effective by creating learning
opportunities that promote critical thinking and problem
solving.2
Athletic training educators should strive to connect
classroom learning with clinical education learning.
Research by Sibold8 proposed a three-question framework for
practical clinical decision making in therapeutic
modalities and rehabilitation contexts. The three questions
included asking about the treatment goal, the target
tissue, and the modality that meets the need. Sibold8
defines critical thinking as the ability to make
purposeful, self-regulatory judgments. Within the clinical
setting, critical thinking skills will help the students
make more sensible decisions and subsequently gain clinical
confidence.8
To create fairness and equality with the students
involved in the clinical setting, Ristori et al9 completed
research on student learning styles and the importance of
recognizing those different styles. It is important to be
able to relate to different learning styles of athletic
training students. An ACI may not know how to communicate
in a way that is beneficial to the students, which could
negatively influence students’ learning opportunities. The
research also emphasized that how an ACI decides to teach

37

may have an impact on the students’ ability to learn. It
was concluded that of the 13 ACIs surveyed in this
research, they were all able to identify with students’
learning styles.9
A study by Henning and Weidner10 recognized the topic
of peer-assisted learning and its effectiveness as a
learning technique. A survey was administered as a selfreport tool to athletic training students. Results were
that 66% of the students said they practice clinical skills
with other athletic training students and 60% reported that
it was easy to learn with peers. The research encourages
peer-assisted learning because the students reported that
it was beneficial.10

Supervisory and Administrative Skills
According to Weidner and Henning,2 The ACI can
demonstrate effective supervisory and administrative skills
by encouraging athletic training students to arrive at
clinical decisions on their own. Also, the students should
be presented with clear performance expectations throughout
the entire learning process. The ACI should effectively
complete evaluation forms in a timely fashion. Effective
supervisory skills also include supervising the athletic
training students during formal acquisition, practice, and

38

evaluation of clinical proficiencies. Finally, the ACI
should be sure students understand policies and procedures
of the clinical settings.2 The ACI may have multiple
responsibilities within the athletic training program and
it can be difficult to manage their time well and still
complete all tasks.
Entry-level athletic training students should be given
purposeful clinical instruction. Anderson11 discusses the
importance of safety aspects and how pre and postscreenings, emergency plans, and environmental policies are
important for protecting athletes. In order to be able to
assist in injury prevention, athletic training students
must have the knowledge and skills to recognize symptoms
and help in high risk scenarios that may include lifethreatening problems. If the students are guided well
enough to help with situations in the clinical setting,
daily tasks can run more smoothly and they can be more
successful with prevention and safety. To perform tasks
independently, students must understand their priorities
and responsibilities based upon their ACI expectations.11
Dealing with the difficulty of balancing the role of
clinician and ACI, researcher Rich12 suggests that ACIs have
difficulty taking advantage of learning opportunities when
they occur. In some cases, an ACI is not able to interact

39

with the student due to daily constraints of other
responsibilities that come along with the job. These
constraints and barriers should be managed and dealt with
so that no student is missing a learning opportunity. Other
job responsibilities demand the ACI’s attention and
therefore, the ACI is not focusing on supervising the
student.12
Rich12 also recognizes that several barriers occur
between the ACI and athletic training students. These
barriers include lack of time, busy caring for athletes,
ACI is performing other tasks and duties, and lack of
student initiative. If the ACI cannot manage tasks and
time, he or she is less likely to engage in meaningful
clinical activities, discuss clinical progression, and
discuss student performance.12
The aim of an integrative review by Omansky13 was to
describe the nurses’ experience when functioning as an
undergraduate nursing student preceptor. Omansky13
discovered that there is little research regarding the
nurse preceptor’s experience in the work setting. The study
covered 1,486 nurse preceptors who worked with
undergraduate nursing students. Research discovered that
nurse preceptors experience role ambiguity, role conflict,
and role overload. If there can be fewer conflicts and

40

issues with role strain as a supervisor, the nurse
preceptor and the ACI can provide a better learning
environment. Role conflict is created when certain
responsibilities dealing with students interferes with the
responsibilities of patient care. To have successful
administrative skills, a preceptor, and an ACI, must be
able to manage their time with a variety of tasks.
Omansky13 discovered that some nurse preceptors were
never shown a preceptor guideline. This caused anxiety
because nurse preceptors felt they were unsure of how to be
a proper supervisor. The role of a preceptor is to guide
student nurses from the theory of nursing to the
application of nursing theory. With a proper definition of
what makes a nurse preceptor, future generation of nurses
can be appropriately guided by their preceptor. By
recognizing the nurse preceptor role, there can be a
positive impact on role conflict.13
A study performed by Craig14 at Northern Arizona State
University discusses how the 300+ accredited undergraduate
athletic training education programs have limited clinical
opportunities. In Northern Arizona State University, they
utilize the entire state for clinical placement sites. The
research says those opportunities provide benefits to the
students and the research wishes to persuade programs to

41

consider expanding clinical placement sites. Another
benefit listed is that the ratio of student to approved
clinical instructor can be 1:1, compared to most situations
where it is 2:1 or more. The senior athletic training class
of Northern Arizona State University mentioned that with
one-on-one attention, there can be enhanced learning and
mentoring.14 In conclusion to this research; there was an
increase in confidence and professionalism which was
documented by the alumni survey data.14 Unfortunately, oneon-one attention is not always an option and an ACI must be
able to appropriately interact with multiple students at a
given clinical site.2

Evaluation of Performance
To effectively evaluate athletic training student’s
performances, Weidner and Henning2 state that the ACI should
approach the evaluation process as constructive and
educational.2 The ACI should recognize students’ knowledge,
skills, and behaviors as they relate to specific goals and
objectives of the clinical experience. Lastly, the ACI
participates with the students in evaluations that are
formative and summative which provide ongoing feedback and
overall performance.2

42

The entry-level athletic training students can be
critiqued on how well they are learning in the clinical
setting based on how well they complete certain tasks.
Injury evaluations and other paperwork can be completed
independently while still being guided by a certified
athletic trainer. Students should feel confident enough to
complete daily tasks as needed to fulfill daily evaluation
requirements.
The clinical rotation assignment is an important
factor in entry-level athletic training education programs.
During the clinical assignment, the students should have an
understanding of their objectives and requirements to
complete.
Documenting clinical skills and competencies is
critical for identifying student’s level of performance. In
research done by Martin,15 a web-based program for
evaluating athletic training students has shown to be
innovative for athletic training education programs. It is
a user-friendly electronic process that will increase the
amount of evaluations students receive from their ACIs.
Properly evaluating athletic training students’ skill
progression and competence development is critical.
Martin’s15 research discussed how documenting student
competencies can be a challenge for some ACIs. However, by

43

using a web-based database, it will be easier to evaluate
students. With web-based technology for evaluation,
athletic training student can know their strengths and
weaknesses on a regular basis. The significance of this
research is that the athletic training education program,
specifically the ACI, can monitor students’ progress more
closely.15
Athletic training students will evaluate and treat
patients as they go through the athletic training education
program. Patients will have a variety of conditions,
injuries, and illnesses, but it does not mean students are
being challenged. Research by Walker16 discussed how
clinical proficiencies are to represent the integration of
clinical skills and decision-making abilities to prepare
for professional careers. Rather than documenting the
clinical proficiencies based off of clinical performance,
ACIs will simulate a scenario for students to answer from.
The research by Walker16 recommends evaluating students’
clinical proficiencies by using a standardized patient.
This means, using an individual who can appropriately
portray signs and symptoms of a condition for students to
examine.16
According to Armstrong,17 more standardized evaluations
will help ACIs better evaluate student’s clinical skills

44

and confidence in knowledge and abilities. A scenario
created by a standardized patient can guide the ACI to a
fair means of assessment to provide formative and summative
feedback. Within this research, there was success in using
a standardized patient for evaluation of clinical
progression.16,17

Clinical Skills and Knowledge
According to Weidner and Henning,2 The ACI should
demonstrate clinical skills and knowledge that meet and
surpass athletic training education competencies and
clinical proficiencies. These effective clinical skills are
demonstrated when the ACI is fully capable of teaching and
evaluating students’ clinical proficiencies. Also, the
ACI’s knowledge and skills are current and based on science
and evidence-based practice. The ACI must also continue
participation in continuing education programs.2
Clinical education requirements are organized so that
students can actively learn and interact with instructors
and patients. It is necessary for approved clinical
instructors in the athletic training field to demonstrate
appropriate clinical abilities. Sibold8 clarifies that it is
significant for the athletic trainer to use critical
thinking skills to make appropriate decisions in the

45

clinical setting. The ability to understand and demonstrate
clinical proficiencies in clinical practice is important
for the development of clinical decision making. It is
vital for the ACI to demonstrate the knowledge needed to
make clinical decisions. If an athletic trainer has a great
amount of knowledge, it is not uncommon that he or she
lacks the ability to make clinical decisions. An ACI should
be able to make clinical decisions to aid in problem
solving. Students should be taught by their ACI on how to
reach sensible decisions in the clinical setting. If the
ACI can demonstrate making sensible decisions, the students
may have increased self-confidence thus leading to better
patient outcomes. The ACI should not assume that students
understand clinical decision making by simply observing
actions. Appropriate clinical competence can be
demonstrated by offering students a clear understanding of
clinical decisions.8
Researcher Phan et al18, notes that other health care
professions, including physical therapy and nursing, are
becoming more structured and organized in developing
constructive learning experiences in clinical education.
Clinical education requires the ability to transfer
knowledge and apply learned concepts in new situations. The
framework of other health care professions has provided a

46

base on how to approach athletic training clinical
education. Phan et al18 recognized that one of the most
prominent parts of clinical education is the ACI. Approved
clinical instructors are to become an effective mentor by
demonstrating attributes that would apply to a clinician,
educator, and that of an effective communicator. Research
shows that ACIs who recognize a balance between autonomy
and guided practice will provide an effective learning
environment for students.18
Potteiger et al7 mentioned that other evaluations of
educational standards and the opportunity to practice
skills can be done through evidenced-based practice.
Evidenced-based practice is an important feature of
clinical education and is something that can be
incorporated in to accredited entry-level athletic training
programs. The research declares that evidence-based
practice will teach the students to apply the research
evidence with his or her clinical observations to make for
the best decision making. The use for evidence-based
practice includes a foundation for delivery care,
developing clinical questions, answering clinical
questions, and to interpret clinical outcomes to assess
patient status. If a student uses evidence-based practice

47

it is hopeful that they will feel more confident in their
decisions and answers in the clinical setting.7

Summary

The literature review reveals different findings in
terms of being an approved clinical instructor (ACI) in the
athletic training education program. The literature depicts
what it means to be effective in the following standards:
communication skills, interpersonal relationships,
instructional skills, supervisory and administrative
skills, evaluation of performance, and clinical skills and
knowledge. Research is continuing to advance involving how
an ACI should perform in the clinical setting. The ACI
plays a significant role in the professional development
and education of athletic training students. Therefore, it
is critical to evaluate the professional effectiveness of
an approved clinical instructor.

48

APPENDIX B
The Problem

49

STATEMENT OF THE PROBLEM

The purpose of this research was to determine the
perception of newly certified athletic trainers on their
undergraduate approved clinical instructors’ (ACI)
professional effectiveness. This research examined if the
ACI is effectively performing their role in the clinical
setting within the following six standards:

communication

skills, interpersonal relationships, instructional skills,
supervisory and administrative skills, evaluation of
performance, and clinical skills and knowledge. There is
minimal athletic-training based research that analyzes
athletic training students’ perception of ACIs and their
effectiveness in the clinical setting. Athletic training
education programs could use this research to potentially
better the professional effectiveness of the ACI.
Definition of Terms
The following definitions of terms will be defined for
this study:
1) Approved Clinical Instructor - An appropriately
credentialed professional identified and trained by a
Clinical Instructor Educator to provide instruction and
evaluation of the Athletic Training Educational

50

Competencies and/or Clinical Proficiencies.1 The ACI may
not be a current student within the Athletic Training
Education Program.1
2) Athletic Training Student – Entry-level student in the
Athletic Training Education Program who is working
towards a Bachelors degree at a college/university.1
3) Clinical Education - The application of knowledge and
skills, learned in classroom and laboratory settings, to
actual practice on patients under the supervision of an
ACI.1
4) Clinical Skills and Knowledge - Appropriate clinical
competence is demonstrated through clinical decision
making and professional approaches to problem solving.2
5) Communication Skills - Effective communication should be
nonthreatening and provide a clear and honest perception
of student’s abilities.2 Demonstrating active listening
skills, asking open-ended questions, and clearly
explaining clinical problems and expectations in a
comprehensible manner is also effective means of
communication.2

51

6) Evaluation of Performance - Effective evaluation and
assessment skills identify student progress, strengths
and weaknesses.2
7) Instructional Skills - Effective instructional skills
means being knowledgeable on basic educational
principles regarding clinical teaching.2 Being effective
means recognizing different teaching and learning styles
and encouraging critical thinking and problem solving
skills.2
8) Interpersonal Relationships - A positive and effective
interpersonal relationship means showing professional
behavior and being a professional role model and mentor.2
Interpersonal qualities include being enthusiastic,
positive, friendly, honest, approachable, and show
interest and concern for students as a learner.2
9) Preceptor – A teacher or instructor more commonly used
to describe an instructor in the clinical setting of
nursing, physical therapy, and other health related
fields.
10) Supervisory and Administrative Skills - Effective
supervision is remaining readily accessible and serving
as a resource for students.2 An effective administrative

52

skill is time management and completing all necessary
tasks.2

Basic Assumptions
The following are basic assumptions of this study:
1)

The subjects completed the survey honestly and to the
best of their ability.

2)

The subjects completed the survey based on their own
individual experiences.

3)

The questions were not leading or biased.

4)

All respondents were be given adequate time to
complete the survey.

Limitations of the Study
The following are possible limitations of the study:
1)

Only those who are a member of the National Athletic
Trainers’ Association Career Starter category were
being studied which decreased the subject pool.

2)

The subjects may not have been able to recall the
information needed to successfully answer the survey
questions.

3)

The list of subject email addresses may not have been
correct.

53

Delimitations
The following are possible delimitations of the study:
1)

The subjects who participated in the survey were
Career Starter membership category of the National
Athletic Trainers’ Association.

2)

The subjects who participated in the survey were
recently certified athletic trainers.

3)

The subjects who participated in the survey were
evaluating a previous approved clinical instructor
from their first clinical rotation of fall semester of
their final academic year.

Significance of the Study
The only athletic training research-based standards
published are those by Drs. Weidner and Henning.
Individuals, who were once entry-level athletic training
students, will rate their approved clinical instructor’s
professional effectiveness based on the developed
standards. This thesis study was significant for assessing
guidelines in selecting, training, and evaluating ACIs. The
results of this research may help to better guide the
approved clinical instructor (ACI) in the clinical setting.

54

The study showed what standards and criteria the ACI is
performing well in, and where improvements were necessary.

55

APPENDIX C
Additional Methods

56

APPENDIX C1
Institutional Review Board –
California University of Pennsylvania

57

58

59

60

61

62

63

64

65

66

67

68

69

Institutional Review Board
California University of Pennsylvania
Morgan Hall, Room 310
250 University Avenue
California, PA 15419
instreviewboard@calu.edu
Robert Skwarecki, Ph.D., CCC-SLP,Chair

Dear Ms. Passaro:
Please consider this email as official notification that your proposal titled "Certified
Athletic Trainers' Perceptions on their undergraduate approved clinical instructors'
professional effectiveness” (Proposal #12-063) has been approved by the California
University of Pennsylvania Institutional Review Board as submitted.
The effective date of the approval is 3/27/13and the expiration date is 3/26/14. These
dates must appear on the consent form .
Please note that Federal Policy requires that you notify the IRB promptly regarding any
of the following:
(1) Any additions or changes in procedures you might wish for your study
(additions or changes must be approved by the IRB before they are
implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are necessitated by
any events reported in (2).
(4) To continue your research beyond the approval expiration date of 3/26/14
you must file additional information to be considered for continuing review.
Please contact instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Robert Skwarecki, Ph.D., CCC-SLP
Chair, Institutional Review Board

70

APPENDIX C2
EVALUATION OF ATHLETIC TRAINING APPROVED CLINICAL
INSTRUCTOR’S PROFESSIONAL EFFECTIVENESS
SURVEY

71

72

73

74

75

76

77

78

79

80

81

Appendix C3
Cover Letter

82

Dear Fellow Certified Athletic Trainer:
My name is Abby Passaro and I am currently a graduate student at California University of Pennsylvania
pursing a Master of Science in Athletic Training. Part of the graduate study curriculum is to complete a
research thesis through conducting research. I am conducting survey research to determine the
perception of certified athletic trainers on their undergraduate approved clinical instructor’s professional
effectiveness in clinical education. The survey will be generated through SurveyMonkey.com and will be
distributed to the National Athletic Trainers’ Association Career Starter membership category.
Your participation is voluntary and you do have the right to choose not to participate. You also have the
right to discontinue participation at any time during the survey completion process at which time your
data will be discarded. The California University of Pennsylvania Institutional Review Board has reviewed
and approved this project. The approval is effective 3/27/13 and the expiration date is 3/26/14.
All survey responses are anonymous and will be kept confidential, and informed consent to use the data
collected will be assumed upon return of the survey. The survey responses will be housed in a password
protected file on the Cal U campus. Minimal risk is posed by participating as a subject in this study. I ask
that you please take this survey at your earliest convenience as it will take approximately 15 minutes to
complete. If you have any questions regarding this project, please feel free to contact the primary
researcher Abby Passaro at pas7374@calu.edu or 412-758-9591. You can also contact the faculty advisor
for this research (Linda Meyer, EdD, LAT, ATC, meyer@calu.edu). Thank you in advance for your
participation. Please click the following link to access the survey (www.surveymonkey.com/s/JKGVVZ3).
Thank you for taking the time to take part in my thesis research. I greatly appreciate your time and effort
put into this task.
Participants for this survey were selected at random from the NATA membership database according to
the selection criteria provided by the student doing the survey. This student survey is not approved or
endorsed by NATA. It is being sent to you because of NATA’s commitment to athletic training education
and research.
Sincerely,
Abby Passaro, LAT, ATC
Primary Researcher
California University of Pennsylvania
250 University Ave
California, PA 15419
pas7374@calu.edu

83

REFERENCES
1.

CAATE Clinical Education Terminology. National
Athletic Trainers' Association Web site.
http://www.nata.org/caate-clinical-educationterminology. Accessed November 2012.

2.

Weidner T, Henning J. Development of standards and
criteria for the selection, training, and evaluation
of athletic training approved clinical instructors. J
Athl Train. 2004;39(4):335.

3.

Weidner T, Henning J. Importance and applicability of
approved clinical instructor standards and criteria to
certified athletic trainers in different clinical
education settings. J Athl Train. 2005;40(4):326-332.

4.

Raines D. Nurse preceptors' views of precepting
undergraduate nursing students. J Nurs Educ Pers.
2012;33(2):76-79.

5.

Carr W, Volberding J. Employer and employee opinions
of thematic deficiencies in new athletic training
graduates. Athl Train Ed J. 2012;7(2):53-59.

6.

Raab S, Wolfe B, Gould T, Piland S. Characterizations
of a quality certified athletic trainer. J Athl Train.
2011;46(6):672-679.

7.

Potteiger K, Brown C, Kahanov L. Altering the athletic
training curriculum: a unique perspective on learning
over time. Athl Train Ed J. 2012;7(2):60-69.

8.

Sibold J, Geisler P. A three-question framework to
facilitate clinical decision making. Athl Train Ed J.
2012;7(1):11-17.

9.

Ristori C, Eberman L, Tripp B, Kaminski T. Athletic
training student learning style. IJATT. 2011;16(2):3337.

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ABSTRACT

Title:

Certified Athletic Trainers’ Perceptions on
Their Undergraduate Approved Clinical
Instructors’ Professional Effectiveness

RESEARCHER:

Abby Passaro

ADVISOR:

Dr. Linda P. Meyer

DATE:

May 2013

RESEARCH TYPE: Master’s Thesis
CONTEXT:

There is minimal athletic-training based
research that analyzes athletic training
students’ perception of ACIs and their
effectiveness in the clinical setting.
Athletic training education programs could
use this research to potentially better the
effectiveness of the ACI.

OBJECTIVE:

The purpose of this study was to determine
the perception of certified athletic
trainers on their undergraduate approved
clinical instructor’s professional
effectiveness in clinical education.
Professional effectiveness was determined
based on the following standards:
communication skills, interpersonal
relationships, instructional skills,
supervisory and administrative skills,
evaluation of performance, and clinical
skills and knowledge.

SETTING:

An email was sent out to Career Starter
members of the National Athletic Trainer’s
Association. The email contained a link to
the survey to be completed on an internet
based program at the students own
discretion.

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PARTICPANTS:

An online survey containing 29 questions and
5 demographic questions was randomly sent to
1,000 members of the National Athletic
Trainers’ Association who met the qualifying
criteria. In total, 77 participants
responded to the survey.

INTERVENTION:

The survey originated from Drs. Weidner and
Henning’s questionnaire from the research
titled "Development of Standards and
Criteria for the Selection, Training, and
Evaluation of Athletic Training Approved
Clinical Instructors". Research was approved
by the Institutional Review Board. The
survey was created on a web server called
Survey Monkey™ and sent via email using the
National Athletic Trainers’ Association
Research Survey Services. A cover letter
explaining the survey was attached in the
email.

MAIN OUTCOME
MEASURES:

The research question tested was analyzed
using descriptive statistics of mean,
standard deviation, and range of scores.

RESULTS:

The mean and standard deviation for the six
standards based on a 5-point Likert scale
were as follows: Communication Skills, 4.4 ±
0.7; Interpersonal Relationships, 4.6 ± 0.6;
Instructional Skills, 4.1 ± 1.0; Supervisory
and Administrative Skills, 4.4 ± 0.7;
Evaluation of Performance, 4.4 ± 0.8;
Clinical Skills and Knowledge, 4.7 ± 0.6.

CONCLUSION:

The study concluded that based on the survey
scale, approved clinical instructors (ACI)
are usually demonstrating professional
effectiveness in the clinical setting. The

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survey’s associated six standards were all
deemed reliable by using a Chronbach Alpha
analysis.