Recent Graduates’ Perceptions of Immersion and its Effect on Preparation for Professional Practice

Purpose: The Standards for Accreditation of Professional Athletic Training Programs now requires students to complete an immersive clinical educational experience. There is limited research in athletic training education on recent graduates’ perceptions of the impact of these immersive experiences. The purpose of our study was to explore recent graduates of a masters’ athletic training program perceptions of an immersive experience as it relates to preparation for professional practice. Method: A qualitative inquiry was utilized for this study to explore athletic trainers’ perceptions following an immersive clinical experience. Ten recent graduates (1 male, 9 female) who completed a 10-week immersive experience and graduated from a masters’ athletic training program participated in one-on-one phone interviews. One-on-one phone interviews were conducted and transcribed verbatim. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Trustworthiness was ensured through member checks, prolonged engagement, rich thick descriptions, and investigator triangulation. Results: Three themes emerged from the participants’ immersion experience: authentic experience; exposure; and network. Participants had an authentic experience and gained a realistic and comprehensive understanding of athletic training professional practice. Participants experiences of exposure embodied length and dedicated time in the immersive experience which promoted familiarity of professional responsibilities and developed confidence in transition to practice. Network comprised participants developing mentors and professional connections, whose relationships facilitated professional networks and supported gainful employment and transition to practice. Conclusion: Our results suggest that a 10-week immersion experience positively influences athletic trainers’ preparation for professional practice. Through the immersive experience participants were able to see the day in the life of an athletic trainer in a setting of potential future employment while practicing and learning all the skills necessary in that particular setting. Participants perceived the immersion experience assisted in their transition to clinical practice and they felt more confident, and developed mentors and connections.