Publications by authors named "Stephanie Mazerolle Singe"

Context: Athletic trainers (ATs) are employed in various settings, which may use 1 of 3 organizational infrastructure models: (1) the sport/athletic model, (2) the medical model, and (3) the academic model. These different settings and organizational infrastructure models may result in varying levels of organizational-professional conflict (OPC). However, how OPC may differ across infrastructure models and practice settings is not known.

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Context: The transition to practice of newly credentialed athletic trainers (ATs) has become an area of focus in the athletic training literature. However, no theoretical model has been developed to describe the phenomenon and drive investigation.

Objective: To better understand the lived experience of the transition to practice and develop a theoretical model of transition to practice for ATs.

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Context: Mentoring has been identified as an important method of supporting newly credentialed athletic trainers (ATs) during their transition to practice. Gaining a better understanding of this relationship could provide valuable insights that may assist employers and professional programs in developing a plan to better facilitate the transition.

Objective: To examine which aspects of the mentoring relationship provided the most benefit during the transition to practice of newly certified ATs.

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Context: Mentoring has been identified as an important method to support newly credentialed athletic trainers during their transition to practice. Gaining a better understanding of this relationship could provide valuable insights that may assist employers and professional programs to develop a plan, which could better facilitate the transition.

Objective: To examine what aspects of the mentoring relationship provided the most benefit during transition to practice.

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Context: The literature in athletic training has consistently demonstrated evidence of work-family-life conflict and the potential consequences of that conflict among athletic trainers (ATs) employed in the clinical setting. Parental responsibilities have been suggested to increase the conflict among work, family, and life. The emotions that occur because of this conflict have received little attention and warrant further study.

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Context: The work-life interface has been a much discussed and researched area within athletic training. The National Athletic Trainers' Association position statement on work-life balance highlighted the profession's interest in this topic. However, gaps in the literature remain and include the roles of time-based conflict and social support.

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Context: Conflict is prevalent between sports medicine professionals and coaching staffs regarding return-to-play decisions for athletes after injury in the National Collegiate Athletic Association (NCAA) Division I setting. The firsthand experiences of athletic trainers (ATs) regarding such conflict have not been fully investigated.

Objective: To better understand the outside pressures ATs face when making medical decisions regarding patient care and return to play after injury in the NCAA Division I Football Bowl Subdivision (FBS) setting.

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Context: Conflict between athletic trainers (ATs) and other stakeholders can occur because of competing interests over medical decisions regarding concussion. However, we are unaware of any studies specifically exploring these situations across various collegiate athletic affiliations.

Objective: To investigate the challenges faced by ATs when treating concussed student-athletes.

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Context: Organizational conflict, particularly between coaches and medical professionals, has been reported in collegiate athletics. Different values create room for conflict between coaches and athletic trainers (ATs); however, ATs' experiences when making medical decisions are not fully understood.

Objective: To investigate the presence of organizational conflict regarding medical decision making and determine if differences exist across athletic affiliations.

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Context: Secondary schools (SSs) inconsistently adopt emergency action plans (EAPs) for athletics.

Objective: To describe the barriers, facilitators, and social determinants influencing EAP adoption in SSs in the United States.

Design: Cross-sectional study.

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Context: Understanding the challenges faced by newly credentialed athletic trainers (ATs) as they transition into clinical practice could assist employers and professional programs in developing initiatives to enhance this transition.

Objective: To explore the challenges faced by newly credentialed ATs during their transition from student to autonomous practitioner.

Design: Qualitative study.

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Context: Organizational policies for work-life balance exist, but little is known about athletic trainers' (ATs') awareness of and willingness to use them.

Objective: To explore ATs' formal and informal work-life balance policies in the collegiate and university athletic training setting.

Design: Sequential mixed-methods study.

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