Search Results

You are looking at 1 - 5 of 5 items for

  • Author: Sara Nottingham x
Clear All Modify Search
Restricted access

Sara Nottingham

Communication between athletic training programs and preceptors is not only an accreditation requirement, but also a mechanism to foster effective clinical education experiences. Communicating regularly with preceptors can provide them with feedback and help demonstrate their value to the athletic training program. Improved communication between academic and clinical education has been identified as a need in athletic training. Ongoing communication can be facilitated in a variety of formal and informal ways, including preceptor newsletters, site visits, questionnaires, meetings, and phone calls. Clinical education coordinators should select methods of communication that meet the needs of their program and preceptors.

Restricted access

Sara L. Nottingham

Preceptors find challenges delegating responsibility to students while still being able to intervene, and bug-in-ear technology may be a tool that can help overcome some of these challenges with clinical supervision. The purpose of this study was to obtain preceptors’ and students’ perceptions of supervision with and without the use of bug-in-ear technology. Participants described that increasing the distance between preceptors and students helps promote confidence and autonomy, particularly when supervision is adapted to students with different abilities and experience. Participants thought bug-in-ear technology helped them increase the distance between preceptors and students while maintaining communication. Preceptors should continue to adapt supervision of students according to their educational needs and development levels while maintaining patient safety, which can be done by altering the distance between them and the students with tools such as bug-in-ear technology.

Restricted access

Sara Nottingham and Jolene Henning

Edited by Christine Lauber

Restricted access

Sara Nottingham and Jolene Henning

Edited by Christine Lauber

Restricted access

Stephanie M. Mazerolle, Jessica L. Barrett, Christianne M. Eason and Sara L. Nottingham