Abstract
CONTEXT: As new athletic trainers (ATs) transition into their roles, some employers provide orientation and onboarding to assist with the transition to practice. Research in which authors outline the ideal onboarding process for new ATs transitioning to practice is lacking. OBJECTIVE: To examine the onboarding process for new ATs. DESIGN: Grounded theory. SETTING: College or university, secondary school, and hospital or clinic. PATIENTS OR OTHER PARTICIPANTS: Seventeen newly credentialed, employed ATs who recently graduated from professional masters' programs (11 female, 6 male; 25.6 ± 2.2 years) and 12 employers (6 female, 6 male; years in role supervising new ATs: 8.5 ± 4.9) participated in this study. DATA COLLECTION AND ANALYSIS: Participants were recruited via purposive sampling. Each participant was interviewed via phone using a semistructured interview guide. Employees were interviewed approximately 3, 6, 9, and 13-15 months after beginning employment. Employers were interviewed 1 time. Data saturation guided the number of participants. Data were analyzed through grounded theory, with data coded for common themes and subthemes. Trustworthiness was established via peer review, member checks, and multianalyst triangulation. CONCLUSIONS: Onboarding is vital in transitioning to practice for newly credentialed ATs, as it provides support and helps new employees understand and adapt to their roles. Onboarding should go beyond initial orientation and include regular meetings with supervisors, other ATs, and site visits to provide feedback and ensure new ATs adapt to their roles. New ATs should seek support from supervisors and local ATs to help better understand their role.