The purpose of this research was to survey allied healthcare and medical practitioners who were approved clinical instructors (ACIs) of an accredited Athletic Training Education Program to gain insight into their self-efficacy and competence on the acute care of pulmonary injuries and illnesses category in the 5 th edition of the Athletic Training educational competencies. The conceptual framework guiding this study was grounded in the contributions of ACIs' self-efficacy beliefs and cognitive competence were evaluated to assess if the Athletic Training clinical educator are confident and knowledgeable on the new Athletic Training Competencies. Major findings of the study were that the ACIs' self-efficacy ratings were high, and the self-efficacy ratings were statistically (p < .05) beneficial to specific subcategory competence in the acute care of pulmonary injuries and illnesses. When using 70% as the minimal accepted percentage to be considered competent the ACIs' responses led to the analysis of inadequate competence in immediate emergent management (62.2%), transportation (65.2%), and education (50.2%) on the acute care of pulmonary injuries and illnesses, and there were specific Competency subcategories in which ACIs' responses led to the analysis of inadequate competence. The demographic variables, gender and years of education, had statistical relationships with the ACIs' competence on the acute care of pulmonary injuries and illnesses. In conclusion, institutions that host ATEPs, the ATEP administrators and the ATEPs' associated ACIs should use this research to note that improvisational education or spontaneous teaching are not always efficient for clinical education. Even though clinical educators have high self-efficacy on areas of professional competence, this does not translate to actual competence. So Athletic Training students may not be receiving adequate evaluation and assessment of their clinical and cognitive knowledge, which could ultimately translate into patient care and in worse care scenario, the death of a patient. So those individuals who have the most opportunity to aid in the evolution of professional knowledge have the most responsibility to cultivate more resources and more accountability to the universities, ATEPs, and ACIs.

The problem of this study is an investigation into the need for and possible content and design of a specialized program of study to develop proficiencies for resource development in higher education. The study has three broad purposes. The first is to determine if there is a need for the specialized preparation of educational resource development officers in higher education; secondly, to ascertain what competencies are required of professionals in this field; and, finally, to assemble those competencies into component parts of a program of study. The following results were discovered by the study. 1) A majority of experienced practicing professionals in the field of educational resource development agrees that some form of specialized preparation for new professionals is needed. 2) Practicing professionals identified and described several competencies as well as personality traits and basic skills which are required of the educational development officer. 3) A majority of experienced practicing professionals agreed on a general format for a formal program of advanced degree work that would include an internship, master's level work and would terminate with some overall form of competency evaluation