Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Jeria, Jorge

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Counseling, Adult and Higher Education

LCSH

Adult education; Health education; Medical technologists--Vocational guidance--Research; Medical sciences--Study and teaching (Higher)--Research

Abstract

This study examines the perspectives of medical laboratory science (MLS) students completing their clinical education. Experiential learning provides the conceptual framework for clinical education in the healthcare professions. Students are placed into a community of practice where they are asked to apply learned theories in a sometimes stressful and distracting setting. Through a series of interviews and observations of selected MLS students completing clinical internships, descriptions of factors that contribute to how learning occurs are given in their words. The four categories of findings that are described in depth include student self-awareness, the clinical environment and setting, preparation for clinical education, and preceptor role. Students describe the process of learning as one in which they apply skills learned prior to the internship along with the opportunity to experience professional socialization, teamwork, and unique patient or interprofessional communication. The role of preceptors is key to providing an environment conducive to student learning. These data provide valuable insight to educators of medical laboratory science and other allied healthcare professions investigating student perceptions of clinical education.

Comments

Advisors: Jorge Jeria.||Committee members: Laura R. Johnson; Jeanette Rossetti.

Extent

177 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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