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ERIC Number: ED545611
Record Type: Non-Journal
Publication Date: 2012
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-8055-9
ISSN: N/A
Attitudes of Radiologic Science Students, Technologists, and Clinical Instructors Regarding Their Experiential Learning and Career Capacity
Burns, Caroline
ProQuest LLC, Ed.D. Dissertation, Dowling College
Radiologic science is an essential part of the healthcare continuum and preparing radiologic science students with experiential learning is essential. It is from this experience working with the patient that students begin to prepare for entry-level practice. The purpose of the study was to examine the attitudes of current radiologic science students, technologists, and clinical instructors regarding their experiential learning on the dimensions of clinical teaching and learning and clinical competence for the field of radiologic science. Furthermore, their levels of importance and actual experience contrasted the experiential learning dimensions of clinical teaching and learning and clinical competence. In addition, current students and technologists were asked to assess their career capacity in radiologic science. Clinical instructors were asked to assess the career capacity of current radiologic science students. Hickey (2005) developed the Clinical Instructional Experience Questionnaire, which was modified and used for this study. The survey was used to measure the attitudes of the level of importance and the actual experience in the development of clinical teaching and learning and clinical competence from students, technologists, and clinical instructors. This study indicated that all three groups agreed on the level of importance for clinical teaching and learning and clinical competence. The mean scores on the subscales on level of importance and actual experience were both high. Although, students indicated that they did not always have an actual experience as much as clinical instructors described they were providing it. Findings from this study support the need for improvement of experiential learning dimensions of clinical teaching and learning and clinical competence. Further research is needed to improve experiential learning as well as an objective assessment instrument. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A