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A case study of learning during tran...

Escolas, Karen Marie.

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A case study of learning during transition from formal education to professional practice: Graduates of a medical laboratory technology program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A case study of learning during transition from formal education to professional practice: Graduates of a medical laboratory technology program./
作者:	Escolas, Karen Marie.
面頁冊數:	348 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2055.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135333
ISBN:	0496825579

A case study of learning during transition from formal education to professional practice: Graduates of a medical laboratory technology program.
Escolas, Karen Marie.

A case study of learning during transition from formal education to professional practice: Graduates of a medical laboratory technology program. - 348 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2055.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

The purpose of this study was to explore the workplace learning resources and strategies used by newly graduated medical laboratory technicians as they begin their professional practice, with particular emphasis on the self-directed learning readiness of the graduates studied. The subjects for this study were recent graduates of a two-year associate degree medical laboratory technology program. Sixteen graduates completed demographic and workplace learning surveys, the Self-Directed Learning Readiness Scale, and an in-depth in-person interview with the researcher. The findings of the study were derived from these resources.

ISBN: 0496825579Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A case study of learning during transition from formal education to professional practice: Graduates of a medical laboratory technology program.
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245 1 2 $a A case study of learning during transition from formal education to professional practice: Graduates of a medical laboratory technology program.
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500 $a Sponsor: Jeanne Bitterman.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a The purpose of this study was to explore the workplace learning resources and strategies used by newly graduated medical laboratory technicians as they begin their professional practice, with particular emphasis on the self-directed learning readiness of the graduates studied. The subjects for this study were recent graduates of a two-year associate degree medical laboratory technology program. Sixteen graduates completed demographic and workplace learning surveys, the Self-Directed Learning Readiness Scale, and an in-depth in-person interview with the researcher. The findings of the study were derived from these resources.
520 $a The subjects were found to use similar resources (reference books, procedure manuals, coworkers) and strategies (hands-on, questioning, observation) for their practice learning, regardless of the clinical site at which they were employed. The subjects identified mentoring and community learning strategies as facilitators of their learning, with internet and other computerized learning resources underutilized in the clinical laboratory setting. A lack of participation in formal continuing education programs was also noted. The factors identified as most influential to the subjects' workplace learning processes included time and workload constraints, accessibility and availability of resources for learning, pressure to meet job expectations, and responsibility to preserve the patients' well-being. Those subjects having three or more years of work experience developed a reflective approach to their practice as they progressed through the career stages of professional development. Overall, the subjects were found to be more highly self-directed than the general adult population via the SDLRS. A comparison of the measured self-directed learning readiness, the subjects' own perceptions of their self-directedness, and the researcher's perception of the subjects' self-directedness revealed that the three determinations of self-directedness were consistent for only half the subjects. For the remainder of the subjects, at least one of the three estimations was discrepant, with varying explanations of the discrepancies resulting from the interview discussion.
520 $a Recommendations were made based on these findings for both clinical laboratory science educational programs and workplace facilities to better facilitate practice learning, and, particularly, self-directed learning through improved preparation of graduates for ongoing learning and enhanced opportunities for learning in the workplace.
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