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Belongingness in the Clinical Learni...

Michael, Kimberly.

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Belongingness in the Clinical Learning Environment: A Novel Descriptive Study Focusing on Diagnostic Medical Sonography Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Belongingness in the Clinical Learning Environment: A Novel Descriptive Study Focusing on Diagnostic Medical Sonography Students./
Author:	Michael, Kimberly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	131 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
Subject:	Health sciences. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30689548
ISBN:	9798381093667

Belongingness in the Clinical Learning Environment: A Novel Descriptive Study Focusing on Diagnostic Medical Sonography Students.
Michael, Kimberly.

Belongingness in the Clinical Learning Environment: A Novel Descriptive Study Focusing on Diagnostic Medical Sonography Students. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 131 p.

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ed.D.)--Clarkson College, 2023.

The purpose of this quantitative study was to explore diagnostic medical sonography (DMS) students' feeling of belongingness in the clinical learning environment. The Belongingness Scale Clinical Placement Experience (BES-CPE) questionnaire and demographic questions were used to test five research questions. The online survey was administered to DMS students who were members of the Society of Diagnostic Medical Sonography (SDMS) and to seven DMS programs not requiring SDMS membership. The results indicated DMS students (N = 42) experience some felt belongingness in the clinical setting based on the BES-CPE mean score of 3.71. Five of the 34 BES-CPE items found significance between student age and the feeling of belongingness with the difference seen between those 24-26 years of age and those 27 years of age and up. No relationship was indicated between belongingness and student gender. Significance was revealed between clinical placement time and belongingness in 16 of the 34 items. Those who felt belonging early (Week 1 and Week 2) were more likely to respond positively to a BES-CPE item than those who reported belongingness later in their clinical experience (Week 8 or not at all). Finally, DMS students learning in a small (5 rooms or fewer) ultrasound department had significantly higher mean scores on 16 of the 34 BES-CPE items when compared to those learning in a large (6 or more rooms) ultrasound department. These findings are important as the clinical learning environment is a required and significant component in health professions programs. It is recommended that programs evaluate their clinical setting for belongingness and future studies focus on better understanding belongingness in this learning environment.

ISBN: 9798381093667Subjects--Topical Terms:

3168359
Health sciences.
Subjects--Index Terms:

Belongingness

Belongingness in the Clinical Learning Environment: A Novel Descriptive Study Focusing on Diagnostic Medical Sonography Students.
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300 $a 131 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
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520 $a The purpose of this quantitative study was to explore diagnostic medical sonography (DMS) students' feeling of belongingness in the clinical learning environment. The Belongingness Scale Clinical Placement Experience (BES-CPE) questionnaire and demographic questions were used to test five research questions. The online survey was administered to DMS students who were members of the Society of Diagnostic Medical Sonography (SDMS) and to seven DMS programs not requiring SDMS membership. The results indicated DMS students (N = 42) experience some felt belongingness in the clinical setting based on the BES-CPE mean score of 3.71. Five of the 34 BES-CPE items found significance between student age and the feeling of belongingness with the difference seen between those 24-26 years of age and those 27 years of age and up. No relationship was indicated between belongingness and student gender. Significance was revealed between clinical placement time and belongingness in 16 of the 34 items. Those who felt belonging early (Week 1 and Week 2) were more likely to respond positively to a BES-CPE item than those who reported belongingness later in their clinical experience (Week 8 or not at all). Finally, DMS students learning in a small (5 rooms or fewer) ultrasound department had significantly higher mean scores on 16 of the 34 BES-CPE items when compared to those learning in a large (6 or more rooms) ultrasound department. These findings are important as the clinical learning environment is a required and significant component in health professions programs. It is recommended that programs evaluate their clinical setting for belongingness and future studies focus on better understanding belongingness in this learning environment.
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