Sense of Belonging: An Exploration of the Respiratory Therapy Clinical Practice Rotation
Chulak, Jamy L. (author)
Jones, Tamara Bertrand (professor directing dissertation)
Beatty, Cameron C. (committee member)
Cox, Bradley E. (committee member)
Florida State University (degree granting institution)
College of Education (degree granting college)
Department of Educational and Leadership Policy Studies (degree granting department)
Clinical practice rotations are essential to students learning the art and science of respiratory therapy. It is common for students to rely upon working professionals or preceptors to practice skills introduced on campus during classroom and laboratory courses; therefore, the student and preceptor relationship can influence the learning experience. This exploratory case study aimed to understand how students' sense of belonging, using Kern's (2013) proxies for belongingness, feelings, behaviors, and cognitions, was experienced by the inaugural cohort at the University of North Carolina Wilmington. Eight of 15 students participated in an interview conducted by two peers as proxies to answer the following research questions: (1) How do respiratory therapy students experience belongingness during clinical practice rotations? and (2) How does respiratory therapy students' sense of belonging influence learning experiences during clinical practice rotations? I reviewed transcribed data from recorded interviews using Otter.ai software. Data were then coded using a priori codes aligned with the research questions and descriptive codes sorted into categorical themes. Participants were provided an analytic memo to review the data and analysis for feedback to add clarity. Six of 15 students in the cohort responded to a general belongingness survey to triangulate the collected data for analysis. Participants described how the relationship between the student and preceptor shaped their sense of belonging. The preceptor influenced students' sense of belonging and their learning experiences during clinical practice rotations. In the preceptor role, belongingness can make the "experience 100 times better" or make students feel like outsiders. Teaching hospitals and programs should evaluate the resources, education, and training available to preceptors to support clinical practice. By focusing on students' sense of belonging, teaching hospitals and respiratory therapy programs can gain an understanding of the educational needs of students, including minoritized students entering the respiratory therapy profession.
1 online resource
Chulak_fsu_0071E_17807_P
monographic
Florida State University
Tallahassee, Florida
A Dissertation submitted to the Department of Educational and Leadership Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.
April 6, 2023.
accreditation, belongingness, clinical, cohort, preceptor, respiratory therapy
Includes bibliographical references.
Tamara Bertrand Jones, Professor Directing Dissertation; Sabrina Dickey, University Representative; Cameron Beatty, Committee Member; Brad Cox, Committee Member.
accreditation, belongingness, clinical, cohort, preceptor, respiratory therapy
April 6, 2023.
A Dissertation submitted to the Department of Educational and Leadership Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.
Includes bibliographical references.
Tamara Bertrand Jones, Professor Directing Dissertation; Sabrina Dickey, University Representative; Cameron Beatty, Committee Member; Brad Cox, Committee Member.
Sense of Belonging: An Exploration of the Respiratory Therapy Clinical Practice Rotation
Chulak, Jamy L. (author)
Jones, Tamara Bertrand (professor directing dissertation)
Beatty, Cameron C. (committee member)
Cox, Bradley E. (committee member)
Florida State University (degree granting institution)
College of Education (degree granting college)
Department of Educational and Leadership Policy Studies (degree granting department)
Clinical practice rotations are essential to students learning the art and science of respiratory therapy. It is common for students to rely upon working professionals or preceptors to practice skills introduced on campus during classroom and laboratory courses; therefore, the student and preceptor relationship can influence the learning experience. This exploratory case study aimed to understand how students' sense of belonging, using Kern's (2013) proxies for belongingness, feelings, behaviors, and cognitions, was experienced by the inaugural cohort at the University of North Carolina Wilmington. Eight of 15 students participated in an interview conducted by two peers as proxies to answer the following research questions: (1) How do respiratory therapy students experience belongingness during clinical practice rotations? and (2) How does respiratory therapy students' sense of belonging influence learning experiences during clinical practice rotations? I reviewed transcribed data from recorded interviews using Otter.ai software. Data were then coded using a priori codes aligned with the research questions and descriptive codes sorted into categorical themes. Participants were provided an analytic memo to review the data and analysis for feedback to add clarity. Six of 15 students in the cohort responded to a general belongingness survey to triangulate the collected data for analysis. Participants described how the relationship between the student and preceptor shaped their sense of belonging. The preceptor influenced students' sense of belonging and their learning experiences during clinical practice rotations. In the preceptor role, belongingness can make the "experience 100 times better" or make students feel like outsiders. Teaching hospitals and programs should evaluate the resources, education, and training available to preceptors to support clinical practice. By focusing on students' sense of belonging, teaching hospitals and respiratory therapy programs can gain an understanding of the educational needs of students, including minoritized students entering the respiratory therapy profession.
1 online resource
Chulak_fsu_0071E_17807_c1
monographic
Florida State University
Tallahassee, Florida
A Dissertation submitted to the Department of Educational and Leadership Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.
April 6, 2023.
accreditation, belongingness, clinical, cohort, preceptor, respiratory therapy
Includes bibliographical references.
Tamara Bertrand Jones, Professor Directing Dissertation; Sabrina Dickey, University Representative; Cameron Beatty, Committee Member; Brad Cox, Committee Member.
accreditation, belongingness, clinical, cohort, preceptor, respiratory therapy
April 6, 2023.
A Dissertation submitted to the Department of Educational and Leadership Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.
Includes bibliographical references.
Tamara Bertrand Jones, Professor Directing Dissertation; Sabrina Dickey, University Representative; Cameron Beatty, Committee Member; Brad Cox, Committee Member.
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