Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs

Persistent Link:
http://hdl.handle.net/10150/282477
Title:
Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs
Author:
Carter, Jean Theresa, 1956-
Issue Date:
1997
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to develop and validate an evaluation instrument that would provide information to sites and schools about the costs and consequences of participating in a pharmacy clerkship program. The evaluation instrument for estimating the learning opportunities at the sites was based on Kolb's theory of experience as a source for learning and development and Bandura's social cognitive theory of thought and action. The evaluation instrument for estimating impact of student training on practice sites was based on the Nonemployee and Employee Models of the student-preceptor relationship and was adapted from an earlier study. Instrument development was an iterative process involving theoretical and empirical components resulting in algorithms, guidelines, and worksheets. Student activities were the unit of analysis for all instruments. Learning opportunity was characterized by level of learning cycle completeness, ranging from no opportunity to completion of all four steps. Student activities were defined by characteristics that were under the control of the site or school and independent of the individual student, thereby removing confounding factors in the estimation process. The impact sustained by a practice site and the student learning opportunities present at the site could be estimated and compared to negotiate a placement that would minimize potential negative impact and maximize the learning opportunities for the clerkship student.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Health Sciences, Education.; Health Sciences, Pharmacy.; Education, Higher.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Pharmacy Practice and Science
Degree Grantor:
University of Arizona
Advisor:
Draugalis, JoLaine R.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleDevelopment and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programsen_US
dc.creatorCarter, Jean Theresa, 1956-en_US
dc.contributor.authorCarter, Jean Theresa, 1956-en_US
dc.date.issued1997en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to develop and validate an evaluation instrument that would provide information to sites and schools about the costs and consequences of participating in a pharmacy clerkship program. The evaluation instrument for estimating the learning opportunities at the sites was based on Kolb's theory of experience as a source for learning and development and Bandura's social cognitive theory of thought and action. The evaluation instrument for estimating impact of student training on practice sites was based on the Nonemployee and Employee Models of the student-preceptor relationship and was adapted from an earlier study. Instrument development was an iterative process involving theoretical and empirical components resulting in algorithms, guidelines, and worksheets. Student activities were the unit of analysis for all instruments. Learning opportunity was characterized by level of learning cycle completeness, ranging from no opportunity to completion of all four steps. Student activities were defined by characteristics that were under the control of the site or school and independent of the individual student, thereby removing confounding factors in the estimation process. The impact sustained by a practice site and the student learning opportunities present at the site could be estimated and compared to negotiate a placement that would minimize potential negative impact and maximize the learning opportunities for the clerkship student.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectHealth Sciences, Education.en_US
dc.subjectHealth Sciences, Pharmacy.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplinePharmacy Practice and Scienceen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDraugalis, JoLaine R.en_US
dc.identifier.proquest9806854en_US
dc.identifier.bibrecord.b3756383xen_US
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