Current Student Perspectives of Clinical Learning Experiences

Abstract

Background:

Respiratory care students spend hundreds of hours in clinical practica. University faculty orients and prepares the students for these essential learning experiences; however they typically are not the primary instructor in the clinical setting. The RT employee who precepts/mentors/takes the student assumes the primary role of teaching in the clinical setting. Discovering perceptions of students regarding learning experiences in the clinical setting will assist RT preceptors and faculty to develop favorable clinical teaching practices that enhance student learning.

Methods:

With IRB approval, students enrolled in respiratory care programs in the Greater Cincinnati-Northern Kentucky area were invited to participate in a survey describing their perceptions of clinical practicum experiences. The survey (used with permission) consisted of 10 open-ended questions and had been used previously (Dunlevy and Wolf, 1994; Wolf and Dunlevy, 1996). Survey was distributed in the spring 2019 semester. Qualitative responses were categorized by themes.

Results:

89 students were invited to participate; response was 30%. The vast majority of participants identified the most rewarding experiences occurred when they had opportunities to do hands on care. The most frustrating experiences were when they were not allowed to do anything or when it was obvious the RT preceptor did not want to have the students with them. Characteristics of preceptors who were most helpful to their learning were those who asked questions, were kind, nice, respectful, and friendly. Characteristics of preceptors that hindered the students’ learning included a bad attitude, complaining, rude and lazy. Students felt their opinion was valued when the RT preceptor asked questions and invited their input. Advice students would give a new preceptor included: letting them fumble, do hands on care, and ask questions. The most fun ways to learn in the clinical setting was by doing hands on care. The most boring learning activity was downtime. Results were very similar to previous surveys in the literature.

Conclusions:

Students shared that they learn the most in the clinical setting when they are with RTs who allow them to ‘DO’, asked them questions, and had an overall positive attitude.

Table 1. Perceptions of Clinical Practicum Experiences (used with permission, Dunlevy and Wolf, 1994)

1. Describe a rewarding/exciting incident.

2. Describe a frustrating or disappointing incident; time when you felt discouraged as a learner.

3. List the characteristics of helpful preceptors

4. List preceptor behaviors that hindered learning

5. Situations in which students thought their opinion was valued.

6. Advice to a new preceptor.

7. Situations when you felt humiliated

8. Most important item student learned about themselves

9. Fun ways to learn in supervised clinical setting

10. Most boring activities in supervised clinical setting