Exploring Professional Identity Development in Medical Laboratory Professional Students

dc.contributor.advisorChapman, Olive
dc.contributor.authorHardy, Gregory Scott
dc.contributor.committeememberJubas, Kaela
dc.contributor.committeememberRankin, Janet M.
dc.date2020-11
dc.date.accessioned2020-05-14T17:42:23Z
dc.date.available2020-05-14T17:42:23Z
dc.date.issued2020-04-28
dc.description.abstractDespite being the fourth largest health profession in Canada, medical laboratory science is perhaps one of the most poorly studied and underrepresented health care fields. While substantial research exists surrounding more well-known health care professions like nursing and medicine, there has been a minimal exploration of the sociological, cultural, and educational aspects of the medical laboratory profession in Canada. Given educational programs and clinical experiences are central to professional socialization processes and professional identity formation in health care professions, this research explores this process in a cohort of medical laboratory science students in the province of Newfoundland and Labrador, Canada. Drawing from a conceptualization of professional identity development as a form of learning shaped through cognitive, emotional, and social dimensions of lived experience, I explored the individual and professional experiences of students in a contemporary medical laboratory training program. Utilizing a case study approach, the study focused on the experiences that occurred during students’ first substantive encounter with a clinical laboratory environment and evaluated how the clinical practicum served to affect their professional identity development, perspectives of the field, and view of the medical laboratory profession in a transformative way. Consistent with research in other health-related fields, findings indicated that clinical practicum serves as a particularly important transitional and transformational period for student medical laboratory professionals and is a time in which they reflect upon their attitudes, behaviours, roles, and experiences. This research concluded that exposure to the clinical realm serves to affect their sense of professional identity in meaningful ways.en_US
dc.identifier.citationHardy, G. S. (2020). Exploring Professional Identity Development in Medical Laboratory Professional Students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37829
dc.identifier.urihttp://hdl.handle.net/1880/112042
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectTransformativeen_US
dc.subjectMedical Laboratoryen_US
dc.subjectProfessional Identityen_US
dc.subjectClinical Laboratoryen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Healthen_US
dc.subject.classificationEducation--Higheren_US
dc.subject.classificationHealth Sciencesen_US
dc.titleExploring Professional Identity Development in Medical Laboratory Professional Studentsen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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