School of Education
Doctor of Philosophy
clinical, interprofessional education, interprofessional collaboration
Medicine and Health Sciences | Public Health
Nash, James David, "A Transcendental Phenomenological Study: Examining Interprofessional Clinical Learning Experiences to Define the Essential Activities That Will Provide Student Transformation" (2023). Doctoral Dissertations and Projects. 4153.
The purpose of this transcendental phenomenological study was to describe the interprofessional education clinical experiences that pharmacy preceptors provide to Doctor of Pharmacy (PharmD) students during the final year of training within four different academic institutions. The theory guiding this study was Kolb’s Experiential Learning Model (ELM) and its four components comprised of concrete experience, reflective observation, abstract conceptualization, and active experimentation. These experiences should incorporate all four components of the model to be true experiential learning events leading to transformation. An extensive literature review was provided to support the research. Transcendental phenomenology was the methodology used, as researchers were trying to capture the overall essence of the experience. Preceptors from five colleges/schools of pharmacy who practice in a variety of pharmacy practice settings were solicited for the research. Participants were recruited by the college’s experiential administrators. Data collection methods were multifold, including interviews, focus groups, and document analysis. A thorough analysis of data, using modified van Kaam’s method, was completed, along with the synthesis of the data. The findings of this research were discussed in chapter four. Seven themes were identified, which included activities, time, assessments, other healthcare professionals, other learners, enablers of Interprofessional Education (IPE), and confounders of IPE. Additionally, responses to the central and sub-research questions were provided as preceptors described the learning experience provided to students, and activities were identified that promoted the four components of the ELM. Activities that optimize medications and prevent problems are key to shared clinical decision-making. Chapter five concludes with implications, limitations, delimitations, and recommendations for future research.