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Development and validation of an eva...

Carter, Jean Theresa.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs./
Author:	Carter, Jean Theresa.
Description:	253 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-08, Section: B, page: 4166.
Contained By:	Dissertation Abstracts International58-08B.
Subject:	Health Sciences, Pharmacy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9806854
ISBN:	0591570769

Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs.
Carter, Jean Theresa.

Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs. - 253 p.

Source: Dissertation Abstracts International, Volume: 58-08, Section: B, page: 4166.

Thesis (Ph.D.)--The University of Arizona, 1997.

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.

ISBN: 0591570769Subjects--Topical Terms:

1017737
Health Sciences, Pharmacy.

Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs.
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245 1 0 $a Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs.
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500 $a Source: Dissertation Abstracts International, Volume: 58-08, Section: B, page: 4166.
500 $a Director: JoLaine R. Draugalis.
502 $a Thesis (Ph.D.)--The University of Arizona, 1997.
520 $a 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.
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