Doctor of Philosophy in Urban Education, Cleveland State University, 2019, College of Education and Human Services

Qualitative naturalistic descriptive methodology was used to describe how pre-licensure nursing students and clinical nurse educators perceive students learn to clinically reason in the clinical education setting; and, to learn how clinical time is utilized to develop clinical reasoning. Semi-structured interviews were conducted among ten students who were enrolled in junior level courses in traditional and accelerated baccalaureate nursing programs and eight clinical educators, who taught junior level clinical courses, at the same Midwestern university school of nursing. The findings from this study revealed rich data that warranted analyzing student and educator perceptions separately, though some similar ideas emerged. Using thematic analysis, 93 thematic categories from student nurse perceptions and 71 categories from clinical educator perceptions were discovered with six (6) overarching themes emerging, three from each participant group. The themes were from student perceptions were: “Tying It All Together,” It's All About Learning, and The Environment Influences Learning. The themes from clinical educator perceptions were: Instructor at the Core, Clinical Educator Perceptions Differ, and Approaches to Teaching. This study found that students perceive the development of clinical reasoning (1) is profoundly influenced by the clinical educator's level of commitment to their success; (2) is shaped by teaching strategies that are grounded in sociocultural, constructivist, and adult educational theory that promote higher order thinking; and (3) is encouraged by supportive learning communities of discourse that encourage peer collaboration and focus on the tenets of the nursing process while utilizing reliable resources. Clinical educator perceptions reveal they (1) do not recognize the influence they may have in developing clinical reasoning and professionalism in nursing students; and (2) are committed to student learning and value humanistic behavior but are in (open full item for complete abstract)

Committee: Corinne Wheeler Dr. (Committee Chair); Katherine Clonan-Roy Dr. (Committee Member); Mary McDonald Dr. (Committee Member) Subjects: Education; Educational Theory; Health Education; Health Sciences; Higher Education; Nursing; Teaching

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This research identified current trends in clinical education within graduate level speech-language pathology programs. It addressed how clinical educators (CEs) conduct supervisory encounters. These encounters consist of time spent for teaching clinical skills to graduate student clinicians. Data were gathered via a national survey designed to glean information on how CEs to utilize supervisory encounters. Descriptive statistics were used to identify current trends of CEs working with first semester, first year graduate student clinicians across the U.S. A quantitative analysis was completed to identify similarities and differences of CEs based on years of experience and accreditation region. The results of this study indicated that CEs spent approximately one hour per student per week in supervisory encounters and address approximately the same number of topics. CEs serve under many different titles with “Supervisor” and “Educator” being the primary titles in use. No statistical differences were found in in the amount of time spend and how that time is spent in supervisory encounters across regions of accreditation. CEs reported that continuing education specific to clinical supervision/education is essential for CEs. Implications for higher education and the profession of SLP included: consideration of defining the title of CEs as a Clinical Education Facilitators to fully encompass the roles of both supervisor and educator; acknowledgement of the extensive amount of time used to provide training and teaching through the use of supervisory encounters; and, the potential to develop a systematic program that would guide CEs through the supervisory process in an efficient manner.

Committee: Martha Merrill Ph.D. (Committee Chair); Mark Kretovics Ph.D. (Committee Member); Jennifer Roche Ph.D. (Committee Member) Subjects: Higher Education; Higher Education Administration

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2007, Higher Education Administration

Research has extensively documented the impact of experience on learning.However, there are currently no studies within the physical therapy (PT) literature that address the relationship between work experience and clinical performance. The purpose of my research was to explore this relationship. The study, involving 155 students who completed a master of physical therapy (MPT) program between 2003 and 2006, examined differences in the clinical performance of two groups: nontraditional students who had worked as physical therapy assistants before entering the MPT program, and traditional students who had not. Clinical instructors used the Clinical Performance Instrument (CPI) to record midterm and final evaluations of student performance on 24 professional skills. For most of the skills, the two groups did not differ significantly in degrees of change from midterm to final scores. Final evaluations showed that the nontraditional students scored higher than the traditional students on all 24 skills and significantly higher on half of the skills. They also had a significantly higher number of exceptional scores. Further analyses showed that the number of years of work experience, age, and cumulative grade point average of the nontraditional students were not significantly correlated with their scores on most of the skills. The qualitative data provided in the comment sections of the CPI, along with the responses to a survey completed by clinical instructors who had worked with both groups of students in 2006, supported the quantitative findings. That is, clinical instructors consistently indicated that the nontraditional students demonstrated better clinical performance than did the traditional students. The results of this study have implications for graduate programs in PT and other health care professions. Recommendations for practice include considering previous work experience in the admissions process and developing programs that help nontraditional students adj (open full item for complete abstract)

Committee: Carolyn Palmer (Advisor) Subjects:

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify athletic training student intrinsic motivation, with subscales of interest/enjoyment, perceived competence, effort/importance, pressure/tension, perceived choice, value/usefulness, and relatedness, based on the intrinsic motivation inventory (IMI). It also evaluated the effects of feedback as facilitators and barriers to intrinsic motivation in clinical education. Athletic training student feedback was obtained by asking open-ended journaling questions related to how their preceptor interacted with them and provided feedback in their clinical rotation. A mixed-methods approach was utilized for this study. There was a significant difference in pre-post IMI scores in subscales of interest/enjoyment, perceived choice, and value/usefulness. Qualitatively, athletic training students identified active communication, autonomous practice, theory to practice, culture and setting, and nature of feedback as key facilitators to motivation from preceptor feedback. Athletic training students identified key barriers to intrinsic motivation as excessive downtime at clinical sites, extrinsic factors, placement alignment, preceptor stress, and stagnant environment.

Committee: Kimberly Peer (Committee Chair); Hannah Harnar (Committee Co-Chair); Noelle Selkow (Committee Member) Subjects: Education; Health Care; Health Education; Health Sciences; Sports Medicine

Doctor of Ministry , Ashland University, 2024, Doctor of Ministry Program

The project's purpose was to create a resource for providing an academically integrated Clinical Pastoral Education (CPE) Program, to be implemented by providers, for graduate students pursuing professional chaplaincy, that includes the required four units of the Association of Clinical Pastoral Education accredited Clinical Pastoral Education within the required preparatory academic courses, concurrently. The method was creating a "Resource Guide" outlining model elements and requirements of the collective accrediting bodies and organizations. Representatives of those entities were surveyed to assess to what extent it was helpful. The results demonstrated strong agreement for the usefulness of the "Resource Guide" and model it espoused.

Committee: Matthew Bevere Dr. (Advisor) Subjects: Clergy; Educational Leadership; Religious Education

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify student perceptions of readiness to practice based on the self-assessment and preceptor scores, as well as post-graduation feedback in relation to their achievement goal orientation and evaluation scores of clinical skills and professional and personal skills. Post-graduation feedback, obtained through open-ended survey questions related to student educational experiences, allowed for an understanding of students' transition into professional practice. A mixed-methods approach was used. The Achievement Goal Questionnaire-Revised (AGQ-R) was used to determine student achievement goal orientation. Assessment scores from students and preceptors were obtained through the ATrackTM system, and student perceptions of their educational experiences were received from open-ended survey questions. Analysis of the quantitative data demonstrated that there was no significance between student self-evaluations and preceptor evaluation scores collectively or categorically. Additionally, there were no significant relationships between student self-evaluations and achievement goal orientations collectively or categorically. Qualitatively, participants found that the pandemic of COVID-19, and the shortage of opportunities for real-life experiences resulted in a lack of exposure to authentic situations and hands-on practice limiting them for professional practice. Conversely, many of the participants felt the diverse clinical rotations and clinical practice and competencies led them to feel prepared for their transition to professional practice as certified athletic trainers.

Committee: Kimberly Peer (Committee Chair); Jacob Barkley (Committee Member); Hannah Harnar (Committee Member) Subjects: Education; Health Care; Health Education; Health Sciences

DNP, Kent State University, 2023, College of Nursing

Unintended pregnancies cost an estimated $12 billion annually in publicly funded benefits, contributes to intergenerational poverty, and results in lower educational attainment for mothers and their children. Several professional organizations recommend all health care providers counsel women regarding contraception at every visit regardless of the reason for the appointment. However, contraceptive services provided in any setting is considered inadequate overall (ACOG, 2022; CDC, 2016). This quality improvement project used the plan, do, check, act methodology to assess patient satisfaction with a provider assisted digital contraception education tool. Assessment was also done to ensure that it does not create any type of burden for the provider. Data collection included patient surveys regarding satisfaction with tool use at the conclusion of the visit. Provider perception of helpfulness of bedsider.org will be assessed using a survey at the end of the data collection period. Support staff perceptions of disruptions in office workflow will also be assessed via a one question survey at the end of the data collection period. The convenience sample included 100 patients scheduled for an appointment for the purposes of contraceptive counseling during the designated data collection periods. The provider sample was limited to the physician provider and the nurse practitioner in the office setting. Ancillary staff (medical assistants, secretaries, schedulers) were also be asked to complete a survey regarding the extent of office workflow disruption. The digital contraception educational tool was found to be satisfactory for patients, providers, and ancillary staff.

Committee: Eldora Lazaroff (Committee Chair); Constance Cottrell (Advisor); Karen Mascolo (Committee Member); Lynn Gaddis (Committee Member) Subjects: Nursing

Master of Arts, The Ohio State University, 2021, Educational Studies

The provision of graded supervision affording progressive autonomy is fundamental to the progression of a medical learner towards competency for independent practice; the decision of how much supervision versus trust and autonomy to provide a trainee in the execution of clinical care constitutes an entrustment decision. Despite entrustment decision making occurring both daily in practice and summatively at points of matriculation through stages of medical training, the factors influencing entrustment decisions remain poorly understood across clinical contexts. This study was designed to explore the central research question of: How are entrustment decisions made in the medical intensive care unit? This qualitative case study utilized semi-structured interviews with attending pulmonary and critical care physicians in the medical intensive care unit at a major midwestern medical center to explore the entrustment decision making process as it was enacted in the clinical environment. Five major themes emerged from the data: (1) Task, circumstance, and trainee factors contribute to entrustment decision making, (2) Ad hoc entrustment decisions are enacted by supervisors with a consideration of the care team as a unit, not only an individual, (3) Autonomy does not arise only out of entrustment, but outcomes of prior autonomy inform ongoing intention to entrust, (4) Entrustment decision making includes a social process of back-and-forth akin to negotiation, and (5) Entrustment decision making is a learned skill. The process of entrustment decision making in the ICU is more complex than prior frameworks have captured; a model with more complete incorporation of the factors that influence entrustment in the ICU is presented. Lastly, recommendations for the application of our model of entrustment to improve the quality of entrustment decisions in order to better inform the use of entrustment decisions for assessment are discussed.

Committee: David Stein PhD (Advisor); Daniel Clinchot MD (Committee Member) Subjects: Continuing Education; Education; Educational Psychology; Educational Theory; Health Care; Health Education; Health Sciences; Medicine; Science Education

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Childhood trauma is ubiquitous and impacts millions of children each year in the United States. Previous research suggests that teachers are ill-prepared to support children in the classroom who experience trauma, contributing to misdiagnoses and the implementation of inappropriate supports for some students. The lack of knowledge teachers previously report suggests they do not receive sufficient education and training through their teacher preparation programs. This qualitative case study explores, from various stakeholders' perspectives, the ways that teacher candidates are prepared to support children who experience trauma and the ways that mentor teachers are prepared to guide and support teacher candidates in clinical field experiences. Analysis of data collected from a qualitative survey and semi-structure interviews revealed that teacher candidates feel prepared to support learners who experience trauma. Specifically, this perception of preparedness is provided through three supportive structures delivered through the Clinical Model of teacher preparation. Findings also reveal that mentor teachers receive varying levels and types of training related to trauma and experience a number of both, supports and barriers, regarding mentoring teacher candidates. These findings have implications and recommendations for teacher education as well as suggestions for future research.

Committee: Sara Hartman (Committee Chair); Jen Newton (Committee Member); Charles Lowery (Committee Member); Jeesun Jung (Committee Member) Subjects: Early Childhood Education; Teacher Education; Teaching

Master of Science in Allied Health (MSAH), Otterbein University, 2020, Health and Sport Sciences

Athletic Training Education Programs are in the midst of major clinical and educational reforms following the release of the Strategic Alliance Degree Statement under the direction of the Commission on Accreditation of Athletic Training Education (CAATE). Athletic Training has historically been a bachelor's-level entry degree. The new degree standards under CAATE will make the profession a master's-level entry degree. Limited research exists on how the Strategic Alliance Degree Statement and the transition of the degree will affect the profession of Athletic Training in the short or long term due to the limited number of programs who have already completed the transition. In response to this, a 17 question web-based survey was distributed to Athletic Training Program Directors and Clinical Education Coordinators throughout the state of Ohio to assess their individual and institutional responses to the mandatory program transition and reform efforts. Results of the survey reflected the division of perspectives on the benefits and short-comings of such educational reform. A total of twelve institutions throughout the state of Ohio were represented in the responses. Roughly 56% of the respondents thought the transition would overall benefit the profession while the other 43% regarded it as harmful to the profession, partially on the account of so many programs being eliminated due to the combination of financial costs of the transition and low-enrollment rates. Financial cost was a frequently cited concern in the potential success of the transition, with 24% of respondents estimating costs of $30,000 or more in order to support a transition of bachelor's programs to master's entry-level programs.

Committee: Joan Rocks PhD, ATC, LAT (Advisor); Paul Longenecker RN, MBA, PhD (Committee Member); Erica Van Dop MS, ACE-CPT, ACSM-GEI, TSAC-F  (Committee Member) Subjects: Education; Health Care; Higher Education; Higher Education Administration; Sports Medicine

Master of Science, The Ohio State University, 2019, Dentistry

Objective: In the event of a medical emergency in the dental office, the supervising dentist must be able to effectively lead the office team in a concerted effort to stabilize the patient and transfer them to higher-level medical care. This study investigates the impact of a simulation-based medical emergency training curriculum on the ability of general practice residents to effectively manage medical emergencies in a dental environment. Methods: An interventional and pre-post educational trial of 16 general practice residency participants was carried out at The Ohio State University College of Dentistry. Eight participants completed a standard training curriculum as the control group and eight completed a modified training curriculum as the intervention group. The intervention consisted of a simulation-based education curriculum designed for dentists called Medical Emergency Management in the Dental Office (MEMDO). Near the completion of residency, each participant experienced a summative performance-based assessment using an Objective Structured Clinical Examination (OSCE), which was later reviewed and scored by a customized 128-point scoring grid. Additionally, the intervention group completed a baseline performance assessment at the beginning of their residency. Four calibrated faculty reviewers scored each OSCE independently. These data were subsequently analyzed using nonparametric statistical tests with alpha set to 0.05. Reviewer consistency was assessed by calculating an intraclasscorrelation coefficient. All participants completed a survey of demographic information and 11 Likert-type questions. Results: The intervention group performed significantly better than the control group (p=0.0009). This group improved their post-intervention score by an average of 36.9 points out of 128. The intraclass correlation coefficient was found to be 0.9795. Surveys found all participants in agreement with the importance of medical emergency preparedness of all de (open full item for complete abstract)

Committee: Bryant Cornelius DDS, MBA, MPH (Advisor); Kelly Kennedy DDS, MS, FACS (Committee Member); Lipps Jonathan MD (Committee Member); Draper John PhD (Committee Member) Subjects: Dentistry; Educational Psychology; Educational Technology; Educational Tests and Measurements; Medicine

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction (Education)

Scholars have recommended a new practice-based vision of special education teacher preparation where high-leverage practices serve as the foundation to help bridge the existing research-to-practice gap in order to improve outcomes for learners with complex learning and behavioral needs. Using a qualitative case study design, this research explored special education teacher educators' perceptions of the need for and significance of high-leverage practices in the undergraduate coursework at a mid-size, Midwestern public university. Analysis of the data revealed that the participants were not aware of the high-leverage practices intended for all beginning special education teachers by name, however the content of these practices were being taught in their undergraduate courses. These findings are attributed to the presence of the CEC Standards for Professional Practice and the participants' perceptions of teaching and learning. Their perceptions were found to be influenced by: (a) the individual characteristics of the teacher educators, (b) the context of their work, (c) their focus on the success of teacher candidates, and (d) the instructional methods they used in their university classrooms. These findings have implications for teacher education as well as suggestions for future research.

Committee: Jennifer Ottley (Committee Co-Chair); Dianne Güt (Committee Co-Chair) Subjects: Education; Higher Education; Special Education; Teacher Education; Teaching

Master of Science, The Ohio State University, 2009, Allied Medicine

Student learning is an important consideration in the development of course designs. By recognizing and holding a better understanding of student learning styles, educators are able to build a better framework for more efficient and desirable teaching methods. This study aimed to find a relationship between allied health students' classroom and clinical learning styles. Two Kolb Learning Style Inventories were administered to a total of 82 seniors in The School of Allied Health at The Ohio State University. This sample included students in the Athletic Training, Medical Dietetics, Radiological Sciences, and Respiratory Therapy programs. The students were asked to fill out the first questionnaire in regards to their didactic classroom learning. The second survey was administered at least one week after the first and the students were asked to fill out this questionnaire in regards to their current clinical experience. The data collected from the questionnaires was then entered into the Statistical Package of the Social Sciences for analyses. Overall, in the didactic classroom setting, 24.2% (n=16) of the students were Divergers, 28.8% (n=19) were Accommodators, 19.7% (n=13) were Convergers and 27.3% (n=18) were Assimilators. In the clinical settings 27.8% (n=20) of the students were Divergers, 36.1% (n=26) were Accommodators, 23.6% (n=9) were Convergers and only 12.5% (n=9) were Assimilators. Learning style did not change for 66.7% (n=10) of Athletic Training Majors. Over half of the Medical Dietetics (53.8%,n=7), Radiological Sciences (72.7%, n=8) and Respiratory Therapy (52.9%, n=9) students' Learning Style did change with the switch of the setting from classroom to clinical. It was found in Cross tabulation that the Accommodating learner was least likely to change style with setting (75%, n=12) with the Diverger style next at 69.2%. The change of style that was least likely to occur was between the Converger and Diverger (n=2) and the Assimilator and Accommodator (open full item for complete abstract)

Committee: Jill Clutter PhD (Advisor); Laura Harris PhD (Committee Member); Georgianna Sergakis PhD (Committee Member) Subjects: Adult Education; Behaviorial Sciences; Continuing Education; Education; Educational Evaluation; Educational Psychology; Educational Theory; Health; Health Care; Health Education; Higher Education; Sports Medicine; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2004, Educational Theory and Practice

This research explored the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio. Survey results were collected from 42 colleges and universities. On-site visits were held at eight colleges and universities. Research questions for this study investigated four areas of clinical work. The questions were (1) what are the characteristics of readers attending reading clinics, (2) what research/theory(ies) inform instruction in the reading clinic, (3) how does the reading clinic fit within the mission of the college or university, (4) what are the typical activities that take place (for the director, tutor, and child) in the reading clinic, and (5) what are the factors that support/inhibit a successful reading clinic? Results from the survey data indicated that 26 out of 42 teacher education institutions in the state of Ohio currently offered training in a reading clinic setting to preservice and inservice teachers. Of the colleges and universities providing clinical training in reading instruction, 60% were held off-site and 40% were held on the college or university campus. On-site visitations yielded information about the nature of the reading clinics and the day-to-day operations taking place at those sites. In addition, visits provided the opportunity to clarify and expand upon information gathered in the reading clinic survey. Clear strengths of the program were the perceived connection of theory to practice for preservice and inservice teachers, providing service to the community through outreach programs, and providing remedial services for struggling readers. This study suggests that the experience gained in the reading clinic provides a unique opportunity for teachers to work with students in a supportive environment. Further, preservice and inservice teachers have the opportunity to use the theory learned in reading courses in real situations, thus strengthening the connections between theor (open full item for complete abstract)

Committee: Patricia Scharer (Advisor) Subjects: Education, Reading

Ph.D., Antioch University, 2008, Leadership and Change

Clinical Pastoral Education (CPE) is an 80 year old education modality that provides professional education for students of pastoral care. Supervision is central to the CPE process. Pastoral supervisors in the Association for Clinical Pastoral Education (ACPE) have done little writing about their work educating Students in Supervisory Education (SSEs). The purpose of this dissertation is to identify and interview those practitioners in ACPE who have been identified by their peers as excellent in practice, and to cull their wisdom by listening to and categorizing their experience of supervising SSEs. The research question to the supervisors was: What is your experience educating CPE Students in Supervisory Education? The analysis of the interviews utilized a grounded theory methodology. The four primary dimensions of the process of educating SSEs emerged as Selecting students, Helping the SSE develop CPE supervisory practices; Guiding the SSE toward integration, and Blessing the SSE to develop independently. Each primary dimension refers to work the supervisor is doing with the SSE. The core dimension that emerged is Evolving Wisdom, and the core dimension refers to work the supervisor is doing in terms of her own continuing growth and development. Evolving Wisdom is a reciprocal core dimension that both feeds and draws from the primary dimensions. The theoretical proposition says that as Evolving Wisdom grows in the supervisor, the capacity for wisdom is nurtured in the SSE. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd/

Committee: Elizabeth Holloway PhD (Committee Chair); Carolyn Kenny PhD (Committee Member); Steven Ivy PhD (Committee Member); Helen Roehlke EdD (Committee Member) Subjects: Clergy; Health Care; Higher Education; Psychology; Religion; Theology

DNP, Kent State University, 2013, College of Nursing

The United States healthcare system is rapidly changing and patient safety and quality indicators continue to be of primary significance as the current paradigm emphasizes prevention of patient harm and quality improvement of healthcare delivery processes. As the nursing profession continues to make the necessary adaptations in response to these challenges, an education to practice gap has been identified. This gap, which is the inability of the graduate nurse to effectively transition into practice, has significant ramifications for all healthcare stakeholders and indicates that it is necessary for nursing education to undergo fundamental transformation. One specific component of nursing education programs, the clinical practicum, has been identified as providing a potentially effective and innovative way to facilitate the development of successful transition into practice. This Doctor of Nursing Practice (DNP) scholarly project evaluated the effectiveness of a practicum evaluation tool in measuring the nursing students' actual readiness for clinical practice. Data for this study was obtained from 47 Preceptor Contribution to Evaluation of Student (PCES) tools from an associate degree in nursing (ADN) program. An analysis of the data obtained from the index total results, the written comments frequency distribution and the correlation between the index total and written comments indicated that the current PCES tool is ineffective in providing the information related to students' ability to meet the practicum objectives and successfully transition from the education to practice environment. Based upon these results, a revised PCES tool was developed that will be trialed and evaluated for utilization in the ADN program in the future.

Committee: Connie Tezie DNP, NP-C (Committee Chair); Carol Drennen MSN, RN (Committee Member); F. Anne Freitas Ph.D., RN (Committee Member) Subjects: Nursing

Psy. D., Antioch University, 2013, Antioch New England: Clinical Psychology

The field of clinical psychology is in the midst of redefining graduate school education with a push for competency-based approaches and measurable learning outcomes. This dissertation explores the best-practice knowledge regarding the education of professional clinical psychology graduate students and uses cooperative inquiry to richly detail the educational approach of a thus far “silent stakeholder,” Dr. Colborn W. Smith, a long-time teacher and training director. This inquiry is intended to help me [Hannah Lord] understand an important personal educational experience, to explore the tangible art of teaching that made such an experience possible, and to contribute to the evolving discourse on training within the field of professional clinical psychology. In the paper that follows, the project is introduced, the relevant literature is reviewed, the research approach is detailed, and the findings are discussed.

Committee: Theodore J. Ellenhorn PhD (Committee Chair); Peter Baldwin PhD (Committee Member); John T. Murray PsyD (Committee Member) Subjects: Clinical Psychology; Higher Education

Doctor of Ministry , Ashland University, 2024, Doctor of Ministry Program

The purpose of this project was to discover the extent to which students in U.S.-based Association for Clinical Pastoral Education (ACPE)-accredited programs had received training in trauma-informed care (TIC) pastoral practices for adolescents. Fifty-two surveys were completed by chaplains within various healthcare settings who had received ACPE training within the previous ten years. The results showed overall disappointment with the amount of TIC training received and a perceived lack of preparedness for providing pastoral care to traumatized adolescents. The results indicate a critical need for more research and training in TIC for this commonly overlooked population.

Committee: Michael Elmore (Advisor) Subjects: Clergy; Pastoral Counseling; Religious Education

Doctor of Philosophy, University of Akron, 2024, Counseling Psychology

Health service psychology (HSP) students are at a high risk of burnout and physical and mental health problems (El-Ghoroury et al., 2011; Rummell, 2015). Research has begun to explore environmental factors within training programs that cause or prevent burnout (e.g., Kovach Clark et al., 2009; Swords & Ellis, 2017). Using the Job Demands-Resources (JD-R) model of burnout (Bakker & Demerouti, 2017; Demerouti et al., 2001), the present study assessed the relationships between demands, resources, and burnout symptoms in a sample of HSP doctoral students. Structural equation modeling was used to test the JD-R model and compare the relative contributions of perceived workload, weekly work hours, sense of community, work environment, and relationships with academic advisors and clinical supervisors to students' symptoms of exhaustion and disengagement. Analyses of variance were used to explore demographic group differences to better understand the experiences of diverse students, especially those with minoritized identities. Participants reported high levels of burnout symptoms, especially exhaustion. The hypothesized JD-R model, which contains unique and separate pathways representing the processes by which job demands sap energy and job resources promote engagement, did not yield interpretable parameters and thus was not a good fit to the data. However, an alternative model containing additional pathways between job demands and resources and burnout symptoms fit the data well and collectively predicted about half (50.8%) the variance in exhaustion and about a third (31.8%) of the variance in disengagement. The results demonstrated HSP doctoral students' experiences of burnout are highly linked to environmental factors. High demands impair students' health and create exhaustion, while lacking resources impair motivation and create disengagement. Perceived workload, sense of community, and the work environment had the largest effects on burnout sym (open full item for complete abstract)

Committee: Margo Gregor (Advisor); Joelle Elicker (Committee Member); Ingrid Weigold (Committee Member); Varunee Faii Sangganjanavanich (Committee Member); John Queener (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Education; Health Sciences; Multicultural Education; Occupational Health; Psychology; School Counseling

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The Flexner Report (1910) established the assessment that provided the standards of medical education. Although the American Association of Medical Colleges (AAMC) has updated standards to increase the diversity of medical students throughout the years, the percentage of Black medical students identifying as women has not increased as expected. There is an underlying culture, known as hidden curriculum, in medical schools that is not known to all students but is visible in institutional policy, assessment and evaluation, funding, and institutional verbiage. During the summer 2022, five Black medical students who identified as women participated in this Interpretative Phenomenological Analysis (IPA) study that explored how Black medical students who identify as women experience hidden curriculum during their pre-clinical years of medical education. The research questions focused on how this student population made meaning of their experiences and how it impacted them in their pre-clinical years of medical school. The results indicated that hidden curriculum is similarly experienced by the students even though their individual experiences vary. Data analysis produced six themes, including (1) the whole ecosystem that impacts a student's perceptions, (2) the real pressure on students resulting from the minority tax, (3) fear of ramifications associated with being vulnerable, (4) cultural influence on the student's pursuit of medical education, (5) semantics and actions used to communicate, and (6) the uniqueness/specialness of working on behalf of all Black medical students who identify as women.

Committee: Christa Porter (Committee Chair) Subjects: Education; Health Education; Health Sciences; Higher Education; Medicine