CHAPTER 1

Introduction

Background of the study

The clinical learning environment is a critical factor in the success of radiologic

technologist students. It provides an opportunity for students to gain the necessary

skills, knowledge, and experience to become competent practitioners. The clinical

learning environment can also have a major impact on students’ perceptions of the

overall educational experience. Effective clinical learning environments are

characterized by a supportive, collaborative atmosphere, accessible resources, and

engaging educational activities. Additionally, effective clinical learning environments

should be conducive to student learning and should foster a sense of belonging,

respect, and appreciation among all stakeholders. With these elements in place,

radiologic technologist students will be better equipped to acquire the skills and

knowledge they need to become successful practitioners.

The clinical practices provide the students with a good opportunity to study the practical

experiences in their field through the clinical training education in hospital. The learning

environment should be supportive and encouraging, with faculty members providing

guidance and feedback on performance. The student should also have access to the

latest technology and equipment. Additionally, the student should have the opportunity

to observe procedures and discuss patient cases with other clinicians. Finally, the

learning environment should be collaborative and promote the sharing of ideas and best
practices. The clinical practices provide the students with a good opportunity to study

the practical experiences in their field through the clinical training education in hospital.

It was essential for the researcher to have conducted a complete examination of the

literature to explore how radiologic technology students perceive the culture of the

clinical learning environment. This survey of the literature was formulated into several

main sections to include the culture of the clinical learning environment, individuals who

comprise the clinical learning environment, the influence of the clinical instructor and

practitioner, conclude by an overview of clinical education and the clinical learning

environment in radiologic technology. Based on recent research, the clinical learning

environment may not guarantee that learning is taking place. Francis et al. (2016)

investigated the practitioners’ perceptions of attributes possessed by a practitioner that

could be considered to be the consummate educator in the clinical learning

environment. England et al. (2017) examined clinical education designs in Europe. Both

Francis et al.’s and England et al.’s investigation revealed that for student learning

outcomes to be met, there is a reliance on several other circumstances and elements.

The most important of these elements is the supervision of practitioners and clinical

instructors in the clinical practice of students. Both researchers acknowledge that a set

of specific skills and attributes are necessary to successfully educate students in the

clinical learning environment. England urges further research in the area of training for

these individuals to include specific topics needed and Francis suggests research to

note if there is a difference in the attainment of student outcomes for those with versus

those without education training. In radiologic technology education, the goal of the

educational component in the clinical learning environment is to provide the student a

variety of experiences where learning occurs in the context of real-life surroundings with

other individuals (ASRT & AEIRS, 1992). The hope is that a successful clinical

experience for the student will ensure that, upon successful completion of their

education and the ARRT certification exam, they continue to maintain high standards of

excellence in the profession.

Review Of Related Literature

It was essential for the researcher to have conducted a complete examination of the

literature to explore how radiologic technology students perceive the culture of the clinical

learning environment. This survey of the literature was formulated into several main

sections to include the culture of the clinical learning environment, individuals who comprise

the clinical learning environment, the influence of the clinical instructor and practitioner,

conclude by an overview of clinical education and the clinical learning environment in

radiologic technology. Based on recent research, the clinical learning environment may not

guarantee that learning is taking place. Francis et al. (2016) investigated the practitioners’

perceptions of attributes possessed by a practitioner that could be considered to be the

consummate educator in the clinical learning environment. England et al. (2017) examined

clinical education designs in Europe. Both Francis et al.’s and England et al.’s investigation

revealed that for student learning outcomes to be met, there is a reliance on several other

circumstances and elements. The most important of these elements is the supervision of

practitioners and clinical instructors in the clinical practice of students. Both researchers

acknowledge that a set of specific skills and attributes are necessary to successfully
educate students in the clinical learning environment. England urges further research in the

area of training for these individuals to include specific topics needed and Francis suggests

research to note if there is a difference in the attainment of student outcomes for those with

versus those without education training. In radiologic technology education, the goal of the

educational component in the clinical learning environment is to provide the student a

variety of experiences where learning occurs in the context of real-life surroundings with

other individuals (ASRT & AEIRS, 1992). The hope is that a successful clinical experience

for the student will ensure that, upon successful completion of their education and the

ARRT certification exam, they continue to maintain high standards of excellence in the

profession.

A review of the literature concerning the clinical learning environment involves general

attributes, which make up the environment's culture, which in most cases is the radiology

department of a hospital or an imaging center. There are cultural differences from one

clinical learning environment to another, possibly making one radiology department more

student-friendly, than another. Also discussed will be the importance of those individuals

who comprise it, most especially the radiologic technology practitioner and the clinical

instructor. The clinical learning environment is an integral part of the student's education as

it is where information assimilated in the classroom can be transferred into an environment

where the student can practice and refine their skills and to develop professional values

(Ghrayeb, 2017; Skaalvic, Norman, & Hendriksen, 2011). This literature review will provide

a general overview of a clinical learning environment as well as the impact of those who are

embodied in the setting and their contributions to teaching strategies for the health care

student.
A review of the literature concerning the clinical learning environment involves general

attributes, which make up the environment's culture, which in most cases is the

radiology department of a hospital or an imaging center. There are cultural differences

from one clinical learning environment to another, possibly making one radiology

department more student-friendly, than another. Also discussed will be the importance

of those individuals who comprise it, most especially the radiologic technology

practitioner and the clinical instructor. The clinical learning environment is an integral

part of the student's education as it is where information assimilated in the classroom

can be transferred into an environment where the student can practice and refine their

skills and to develop professional values (Ghrayeb, 2017; Skaalvic, Norman, &

Hendriksen, 2011). This literature review will provide a general overview of a clinical

learning environment as well as the impact of those who are embodied in the setting

and their contributions to teaching strategies for the health care student.

According to the American Society of Radiologic Technologists (ASRT) (2018), it is in

the clinical learning environment of the curriculum where the didactic knowledge is

brought into practice and is where students can perfect their skills through experience

and eventual assessment. Therefore, the clinical learning environment is a primary

component of the students’ education because it advances and cultivates their skills to

develop proficiency. The clinical instructor and the practitioner are the primary

individuals who influence student learning in the clinical learning environment (ASRT &

AEIRS, 1992). The administrators of radiologic technology programs rarely select the

clinical learning environment with the teaching effectiveness of the clinical personnel in
Theoretical Framework

This quantitative descriptive study which explored second-year radiologic technology

students’ perceptions of the clinical learning environment is based on two theoretical

foundations. The first is Lev Vygotsky's (1978, 1994) theory of the zone of proximal

development. Vygotsky's (1978, 1994) theory centers around what he referred to as the

zone of proximal development which can best be explained as the contrast between

what a learner can accomplish with help and what they can accomplish without help.

The overall support of students in the clinical learning environment may foster positive

learning outcomes (Ingrassia, 2011; Mason, 2006). Vygotsky focused on the

relationship between learning and development and used the zone of proximal

development as an approach to augment the quality of learning in school (Vygotsky,

1978, 1974).

Research Objectives

This study is to explore the Radiologic Technology Students Perception Of An Effective

Clinical Learning Environment. Specially, the aimed to:

1. Describe the characteristics of an effective learning environment.

2. Describe approaches in creating effective clinical learning environment.

Scope and limitation of the Study

This study limited on the perception of radiologic technology students on the effective

clinical learning environment. The respondents of the study were the radiologic

technology students of NVCFI.

Definition of Terms

The following terms were used operationally defined for better understanding for this

study.