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Updated: Aug 9, 2026
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Metaphors of learning and professionalism
1Clinical Laboratory Science Program, Indiana University, 1120 South Drive FH 409, Indianapolis, IN 46202-5113, USA. lmkasper@iupui.edu
Summary
Community health relies on professional engagement. Current education prepares practitioners but not fully as professionals, necessitating curriculum changes to foster association involvement and continuous competence development.
Area of Science:
- Medical Education
- Professional Development
- Community Health
Background:
- Community health is influenced by professional participation levels.
- Clinical Laboratory Science (CLS) education effectively trains practitioners but falls short in developing full professional identity.
- A gap exists between practitioner training and the expectation of active professional engagement.
Purpose of the Study:
- To highlight the need for CLS curricula to emphasize professional association involvement.
- To advocate for educational strategies that foster continuous professional competence.
- To guide practitioners from basic skills to full professional activity.
Main Methods:
- Analysis of current CLS educational outcomes.
- Review of professional participation models.
- Curriculum design principles for professional development.
Main Results:
- CLS programs excel at skill-based training but need enhancement in professional socialization.
- Lack of emphasis on professional associations hinders practitioners' transition to full professional roles.
- Guided participation and knowledge transfer are crucial for professional growth.
Conclusions:
- Educational curricula must integrate the importance of professional associations.
- Preparing practitioners requires fostering a commitment to lifelong learning and professional engagement.
- The ultimate goal is to cultivate professionals who actively contribute to their field and community.
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