The Experiences of High School Teachers Related to Student's Health Science Readiness

Pathway programs provide early exposure to various health careers. Positive program outcomes have been conveyed from the student's perspective. Previous studies yet to demonstrate a focus on the experiences of high school teachers who instruct in pathway programs. The primary research question for this study is: How do high school teachers instructing in a healthcare pathway describe their experiences related to student readiness for postsecondary health science programs? The secondary questions are: (1) How do pathway teachers perceive the readiness level of minority student learners to make informed decisions on career choices compared to their peers? and (2) How does the healthcare pathway program influence the readiness level of minority student learners by the end of the program compared to their peers? This basic qualitative study utilized Kolb's (1984) experiential learning theory to understand how experiences apply to learning. The sample included eight participants who: (1) have taught or currently teach in a healthcare pathway program, (2) have taught or currently teach in allied health or a health-related course, (3) live in the Midwest, and (4) teach primarily in a high school program. The data was organized into themes using thematic analysis. Participants described experiences that involving students' career exploration based on a focused interest or curiosity. Learning experiences within the classroom included reinforcement of basic academic skills, learning new healthcare-related content, and relevant clinical experiences that were invaluable to students' decision-making on a future career. The readiness level of minority students compared to their peers in healthcare pathway programs was not indicated by the student's race but rather by the level of preparedness from the student's home school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]