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A Phenomenological Study of the Experiences of Transitioning from a Professional Career in Health Information Management to Teaching in Higher Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Phenomenological Study of the Experiences of Transitioning from a Professional Career in Health Information Management to Teaching in Higher Education./
Author:	Norris, Mildred Eleanor.
Description:	1 online resource (135 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.
Contained By:	Dissertation Abstracts International78-10B(E).
Subject:	Health care management. -
Online resource:	click for full text (PQDT)
ISBN:	9781369855319

A Phenomenological Study of the Experiences of Transitioning from a Professional Career in Health Information Management to Teaching in Higher Education.
Norris, Mildred Eleanor.

A Phenomenological Study of the Experiences of Transitioning from a Professional Career in Health Information Management to Teaching in Higher Education. - 1 online resource (135 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this transcendental phenomenological study was to describe the experiences of faculty in Health Information Technology (HIT) programs as they transitioned from working in their field of expertise to become a teacher in the accredited HIT associate degree programs. The intended sample size, pending saturation, was comprised of 10 HIT faculty members at five colleges in the southeastern United States. Schlossberg's (1981) transition theory is used to guide this study; it is a thematic approach, which can be used to identify the factors which affect people as they make transitions. The expectancy-value theory, conceptualized by Atkinson (1957), utilized by Watt and Richardson (2007) and the self-determination theory (SDT) (O'Brien, 2008) were applied to this study. The SDT is based on the constructs of: (a) competence, (b) autonomy, and (c) relatedness. Data was collected through the use of (a) interviews, (b) a questionnaire, (c) protocol writing, and (d) focus groups. These data was transcribed, coded, and clustered into categories as recommended by Moutakas (1994). The findings were analyzed and peer reviewed to ensure accuracy and dependability. The consensus of the participants was that they were (a) excited about teaching, (b) did not want to go back to a healthcare position, and (c) enjoyed a comfortable life as they helped students learn and meet their goals for better jobs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369855319Subjects--Topical Terms:

1148454
Health care management.
Index Terms--Genre/Form:

554714
Electronic books.

A Phenomenological Study of the Experiences of Transitioning from a Professional Career in Health Information Management to Teaching in Higher Education.
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500 $a Adviser: Joan Fitzpatrick.
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504 $a Includes bibliographical references
520 $a The purpose of this transcendental phenomenological study was to describe the experiences of faculty in Health Information Technology (HIT) programs as they transitioned from working in their field of expertise to become a teacher in the accredited HIT associate degree programs. The intended sample size, pending saturation, was comprised of 10 HIT faculty members at five colleges in the southeastern United States. Schlossberg's (1981) transition theory is used to guide this study; it is a thematic approach, which can be used to identify the factors which affect people as they make transitions. The expectancy-value theory, conceptualized by Atkinson (1957), utilized by Watt and Richardson (2007) and the self-determination theory (SDT) (O'Brien, 2008) were applied to this study. The SDT is based on the constructs of: (a) competence, (b) autonomy, and (c) relatedness. Data was collected through the use of (a) interviews, (b) a questionnaire, (c) protocol writing, and (d) focus groups. These data was transcribed, coded, and clustered into categories as recommended by Moutakas (1994). The findings were analyzed and peer reviewed to ensure accuracy and dependability. The consensus of the participants was that they were (a) excited about teaching, (b) did not want to go back to a healthcare position, and (c) enjoyed a comfortable life as they helped students learn and meet their goals for better jobs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Teacher education. $3 1148451
650 4 $a Education. $3 555912
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710 2 $a Liberty University. $b School of Education. $3 1181376
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