Transitioning from Classroom to Clinical: Lived Experiences of Radiologic Technology Interns during Clinical Internship
DOI:
https://doi.org/10.5281/zenodo.20493495Keywords:
clinical internship, radiologic technology interns, classroom to clinical transition, patient care, transcendental phenomenologyAbstract
This transcendental phenomenological study aimed to investigate the lived experiences of Bachelor of Science in Radiologic Technology interns during their clinical internship, with particular emphasis on their transition from the classroom to clinical practice. Participants were purposively selected from Calamba Doctors’ College and were interviewed using a semi-structured interview approach. Thematic data analysis was used in line with Moustakas’ phenomenological approach to unveil the essence of the lived experiences of the radiologic technology interns. This study showed that classroom knowledge, including patient positioning, anatomy and physiology, radiation protection, and patient care, was an essential foundation in clinical practice. In addition, the clinical internship was essential in providing radiologic technology interns with knowledge that patient handling, effective communication, and empathy are essential for delivering safe, high-quality healthcare services. Professional competence, ethical awareness, confidence, and accountability were also developed during the clinical internship. This study also emphasized the need to integrate classroom knowledge with clinical practice to enhance the preparedness of radiologic technology interns.
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