{'fraction_non_alphanumeric': 0.014, 'fraction_numerical': 0.002, 'mean_word_length': 5.761261261261262, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Connecting classroom to clinical practice: a comparison of programs.

PURPOSE
To compare student perceptions of their clinical field experiences in 3 distinct settings: the external model, in which course work and clinical experience are taught in separate institutions; the internal model, in which course work and clinical experience are taught within the same institution; and the bridging model, in which course work and clinical experience are taught in associated institutions.


METHOD
Qualitative data were collected for 9 participants at 3 clinical sites through individual interviews, observations and focus group interviews.


RESULTS
Findings indicated that the participants appreciated the value of integrating their course work with their clinical experience, supervision that allowed freedom while providing support, frequent and honest feedback, recognition for their efforts (especially from patients) and the importance of interpersonal relationships for establishing trust. Students from the external model noted initial problems stemming from a lack of communication between the community college instructors and the clinical faculty. Students from the internal model noted a lack of conceptual preparation for the clinical experience.


CONCLUSION
Results from the internal and external models stressed interpersonal relationships and cited a perceived lessening of the learning experience. A perceived lessening of the learning experience was not observed in the bridging model.