[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-268411-105":59,"doc-detail-268411-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","clinical-laboratory-science-professionalism-curriculum-component-reflective-evidence","Clinical Laboratory Science - Professionalism Curriculum Component - Reflective Evidence","","Study evaluates requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities within a mandatory management course. A quasi-experimental case study approach reports qualitative results from 25 CLS students. During admission interviews, students answer written questions about professionalism perceptions. During the clinical year, approved activities are completed as part of coursework, and at the end students submit reflective papers describing professional activities and future practice influence. 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During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided.  \nSETTING: University of Nebraska Medical Center (UNMC) CLS Program in Omaha  \nCONCLUSION: After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.  \nABREVIATIONS: ASCLS = American Society for Clinical Laboratory Science, ASCP = American Society for Clinical Pathology, CLS = Clinical Laboratory Science, CLS/CLT = Clinical Laboratory Scientist/ Clinical Laboratory Technician, DCLS = Clinical Laboratory Science Doctorate, NAACLS = National Accrediting Agency for Clinical Laboratory Scientists, UNMC = University of Nebraska Medical Center  \nINDEX TERMS: Clinical Laboratory Science, Education, Professional Role  \nClin Lab Sci 2010;23(3)Suppl:3-24  \nSandra Latshaw, MA, MT(ASCP)SM, Clinical Laboratory Science Program, University of Nebraska Medical Center, Omaha, NE 68198-4010.  \nKaren Honeycutt, M.Ed., MLS(ASCP)CMSMCM, Clinical Laboratory Science Program, University of Nebraska Medical Center, 68198-4010  \nAddress for Correspondence: Sandra Latshaw, MA, MT(ASCP)SM, Clinical Laboratory Science Program, School of Allied Health Professions, University of Nebraska Medical Center, 4720 Faulkner Ct., Omaha, NE 68516, 402-423-9193, 402-423-7805 (fax), [sjlatsha@unmc.edu](sjlatsha@unmc.edu)  \nINTRODUCTION  \nCultivating professionalism in students is a goal of all CLS/CLT National Accrediting Agency for Clinical Laboratory Scientists (NAACLS) accredited programs since affective domain assessment is required. Yet many technically competent graduates choose not to become actively involved in their profession after entering the work force. The American Society for Clinical Laboratory Science (ASCLS) Code of Ethics 1 clearly indicates a duty to the patient, colleagues/profession and the society. Why do so many laboratorians fail to progress past their duty to the patient?  \nNo one disputes that professional behaviors such as ethics, integrity, dependability, initiative, responsibility, and effective communication are essential in students. However, if educators wish to encourage all students to become active professionals after graduation, deliberate planning and evaluation of curricular content is necessary. Opportunities must be provided to nurture  \n3-24 VOL 23, NO 3 SUMMER 2010 SUPPLEMENT CLINICAL LABORATORY SCIENCE  \nwl afrom [http://hwmaint.clsjournal.ascls.org/](http://hwmaint.clsjournal.ascls.org/ Se)[ Se](http://hwmaint.clsjournal.ascls.org/ Se) e b 14 2026  \nCLINICAL PRACTICE  \nprofessional growth in CLS/CLT students for the laboratory profession to realize its potential.  \nProfessionalism has been included in UNMC’s management course for several years, emphasizing professional development, community service and scholarly activities. A desire to determine if these activity requirements influence students’ views of professionalism throughout their 11-month program led to t","cbCailCl3PfZnRRO","https://ap.wps.com/l/cbCailCl3PfZnRRO","pdf",255284,"English","# Introduction\n## Literature Search\n# Objective\n# Design and Methods\n# Setting\n# Conclusion","[{\"question\":\"What was the study objective?\",\"answer\":\"To determine the impact of requiring CLS students to participate in approved professionalism activities as part of a mandatory management course.\"},{\"question\":\"How were students involved during the course?\",\"answer\":\"Students completed approved professionalism activities during the clinical educational year, then wrote reflective papers at the end focused on those experiences and future professional practice.\"},{\"question\":\"What did the conclusion indicate about reflective writings?\",\"answer\":\"Student reflective writings after completing the mandatory professionalism curricular component provide evidence of a successful approach to nurture professional identity for future CLS/CLT practitioners.\"}]","Clinical Laboratory Science - Professionalism Curriculum Component - Reflective Evidence | PDF"]