A view from inside Arizona and New Mexico Indian country: pursuing a health career path&#x0D;

Overman, Barbara; Petri, Linda; Knoki-Wilson, Ursula

doi:10.22605/rrh682

Cited by 1 publication

(3 citation statements)

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“…This barrier is consistent with the behavioral dimension of social cognitive theory and consistent with family demand issues reported previously for students enrolled in allied health (Overman et al, 2007;Porter-Wenzlaff & Froman, 2008;Wong et al, 2008). Extra-curricular requirements of allied health programs (e.g., internships, clinical hours, and field placements) may build barriers that students cannot overcome.…”

Section: Self-managementsupporting

confidence: 85%

“…Cost of programs is a primary inhibitor to student enrollment in various health care programs, including allied health (Mingo, 2008;Overman, Petri, & Knoki-Wilson, 2007;Wilcox, Weber, & Andrew, 2005;Wong, Seago, Keane, & Grumbach, 2008). Equipment requirements and clinical placement costs place an additional funding burden on prospective students.…”

Section: Costmentioning

confidence: 99%

“…Athletic training education and emergency medical technician students must complete clinical hours during their curriculum outside of mandated on-campus contact hours. Because of the time commitment, allied health education programs can dramatically interfere with family responsibilities, ultimately becoming a barrier itself (Mingo, 2008;Overman et al, 2007;Wong et al, 2008). Despite the desire and ability of many eligible students to pursue an allied health major, some may not have the time needed to complete a program due to the clinical requirements outside of the didactic classroom.…”

Section: Family Demandsmentioning

confidence: 99%

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Development of a Scale to Determine Enrollment Barriers into Allied Health Programs

Barfield

Folio

Lam

et al. 2011

Measurement in Physical Education and Exercise Science

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The purpose of this study was to develop the Scale of Allied Health Education Barriers to identify factors limiting enrollment in college/university allied health education programs. Development of the Scale of Allied Health Education Barriers was conducted through the following four stages:(1) review of literature, (2) focus group studies, (3) pilot testing, and (4) test administration and testing of measurement properties. Research participants (N = 1,044) were students enrolled in allied health and non-allied health education programs. Through conducting both exploratory and confirmatory factor analyses, this study identified five unique factors that are potential barriers to student enrollment in allied health education: Social Influence, Experiential Opportunity, Academic Preparation, Physical Self-Efficacy, and Self-Management. These factors were consistent with the social cognitive theory adopted to guide this study, which posits that personal, environmental, and behavioral factors collectively influence allied health enrollment. Further discussions are made on the practical implications of applying the developed scale to reduce barriers for allied health program recruitments.

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Section: Self-managementsupporting

confidence: 85%

Section: Costmentioning

confidence: 99%

Section: Family Demandsmentioning

confidence: 99%

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