Background: This study sought to understand whether the theoretical components of the curriculum prepared students for clinical practice training in the Bachelor of Health Sciences (BHSc) in Clinical Technology program at the Durban University of Technology.
Materials and methods: Two samples were recruited, namely, academics and students using non-probability sampling methods. The first sample comprised 13 students, and the second sample included four academics, involved in teaching and supervising the placement of students at healthcare institutions. At least one student from each of the 13 units where clinical practice training was undertaken was invited to participate. Data was gathered using in-depth, semi-structured interviews on an adapted version of Gibbs' cycle of reflection.
Results: Three broad themes emerged, namely, curriculum structure, factors that enabled graduate attribute development in the clinical environment, and the transition to online teaching.
Conclusion: While it appears that the curriculum had in many ways prepared students for clinical practice, the study highlights key issues that may guide curriculum developers when seeking to improve preparedness of students for clinical practice. Furthermore, it underscores the need for continuous review of current curricula so that these are responsive to student and societal needs.
Keywords: Clinical practice learning; South Africa; clinical technology; curriculum preparedness.
Copyright: © 2023 Journal of Education and Health Promotion.