Date of Conferral
4-30-2025
Date of Award
April 2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Ioan Ionas
Abstract
The determinants contributing to successful professional development programs in long-term acute care (LTAC) facilities, which enhance clinical staff performance and healthcare outcomes, remain unclear. Guided by Bandura’s social learning theory, the purpose of this basic qualitative study was to explore clinicians’ perspectives on the key determinants of an effective professional education and training program in an LTAC hospital in a Northeast U.S. metro area. Semistructured interviews were conducted with 11 clinicians who were recruited from an LTAC facility. Thematic analysis, following Saldaña’s framework, identified institutional barriers, financial constraints, time limitations, and unmet training needs as major challenges. Participants emphasized the need for structured mentorship, competency-based learning, and interdisciplinary collaboration to improve professional development. Findings highlighted the importance of addressing structural challenges while tailoring training programs to clinicians’ needs. Recommendations include designing contextually relevant and flexible training initiatives incorporating simulation-based learning, AI-driven training, and real-time case-based discussions. The implications for positive social change include informing evidence-based educational strategies that enhance clinical performance, patient outcomes, and health care delivery in LTACs. By implementing structured, interactive, and well-supported professional development programs, LTACs can build a highly skilled workforce, reduce clinician burnout, and improve long-term patient care.
Recommended Citation
Hamilton, Matthew, "Effective Professional Education and Training Program in a Long-Term Acute Care Hospital" (2025). Walden Dissertations and Doctoral Studies. 17667.
https://scholarworks.waldenu.edu/dissertations/17667
