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Abstract
This study investigated the perceptions of former students who completed a diagnostic phlebotomy pathway in a Georgia secondary career and technical education (CTE) program. This pathway consists of three high school CTE courses: Introduction to Healthcare, Essentials of Healthcare, and Diagnostic Phlebotomy. Self-determination theory provided the framework for this study, explaining how self-motivation and identity contributed to shaping students' perceptions. The dependent variable, students’ perceptions about prior program participation, was composed of three separate dimensions, including (a) relevance of the pathway for development, (b) degree participation enhanced individual skills and confidence for entry into a healthcare profession, and (c) reflection on experiences in a secondary diagnostic phlebotomy program. Independent variables included selected academic variables [number of college credit courses completed (dual enrollment (DE) and advanced placement (AP) courses), healthcare experience years (work-based learning, honors mentorship, and/or shadowing), intended career path, and HOSA - Future Health Professionals participation years] and demographic variables [gender, race/ethnicity, and age]. Surveys were distributed to a convenience sample of prior program participants. Participants' perceptions were measured using a Likert-type survey originally developed by Zueger et al. (2014) and modified for this study. The data collected was then analyzed using the Statistical Package for Social Sciences (SPSS) via descriptive statistics and a correlation matrix. The results of this study provided practitioners with former students' perceptions to identify ways to enhance the curriculum. Several correlations were observed, and program perceptions were overall positive.