Dissertations / Theses on the topic 'Childbirth Study and teaching Victoria'
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1
Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.
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Lindberg, Cheryl Senf. "A Comparison of the Effectiveness of Childbirth Preparatory Techniques." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331561/.
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Stress reduction techniques have been used to assist people in coping with stressful medical procedures and events. Labor and delivery training classes have utilized techniques to assist women with the childbirth process. The classes generally included basic education of labor and delivery, respiration behavior, relaxation of muscles, and participation of a coach. Reducing the amount of pain experienced in labor and delivery has been suggested for facilitating the process and decreasing the amount of medication received. The painful experience changed from an uncontrollable situation into a positive one, allowing women to feel more resourceful, less anxious, and less threatened.
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Vuso, Virginia Zanyiwe. "Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.
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Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the educators themselves. This lack of consistency in turn causes confusion among the students and thus impacts negatively on their clinical practice preparedness. Based on these findings recommendations for clinical nursing practice, nursing education and research were made.
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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
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Aleksa, Linda C. "Management of a social experiment across multiple settings and institutions regarding childbirth education programs and type of birth." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/53615.
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Experimentation in field settings addressing socially sensitive topics are generally avoided by researchers. This avoidance is based on the restrictive nature of the required controls and the perceived inability to implement the required designs. In this study, the researcher has documented the necessary steps to meet design requirements for the conduct of a quasi-experimental study in two field settings.
This quasi-experimental study addresses a case dealing with the attitudes of parents regarding their childbirth experiences. Programs for childbirth education traditionally emphasize the "natural" method of birth. Socially, cesarean births are currently being performed in 20 percent of the cases. Nursing education literature Suggests that prepared childbirth education programs contribute to negative parental attitudes for those experiencing cesarean birth. In the case for this study, attitudes of parents experiencing both vaginal and cesarean births and receiving three different levels of childbirth education were investigated.
Documentation of the required research controls for the case was achieved through the maintenance of a log of events. The three levels of childbirth education included two types of Lamaze training and the non-prepared. Two hundred and sixteen (216) parents in each of the settings were included in the study representing 54 vaginal and 54 cesarean births. The measurements included hospital records/and response to a modified Likert scale. Analysis of variance was used to test the research hypothesis.
Documentation of all research requirements for the study was successfully completed and case results obtained. Parents experiencing cesarean birth had more negative attitudes than those experiencing vaginal birth. In one of the two field settings, childbirth education was validated as contributing to more negative attitudes for cesarean birth, but was not replicated in the second setting. A significant (P<.05) first order interaction between type of birth and receipt of childbirth education was found in both settings.Ed. D.
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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.
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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.
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Goold, Annegret, and mikewood@deakin edu au. "Factors affecting success in undergraduate computer programming." Deakin University. School of Management Information Systems, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051111.120545.
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The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level.
The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students.
The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire.
The findings of the research are as follows.
Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.
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Griffiths, David James. "Evaluating textual diversity in perspective and practice : a case study /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Sredl, Jennifer A. "Establishment of valid and reliable evaluation scales for the American Red Cross "Healthy pregnancy, healthy baby" course." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1178351.
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The problem of the study was to develop valid and reliable evaluation tools for the American Red Cross course "Healthy Pregnancy, Healthy Baby." From a table of specification, a pool of 87 items was developed into two evaluation scales. A thirteen-member jury of experts composed of professionals in prenatal education was used to establish content validity. The jury of experts reviewed the scales twice. The first review, items were subject to both a quantitative and qualitative review. Items were then retained, revised, or eliminated. The jury of experts then reviewed the scales a second time, and items again were subjected to quantitative and qualitative analysis. The second review included the use of the Content-Validity Ratio. All items in the scales that were not statistically significant at p<. 05 were eliminated. The validated evaluation scales made up of 46 items from the 87 originally proposed items were then pilot tested. Fifty-two women were then asked to complete the two evaluation scales one week apart. Upon completion of the pilot study, items were subjected to statistical analysis using test-retest, Cronbach's alpha, and internal constancy. Those items with a low test-test scores and/or internal constancy were then eliminated. The retained knowledge questions were then revised as the questions were subjected to quantitative analysis.Department of Physiology and Health Science
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Segeel, Irmin Bianca Lynne. "The childbirth and breastfeeding experiences of the primigravidae who attended childbirth education classes." Thesis, 2014. http://hdl.handle.net/10210/10324.
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M.Cur.Knowledge brings with it power, confidence and courage. It is therefore important to prepare for childbirth not only physically, but also emotionally and psychologically. This research tells the story of the childbirth and breastfeeding experiences of the primigravidae who attended childbirth education classes. The objectives of the research were to: • explore and describe how childbirth education contributed to the birthing and breastfeeding experiences of the primigravidae; • write guidelines for the childbirth educators to aid them in improving the childbirth education contents. The research utilised a qualitative, descriptive, exploratory and contextual design (Mouton, 1996:102). In depth, semi-structured phenomenological interviews were held with women meeting the sampling criteria. Permission was obtained from the University of Johannesburg and informed consent was obtained from the women volunteering to participate in the research. Trustworthiness was maintained by using strategies of credibility, applicability, dependability and confinnability, as described by Lincoln and Guba (1985:289-331). Recorded interviews were transcribed and analysed using the technique by Tesch (in Creswell, 1994:155-156). The services of an independent coder were utilised and a consensus discussion was held. The results showed that childbirth education and support reduces fear and help women to cope better with labour. Lack of all the information leads to unrealistic expectations and may result in negative birthing experiences. Emotional support from the midwife in the hospital is important to the labouring women; therefore, it is important for the childbirth educator to work together with the midwives in the hospital in order to avoid disappointment and unmet expectations. Conclusions were drawn and recommendations made concerning nursing practice, nursing education and nursing research. Guidelines for the childbirth educators were described to assist them in improving the childbirth education contents.
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Brown, Elvira. "Understanding childbirth education: a phenomenological case study." Thesis, 2010. https://vuir.vu.edu.au/21318/.
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This study investigated childbirth education programs in Victoria from the
perspective of the educators themselves. Prior to the study the Ministerial
Review of Birthing Services in Victoria (1990) entitled “Having a Baby in
Victoria” identified shortcomings in the childbirth education programs offered to
expectant women and their partners. The study sought to interpret the
experiences of the childbirth educators with regard to the development,
implementation, delivery and evaluation of their programs.
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Solomon, Anthea. "The childbirth experience of parents who received antenatal education." Thesis, 2012. http://hdl.handle.net/10210/6810.
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M.Cur.This dissertation studies the labour experiences of parents who received childbirth preparation. At the moment, the extended family is no longer prevalent, and the teachings mothers passed to daughters has decreased dramatically. As more medical interventions alter the labour process, couples need to be more aware of what to expect. The trend for first time parents is to attend some kind of formal antenatal preparation. How relevant is this preparation? A qualitative study design was utilised to allow for exploration and description of the experience of labour. An audio recording was done as well as the subjects filling in a questionnaire. A pilot study with one couple was completed initially. Mothers in the Northern Suburbs of Johannesburg were studied. They had given birth in private clinics in the area. The interviews were unstructured and conducted in English. The data once collected, was transcribed and analysed using cross case data analysis and classification according to common themes. Nursing for the Whole Person Theory was used as the paradigm and guide for analysis. The results are compared with the relevant literature which is presented in The results are displayed in various forms in the study and show a positive experience in women and men who attended antenatal preparation. Recommendations are made for the medical profession and presented in with the conclusions.
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Howharn, Chularat 1970. "Effects of childbirth preparation classes on self-efficacy in coping with labor pain in Thai primiparas." Thesis, 2008. http://hdl.handle.net/2152/3902.
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The purpose of this study is to determine the effect of childbirth preparation classes on self-efficacy in coping with labor pain in Thai primiparas. The nonprobability convenience sample consisted of sixty primiparas assigned to either a control or an experimental group (thirty in each group). In order to prevent crosscontamination, all control group data were collected before initiating enrollment of the experimental group. The control group participants received standard care and education. Participants in the experimental group attended three childbirth classes over three consecutive weeks. Data were collected at the beginning of week 1 to establish a baseline (pretest), at the end of the third class which is the end of the intervention (posttest), and at 24-48 hours after delivery (follow-up) using a demographic form, postnatal data form, and the Childbirth Self-efficacy Inventory. Overall, experimental group self-efficacy expectancy increased dramatically across three data points. In contrast, control group self-efficacy expectancy decreased dramatically across three data points. There was an interaction between time of selfefficacy expectancy measurement and group, F(1.33, 71.77) = 6.34, p < .05. Selfefficacy expectancy in the experimental group was significantly different than that of the control group, F(1, 54) = 14.66, p < .001. Outcome expectancy findings were different than self-efficacy expectancy results. Control group outcome expectancy decreased dramatically across three data points while the experimental group selfefficacy increased after the class and then decreased after the birth but was higher than baseline. There was an interaction between time of outcome expectancy measurement and group, F(1.72, 935.18) = 4.83, p < .05. Data at the follow-up or 24-48 hours after delivery revealed that only one woman from the control group received an analgesic during the birthing process. The groups did not differ in duration of labor and type of delivery. These findings indicate partial effect of childbirth preparation classes on self-efficacy in coping with labor pain. The relatively small effect size reflects the high degree of variability in issues surrounding a woman's experience of pain and measures related to self-efficacy in coping with labor pain. Additional research in this population is needed.text
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Janse, Van Rensburg Ilona. "The antenatal education needs of clients who have received basic antenatal care in the public health setting in Tshwane." Thesis, 2013. http://hdl.handle.net/10210/8677.
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M.Cur. (Advanced Midwifery and Neonatal Nursing Science)The aim of this study was to explore and describe antenatal education needs of low-risk pregnant clients receiving basic antenatal care in the public health setting, in a health care facility in Tshwane. Very little antenatal education is being given to pregnant clients receiving basic antenatal care in the public health setting, in contrast to antenatal education provided to women who make use of private health care facilities during their pregnancy and attend private antenatal classes. The need for antenatal education of clients receiving care in the public health setting may well be intensified due to the often marginalised circumstances from which these clients originate and a lack of informal learning opportunities on childbirth, coupled with the possibly aggravating influence of cultural practices which may be harmful to both mother and child. Not having access to this education may negatively affect the pregnancy, birth, and postnatal period. The lack of antenatal education often causes woman to unnecessarily seek medical help at already overloaded clinics, which could be prevented if the women received proper antenatal education. The opposite is also true: many women do not seek medical help in time because of a lack of antenatal education. Through a qualitative study, antenatal educational needs of clients receiving basic antenatal care in a community health setting in Tshwane within the public health setting, were explored and described. The specific needs which should be addressed were identified by the clients through individual interviews, as well as by the health care workers caring for them, through focus group interviews. Both the interviews and focus groups were audio-taped, transcribed and analysed using Tesch’s steps to qualitative data analysis. An independent coder was used to ensure trustworthiness. This analysed data was compared to the relevant available literature and was found to be corresponding. The identified needs were then utilised to make recommendations for midwifery practice to meet the antenatal educational needs, including a proposed programme to be presented in the public health setting in Tshwane to clients receiving basic antenatal care. The programme suggests three education classes which can be presented, addressing all the needs identified through the study. Recommendations for midwifery education and further research were additionally presented.
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Van, der Walt Maria Catharina Johanna. "Standaarde vir voorgeboortevoorbereiding." Thesis, 2014. http://hdl.handle.net/10210/11617.
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M.Cur.The standard of care in midwifery services improves all the time. Because of this reason mothers are experiencing more of midwifery services and also of antenatal preparation services. This can be seen in the increasing demand for active birth, plychoprophlaxis and preparation for delivery. The higher the standard of antenatal preparation, the more positive the influence on the birthing process. Because of the isolation of the nuclear family from the traditional family and its recourcee, more pressure is put on professional people and other recources for formal antenatal preparation programs. Standards are therefore essential for effective antenatal preparation to ensure optimal care.
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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
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Robertson, Kathryn. ""It really felt real": the introduction of simulated patients to the Communication Skills Course for third year medical students at the University of Melbourne." 1999. http://repository.unimelb.edu.au/10187/2148.
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Communication skills are essential to the practice of medicine, and are now included in most medical curricula. Training in communication skills requires an experiential approach to teaching and assessment that focuses on mastery of performance. Simulated patients were introduced to the Communication Skills course for third year medical students at The University of Melbourne in 1995. This thesis describes the evaluation from the first two years of their use, and is set within the body of literature regarding this innovative educational method. The fundamental research question was: Did the introduction of simulated patients represent an improvement and enrichment in the teaching of communication skills to third year medical students? A qualitative evaluation was undertaken by focus groups with students, tutors and simulated patients, and by student questionnaire. (For complete abstract open document)