Dissertations / Theses: 'Clinical experience'

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Emslie, Brenda. "Clinical occupational therapists' experience of their role as clinical educators during the fieldwork experience of occupational therapy students." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20180.

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Thesis (MPhil )-- Stellenbosch University, 2012.
ENGLISH ABSTRACT: Fieldwork is an essential part of the occupational therapy student’s education, and optimal learning is dependent on effective facilitation by a clinical Occupational Therapist. This study explored the lived experience of the clinical Occupational Therapists in their role as clinical educators by means of a phenomenological inquiry. Ten semi-structured interviews were conducted with clinical Occupational Therapists involved in clinical education. The data was analysed by using thematic content analysis, and was discussed according to the Lived Experience of a Clinical Educator Model. The results indicated that the clinical OTs’ sense of self, which revealed strong humanistic values, acted as the core element influencing the way in which they related to others and were able to juggle many roles in order to perform their role as clinical educator. It furthermore influenced the ways in which they managed balance and harmony in the workplace, as well as the process of growth and development. Incongruence during the performance of their roles as clinical educators was mainly caused by insufficient collaboration between the clinical educators and the university, the prescriptive nature of the fieldwork curriculum, workload pressures, the students’ attitudes and their lack of knowledge, as well as insufficient training of new clinical educators. The results may be helpful in fostering a collaborative relationship between the university and the clinical Occupational Therapists, as well as renewed attention to growth and development, all of which will benefit the students’ education.
AFRIKAANSE OPSOMMING: Kliniese werk vorm ‘n essensiële deel van die arbeidsterapie-student se opleiding en dit is noodsaaklik dat die leerproses effektief gefasiliteer word deur ‘n bekwame kliniese Arbeidsterapeut. Hierdie studie het die Arbeidsterapeute se belewing van hul rol as kliniese opvoeders nagevors deur middel van ‘n fenomenologiese ondersoek. Tien semigestruktureerde onderhoude is met kliniese Arbeidsterapeute, tans betrokke by kliniese opleiding, gevoer. Die data is verwerk deur middel van tematiese inhouds-analise en is bespreek aan die hand van die Lived Experience of a Clinical Educator Model. Die resultate het aangedui dat die kliniese terapeute se bewustheid van hulself (‘sense of self’) die kern element vorm wat hul verhoudings, sowel as die wyse waarop hulle al hul onderskeie rolle en take behartig, beïnvloed. Sterk humanistiese waardes kom voor in hierdie kern element. Dit is verder bepalend in die wyse waarop die Arbeidsterapeute balans en harmonie in hul werkplek verseker, sowel as hul professionele groei en ontwikkeling. Inkongruensie tydens die rolvervulling word veroorsaak deur onvoldoende samewerking tussen die universiteit en kliniese opvoeders, ‘n voorskriftelike kurrikulum, werksdruk, studente se negatiewe houding en gebrek aan kennis, sowel as onvoldoende opleiding van die terapeute wat nuut begin met kliniese opleiding. Die resultate mag in die toekoms behulpsaam wees in die totstandkoming van ‘n samewerkende verhouding tussen die universiteit en kliniese terapeute, met genoegsame aandag wat geskenk word aan professionele groei en onwikkeling. Dit kan tot voordeel van die studente se leerproses aangewend word.

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McAllister, Lindy. "The experience of being a clinical educator." Connect to full text, 2001. http://hdl.handle.net/2123/4017.

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Thesis (Ph. D.)--University of Sydney, 2001.
Title from title screen (viewed Jan. 22, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Physiotherapy, Faculty of Health Sciences. Includes bibliography. Also available in print form.

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Cabral, Maria Inês Meneses Miranda. "Clinical research associate: a 9-month experience." Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/7681.

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Mestrado em Biomedicina Farmacêutica
O principal objectivo do estágio na Eurotrials foi complementar os conhecimentos adquiridos durante a Licenciatura em Ciências Biomédicas e no Mestrado em Biomedicina Farmacêutica. O estágio na Eurotrials pretendeu preparar o estagiário para trabalhar como Monitor de Ensaios Clínicos. Incluiu também uma visão geral sobre a forma de trabalhar e actividades desenvolvidas nos diferentes departamentos da empresa. Todo o conhecimento previamente adquirido na Universidade foi complementado durante o estágio. Este estágio de 9 meses como Monitora em treino foi uma excelente preparação para trabalhar na área dos Ensaios Clínicos e para isso contribuiu também a experiência transdisciplinar. Continuar como colaboradora da Eurotrials irá proporcionar a oportunidade de realizar outras actividades que até ao momento não foram possíveis, consolidando os conhecimentos já adquiridos, permitindo o desenvolvimento de mais competências e maior autonomia.
The primary objective of the training in Eurotrials was to complement the knowledge acquired during the Degree in Biomedical Sciences and during the Master in Pharmaceutical Biomedicine. Eurotrials training program aimed to prepare the trainee to work as a CRA. It also included an overview of Company departments namely the working activities performed. All knowledge previously acquired in the University was complemented during the training. This 9-month experience as a CRA trainee was an excellent preparation to work in Clinical Trials and the transdisciplinar experience greatly contributed to this preparation. Continuing as a collaborator at Eurotrials will give the CRA trainee the opportunity to perform other activities not yet experienced, to consolidate knowhow and to get more experience as well as to become more autonomous.

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Honda, Kirk. "Seasoned Psychotherapists' Experience of Difficult Clinical Moments." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1407265327.

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Lawrence, Sharla. "The experience of parenthood in clinical psychology." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59599/.

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Being a parent is generally accepted to be a difficult but rewarding job. For those individuals who combine parenthood with an emotionally demanding career, such as clinical psychology, this experience may be magnified. Exploring the experiences of parents who also work in the field of clinical psychology offers a meaningful insight into the challenges and positive rewards inherent in managing work and family life. Chapter I consists of a narrative review of the literature exploring the issues of balancing work and family life for psychologists. The barriers apparent in the literature, as well as the positive factors for achieving effective work life balance are considered. Barriers cited in the literature include the difficulties in meeting the demands of multiple roles, the influence of gender and negative individual factors. Positive influences on achieving effective work life balance included engagement in leisure activities, positive relationships, organisational support and positive individual factors. The clinical implications of this literature are discussed. Chapter II presents an empirical study conducted with psychological therapists who work within a Child and Adolescent Mental Health Service (CAMHS) and are also mothers. Nine psychological therapists were interviewed during the research. Following the use of the Interpretative Phenomenological Analysis (IPA), three superordinate themes emerged from the data. The findings consider the implications of shared experience when working with parents and the dilemma of managing the multiple demands of work and family life. The sense of re-evaluation of one’s own self-concept following becoming a mother is also discussed. Clinical implications are considered alongside suggestions for future research. Chapter III offers a reflective account of the challenges inherent in undertaking doctoral level training in clinical psychology whilst raising a young family. The implications for the role of clinical psychology as a discipline are considered as well as the impact on my own personal and professional development.

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Chan, Yu-wai, and 陳汝威. "Posterior tibial flap: anatomical study and clinical experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290823.

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Chan, Yu-wai. "Posterior tibial flap anatomical study and clinical experience /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290823.

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Harvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.

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Msiska, Gladys. "Exploring the clinical learning experience : voices of Malawian undergraduate student nurses." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7772.

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Very little has been done to define the process of clinical learning in Malawi and yet anecdotal observations reveal that it is more challenging than classroom teaching and learning. This set the impetus for this hermeneutic phenomenological study, the aim being to gain an understanding of the nature of the clinical learning experience for undergraduate students in Malawi and to examine their clinical experiences against some experiential learning models (Kolb 1984; Jarvis et al 1998). The study setting was Kamuzu College of Nursing (KCN) and the sample was selected purposively and consisted of 30 undergraduate students who were recruited through volunteering. Conversational interviews were conducted to obtain students’ accounts of their clinical learning experience and an eclectic framework guided the phenomenological analysis. The study raises issues which relate to nursing education and nursing practice in Malawi. From an experiential learning perspective, the study reveals that clinical learning for KCN students is largely non-reflective. The study primarily reveals that the clinical learning experience is enormously challenging and stressful due to structural problems prevalent in the clinical learning environment (CLE). In some clinical settings the CLE appears hostile and oppressive due to negative attitudes which some of the clinical staff display towards KCN students. Consequently, students’ accounts depict emotionally charged situations which confront them and this illustrates that clinical learning for KCN students is an experience suffused with emotions. In literature issues on emotions are commonly discussed under emotional labour (Hochschild 1983) and I used the concept as a basis for my pre-understandings and interpreted the students’ accounts of their clinical learning experience against such a conceptual framework. What resonated from their narratives was the depth of the emotion work they engage in. This enabled me to arrive at a new and unique conceptualisation of clinical learning redefined in terms of emotional labour within the perspective of nurse learning in Africa. The findings are a unique contribution to the literature on emotions and provide essential feedback which forms the basis for improving clinical learning in Malawi.

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DiGiacomo, Ingeborg Haug. "The clinical experience in nursing education : a case study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11355141.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Keville Frederickson. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 132-141).

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Ahlzen, Rolf. "Understanding clinical judgement and its relation to literary experience." Thesis, Durham University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521791.

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Kuhn, Carin. "The internship year the experience of clinical psychology interns /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-101811.

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Compton, Christa M. "Learning from experience : a study of clinical pastoral education /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Grimes, Richard. "Learning through experience : developing clinical models for legal education." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/32492/.

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Since the time when legal education became the preserve of universities and other higher education providers there has been an uneasy relationship between the ‘aims’ of a liberal course of study and the demands of a practising profession. In addition, educators have dominated formal legal learning with a rules-driven curriculum delivered principally in the format of lectures – where students are seen and treated primarily as passive recipients of knowledge. On joining academia from legal practice in the early 1990s my work has been principally focused on addressing the tensions implicit in the above – looking at what we as educators, practitioners, students and the wider public need and want from legal education and the most effective ways of achieving that. Taking the importance of knowledge, skills and values as a framework I have published widely on both the content and means of delivery of legal education. Whilst the former (content) must be seen in context – undergraduates for example may have very different outcomes set for them as compared with those an overtly vocational course – the latter (delivery) has a common denominator. This is to do with how students learn and how they can be encouraged to take responsibility for, and make the most of, that. Learning through experience supported by the means to conduct critical reflection is at the centre of my work. I have looked, in particular, at developing models of 'clinic' where students, under requisite supervision, engage in real or realistic casework in order to comprehend relevant content, be that legal doctrine, lawyering skills or professional and ethical considerations. This work has been recognised as ‘pioneering’ in the development of clinical legal education both in the UK and further afield, as evidenced by the volume of publications, numerous citations in other works and requests made by others for assistance, particularly in developing clinics. Most recently I have been looking at whether these pedagogic and professional practice models have transferable value in civil and common law jurisdictions and to what extent they aide access to justice. The publications – a mix of books, book chapters, articles in refereed journals and other material in the public domain – that I rely on are listed in Appendix 1 to this commentary and show, I submit, how I have made a significant contribution to knowledge through the development of clinic as pedagogy and the utility of this, for student, client, profession and the wider public in a domestic and international context. This submission looks initially at the context of my published work and recounts a journey encompassing different models of clinical legal education. This is followed by a section setting out a framework for understanding the nature, scope and extent of ‘clinic’. In order the encapsulate what clinic is and what potential is offered a taxonomy is suggested based on the variants that determine the educational, public service and professional reach of experiential learning in general and clinical legal education in particular. I then focus on three aspects of my work represented by the publications on which I rely for this award – simulation, model modification and international transferability and provide examples of these manifestations of clinic alongside analysis from other scholars. The final substantive section of the submission attempts to locate what I have published within the wider context of current changes and proposed reforms in legal education. The conclusions reached include the recognition of the importance of clinic (actual and potential) in serving the various agendas held by relevant stakeholders.

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Griffith, Catherine A. "Frail older adults' experience of participating in clinical trials." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104369.

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Thesis advisor: Callista L. Roy
Purpose: The purpose of this research was to address the gap in the literature related to frail older adults' experience of participating in clinical trials. Background: Frail older adults are generally underrepresented in the population of research volunteers from which evidence-based guidelines are derived. To improve care for frail older adults, research must be expanded to specifically target this population. Most of the users of healthcare today are greater than 65 years old, use more health care services than any other age cohort and suffer from coexisting illnesses for which they take several prescribed medications. Since the number of elders is increasing within the general population, it is important to reach a more thorough understanding of frail older adults' experience. Acquiring a better understanding of their experience will give the investigator more insight into barriers of recruitment, retention, and factors affecting elders' decision to participate in research. Method: Using a qualitative descriptive approach involving semi-structured interviews, a cohort of participants age 65 and older was asked about their experience of participating in research studies. Data analysis used an interpretive paradigm involving the methods of Miles, Huberman, and Saldana (2014). Results: Participants identified the main factors influencing their decision to participate as the opinions and encouragement of family members with the strongest influence being a recommendation from their doctor. Participants were varied in the emotions evoked by their participation in the study procedures. The majority of participants stressed how important it was to them to receive feedback in the form of results of studies in which they had participated. The majority of participants stated that receiving feedback or research results was the exception. Conclusions: Data generated from this study related to the experience of frail elder participation in clinical trials will be useful in designing future clinical trials to be more inclusive of this patient population. Keywords: frail elders, research participation, clinical trials, chronic illness, qualitative, multmorbidity
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing

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Louwrens, Morne Johan. "The suicide of a client an intern psychologist's experience /." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08112004-134230.

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Hansen, Bente Synnøve. "Exploring the experience of psychogenic syncope following diagnosis." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:11359.

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This portfolio has three parts. I. Part one is a systematic literature review entitled ‘What are the psychological factors associated with psychogenic syncope or psychogenic non-epileptic seizures? Psychological factors that appear to be commonly linked to syncopal events of unknown medical origin are explored in relation to psychogenic syncope. Studies have widely acknowledged psychological distress in this patient group. The prevalence of psychological factors and their impact on people remains uncertain. A systematic search of four databases identified eleven studies. The findings are summarised and discussed from various perspectives. Clinical implications and areas of future research are highlighted. II. Part two is an empirical paper, utilising Interpretative Phenomenological Analysis (IPA) entitled: ‘What are the experiences of people diagnosed with psychogenic syncope?’ The study explores peoples’ perspective of living with psychogenic syncope. A total of six people chose to participate in the study, which employed a semi-structured interview based on the self-regulation model (Leventhal, Nerenz & Steele, 1984). Five superordinate and seven subordinate themes emerged from the data. Peoples’ experience of psychogenic syncope was conceptualised by drawing on various theories in order to highlight a need for holistic healthcare practice. Wider psychosocial influences on people diagnosed with psychogenic syncope were also considered. III. Part three comprises appendices relating to part one and part two. Included in this is an epistemological statement of the stance of the researcher, and a reflective statement on the process of conducting the research, and its challenges.

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Handley, Emily. "The experience of bereavement for people with intellectual disabilities." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1593.

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Previous research investigating the bereavement experiences of people with Intellectual Disabilities found that carers do not always prepare people for deaths or include them in mourning rituals. It has also been found that some carers lack confidence in providing bereavement support to people with Intellectual Disabilities. This study explored the personal experiences of family caregivers and residential care staff in supporting adults with Intellectual Disabilities through the process of bereavement.A semi-structured interview was used to interview eleven carers on their experience of supporting adults with Intellectual Disabilities through the process of bereavement. The transcripts were analysed using Interpretative Phenomenological Analysis (IPA).A total of five super-ordinate themes were identified: (i) Factors making the experience difficult for carers (ii) Factors that helped carers (iii) Carers' perspectives on the responses of people with Intellectual Disabilities (iv) Approaches to supporting people with Intellectual Disabilities (v) Carers' perspectives on support.The identified themes are discussed in relation to existing literature on bereavement and Intellectual Disability. Clinical implications of the findings are outlined and methodological limitations and areas for future research are discussed.

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Vande, Griend Tara, and University of Lethbridge Faculty of Health Sciences. "Novice nursing clinical instructors : the lived experience / Tara Vande Griend." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2011, 2011. http://hdl.handle.net/10133/2628.

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A constructivist philosophical paradigm and van Manen's phenomenological method were used to understand the lived experience of a purposeful sample of nine novice nursing clinical instructors in the Nursing Education in Southwestern Alberta program in Lethbridge, Alberta. Data were collected using in-depth, semi-structured, open-ended interview questions and were analyzed using van Manen's approach to thematic analysis. The findings revealed how novice nursing clinical nursing instructors experienced this new role; the meaning instructors ascribed to their experience; and how instructors learned about the clinical instructor role. The lived experience of novice nursing clinical instructors was likened to a journey. Three major themes emerged within The Journey: Endeavoring Amid Strife, Enacting Understanding of the Clinical Instructor Role, and Evolving as a Clinical Instructor. Implications included: valuing the lived experience, appreciating struggles, and improving supports and learning resources in the areas of orientation, mentorship, peer support, instructor inclusion in academia, and work-life balance.
viii, 118 leaves ; 29 cm

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Reynolds, Beverly J. Crumpler Thomas P. "Clinical performance appraisal the lived experience of baccalaureate nursing students /." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196642.

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Thesis (Ed. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 27, 2006. Dissertation Committee: Thomas P. Crumpler (chair), Anthony W. Lorsbach, Adel T. Al-Bataineh, Patricia Stockert, Donna Breault. Includes bibliographical references (leaves 151-155) and abstract. Also available in print.

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Mattingly, Cheryl Fay. "Thinking with stories : story and experience in a clinical practice." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14342.

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Jones, Neena White. "Simulated Clinical Experience: An Investigation of Emotion Understanding and Management." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7481.

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Many investigators have documented that lack of emotional intelligence (EI) in professional nursing correlates with patient dissatisfaction, negative patient outcomes, and litigation. However, much less information is available to nurse educators for an effective instructional strategy to increase EI skills, specifically emotion understanding and management (the most influential branches of EI) in nursing students. Grounded in the theory of EI and the theory of simulation, the purpose of this quantitative quasi experimental study was to introduce educational technology as a useful strategy for influencing EI in a convenience sample of 88 second semester students in a baccalaureate program. Research questions for the study examined the treatment (human patient simulators, stressful situational scenarios, and role playing) for changing EI skill levels. Repeated measures, within factors analysis of variance was used to test for a relationship between the variables at three time periods during a semester. Key results for emotion understanding were significant with small effect, F(1.973, 171.686) = 7.526, p = .001, partial Ï2 = .047. Key findings for emotion management were significant with medium effect, F(1.827, 158.965) = 9.981, p < .0005, Ï2 = .063. However, conclusions were mixed for influence, as the instructional strategy resulted in negative EI learning (consistent decreased gain) for most participants. By weeding out irrelevancies, this study contributes to current nursing research and informs nursing educators of the need to continue the search for an effective strategy for teaching emotion understanding and management skills in nursing curricula.

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Brown, Naoko Nakano. "Lived Experience of Loneliness| A Narrative Inquiry." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842478.

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Loneliness is a human experience that often influences the individual’s mood, perception, self-concept, relationship, and physical heath. The existing body of research on loneliness often associates loneliness with a mental illness (e.g., anxiety or depression) and/or a cognitive deficit. Moreover, although, researchers have identified different types of loneliness, there is limited research on the experience of profound loneliness while in the company of another person with whom one is in a close relationship. Therefore, this study was framed to contribute information in the field by exploring the meaning of this particular type of loneliness as a lived experience. The question this research sought to answer through narrative inquiry was: “What is the meaning of participants’ experience of loneliness while in the company of another person with whom they were in a close relationship?”

The current study examined oral narratives of adult participants. Five participants were recruited and interviewed. The transcribed data was analyzed following Gee’s (1991) structural analysis of oral narrative. Through analysis of the narrative data this study aimed to gain an understanding of subjective, psychological meanings of this particular loneliness experience.

The results of the analysis showed that participants, in relationship with another, characterized as close but not experienced as intimate, was retrospectively experienced as loneliness and was lived with a sense of profound hopelessness in a multidimensional manner, which implied the participant’s desired ideals for intimate relationship.

Many factors appear to influence the loneliness experience while in the company of a close other for adults, including the individual’s desire to avoid experiencing pain and loss. The findings indicate that increasing the individual’s awareness of their multidimensional experience through non-pathologizing reflection in a clinical context could allow him or her to reach a deeper understanding of the experience.

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Singer, Shereen A. "Imagery and Food Cravings: Imagining Eating Enhances the Experience of Eating." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626576.

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Groll, Nicholas Jay. "R u there? : the user experience of Mobile Instant Messenger couselling." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13184.

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Includes bibliographical references.
Mental health care provision has always lagged behind general health services, especially in rural, poor countries. With the widespread adoption of mobile phones, many South Africans now have easy access to health-related information and services, including counselling via Mobile-Instant-Messenger (MIM). This research hopes to address the paucity of literature n MIM-based counselling. Using an adaptive, Mobile-based questionnaire, I collected quantitative and qualitative data about the service users (n= 568) of a popular MIM-counselling servicecalled ‘DAS/Angel’, offered free of charge, via MXit -a popular Mobile-Instant-Messenger program.The service user group was found to be predominantly young (Mage= 20.17, sd = 4.97), largely unemployed (44.19%), Black African (72.98%)with a gender split (53.79% female, 46.21% male) similar to population gender demography, χ2 (1, N = 567) = .43, p = .51. Despite the MIM-counselling being offered in English, service users’ first languages varied widely, across all 11 official South African languages. Qualitative data about the experience of using MIM-counselling was analysed using thematic analysis with two coders, with a significant level of agreement (κ> .80) across all 4 categorical datasets.The MIM-counselling experience was described positively as safe and accessible, which encouraged openness, and negatively in terms of practical concerns related to service access times, and specific shortfalls related to the quality of counselling provision. Reasons for non-use of MIM-counselling (n= 2285) were explored, as were experiences of using telephone counselling and face-to-face counselling. The findings are discussed in terms of concerns from the literature such as the lack of face-to-face contact and ethical issues of the medium. The ability of the medium to overcome access barriers to mental health care is considered in terms of the potential role of MIM-counselling.

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Berger, Shirley. "An "inside story" : the illness experience of women with breast cancer." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/8394.

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Bibliography: leaves i-ix.
This study explores the illness experiences of five women with breast cancer. The literature on psychosocial aspects of breast cancer among women is reviewed and limitations noted. A medical anthropological approach to the study of illness and health care is outlined. The importance of investigating women's own accounts and of recognising the social experience of illness and the dynamic nature of responses and understandings is asserted. Two interviews with each woman took place soon after medical diagnosis and follow-up interviews were conducted eight months later with four of the women. Concepts and insights from hermeneutically-oriented medical anthropology have been applied to the interview material. Arthur Kleinman's framework for interpreting 'illness narratives' is used to elucidate the layers of meaning in each woman's story. These include: the meaning of the symptoms, explanations of the disease, the cultural salience of cancer and the significance of the illness within personal and social contexts. The way in which the illness is understood, expressed and managed within the patterns of daily living is discussed. Contact with the professional health care system is one aspect of this process. The study suggests that this approach to understanding women's experiences of breast cancer is both theoretically valuable and clinically applicable.

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Bandawe, Chiwoza R. "A preliminary enquiry into the experience of foster care in Malawi." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13461.

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Bibliography: leaves 44-45.
The spread of the AIDS pandemic has resulted in an increase in the number of orphans in Malawi. With a projection of 638,220 orphans by 1998, the traditional care systems are becoming overwhelmed and other alternatives need to be considered. One outcome of the pandemic is the need for the expansion of the foster care scheme run by the Government Department of Social Welfare. Amidst the paucity of research on foster care throughout the world, a lack of qualitative investigation into the experiences of foster care-givers also exists. Such an investigation would provide invaluable information in making foster care interventions more effective. This preliminary investigation into foster care in Malawi set out to provide information on the Malawi government foster scheme primarily through the qualitative experiences of the foster care-givers.

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Back, Jenny. "Private Health Practitioners' experience of and attitude screening for Postnatal Depression." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10149.

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Ten to fifteen per cent of women from affluent countries, utilising private health care services are diagnosed with Postnatal Depression (PND) annually. Despite the high prevalence and the negative consequences for mother, child and partner, PND remains largely undiagnosed. Thus, this study explored health practitioners' experience of and attitude towards screening for postnatal depression to explore the barriers to screening as well as potential mechanisms to improve the rate of detection.

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Schwartz, Jennifer A. "Childbirth as a profound experience| Exploring narrative and image of experiences during birth." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680271.

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This study is an exploration into the profound, life-altering experiences that a small sampling of mothers had while giving birth. The primary question addressed is "What is the nature of experiences that can occur for the mother during childbirth?" A group of 15 mothers in the United States was asked to share the experiences they had during childbirth, highlighting those elements that they define as profound, spiritual, transformational, and/or empowering.

The research was conducted as a narrative and visual arts inquiry, using an initial survey, semi-structured interviews, and an art creation process to produce visual expressions of experiences. Also included is an autobiographical element created from the researcher's experiences of childbirth. While the individual experiences varied, the stories revealed eight general themes that are explored using elements of the narratives and a coding of the art images, resulting in several trends. Through narrative and art, the individual experiences of the mothers are shared, emergent themes are analyzed, and a larger picture of profound childbirth experiences is shown. The nature of profound experiences during birth is highlighted in this study, as are the universal elements of birth.

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Gallivan, Sean Patrick. "Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton155497630642095.

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Johnson, Anna C. "How Adult Children Experience Parent Dependency in a Caregiving/Care-Receiving Dyad." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1060.

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Despite plentiful research on the physical, psychological, and emotional demands on adult child caregivers, there are few studies that highlight developmental issues in the adult child/dependent parent dyad. This study was designed to highlight the dependency factor in this dyad, thus addressing the gap in the literature. With family systems theory, attachment theory, and role conceptualizations constituting the bases for the study, research questions addressed how adult child caregivers experience parental dependency and how dependency affects the caregiving/care-receiving dynamic. Ten volunteer participants were interviewed, and the results were analyzed using a variation of the van Kaam method of data analysis in which themes emerged from qualitative phenomenological data. Results of this study revealed 6 main themes; in descending order of the number of participants endorsing each, the themes were as follows: caregivers did not receive enough help from family/friends (n = 10), caregiving evolved on its own (n = 8), expectations changed (n = 8), roles changed (n = 8), dementia caused changes (n = 7), and new relationship provided benefits (n = 5). The first 2 themes indicated the ways in which adult child caregivers experience parental dependency. The remaining 4 themes illuminated participant-reported changes following the addition of dependency to the adult child/parent dynamic. Findings from this study can influence social change by promoting appropriate support interventions that support the physical and mental health of the caregiver population.

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Newton, Evan. "The experience of emotional distress in women with scleroderma: a qualitative study." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96828.

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Depression or emotional distress seems to be an issue for many medical patients, but there is debate as to how it should be defined, measured, and treated. The goal of this study was to better understand this issue by conducting in-depth interviews with women with scleroderma, a chronic rheumatic disease. The main objectives were to determine how participants described distress, what they believed caused it, and how they coped with it. Interview transcripts were analyzed using qualitative thematic analysis. Many participants described distress associated with the illness, but the term "depression" was reserved for a very specific, severe experience. Participants preferred more normal mood descriptors, and often described distress in terms of demoralization, or adjustment disorder. Participants listed concrete aspects of the illness that caused distress, and some added that their reaction to stress could exacerbate the progression of the disease. Participants dealt with distress by not dwelling on their circumstances, by for the most part avoiding psychologists and support groups. The support participants preferred came in the form of contact with friends and family.
La dépression et la détresse émotionnelle représentent une difficulté pour plusieurs patients médicaux. Cependant, un débat existe autour de la façon dont celles-ci devraient être définies, mesurés et traités. Le but de ce projet était de d'aborder cette question en conduisant les entrevues avec des femmes atteintes par la sclérodermie, une maladie rhumatologique chronique. Les objectifs principaux était d'établir comment les participantes décrivaient leur détresse, ce qu'elles apercevaient comme étant la cause de celle-ci, et comment elles ont y pu faire face. Les transcrits des entrevues étaient analysés avec l'analyse qualitative thématique. Plusieurs des participantes ont décrit la détresse associée avec la maladie, mais le terme "dépression" était réservé pour une expérience spécifique et sévère. Les participantes ont préféré des descripteurs d'humeur plus banals, et ont fréquemment décrit la détresse comme étant consistant avec la définition de démoralisation. Elles ont listé des aspects concrets de leur maladie qu'elles apercevaient comme étant la cause de leur détresse, et quelques unes parmi elles ont ajouté que leur réaction au stress pourrait exacerber la progression de leur maladie. Les participantes ont gérer leur détresse en évitant de réfléchir sur leurs circonstances, et en évitant les services des psychologues et groupes de soutien pour patients. Le soutien que les participantes ont préférée étaient le contact avec leurs familles et amis.

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Ibarra, Alberto Luis. "Novice Clinicians and the Experience of Transcendence in Clinical Training and Supervision." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264957.

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This autoethnographic study, from the perspective of novice clinicians, used a directed, or deductive, qualitative content analysis to explore the presence of transcendent experiences, as one aspect of personal growth for three first year clinical psychology doctoral students. A total of fifty-three journal entries describing critical moments during their first-year clinical training and supervision experience were used for this study. Coding categories for transcendence that reflected the quality of “being more” were drawn from existing literature. In descending order of frequency, results from this exploratory study found that transcendence was experienced by these trainees, centered first and predominantly on capacity (or competence), followed by themes involving: the pursuit of truth, the emergence of altruism, the development of self-identity, reflections beyond the self, awe and spirituality and finally, growth through peak experiences. The findings are discussed as they relate to current literature, along with limitations, implications and recommendations, and this author’s personal reflections.

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Massey, Charles Duncan. "Emerging Adults' Motivation and Experience of Natural Recovery From Adolescent Methamphetamine Use." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813039.

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Substance abuse is the source of significant financial cost to our society and of more indirect interpersonal costs. It is estimated that only about 18% of people classified with either substance abuse or dependence in 2012 received treatment (SAMHSA, 2013). Drawing from the existing theories of motivation to change, theories regarding the contribution of effective coping skills, and various explanations of what motivates substance abuse recovery, this study investigated the phenomenon of natural recovery. Klingemann, Sobell, and Sobell (2010) described natural recovery as being when a patient interrupts problematic behaviors or experiences improvement in his or her condition without formal intervention. Despite the existing body of research on many substance-abusing populations, there remains little research focusing on motivation to change for adolescent methamphetamine users who recover naturally.

This study utilized a grounded theory design, as outlined by Maykut and Morehouse (1994), to retrospectively examine the experiences of emerging adults (18–28) who recovered without the use of formal treatment in order to identify factors related to motivation to change. Participants were required to have been formally diagnosed or met criteria for methamphetamine abuse or dependence between the ages of 12–18. This study included 10 participants. By attempting to understand the experiences of emerging adults, this study hoped to expand upon the understanding of motivations for those who recover naturally from methamphetamine abuse.

Participants needed to have at least 12 months of sobriety from methamphetamine use. The researcher conducted semi-structured interviews with participants in order to highlight the factors motivating change in recovery and discover overarching themes as they relate to motivation to change and change behaviors. These themes were integrated to illustrate the complex interaction between participants’ motivation to change. The results were also compared with current relevant substance abuse treatment literature. This study will help to expand existing knowledge regarding motivation to change and methamphetamine abuse, as well as adolescent substance abuse treatment. Future investigations could attempt to apply these characteristics to adolescents who are at risk of or actively involved in a substance abuse treatment program.

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Zozula, Leanna J. "The assessment process of psychologists as a function of clinical experience /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38098.

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The purpose of this research was to examine the assessment process in clinical psychology using an ecologically valid design. By capitalizing on the methodologies of cognitive science and adapting data analytic techniques borrowed from the medical decision-making literature, the clinical assessment behaviours of psychology undergraduate students, clinical psychology graduate students, and professional psychologists were compared.
The results demonstrate that professional psychologists took longest to develop their diagnostic formulations, divide their questioning evenly between close and open-ended questions, provide more information to the patient, provide diagnoses that are fully consistent with the clinical data, and demonstrate an increase in diagnostic accuracy using the MultiAxial Form (APA, 1994). Finally, extensive clinical experience affords clinicians with a greater degree of case comprehension that may impact the quality of treatment.
Graduate students in clinical psychology demonstrate the same degree of test familiarity as the psychologists, adhere to empirical recommendations by conducting comprehensive clinical interviews and asking about DSM-IV criteria during the clinical interview, evidence a reliance on open-ended questions during the clinical interview, and also show an increase in diagnostic accuracy using the MultiAxial Form (APA, 1994). There were no significant differences in accuracy rates between professional psychologists and graduate students; however, some graduate students included diagnoses that were inconsistent with the clinical data.
The undergraduate students tended to cover many of the same topics in the interview as the other groups; however, they did so by posing significantly more close-ended questions. Further, none of the undergraduate students provided an accurate diagnosis of the case. There were no differences in confidence ratings across levels of experience. A model of clinical assessment behaviour is proposed that can function as a framework for future studies.

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Bright, Naomi Claire. "Raising concerns in healthcare services : the experience of staff and families." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14086.

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This portfolio thesis has three parts. Part one is a systematic literature review in which the existing research literature on the psychological and systemic factors that influence healthcare staff’s decision to whistleblow on poor care is examined and its quality evaluated. Part two is an empirical paper which uses Interpretative Phenomenological Analysis (IPA; Smith, 1996) to explore the experiences of families of people with intellectual disabilities when noticing and reporting concerns in healthcare services. Part three comprises the Appendices, containing supporting information relating to parts one and two and epistemological and reflective statements. Abstract - Systematic literature review: Purpose This systematic literature review aimed to investigate the psychological and systemic variables influencing whistleblowing decisions in healthcare settings. Design/methodology/approach A search of academic databases was undertaken and reference lists of the resulting articles were searched. In total 17 studies using a range of methodologies were analysed using Narrative Synthesis. Methodological quality was assessed. Findings Psychological variables were grouped into beliefs about advocacy and professional roles, fear and diverse responses to wrongdoing. Systemic variables were grouped into relationships with peers, the culture of the organisation and feedback, however there was a complex interplay of factors. Research Implications Further research is needed to examine the efficacy of these interventions and to represent the views of a wider range of healthcare professionals. Originality/value This was a timely review given recent reports on the treatment of whistleblowers in healthcare, indicating interventions to facilitate whistleblowing such as increasing the ease of reporting systems, providing feedback and creating a more compassionate organisational culture. Abstract : empirical paper Background: This study aimed to increase understanding of the lived experiences of families of people with intellectual disabilities when noticing and raising concerns in services. A qualitative design was employed. Methods: Seven participants were recruited through local and national voluntary agencies; five were mothers of people with intellectual disabilities, one was the aunt and one the sister. Participants took part in semi structured interviews centred on their experiences of noticing and raising concerns, these were recorded and transcribed. The data was analysed using Interpretative Phenomenological Analysis (IPA; Smith, 1996). Results: The data was grouped into three overarching themes: relationships between staff, family and service user, the nature and importance of concerns and the process of raising concerns. Conclusions: This research highlights important implications for services such as the need to simplify the process of raising concerns, attend to the relationship with families and ensure advocacy services are available for those without family.

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Buggins, Sarah-Louise. "The experience of resilience in older people living with chronic illness." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14087.

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This portfolio thesis consists of three parts: a systematic literature review, an empirical paper and a set of appendices. Part one is a systematic literature review which synthesises the published qualitative literature investigating resilience in older people living with chronic illness. The review aims to explore the role that resilience plays in ageing with a chronic physical illness, and how resilience is experienced by this group of people. The synthesis resulted in eight sub-themes subsumed under three super-ordinate themes. Super-ordinate themes are ‘the resilient mindset’, ‘engaging with others’ and ‘continuity in life’. The strength of the empirical evidence is evaluated, and findings are discussed in terms of their implications for future research and clinical practice. Part two is an empirical paper investigating narratives of resilience in older people who are living with a diagnosis of dementia. This qualitative study utilised a narrative approach to collect and analyse stories from eight older people around how they have responded to changes and challenges since receiving their dementia diagnosis. The stories contained a number of phases, and resilience emerged as an on-going process stimulated by people’s sense of identity, agency, connection and positive outlook on life. Clinical and research implications are discussed. Part three consists of a set of appendices which relate to both the systematic literature review and the empirical paper. This also includes a reflective account of the research process and an epistemological statement.

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Magerman, Janine. "Clinical supervisors’ experience of supervising nursing students from a higher education institution in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4905.

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Magister Curationis - MCur
Nursing students’ clinical abilities are highly dependent on the quality of the clinical experience obtained, while placed in the clinical environment. The clinical environment has key role players, which include the clinical supervisor. The primary role of the clinical supervisor is to guide nursing students to become best practice nursing professionals. However, globally, literature alludes to the failure of educating institutions to deliver competent nursing professionals, to meet the needs of patients and deliver quality patient care. Anecdotal evidence at the participating university indicated the possibility that various factors such as high student supervisor ratio and increased workload for clinical supervisors may impact on the ability of the supervisors to function effectively in the clinical settings. At the participating university, this may have been due to various factors, such as large student numbers, as well as social and environmental challenges experienced by the clinical supervisors. The aim of this study was to explore and describe the lived experiences of clinical supervisors, who supervise nursing students at a higher education institution. The study employed a qualitative research approach, utilizing a descriptive phenomenological design. Purposive sampling was used to select eight (8) participants, who were all clinical supervisors of first and second-year nursing students at the HEI (Higher Education Institution) under study. Data was collected by means of in-depth interviews and analysed, using Tesch’s method of data analysis. The five (5) major themes identified, focused on the experiences of clinical supervisors regarding: time as a constraint to job productivity; the impact of the organisational culture on the fluidity of support; limited resources; interpersonal relationships as a dynamic communication process; and impact on the self. In this study, participants focused on their experience of clinical supervision as it related to time, the organisational culture, resources and the impact of the experience on the self. The researcher based on the findings concluded that clinical supervisors are generally satisfied with their jobs and they love the teaching role that they portray. They are unhappy with the circumstances, that they experiencing as challenging in which they must do their clinical supervisor job.

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Hill, Sally A. "The experience of the clinical social worker treating multiple personality disorder." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1993. http://www.icsw.edu/_dissertations/hill_1993.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1993.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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Holt, Jo Goehl. "The experience of spirituality of midlife adults and its clinical implications." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1999. http://www.icsw.edu/_dissertations/holt_1999.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1999.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy. Includes bibliographical references (leaves 415-423).

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Cable, Stuart. "Clinical experience : preparation of medical and nursing students for collaborative practices." Thesis, University of Dundee, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251176.

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Sehume, Gloria Gaogakwe. "Ethical decision-making the experience of nurses in selected clinical settings /." Diss., Pretoria :b [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05132009-125706.

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Rowell, Bethany. "Nursing Students' Interest in and Perceived Barriers to International Clinical Experience." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/317.

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East Tennessee State University has a variety of international travel opportunities for general education within its undergraduate study abroad program. Some opportunities even exist within specific degree programs. Despite the literature purporting the benefits acquired from clinical experience abroad, the College of Nursing has yet to incorporate an international component to its BSN curriculum. This study explores College of Nursing students' interest in participating in international clinical experiences and the perceived barriers for students who are willing to travel.

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Jussab, Fardin. "Counselling and clinical psychologists' experience of client violence in the workplace." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3043/.

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Violence and abuse from clients within the healthcare system is a growing problem which can affect the personal and professional identity, and psychological wellbeing of healthcare professionals. Previous research and literature has focused on the risk of violence from particular client groups and understanding the aetiology of aggressive and violent behaviour towards healthcare professionals. There is a lack of research which explores psychologists’ experiences of client violence, and professional organisations have provided scant or no guidelines that could support psychologists who have experienced violence at work. To address the gaps in the present literature, this research qualitatively explored how psychologists make sense of their lived experiences of client violence in the workplace. Three counselling psychologists and four clinical psychologists who had previously experienced client violence were interviewed to take part in this research. Data was analysed using interpretative phenomenological analysis (IPA). IPA was selected for its idiographic nature, as it was hoped that the findings would provide a deeper understanding of psychologists’ experience of client violence from their personal account. IPA can also assist in developing guidelines for a specific purpose to support professionals in their work, which was a secondary aim of the research. The findings revealed that psychologists can undergo different types of experiences after being attacked by a client, and experiencing and responding to client violence has a significant effect upon their professional identity. Three superordinate themes emerged from the IPA, which relate to the different phases after an experience of client violence. The first theme - ‘the moment to moment experience of client violence’ - relates to the exact instant the incident took place and how the client’s aggression had taken the psychologist by surprise. The second theme - ‘post incident experience’ -describes how participants tried to make sense of their experience of client violence, such as by creating a formulation. The final theme - ‘issues concerning professional identity’ - refers to the participants' need to show that they can cope with client violence due their professional self-image of being a psychologist. More broadly, the findings revealed how the professional self-image of psychologists affects their beliefs about how they ‘should’ be able to work therapeutically with violent clients and be able to manage and understand it. It is recommended that further research explores the prevalence of psychologists who experience client violence, and the type of work settings in which this is most likely. Moreover, both neophyte and qualified psychologists would benefit from specific training in how to respond safely to violent client behaviour, and from the publication of professional guidelines to help them understand the possible risks of violence, decisionmaking when confronted with violent clients, and how to recognise and process the potential psychological repercussions of violence incidents.

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Stahley, Amy. "Lived Experience of Post-licensure Nurses in a Perioperative Clinical Rotation." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/55.

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A projected deficit in the perioperative workforce of 32,000 perioperative nurses retiring by 2024, creates an inability to meet the nursing needs of the United States population. The need for experienced perioperative nurses has been increasing while the availability of nurses with perioperative education has been decreasing. The purpose of this phenomenological study was to explore the lived experience of post-licensure nurses who participated in a perioperative clinical rotation within their baccalaureate nursing program and did that experiential experience affect the recruitment and employment for perioperative nursing to halt the impending shortage. The integrations of Kolb’s experiential learning theory and Bandura’s theory of self-efficacy model was the framework that supported the study. Thirteen interviews were conducted using van Manen’s (1990) method for researching the lived experience. The two themes emerging from the data were value and attitude. Subthemes under value are gaining knowledge and skill set and a different type of nursing. Subthemes under attitude are (a) communication with the medical team and advocacy for families and patients. The experiential perioperative clinical rotation affected the study participants’ interest for working in the operating room (OR). Most had a highlighted interest in the specialty, and those participants’ not choosing the OR as their choice of employment expressed that the experience positively affected the type of nurse they are today. Experiential learning can build the fundamental knowledge necessary to understand the novice perioperative nurse’s role as a career choice.

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Egger, Adrian. "Human Sex Trafficking| How Sex Trafficking Victims and Survivors Experience Hope and Resilience." Thesis, George Fox University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629214.

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Few studies have examined the experiences of sexually trafficked victims and survivors in the United States.

As the population increases it is important to understand how sexually trafficked victims and survivors cope with trauma, experience recovery, and respond to therapy. Research indicates that factors of hope and resilience play a vital role in the way individuals cope with trauma and experience recovery (Masten & Narayan, 2012).

This study examined factors of hope and resilience of 12 sexually trafficked victims and survivors, ages 14 to 21. Interviews were conducted and a mixed-methods design was employed to establish common themes related to how sex trafficking victims comprehend and experience hope and resilience within their lives.

Significant quantitative and qualitative results were found in this study. Six significant qualitative themes were derived from the interviews describing various ways that participants experienced hope and resilience. The themes included (a) Need for positive attachment (b) Positive Self-Portrayal (c) Introspection (d) Adaptability (e) Need for money, and (f) Desire for change.

Additionally, participants also completed the Connor-Davidson Resilience Scale, the Children’s Hope Scale or Adult Hope Scale, and the Hopkins Symptom Checklist-25. Quantitative results indicate a strong positive correlation between depression and anxiety (r = .52, p < .01), a strong positive correlation between hope and resilience (r = .70, p < .04), and a strong negative correlation between resilience and anxiety (r = -.63, p < .03).

The implications of this study may be used to direct clinical focus when working with victims and survivors, placing emphasis on the importance of developing hope and resilience throughout the rehabilitation process.

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Hudson, Michael B. "Mentoring effectiveness on clinical supervisors as perceived by athletic training students in the intercollegiate athletics clinical education experience /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052181.

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Lacouture, Cynthia M. "The influence of academic achievement, prior clinical experience and a collaborative clinic-based learning experience on critical thinking ability in physical therapist assistant students /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1569.html.

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Thesis (M.A.)--Central Connecticut State University, 1999.
Thesis advisor: Marc Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 30-36).

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Dixon, Lily. "Contributions to individual distress and personal growth following the experience of hallucinations." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14092.

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Research suggests hearing and seeing things that others do not is universally experienced by many humans; yet, there is a dominant discourse that hallucinations are a negative and debilitating phenomenon. This portfolio examines the differences between those who seek help for their hallucinatory experiences and those who do not, and explores a more positive narrative of experiencing hallucinations as a medium in which a person can develop and personally grow. The portfolio is comprised of three parts. Part one is a systematic literature review, in which existing empirical literature relating to mental health service-use and distress for individuals experiencing hallucinations is reviewed. A total of sixteen studies are first critically evaluated and assessed for quality, then the findings are collated and synthesised to examine the psychological and social factors which may contribute to a rise in hallucinatory distress and/or help-seeking. Part two is an empirical paper, which explores experiences of personal growth with auditory and visual hallucinations. The qualitative study interviewed seven individuals to better understand the experience of personal growth, individuals’ expectations of positive change, and highlight any facilitating or hindering factors in the development of personal growth. Part three comprises the appendices. The supporting information for the systematic literature review and the empirical study are presented, in addition to epistemological and reflective statements to provide further context for the untaken research.

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Irwin, Helen. "The role, impact and experience of humour in later life and dementia." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:12425.

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The portfolio thesis is divided into three parts: Part one is a systematic literature review in which the empirical literature relating to humour interventions in later life is reviewed. The systematic literature review explores the key features of humour interventions and their impact on physical and psychological wellbeing in later life. The findings are discussed in relation to clinical implications and potential future research. Part two is an empirical paper, which explores how people living with dementia and their partners use, experience and draw meaning from humour in their ongoing relationships. Interviews were conducted with 10 couples and the data was analysed using Interpretative Phenomenological Analysis. Analysis revealed eight subthemes that were subsumed under three superordinate themes. Theoretical and clinical implications are discussed with relation to couplehood and wellbeing in dementia. Part three comprises the appendices.

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Dissertations / Theses on the topic 'Clinical experience'

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