Academic literature on the topic 'Degree Name: Master of Clinical Research'
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Journal articles on the topic "Degree Name: Master of Clinical Research"
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Cruz, Isabel Cristina Fonseca da. "The professional master in nursing: an new opportunity for brazilian nurse and an improvement in quality for the healthcare instituition." Online Brazilian Journal of Nursing 2, no. 1 (April 2, 2003): 1–2. http://dx.doi.org/10.17665/1676-4285.20034796.
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The role of nurse with Master Degree represents an challenge career opportunity for professional nurses. Currently, there are only 2 Professional Master in Nursing in Brazil, one is at São Paulo Federal University (SP) and the other, recently created, is at Fluminense Federal University (RJ). At the Fluminense Federal University, the Professional Master in Nursing includes course work and clinical experience in advanced health assessment, physiology, pathophysiology and pharmacology, as well as research, nursing theories, health promotion and disease prevention, healthcare policy, health and culture, diagnostic reasoning, and clinical decision making. In addition to course work, nurses are required to publish an original article and to produce a dissertation. The Professional Master in Nursing encompass a 2 year program of study with specialized clinical experiences. Advanced clinical education and experience based on scientifc evidences have been identified as requirements for practice as a nurse with Professional Master Degree. The nursing practice has recently expanded as a result of changes occurring in health care settings, including increased acuity of hospitalized patients, demands of management hability to reduce length of stay and to coordinate patient/family care. The scope of practice for nurses with a Professional Master Degree is broad-based and involves, mainly, providing advanced nursing care to patients and their families according to the practice setting and patient population. For example, it may comprehend also therapeutic procedure work, aspects of case management, discharge planning, monitoring quality standards, clinical research, undergraduate preceptorship, and inservice education of nursing staff for the instituition. The Professional Master in Nursing at the Fluminense Federal University will offer a unique advanced practice opportunity for nurses to develop their nursing careers and for healthcare institutions and nursing faculties to improve the quality of their services.
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Cruz, Isabel Cristina Fonseca da. "The Professional Master in Nursing at the Fluminense Federal University Nursing School will begin in 2004." Online Brazilian Journal of Nursing 2, no. 3 (October 20, 2004): 84–85. http://dx.doi.org/10.17665/1676-4285.20034893.
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The role of nurse with Master Degree represents an challenge career opportunity for professional nurses. Currently, there are only 2 Professional Master in Nursing in Brazil, one is at São Paulo Federal University (SP) and the other, recently approved by CAPES, is at Fluminense Federal University (RJ). At the Fluminense Federal University, the Professional Master in Nursing Program was designed for experienced nurses who is seeking preparation for advanced practice as a clinical specialist, educator, researcher, or administrator. It includes course work and clinical experience in advanced health assessment, physiology, pathophysiology and pharmacology, as well as research, nursing theories, health promotion and disease prevention, healthcare policy, health and culture, diagnostic reasoning, and clinical decision making. In addition to course work, nurses are required to publish an original article and to produce a dissertation. The Professional Master in Nursing encompass a 2 year program of study with specialized clinical experiences. Upon graduation, the nurse will have a base of knowledge in a specific area of nursing care; and can participate knowledgeably in research activity and application. Advanced clinical education and experience based on scientifc evidences have been identified as requirements for practice as a nurse with Professional Master Degree. The nursing practice has recently expanded as a result of changes occurring in health care settings, including increased acuity of hospitalized patients, demands of management hability to reduce length of stay and to coordinate patient/family care. The scope of practice for nurses with a Professional Master Degree is broad-based and involves, mainly, providing advanced nursing care to patients and their families according to the practice setting and patient population. For example, it may comprehend also therapeutic procedure work, aspects of case management, discharge planning, monitoring quality standards, clinical research, undergraduate preceptorship, and inservice education of nursing staff for the instituition. The Professional Master in Nursing at the Fluminense Federal University will offer a unique advanced practice opportunity for nurses to develop their nursing careers and for healthcare institutions and nursing faculties to improve the quality of their services.The Professional Master in Nursing at the Fluminense Federal University will be offered in March 2004. Do not miss the deadlines!
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Andrews, Abby, Katharine A. Wallis, and Felicity Goodyear-Smith. "Master of Primary Health Care degree: who wants it and why?" Journal of Primary Health Care 8, no. 2 (2016): 106. http://dx.doi.org/10.1071/hc15026.
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Abstract INTRODUCTION The Department of General Practice and Primary Health Care at the University of Auckland is considering developing a Master of Primary Health Care (MPHC) programme. Masters level study entails considerable investment of both university and student time and money. AIM To explore the views of potential students and possible employers of future graduates to discover whether there is a market for such a programme and to inform the development of the programme. METHODS Semi-structured interviews were conducted with 30 primary health care stakeholders. Interviews were digitally recorded, transcribed and analysed using a general inductive approach to identify themes. FINDINGS Primary care practitioners might embark on MPHC studies to develop health management and leadership skills, to develop and/or enhance clinical skills, to enhance teaching and research skills, or for reasons of personal interest. Barriers to MPHC study were identified as cost and a lack of funding, time constraints and clinical workload. Study participants favoured inter-professional learning and a flexible delivery format. Pre-existing courses may already satisfy the post-graduate educational needs of primary care practitioners. Masters level study may be superfluous to the needs of the primary care workforce. CONCLUSIONS Any successful MPHC programme would need to provide value for PHC practitioner students and be unique. The postgraduate educational needs of New Zealand primary care practitioners may be already catered for. The international market for a MPHC programme is yet to be explored.
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Bøttcher Berthelsen, Connie, Marianne Vamosi, and Bente Martinsen. "Camouflaging nursing research-related tasks in clinical practice–Experiences of newly-graduated masters of science in nursing." Journal of Nursing Education and Practice 10, no. 3 (November 25, 2019): 42. http://dx.doi.org/10.5430/jnep.v10n3p42.
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Objective: To explore and describe how newly-graduated Masters of Science in Nursing experienced engaging in nursing research-related tasks in daily clinical practice.Methods: Fifteen nurses withholding a Masters of Science in Nursing degree were recruited from our longitudinal cohort study and interviewed six months after graduation in December 2016 (n = 10) and in December 2017 (n = 5), respectively. Data were analysed using Graneheim and Lundmann’s qualitative manifest and latent content analysis. Lincoln and Guba’s four criteria of trustworthiness were followed.Results: The main theme of the overall interpretation was Camouflaging nursing research-related tasks in clinical practice. The main theme describe the Master of Science in Nursing graduates as highly motivated to use their new academic skills in clinical practice and how they have to hide their engagement in research due to the barriers, which are outlined in the three themes: the position as time restrainer, the management as gatekeeper, and the nursing culture as norm setter.Conclusions: The study contributes with knowledge on how the Master of Science in Nursing graduates struggle to use their academic skills in clinical practice and how they felt the need to camouflage their commitment in research because it was not well reputed among their colleagues.
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Sun, K., P. Charpentier, P. M. Nadkarni, and C. A. Brandt. "Integration of Web-based and PC-based Clinical Research Databases." Methods of Information in Medicine 43, no. 03 (2004): 287–95. http://dx.doi.org/10.1055/s-0038-1633870.
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SummaryWe have created a Web-based repository or data library of information about measurement instruments used in studies of multi-factorial geriatric health conditions (the Geriatrics Research Instrument Library – GRIL) based upon existing features of two separate clinical study data management systems. GRIL allows browsing, searching, and selecting measurement instruments based upon criteria such as keywords and areas of applicability. Measurement instruments selected can be printed and/or included in an automatically generated standalone microcomputer database application, which can be downloaded by investigators for use in data collection and data management. Methods: Integration of database applications requires the creation of a common semantic model, and mapping from each system to this model. Various database schema conflicts at the table and attribute level must be identified and resolved prior to integration. Using a conflict taxonomy and a mapping schema facilitates this process. Results: Critical conflicts at the table level that required resolution included name and relationship differences. Conclusions: A major benefit of integration efforts is the sharing of features and cross-fertilization of applications created for similar purposes in different operating environments. Integration of applications mandates some degree of metadata model unification.
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Duma, Narjust, Urshila Durani, Cynthia Brooke Woods, Lionel Aurelien Kankeu Fonkoua, Joselle Cook, Christopher Wee, Harry E. Fuentes, et al. "Evaluating unconscious bias: Speaker introductions at an international oncology conference." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10503. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10503.
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10503 Background: Gender bias can be reinforced through the use of gender-subordinating language and differences in the forms of address. We examined how professional titles were used during speakers’ introductions at the American Society of Clinical Oncology (ASCO) Annual Meeting. Methods: A retrospective observational study of video-archived speaker introductions at the 2017 and 2018 ASCO annual meetings was conducted. Data were extracted by mixed-gender coders. Professional address was defined as professional title followed by full name or last name. Multivariable logistic regressions were used to identify factors associated with the form of address. Results: 2511 videos were reviewed and 812 met inclusion criteria. Regarding speakers’ characteristics, 530 (65%) were non-Hispanic white (NHW), 743 (92%) held a MD or MD-PhD degree, and 484 (60%) were an associate or full professor. Female speakers were less likely to receive a professional address compared to male speakers (61% vs. 81%, p < 0.001). Female speakers were more likely to be introduced by first name only (17% vs. 3%, p < 0.001). Males were less likely to use a professional address when introducing female speakers compared to male speakers (53% vs. 80%, p < 0.01). No gender differences in professional address were observed for female introducers (p = 0.13). Male introducers were more likely to address female speakers by first name only compared to female introducers (24% vs. 7%, p < 0.01). In a multivariable regression including gender, race, degree, and academic rank, male speakers were more likely to receive a professional address compared to female speakers (OR: 2.67, 95%CI: 1.81-3.94, p < 0.01). Black speakers of both genders were less likely to receive a professional address compared to NHW (OR: 0.10, 95%CI: 0.01-0.53, p < 0.01). Female gender was a predictor for a non-professional form of address (first name only) (OR: 9.50, 95%CI: 4.38-20.62, p < 0.01). Conclusions: When introduced by men, female speakers were less likely to receive a professional address and more likely to be introduced by first name only compared to male speakers. Selective use of forms of address may strengthen gender bias; more research is needed to explore the causes of this disparity and its influence.
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Koçak, Funda, and Oğuz Özbek. "Views of postgraduate students regarding research ethics in Turkey." Journal of Human Sciences 13, no. 2 (August 22, 2016): 3560. http://dx.doi.org/10.14687/jhs.v13i2.3780.
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This research aimed to examine the level of knowledge of master and doctorate students regarding scientific research ethics and the frequency of scientific deception identification in scientific publications. The research was conducted using descriptive methods. The group under examination consisted of 112 randomly chosen students who pursued their postgraduate degree in physical education and sports fields. The validity and reliability were determined in the framework of this study. Item total correlation and factor analyses were conducted for the construct validity of the assessment tool. The Alpha Coefficient, which was calculated for the scale reliability as .96, indicated the scale is valid and reliable. The Shapiro-Wilks test was also conducted to determine whether the data were normally distributed. Because the data did not exhibit a normal distribution, a non-parametric Mann-Whitney U test was utilised. “Writing more than one article using the same data”, “citing without providing a reference”, “reporting findings that are only consistent with expectations”, “publishing someone else’s ideas without providing references as if they are one’s own”, “presenting the same research in more than one conference or symposium”, and “publishing the same research in more than one journal” are the most non-ethical behaviours perceived in scientific research. All of the participants indicated that “presenting falsified findings of research and publishing someone else’s research with own name” represent non-ethical behaviours. According to the research results, “citing without providing a reference” and “writing more than one article using the same data” were the most unethical behaviours identified in scientific studies.
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Rodriguez, C., S. Suominen, K. Van Landuyt, J. Farhadi, M. Hamdi, E. Santamaria, F. Kolb, et al. "The new paradigm on microsurgical education: the international master degree on reconstructive microsurgery." Issues of Reconstructive and Plastic Surgery 24, no. 1 (May 20, 2021): 81–91. http://dx.doi.org/10.52581/1814-1471/76/10.
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Microsurgery (MS) is a discipline addressed by many specialties and it is our interest to be able to carry out a pedagogical assessment of the Master Degree in Reconstructive Microsurgery (MRM) as a training program in MS.The MRM is a hybrid, blended program (virtual and face-to-face), developed in 12 modules, over a 2-year duration, which completes 2625 hours. This program is directed by recognized professors in the discipline from different parts of the World and enrolls 35 students per edition.The program reserves 35% of the places for students from emerging countries. Once each of the modules has been received and the exams passed, the students will undergo a period of clinical immersion in the reference centers around the world and after defending the research project they will be able to receive the distinction of the Master granted by the Autonomous University of Barcelona (UAB).There have been 11 editions of MRM since 2009 without interruption, with an enrollment of 400 students, 83% received the MRM degree. 65% work as Microsurgeons. 60% were Men and 40%, Women. 32% have become MS leaders in each region.We consider that the MRM is a solid, reproducible and adaptable program that guarantees each one of the pedagogical aspects. The program is unique and brings together all the qualities so that students have the necessary tools and thus make a safe start in MS.
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Xi, Rui, Yu Wang, Aoli Huang, and Baojie Zhao. "Phenomenological Study on the Study Experience of Part-Time Nursing Postgraduates." Journal of Healthcare Engineering 2022 (February 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/1948691.
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In this paper, we have explored the experience of studying part-time nursing master degree students and provided a basis for improving the training of domestic part-time nursing master degree students. Using phenomenological research methods, we have conducted face-to-face and semistructured interviews with 14 part-time nursing graduate students, including postgraduate motivation, obstacles, gains, and expectations after postgraduate study. Part-time nursing master’s graduate students are mostly motivated by promotion, self-improvement, solving clinical problems, and role models; barriers to entry include role conflicts, time pressure, economic pressure, curriculum settings that cannot meet needs, unclear responsibilities for training process management, and personal value (cannot reflect, etc.). Study gains include enhancing scientific research confidence, stimulating learning interest, and increasing professional identity. In the training of part-time nursing master’s students, we should correctly guide students’ learning motivation, mobilize social support, and solve students’ learning obstacles. The curriculum of part-time nursing master’s students should be targeted, along with establishing a training management system jointly directed by the training unit and the employer, improving the career planning of nursing master’s students, and making a good connection with the training of senior practical nurses.
Dissertations / Theses on the topic "Degree Name: Master of Clinical Research"
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Mace, Janet-Lee. "An inquiry into the meaning of Guillain-Barré syndrome : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts." Massey University, 2001. http://hdl.handle.net/10179/1180.
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Guillain-Barré Syndrome (GBS) is an autoimmune syndrome characterized by a severe and rapid onset of paralysis that ascends without warning. It has an unknown aetiology and is generally unknown by most people, including medical professionals. When a person who has had GBS is asked to speak about their experience, they are likely to talk about aspects of it that are personally meaningful. Their account can be likened to a story in that it collates seemingly unconnected facts, episodes of activity and emotional attributions into a sequence that provides knowledge and understanding. A story is a powerful form for expressing suffering and experiences and so is particularly suitable for the study of trauma and illness. The actual process of creating the story, plus its presentational and organisational forms, provides sources for uncovering the identities authors choose to create and present of themselves. Six people who have had GBS were interviewed about their experience, and their stories were analysed using a narrative inquiry to discern the meanings attributed to GBS from the participants’ own understandings and perspectives. The intended focus of the research was holistic and content based. The result of the narrative inquiry was a plot common to all six narratives. Namely, GBS is an inexplicable condition, during which horrendous things happen, but people do recover with time and it is likely their life view will be changed in the process. Four fundamental issues, identity, meaning, making sense and meaningfulness were drawn from the stories and configured into a narrative of the researcher’s making. What the participants chose to speak about became the meanings, or themes, major and minor, of their stories. No event has meaning in itself, however traumatic events can precipitate crises of meaning. When these crises are viewed within the context of other events, and are perceived to add value to life, then they have meaningfulness. In the telling of meanings and meaningfulness, the purpose for storying and the audience to whom the story is directed are the criteria for which the storylines are chosen. Both the story and the storying provide opportunities for the authors to create and offer images of themselves, that are then open to interpretation by an audience. As a traumatic experience, GBS enabled six people to tell their stories. In doing so they were able to make sense of important issues for themselves, and re-examine the way they saw themselves and the world.
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Jarden, Rebecca Jane. "Gastric residual volumes in the adult intensive care patient : a systematic review : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing (Clinical) /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1188.
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Dodsworth, Caroline. "How can midlife nurses be supported to deliver bedside care in the acute clinical services until retirement? : a thesis presented in partial fulfilment of the degree of Master of Philosophy (Nursing), Massey University, Turitea, Palmerston North, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/902.
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As the baby boomer generation move inexorably towards retirement and the requirement for health care services increases, the supply of nurses available to provide care at the patient bedside is forecast to fall significantly short of demand. This thesis has explored the perspectives of midlife nurses, asking what it would take to keep them in bedside practice until retirement. These nurses have provided insights which offer employers of valuable senior nurses, suggestions for maximising their potential. Through the use of questionnaires and focus groups nurses aged 45 years and over were asked what the employer can do to ensure that they are able to continue to work at the patient bedside until they reach the age of retirement. The results of this research demonstrate a workforce of nurses who are passionate and committed to their profession, but feeling disillusioned and disempowered. The nursing environment has changed over the span of their career and they find the increased workload, together with increasing professional demands, too hard to cope with. They feel they have no control over their workload, their shift patterns, or the expectations of their patients and colleagues. They want their experience to be recognized but they do not want to have to prove competency; they want to have a voice but they are unwilling to pursue postgraduate education to learn how to become visible and emancipated.
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Rifshana, Fathimath. "Outcome evaluation of the Massey University Concussion Clinic: a pilot study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1165.
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The primary aim of the present study was to evaluate the effectiveness of the intervention provided by Massey University Concussion Clinic for individuals following Mild Traumatic Brain Injury (MTBI). Concussion Clinics were set up across New Zealand to provide early intervention and assessment for individuals with MTBI to prevent long term complaints. Treatment outcomes at these clinics have not been empirically examined before. The current study compared the levels of post concussion symptoms, anxiety, depression, and psychosocial functioning between an intervention and a control group using a quasi-experimental design. In addition, reasons for nonattendance to the clinic, and participants’ perceptions of their recovery were also explored. The main outcome measures used were the Rivermead Postconcussion Symptoms Questionnaire, the Hospital Anxiety and Depression Scale, and the Sydney Psychosocial Reintegration Scale-2. Outcomes were initially assessed soon after injury or referral to the clinic and then three months later. Participants were recruited from the Palmerston North Hospital Emergency Department and the Massey University Concussion Clinic. With 20 participants in the intervention group and 15 in the control group, the main results showed that the Concussion Clinic intervention significantly decreased the level of anxiety and depression reported by participants in the intervention group over the control group. Greater improvements in post concussion symptoms and psychosocial functioning were also indicated in the intervention group. Additional findings suggest difficulty with transportation as a reason for nonattendance, which could be a potential barrier to recovery. Furthermore, participants highlighted the benefits of attending the service and its role in their recovery. Important issues relating to the referral processes were also identified. Findings of the current study suggest that the Concussion Clinic intervention is effective in improving recovery for those accessing the service. Nevertheless, these results must be interpreted with caution due to the small sample size. Further research is warranted to examine the effectiveness of the Concussion Clinics with larger samples, and the current study may serve as a valuable pilot for these future investigations.
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Andrae, Daniela. ""Diabetes? I can live with it" : a qualitative evaluation of a diabetes self-management programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1199.
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Self-management programmes provide one form of education for people with diabetes. Evaluations of these programmes allow for a better understanding in regard to their impact and whether outcomes are met. Very little research has used qualitative methods to capture participants’ experiences of these programmes and their perception of psychological outcomes. This is the first qualitative evaluation of the Type 2 Diabetes Self-Management Programme in Whangarei. It has adopted an interpretative-phenomenological approach to explore participants’ experiences of the programme and participants’ perceptions in regard to their self-efficacy and quality of life after attending a course. A sample of 7 participants with diabetes provided data via interviews 4 weeks and 3 months after attending the course. The themes that emerged from the initial interview were separated into three evaluation components. In “6 weeks sounded very long but it was worth the time”, participants discussed enrolment, benefits of the course and suggestions for future participants. In “I know what I need to do and I’m confident to do it”, participants linked the gained knowledge from the course to improvements in their self-efficacy regarding self-management behaviours, education and control of own life. In “Life is good, diabetes is just another thing to handle”, participants reflected on the impact of living with diabetes and changes to their life. An overarching theme of settling into a comfortable routine emerged from the follow-up interview. Participants reflected positively on their course and research participation. The programme was perceived to be beneficial to participants, impacting positively on increasing knowledge, self-efficacy development, behaviour changes and quality of life. The participants maintained these benefits in the short-term. These results are discussed in terms of the need for further research to evaluate if benefits are maintained in the long-term, referral process to the programme, decision-making process in regard to enrolment and impact of a support person attending the programme. Practice implications for the programme are discussed in regard to incorporating a follow-up phone call to participants after they attended a course and offering follow-up sessions with the latest information on diabetes care.
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Wilkinson, Catherine Joy. "Reflections and analysis to improve clinical practice : a student music therapist's journey with a preschool child with special needs : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/858.
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This qualitative study critically examines the researcher’s music therapy clinical practice with a preschool child with global developmental delay. The researcher/student music therapist critically examined and refined her clinical practice using an action research model. Each cycle consisted of a plan, action, data collection, reflection, and analysis. The researcher was the main participant. The child, his mother and a speech-language therapist were co-participants with different roles. The child and his mother participated in the sessions. The speech-language therapist observed three sessions through a window. Feedback from the child’s mother and the speech-language therapist contributed to the reflective data. Important issues that developed through the cycles related to early intervention techniques (having fun, being playful and spontaneous, and being in close proximity). Other important issues that developed were, the use of the voice and guitar; confidence; professionalism with parents and other health professionals; self-awareness; and the understanding of early childhood development (especially in the area of communication). Related literature on aspects of music therapy practice, music therapy in early intervention, music therapy and communication, and action research are described. These results cannot be generalised. However, they may firstly, illustrate relevant trends in early intervention, and secondly, enable the researcher to adapt skills learnt to use in future practice in early intervention
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Eyre, Janet Mary. "Communication in clinical practice: critical success factors for ESL students : a thesis completed in fulfilment of the requirements for the degree of Master of Philosophy at Massey University, Palmerston North." 2010. http://hdl.handle.net/10179/1661.
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This study investigates the factors most likely to support effective communication in clinical placements for ESL nursing students in New Zealand. The experiences of ESL students as they complete a clinical placement are examined and compared with data from the students‟ clinical lecturers and preceptors. Data for the study was collected through interviews with individual students before, during and after their Transition to Practice placement. Interviews were also held with two of the students‟ preceptors, and a focus group was held with clinical lecturers who had experience of working with ESL students. Results from the study underline the importance of facilitating students‟ entry to the placement community of practice, and access to its interactions. A number of factors supported or inhibited students‟ participation and learning within the placement community. The study identified two critical factors intrinsic to the student, and two extrinsic to the student. Intrinsic factors included the student‟s proficiency with English language: in particular, the sophisticated sociopragmatic language skills used by nurses in their daily interactions. The student‟s use of learning strategies, including the proactive approach best suited to learning on placement, was also critical. Extrinsic factors likely to support the student‟s integration within the community of practice were the quality of the preceptor, in terms of attitude to and training for the preceptoring role, and the tone of the placement environment. The major outcomes of this study point to the importance of providing direct instruction for ESL students in the kinds of language and learning styles required for placement. There are also implications for the selection and training of preceptors and for the placing of students in appropriate clinical environments. The study concludes with suggestions for a specific communication programme for ESL students.
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Niland, Patricia Ruth. "Metaphors of menopause in medicine : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Wellington, New Zealand." 2010. http://hdl.handle.net/10179/1338.
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Medical textbooks have previously represented women’s bodies and menopause life transitions by using notions of ‘machine productivity’ and ‘machine breakdown’ (Martin, 1987). This study aimed to explore whether these representations have changed, especially given recent HRT clinical trial results. Eight relevant compulsory medical textbooks for first and second year medical students at two New Zealand Universities were identified. A Foucauldian discourse analysis (Parker, 1990) was undertaken on relevant content to identify representations of menopause, HRT, women’s bodies, and ageing. Five major discourses were employed in the textbooks in descriptions of menopause and HRT: failure, estrogen deficiency as disease; HRT as saviour; obscurity and the new discovery discourse. Menopause continues to be represented as resulting from a ‘failure’ of a machine-like body. Although the recent HRT clinical trials were reported as a serious risk factor in half of the textbooks, HRT was also represented as a saviour particularly against postmenopausal osteoporosis. The discovery of ‘new’ drugs to ‘treat’ HRT and the ‘postmenopausal’ patient were heralded with much excitement. Medical textbooks continue to use failure discourses to describe women’s bodies at menopause. New risk-based HRT assessments for ‘patients’ with menopause ‘symptoms’ are promoted. These portrayals reinforce linear and reductionist ways of thinking about menopause and women at midlife and provide few spaces for resistance or alternative constructions to more accurately reflect women’s embodied worlds.
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Malur, Malini. "Experiencing natural environments, experiencing health : a health psychology perspective : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Health Psychology, Massey University, Albany, New Zealand." 2010. http://hdl.handle.net/10179/1655.
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This aim of this study was to explore the importance of natural surroundings to human health from a health psychology perspective. The increase in built environments have replaced green spaces in the urban areas and the effects of this has been explored by several disciplines ranging from environmental psychology, leisure studies, urban planning, public health to name a few. Findings from these studies have shown that natural environments do play a significant role in human health. However, it was deemed that exploring the influence of nature on human health from a health psychology viewpoint would provide a different dimension to this established link between nature and humans to press for preserving and providing more green spaces in the cities. Urban green areas offer several benefits such as space for exercise, leisure, psychological space for rejuvenating, healing and social connections that are all crucial for our wellbeing. This study explores the many ways natural settings contribute to health and well-being from a health psychology angle. A qualitative design was employed using a phenomenological approach to understand the everyday experience of being in nature/natural environments. Cornwall Park/One Tree Hill in Auckland was chosen as the site for this study. Nine women and men between the ages of 30 and 70 were chosen from this site to take part in the study. Methods of data collection were mainly in-depth interviews and photo-discussion. The data was analysed using a phenomenological approach based on the guidelines developed by Moustakas (1994) and van Manen (1990). The findings revealed that natural surroundings influenced people positively in many ways that contributed to their physical, mental and spiritual well-being. Natural environments satisfied a wide-range of needs, such as providing a place/space to exercise, to be alone and reflect, connect with nature, recreate, heal and socialise to name a few, in green, quiet, pollution-free, aesthetically pleasing settings. The essence of the phenomenon that is estimated to have been captured in the study is, “human experience in nature from the point of view of health psychology, or human experience of wellness, being in nature”.
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Chin, Edwin Chun-Hong. "The reliability of retrospective methods for exploring onset of height fear : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/1360.
Full textAbstract:
The non-associative framework on fear argues that evolutionary-relevant fears, such as heights and water, are largely innate and do not require associative conditioning experiences to develop (Menzies & Clarke, 1993a, b; Poulton & Menzies, 2002a). However, this framework has been criticized for its reliance on retrospective recall for empirical support (Mineka & Öhman, 2002), which has been found to be highly unreliable (Taylor, Deane, & Podd, 1999). Thirty height-fearful undergraduate students completed the Origins Questionnaire-II (OQ-II; Menzies & Parker, 2001) and were classified into one of the several associative and non-associative pathways of fear onset based on their responses. A control group of 43 non-fearful students completed a modified version of the OQ-II to report any past experiences with heights. To examine the stability of these responses over time, the same questionnaires for both groups were completed again three months (Time 2) and 12 months (Time 3) after the initial administration of the test, along with measures of fear severity. Results showed that neither associative nor non-associative accounts took precedence over the other in explaining the onset of height fear. Instabilities in pathway ascriptions were observed in 18.18% of cases over three months (between Time 1 and Time 2), and 27.27% of cases over nine months (between Time 2 and Time 3). The theoretical and practical implications of the results are discussed with consideration of some of the study’s procedural and instrumental limitations. In light of these limitations, this study identified a substantial role of non-associative pathways on the development of height fear, and provided further support for the limitations of retrospective recall for ascertaining the pathway to fear onset.