Dissertations / Theses on the topic 'Failure knowledge'
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Masters, R. S. W. "Implicit knowledge, stress and skill failure." Thesis, University of York, 1992. http://etheses.whiterose.ac.uk/2501/.
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Fairow, Deborah J. "Disordered eating, stress, failure, and nutrition knowledge among college women /." View online, 1989. http://repository.eiu.edu/theses/docs/32211998880255.pdf.
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Hermansson, Frida, and Ulrika Kilnes. "Knowledge transfer from expatriates : A study of MNCs’ exploitation of expatriates’ knowledge." Thesis, Uppsala University, Department of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9431.
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This paper investigates how expatriates experience that their knowledge gained from international assignments is transferred and exploited by the MNC. The results from 93 expatriates from eleven Large Cap companies suggest that knowledge is not exploited trough formal mechanisms. Instead informal mechanisms of knowledge transfer such as networks and own initiatives seem to be a more common way of transferring and exploiting knowledge in the investigated MNCs. The findings indicate that the knowledge that the expatriates that failed their mission abroad gained is not exploited to the same extent as the expatriates that successfully completed their assignments.
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Andrews, Michael McMillan. "Knowledge-based debugging : matching program behaviour against known causes of failure." Thesis, University of Kent, 2003. https://kar.kent.ac.uk/14017/.
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Moore-Jervis, Sharnee. "Improving Nursing Knowledge of African American Heart Failure Self-Care Management." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7703.
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Heart failure is a complex chronic disease affecting 6.6 million people in the United States, with an annual cost of $39.2 billion per year. African Americans are at an especially high risk for poor outcomes and readmissions from heart failure complications, as they are 2.5 times more likely to develop heart failure than other ethnic groups. This disease requires a high level of patient self-care management, and evidence suggests that African Americans do not always receive culturally sensitive education, which can lead to suboptimal self-care practices. The practice-focused question for this educational program asked whether nurses of African American patients with heart failure could use a culturally sensitive health education toolkit to improve patients’ knowledge of self-care management. The purpose of this doctoral project was to determine if a culturally sensitive toolkit could increase nursing knowledge. The population focus was nurses caring for African American heart failure patients with frequent readmissions from a high-risk heart failure clinic in New Jersey. The use of Hofstede’s cultural dimensions and an exhaustive literature review guided this doctoral project. The tool used to assess participants’ pre- and post-knowledge was the cultural awareness and sensitivity tool. There were 11 participants comprised of nurses, nurse case managers, and advanced practice nurses; they exhibited a 1.92% improvement in knowledge after the education session. This outcome shows that this educational program was effective and has the potential to contribute to social change by educating nurses on providing effective, culturally sensitive self-care education to African American heart failure patients to increase their adherence to self-care practices.
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Knopp, Anna Marie. "Nurses' knowledge of heart failure education guidelines in a Western Montana hospital." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/knopp/KnoppA0509.pdf.
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Angelo, Raymond Fontana. "Collaborative Group Learning and Knowledge Building to Address Information Systems Project Failure." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/79.
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Approximately half of the information systems (IS) projects implemented each year are considered failures. These failed projects cost billions of dollars annually. Failures can be due to projects being delivered late, over-budget, abandoned after significant time and resource investment, or failing to achieve desired results. More often than not, the failure of a project is not due to technical issues, but due to social and business-related problems. These issues can include a communication breakdown and lack of participation by project stakeholders; lack of a business case and success criteria for a project; failure to review project status, delays and revisions; and unrealistic schedules.
While educators cannot address the issue of project failure in information systems directly, they can target the need to build collaboration skills and sensitivity to project business and social issues in students. The building of these skills and sensitivities can lead to more effective project team members and managers. Conversely, there is little evidence that higher education prepares students to be collaborators.
One goal of this research was to determine to what extent students demonstrated group knowledge construction through online discussion of project issues presented in a real-world business scenarios. The Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing (IAM) was chosen to measure group knowledge construction through discussions in a series of project problem scenarios. A second goal was to determine to what extent the knowledge construction through group discussion increases students' perceived level of awareness of information systems projects' social and business issues.
Both goals of this research were realized to some extent. This study demonstrated that by the use of scenarios to expose students to typical social and business causes of failure in information systems projects, awareness of these issues could be enhanced between the pre-test and post-test groups. This study also demonstrated that through participation in discussion groups, individuals can demonstrate significant growth in collaboration skills.
Further research should examine a population that has more balance with regard to gender of the participants, and should consider the influence of "guided reflection" provided by instructors.
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Tam, Karen, and Karen Tam. "Examining Productive Failure Instruction in Dental Ethics." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624532.
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These three papers examine "productive failure" as a viable learning design to improve problem solving skills using open-ended problems. Productive failure, a teaching method, is based on the premise of unsuccessful learning performance in solving for complex problems with little to no support while yielding productive learning for subsequent problems. Kapur (2008) argues that hidden efficacies of learning exist in failure in which learners potentially learn through experimentation from their exploration and struggle in solving complex problems in a way that learners must first try and solve complex, novel problems on their own, but ultimately will fail to reach a solution.
We have limited understanding if this type of design would be effective on complex problems with multiple solutions since previous studies on productive failure focused on problems with a canonical solution. In the three papers, I examine the extent to which students learn how to solve moral dilemmas in productive failure (PF) compared to lecture and practice (LP) and to what extent instruction in PF helps students learn skills in transferable problem solving.
One paper describes a pilot study that was conducted with 21 second-year dental hygiene students. In the randomized-controlled study, analysis did not show significant differences on moral reasoning (p = .06) and transfer of knowledge (p = .58) between PF and LP instructional method. However, the effect size on students' posttest scores was high (d = .76) which as a result of the educational intervention, suggests that PF students demonstrated acquisition of new thinking and approached the complex problem in a more sophisticated moral way of thinking. To replicate these findings, the results from the pilot study were used to make adjustments in instructional and research design for a full-scale study.
The second study on 77 second-year dental hygiene students from four dental hygiene programs further shows that PF students gained a deeper conceptual understanding and were better prepared for subsequent problems. PF students, I found, demonstrated greater shifts from simplistic thinking to post conventional thinking compared to LP students. Although PF students performed similarly when compared to LP students on their posttest scores in the moral responses, LP students scored lower than their pretest problem and the difference between pretest and posttest scores in LP School had a moderate effect in a negative direction (d= -.64).
Findings in both studies suggest that productive failure design has the potential to help students reach a deeper conceptual understanding when they 1) analyze their own failure; 2) use the learned concept to build upon their own prior knowledge; and 3) repair existing mental models to successfully solve complex problems. As such, continued exploration of various instructional approaches like productive failure is still needed as alternatives to lecture and practice for developing problem solving skills.
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Al-Karaghouli, Wafi Yousif Ramadaan. "Information systems failure : a business-led knowledge requirements framework for modelling business requirements." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/6302.
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Our work will be mainly concerned with improving the crucial first stage (the requirements stage) of any system development methodology in order to improve requirements. A framework has been developed, called "knowledge requirements framework (KRF)" to help customers and system developers bridge the knowledge and understanding gaps at the initial requirements stage of the Information Technology System (ITS) development process. Unclear business requirements, mismatch of knowledge and understanding are among the major factors that contributes to some ITS failures worldwide. The aim is to capture functional requirements at the initial stage of the system development process and to integrate systems and people use them in the development process. Multi-surveys are conducted, capture and highlight the criteria of initial requirements exactness and executability. Knowledge and understanding gaps, which occur in the development process, are described. These gaps constitute the problem at the invisible architecture in the initial requirements stage, as they expose mismatch of both knowledge and understanding problems (Requirements/Specifications). A notation to describe this framework is elaborated, novel techniques and tools for the construction and application of customer requirements in systems development are developed and used in KRF to facilitate bridging these gaps. The resulting prototype KRF is developed and used against some example problems in retail organisations, and so shown to be sufficient in principle of handling all the negotiation problems at the initial requirements stage, singly and in combination. Also, it is shown how KRF sub-process can be combined and used to elicit information and knowledge mining between both the customer and the system developer using human communication and interaction capture as an example. Systems these days are living systems, changeable, in business and the human factor in developing them cannot be excluded. It is further shown how these techniques and tools can be augmented with established methodologies rather than inventing new ones and to enable management to react as quickly as possible to global changing market conditions. This proposed framework is also evaluated and tested against the original criteria of initial requirements, exactness and executability.
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ARAUJO, THIAGO PINHEIRO DE. "USING RUNTIME INFORMATION AND MAINTENANCE KNOWLEDGE TO ASSIST FAILURE DIAGNOSIS, DETECTION AND RECOVERY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28702@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Mesmo sistemas de software desenvolvidos com um controle de qualidade rigoroso podem apresentar falhas durante seu ciclo de vida. Quando uma falha é observada no ambiente de produção, mantenedores são responsáveis por produzir o diagnóstico e remover o seu defeito correspondente. No entanto, em um serviço crítico este tempo pode ser muito longo, logo, se for possível, a assinatura da falha deve ser utilizada para gerar um mecanismo de recuperação automático capaz de detectar e tratar futuras ocorrências similares, até que o defeito possa ser removido. Nesta tese, a atividade de recuperação consiste em restaurar o sistema para um estado correto, que permita continuar a execução com segurança, ainda que com limitações em suas funcionalidades. Para serem eficazes, as tarefas de diagnóstico e recuperação requerem informações detalhadas sobre a execução que falhou. Falhas que ocorrem durante a fase de testes em um ambiente controlado podem ser depuradas através da inserção de nova instrumentação e re-execução da rotina que contem o defeito, tornando mais fácil o estudo de comportamentos inesperados. No entanto, falhas que ocorrem no ambiente de produção apresentam informações limitadas à situação específica em que ocorrem, além de serem imprevisíveis. Para mitigar essa adversidade, informações devem ser coletadas sistematicamente com o intuito de detectar, diagnosticar para recuperar e, eventualmente, diagnosticar para remover a circunstância geradora da falha. Além disso, há um balanceamento entre a informação inserida como instrumentação e a performance do sistema: técnicas de logging geralmente apresentam baixo impacto no desempenho, porém não provêm informação suficiente sobre a execução; por outro lado, as técnicas de tracing podem registrar informações precisas e detalhadas, todavia são impraticáveis para um ambiente de produção. Esta tese propõe uma abordagem hibrida para gravação e extração de informações durante a execução do sistema. A solução proposta se baseia no registro de eventos, onde estes são enriquecidos com propriedades contextuais sobre o estado atual da execução no momento em que o evento é gravado. Através deste registro de eventos com informações de contexto, uma técnica de diagnóstico e uma ferramenta foram desenvolvidas para permitir que eventos pudessem ser filtrados com base na perspectiva de interesse do mantenedor. Além disso, também foi desenvolvida uma abordagem que utiliza estes eventos enriquecidos para detectar falhas automaticamente visando recuperação. As soluções propostas foram avaliadas através de medições e estudos conduzidos em sistemas implantados, baseando-se nas falhas que de fato ocorreram enquanto se utilizava o software em um contexto de produção.
Even software systems developed with strict quality control may expect failures during their lifetime. When a failure is observed in a production environment the maintainer is responsible for diagnosing the cause and eventually removing it. However, considering a critical service this might demand too long a time to complete, hence, if possible, the failure signature should be identified in order to generate a recovery mechanism to automatically detect and handle future occurrences until a proper correction can be made. In this thesis, recovery consists of restoring a correct context allowing dependable execution, even if the causing fault is still unknown. To be effective, the tasks of diagnosing and recovery implementation require detailed information about the failed execution. Failures that occur during the test phase run in a controlled environment, allow adding specific code instrumentation and usually can be replicated, making it easier to study the unexpected behavior. However, failures that occur in the production environment are limited to the information present in the first occurrence of the failure. But run time failures are obviously unexpected, hence run time data must be gathered systematically to allow detecting, diagnosing with the purpose of recovering, and eventually diagnosing with the purpose of removing the causing fault. Thus there is a balance between the detail of information inserted as instrumentation and the system performance: standard logging techniques usually present low impact on performance, but carry insufficient information about the execution; while tracing techniques can record precise and detailed information, however are impracticable for a production environment. This thesis proposes a novel hybrid approach for recording and extracting system s runtime information. The solution is based on event logs, where events are enriched with contextual properties about the current state of the execution at the moment the event is recorded. Using these enriched log events a diagnosis technique and a tool have been developed to allow event filtering based on the maintainer s perspective of interest. Furthermore, an approach using these enriched events has been developed that allows detecting and diagnosing failures aiming at recovery. The proposed solutions were evaluated through measurements and studies conducted using deployed systems, based on failures that actually occurred while using the software in a production context.
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Silva, FlÃvio Roberto Vieira da. "School Failure and the Relationship to Knowledge: the Mobilizing Education in Bernard Charlot." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13316.
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nÃo hÃPesquisa bibliogrÃfica sobre o conceito de relaÃÃo com o saber como base teÃrica para constituiÃÃo de uma sociologia do sujeito. Articula-se com pesquisas de Bernard Charlot sobre o fracasso escolar, cujo ponto de partida metodolÃgico exige a superaÃÃo da leitura negativa, ou seja, aquela anÃlise em termos de falta, de carÃncia: falta de competÃncias, falta de habilidades, falta de saberes. Nesse viÃs, a sociologia da reproduÃÃo, de autores como Pierre Bourdieu e Jean-Claude Passeron, relaciona estatisticamente a origem social e o desempenho escolar, que, em geral, se apresenta deficitÃrio entre estudantes dos meios populares. PorÃm, esta correlaÃÃo estatÃstica nÃo pode ser analisada em termo de causa. A instituiÃÃo escolar nÃo à apenas espaÃo de diferenciaÃÃo social. Constatam-se, tambÃm, os chamados Ãxitos paradoxais: crianÃas pobres que obtÃm sucesso escolar e outras, de estratos mais ricos, que fracassam na escola. Para Charlot, à necessÃrio que desenvolvamos uma leitura positiva do fracasso e do Ãxito escolar, superando o objetivismo das sociologias sem sujeito (reprodutivismo). A teoria da relaÃÃo com o saber (e com a escola) permite compreender, atravÃs de metodologias qualitativas adequadas, como os prÃprios estudantes se constroem como sujeitos a partir de relaÃÃes de identidade, sentido, expectativas com relaÃÃo à vida e ao futuro profissional. No mundo globalizado e informatizado, a escola vem perdendo poder e forÃa como instituiÃÃo socializadora, de sorte que, a partir da relaÃÃo com o saber, podemos identificar processos mobilizadores na escola e em relaÃÃo à escola. Contudo, observa-se que a sociologia do sujeito proposta por Charlot como uma espÃcie de sociologia do Ãxito e do fracasso escolar â ou, ainda, como proposta de uma educaÃÃo mobilizadora â nÃo pode levantar pretensÃo de exclusividade nesse ramo de estudo. Outras propostas teÃricas como a sociologia da experiÃncia escolar, de FranÃois Dubet, ou a sociologia do indivÃduo, de Bernard Lahire, trazem importantes contribuiÃÃes para as novas condiÃÃes e formas de socializaÃÃo intra e extraescolar em sociedades diferenciadas. O que hà em comum entre esses autores à uma fixaÃÃo pela microssociologia, que, em Charlot, conduz a um neomarxismo (conforme ele mesmo se define) e, em Dubet e Lahire, leva-nos a um ecletismo pluralista e multifacetado.
Bibliographical research on the concept of relationship with knowledge as a theoretical basis for the formation of a sociology of the subject, which is articulated in the polls Bernard Charlot about school failure, whose theoretical and methodological point of departure requires overcoming the negative reading, that analysis in terms of lack of lack: lack of skills, lack of skills, lack of knowledge. This bias, the sociology of reproduction, by authors such as Pierre Bourdieu and Jean-Claude Passeron, statistically related to social background and school performance, which usually presents deficit among students of popular media. But this statistical correlation canot be analyzed in terms of cause. The school is not only a space of social differentiation. Realize, also called paradoxical success: poor children who get academic success and other wealthier strata who fail in school. Charlot is necessary for us to develop a positive reading failure and school success, surpassing the objectivism of sociology without a subject (reproductivism). The theory of the relationship to knowledge (and school) allows understanding, through appropriate qualitative methodologies, as students construct themselves as subjects from relationships of identity, meaning, expectations about life and future career. In the globalized and computerized world, the school is losing power and strength as a socializing institution, so that from the relationship with knowledge we can identify mobilizing processes in school and about school. However, it is observed that the proposed subject of sociology by Charlot as a kind of sociology of success and failure in school â or even as a proposal for a mobilizing education â canot raise claims of exclusivity in that branch of study. Other theoretical proposals such as the sociology of school experience FranÃois Dubet or sociology of the individual Bernard Lahire make important contributions to the new conditions and forms of intra- and extra-school socialization in diverse societies. What's common between these authors is a fixation with microsociology, which Charlot leads to neo-Marxism (as he defines himself), and Dubet Lahire and leads to a pluralistic and multifaceted eclecticism.
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D, Fleming Anne H. "The effect of nutritional knowledge on nutritional intake in individuals with heart failure." Connect to this title online, 2004. http://hdl.handle.net/1811/182.
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Senior Honors Thesis (Nursing)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains 23 p.; also includes graphics Includes bibliographical references (p. 22-23 ). Available online via Ohio State University's Knowledge Bank.
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Rahayu, Puji. "Productive Failure in Virtual Language Learning for English." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25939.
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Vocabulary and syntax are challenges for English as Foreign Language (EFL) learners when they want to communicate in English. Task-based Language Teaching is commonly used in EFL teaching of vocabulary and syntax, which is a type of Direct Instruction (DI) that involves the initial use of explicit language instruction followed by a language learning activity. This study compared the efficacy for language learning of a different type of pedagogical approach, Productive Failure (PF), which delays instruction until after a language learning activity, to Direct Instruction (DI). There were three main language learning assessment areas: (a) students' declarative and procedural knowledge in the written production of the target language, (b) students' declarative and procedural knowledge in the spoken production of the target language, and (c) students' cognitive and metacognitive strategies in learning. English language education department freshmen in an Indonesian university (N=112) participated in the study by performing language learning activities in Second Life (SL), which is a 3-D virtual learning environment. They were randomly assigned to two language learning treatment groups. The PF group finished a communicative task on describing places prior to receiving explicit instruction. In contrast, the DI group watched an instructional video before completing a communicative task on describing places. This was followed by students in both groups finishing a similar communicative task in SL. Data from pre-and post-tests were analysed quantitatively, and video captures were transcribed and analysed qualitatively. The quantitative results found that PF group students performed significantly higher on the English syntax written assessment and both groups performed equally on the written vocabulary assessment. However, both groups performed equally on the spoken assessments of syntax and vocabulary. In the qualitative analysis, the PF students were found to use more self-regulated learning strategies and study tactics than DI students. The pattern of these findings is discussed in terms of previous research and theory. Overall, these findings suggest further research is warranted to investigate the use of PF language learning activities that involve the use of a virtual learning environment.
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Gwadry-Sridhar, Femida Guyatt Gordon Henry. "Educating patients with heart failure /." [Hamilton, Ont.] : McMaster University, 2005.
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Volk, Sarah Brender. "Education on Sodium Monitoring for New Heart Failure Patients." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612586.
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Heart failure is a chronic illness requiring self-management to prolong individual lifespan while improving quality of life. The intent of this doctoral project was to conduct a quality improvement (QI) program focused on systematically educating patients about a two gram sodium diet, by using an educational pamphlet, provider-based patient-centered teaching, and follow up during the transition period between hospital discharge and first outpatient visit. This QI project provided systematic education for newly diagnosed heart failure patients to increase knowledge about a two gram sodium diet and facilitate translation of knowledge into self-management. The QI project used the plan, do, study, act model and was implemented by the Heart Failure Educator at Banner University Medical Center-Tucson. Patients were given the Sodium Restriction Questionnaire, to determine baseline knowledge and behavior, then educated on a two gram sodium diet and given a pamphlet with the same information for home reference. At home, patients were expected to document daily sodium intake and weight and received a phone call twice a week to obtain these values. Twice a week, patients received visual feedback to illustrate their self-management from a graph that represented personal sodium and weight values. After two weeks the same questionnaire was given to determine possible improvement. The average pre assessment questionnaire score was 19 and the average post assessment score was 21.2, showing an average improvement score of 2.2. All five patients, 100%, consumed less sodium and ingested less than two grams during the second week of monitoring sodium intake and daily weight compared to week one. Three patients, 60%, had lower average daily weight during week two by three to five pounds compared to week one. On average the patients consumed 307.18 milligrams less sodium and weighed 2.56 pounds less during week two. Results suggest that educating patients on a two gram sodium diet and providing transitional support from hospital to home, using individualized graphs and patient recording of daily sodium intake and weight, improved self-management behavior and knowledge as evidenced by improved average weight and sodium consumption and an average two point increase on the post assessment questionnaire.
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Saenz, Mia Nicole, and Mia Nicole Saenz. "Home Care Nurse Practitioner Knowledge of Self-Care Management in Patients with Heart Failure." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622940.
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Objective: The purpose of this project is to explore the depth of HF self-care management knowledge of home care NPs that will help improve patient HF management in New Mexico. Methods: A quantitative descriptive study design was used. Home care NPs (n=6) were recruited from the New Mexico Nurse Practitioner Council to participate in a 22-item survey on HF self-care management topics administered to participants via email. Results: Home care NPs' scores demonstrated at 74% knowledge base in overall heart failure self-care management education topics. NPs scored the lowest (0% answered correctly) in recognition of signs and symptoms of a worsening condition, sodium restrictions (50% answered correctly), weight gain (50% answered correctly), and hospital follow-up (50% answered correctly). Limitations of the study include a small sample size with inability to generalize results. Conclusions: Findings suggest that home care NPs may not be sufficiently knowledgeable in evidence-based HF self-care management education topics. Development of educational programs may be warranted to aid in the management of HF patients ultimately resulting in quality education for the patient. Further research is warranted to identify specific deficits and whether educational programs would enhance and maintain home care NPs knowledge of HF self-care management education.
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Cao, Lu. "Learning Genetics in Game-Based Learning Environments: Productive Failure and the Transfer of Knowledge." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23423.
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Although game-based learning (GBL) has been studied for over four decades, there are limited empirical results demonstrating significant learning of scientific knowledge and skills in K–12 classrooms using these approaches. This study explored an innovative learning design for GBL that employed a recent learning design called Productive Failure (PF). A GBL system with a PF design was developed to help students learn genetics, which is an important and challenging science subject in terms of its conceptual and mathematical characteristics. A quasi-experimental design was employed with the experimental group using the PF-GBL treatment and a comparison group using a direct instruction (DI-GBL) treatment. The pretest and posttest assessed (a) declarative genetics knowledge (b) explanatory genetics and mathematics knowledge, and (c) ability to transfer knowledge to solve novel problems within and across genetic domains. Two schools participated in the study, with School A having low academic background and School B with high academic background. Overall results revealed that for both School A and School B, students in the PF-GBL showed equivalent learning gains compared to those in the DI-GBL group on declarative genetics knowledge, explanatory mathematics knowledge, and far transfer (i.e., across domain transfer). However, the School A PF-GBL group significantly outperformed the DI-GBL group on the assessment of explanatory genetics knowledge, while the School B PF-GBL outperformed the DI-GBL group on solving near transfer (i.e., within domain transfer) problems. Overall, these findings indicate learning with the GBL system supported by PF is an effective way to help students from School A learn higher-order knowledge about genetics or to help students from School B promote near transfer. Limitations and future research are also discussed.
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Harris, Kelly, and Kelly Harris. "Cardiac Rehabilitation for Heart Failure Patients: An Evaluation of Knowledge and Practice Patterns of Nurse Practitioners." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621285.
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Heart failure (HF) is a complex, debilitating disease that affects approximately 6.5 million Americans (Ades et al., 2013). HF is a large reason for hospital readmissions, and subsequently, a major contributor to rising health care costs. Unfortunately, there is no cure for HF, but various interventions such as cardiac rehabilitation (CR) have been employed to help patients manage the symptoms. However, the lack of patients ever being referred to cardiac rehabilitation is disturbing. Healthcare providers play an essential role in providing education about heart failure and CR, and thus should be knowledgeable about these principles themselves. Therefore, the aim of this project is to evaluate data from a survey sent to nurse practitioners (NPs) regarding whether HF patients are being referred to CR appropriately, and if barriers are limiting use of CR programs. This was a descriptive, nonexperimental study with a survey design seeking to understand if NP providers are following evidence-based guidelines when treating HF patients and if providers consider CR programs to be an appropriate treatment tool. A survey questionnaire was distributed to NPs who are members of Coalition of Arizona Nurses in Advanced Practice (CAZNAP). Data from 27 surveys were used for analysis. Results showed that nurse practitioner respondents felt they had a good understanding of heart failure education and diagnosis. A majority also considered CR to be a useful tool for HF patients, and all agreed that health care providers affect CR enrollment and participation rates. A mere nine respondents (33%) reported being introduced to the outcomes and benefits of CR in their graduate education. Findings also confirmed previous work suggesting that providers are not adequately referring HF patients to CR, as 33% of NPs reported they have never referred a patient to CR. With respect to these findings, it is important to identify methods to assist providers with proper education about CR and its referral methods. As supported by the literature review, improved referral rates to CR can lead to better management and health outcomes for HF patients. Therefore, further research is needed to identify interventions that promote increased CR referral rates.
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Tam, Kenneth B. L. "Experiments in high-level robot control using CONGOLOG, reactivity, failure handling, and knowledge-based search." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33511.pdf.
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Ede, David E. Jr. "Self-Care Confidence Predicts Less Depression in Heart Failure." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624135356324155.
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Abruzzo, Vincent G. "Content and Contrastive Self-Knowledge." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/philosophy_theses/108.
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It is widely believed that we have immediate, introspective access to the content of our own thoughts. This access is assumed to be privileged in a way that our access to the thought content of others is not. It is also widely believed that, in many cases, thought content is individuated according to properties that are external to the thinker's head. I will refer to these theses as privileged access and content externalism, respectively. Though both are widely held to be true, various arguments have been put forth to the effect that they are incompatible. This charge of incompatibilism has been met with a variety of compatibilist responses, each of which has received its own share of criticism. In this thesis, I will argue that a contrastive account of self-knowledge is a novel compatibilist response that shows significant promise.
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Mathew, Anu. "A knowledge based system to predict the lateral failure pressure of masonry panels under biaxial bending." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/12606.
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The thesis mainly deals with predicting the lateral failure pressure of masonry panels which carry little or no axial loading. This type of isotropic and orthotropic panels can be found as cladding for framed construction or upper floors of multi-storey load bearing structures. The failure criterion has been established recently for an orthotropic brittle masonry panels, but no such criterion exists for isotropic panels. In the first phase of the work, three mortar cross beams, each of 5 different aspect ratios have been tested to establish the failure criterion in biaxial bending for isotropic material. The specimens made of isotropic material cracked and failed simultaneously without shedding of load in the stronger direction whereas in case of orthotropic material, cracking was followed by 'load shedding' to the stronger direction and a subsequent failure of the specimens. The failure criterion that was developed for the isotropic material was incorporated in a finite element plate bending program to predict the failure pressure of panels subjected to lateral loading. In order to test the theoretical model, few isotropic panels with different boundary conditions were tested. This include tests carried out on a total of 4 panels that are simply supported on three sides and four sides under idealised boundary conditions with no rotational restraints. In case of three sides supported panels, there was no difference whether it is free at the top or at one of the vertical sides as the properties were same in both directions and hence only one type of panel was tested. A good agreement between the theoretical and experimental results was observed. The second phase of the project was to develop a quick and reliable method of design by predicting the failure pressure of laterally loaded masonry panels. Artificial neural networks, as a computational tool, offers very exciting technique for computing non-linear engineering problems, similar to the current situation that exists for the design of laterally loaded masonry panels. A hybrid system that combines the capabilities of artificial neural networks and case based reasoning is developed in this thesis. In the present study, multilayered feedforward net with back propagation algorithm is used. To develop this application, a neural network program was developed in C++ incorporating back propagation algorithm and sigmoid activation function. An excellent user interface for this program was developed using Microsoft Foundation Class (MFC) libraries.
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Ives, Christopher K. "Knowledge and strategy operational innovation and institutional failure, U.S. Army Special Forces in Vietnam 1961-1964 /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101160767.
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Thesis (Ph. D.)--Ohio State University, 2004.Document formatted into pages; contains 294 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 Nov. 23.
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Maggio, Nancy J. "THE EFFECT OF HEART FAILURE EDUCATION ON NURSING STAFFS KNOWLEDGE AND CONFIDENCE IN A SKILLED NURSING FACILITY." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492024614598638.
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Albert, Nancy M. "PREDICTORS OF PERCEIVED DIET SELF-EFFICACY IN PATIENTS WITH HEART FAILURE." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1120753474.
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Keller, Rachel Elizabeth. "Failure to Reject the p-value is Not the Same as Accepting it: The Development, Validation, and Administration of the KPVMI Instrument." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100743.
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The purpose of this study was to investigate on a national scale the baseline level of p-value fluency of future researchers (i.e., doctoral students). To that end, two research questions were investigated. The first research question, Can a sufficiently reliable and valid measure of p-value misinterpretations (in a research context) be constructed?, was addressed via the development and validation of the Keller P-value Misinterpretation Inventory instrument (KPVMI). An iterative process of expert review, pilot testing, and field testing resulted in an adequately reliable measure (Alpha = .8030) of p-value fluency as assessed across 18 misinterpretations and 2 process levels as well as an independently validated sub-measure of p-value fluency in context as assessed across 18 misinterpretations (Alpha = .8298). The second research question, What do the results of the KPVMI administration tell us about the current level of p-value fluency among doctoral students nationally?, was addressed via analysis of a subset of the field test data (n = 147) with respect to performance on the subset of items considered sufficiently validated as developed in Phases I-III (KPVMI-1). The median score was 10/18 items answered correctly indicating that future researchers on the aggregate struggle to properly interpret and report p-values in context; furthermore, there was insufficient evidence to indicate training and experience are positively correlated with performance. These results aligned with the extant literature regarding the p-value misinterpretations of practicing researchers.Doctor of Philosophy
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Gorsh, Jay Anthony. "Enhancing background knowledge for students at risk for failure: the effects of preteaching essential terminology and concepts using explicit instruction." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6747.
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The purpose of this study is to implement an intervention designed to develop background knowledge and investigate its effects on science proficiency for students who are at risk for failure. Pretest scores for 130 students were analyzed to identify students with prior knowledge deficits that may put them at risk for failure. Of the 44 students identified, 26 were matched by pretest scores and randomly assigned to treatment or control conditions. Prior to the start of a Human Body systems unit, students in the experimental condition were explicitly taught the function and location of 15 organs of the human body. I analyzed pre-and posttest scores to determine if the instruction had an impact on student recall.
This study was conducted using a pre/post experimental design to investigate the effectiveness of using explicit instruction to pre-expose students to content knowledge to help improve student outcomes. Quantitative data was analyzed to determine if student posttest scores for two measures of science proficiency improved significantly as a result of instruction provided during intervention. Study limitations and future directions for research are discussed.
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Boychev, Aleksandar, and Muhammad Tariq Khan. "Social Networking Services: A Case Study in the Failure to Facilitate Knowledge Sharing in Organizations : A Case Study of Enterprise 2.0 Taolin Platform." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17915.
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Social networking services are relatively new phenomena and they have attracted so much attention around themselves. These services have been seen by many organizations as a po-tential tool to facilitate knowledge sharing. However, very few have successfully adopted such services. Many problems which lead to failures arise when it comes to developing and implementing social networking services with the goal to facilitate knowledge sharing.The purpose of this thesis is to investigate the failure of one social networking service to satisfy the knowledge sharing needs of the organization that has developed and implement-ed it in-house.Interviews with three employees of the company were arranged. The interviews were done with time intervals in between. This gave us the opportunity to rearrange the questions that were going to be asked to the next interviewee. The interviews were really helpful and gave us a good insight of the problem with the development and implementation of the social networking service that the organization was facing. After the interviews were conducted, a questionnaire was elaborated and sent out to the employees in the organization.The results we came up with were really interesting. A table with failure factors for the so-cial networking service used in the organization was made and a model suggesting the steps an organization should follow for the successful development and implementation of a so-cial networking service that facilitates knowledge sharing internally was developed.We found out that the failure was not in the social networking service itself but in the way it was presented, positioned and communicated to the employees of the company. They never took the service seriously for its intended purpose which was knowledge sharing within the organization and that led to the cancelation of the project.
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Ghafouryan, Gomish Bashi Nazli. "Evaluating a web-based self-management intervention in patients with heart failure: A pilot study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82285/1/Nazli_Ghafouryan%20Gomish%20Bashi_Thesis.pdf.
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This pilot study aimed to evaluate the feasibility of a web-based self-management intervention in patients with heart failure. The study consisted of two phases including developing the web-based application and examining its feasibility in a group of heart failure patients. The results of this study were consistent with the current literature which has failed to show the benefits of web-based interventions for chronic disease self-management. In the current thesis, therefore, issues influencing the effectiveness of the web-based interventions were analysed. Recommendations for improving effectiveness of the web-based applications were also provided.
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Barber, Mark. "Skills, rules, knowledge and Three Mile Island : accounting for failure to learn in individuals with profound and multiple learning disabilities." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310620.
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Reed, Hillary Nicole. "Failing, Falling, Flying, and the Knowledge “Gap”." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492005385494479.
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Hosch, Alex. "Epistemic Skills Deficiency in the Project Management Body of Knowledge." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2659.
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Information Technology (IT) projects continue to fail despite being managed by certified Project Management Professionals (PMP) and professionally trained non-certified Project Managers (PM). This study addressed PMPs and qualified PMs who continue to experience IT project failure at a high rate. The purpose of this qualitative multiple case study was to explore perspectives of PMs and their understanding of project management best practices in the Guide to the Project Management Body of Knowledge (PMBOK). There were 5 research questions focused on IT project failures, lessons learned, trends, deficiencies in project management framework, and adherence to standard PM practices. This study utilized a phenomenological approach and an inductive analysis based on Koskinen's theory that a lack of project management knowledge can contribute to project failure. Data were collected from open-ended interviews with 20 project managers; these data were then inductively coded and analyzed for themes and patterns. Findings yielded categories of poor scope management, cost overruns, unmanaged resources, un-realistic requirements, inadequate stakeholder management, and deficiencies in content in the PMBOK standards. The results could influence positive social change for PMs to assess the depth of project management training needed to understand early warning signs of IT project failure. These changes could promote awareness within the project management community and encourage more in-depth PM competency training.
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Obeso, Ida Selena, and Ida Selena Obeso. "Assessing Knowledge of Heart Failure Education in Nurses and Nurse Practitioners Throughout the Transition of Care Period in the Rural Health Setting." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621820.
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Heart failure (HF) is a chronic condition affecting older adults. It is estimated over 5.8 million Americans are currently diagnosed with HF, with an anticipated increase to seven million by 2030. HF patients are faced not only with the physical symptoms, but also with emotional tolls, and socioeconomic burdens related to HF. Low income and rural facilities, which lack financial resources, are at greater risk for closure if there are concerns of loss of reimbursement. Hospitals are now challenged to prevent readmissions and to avoid penalties associated with HF admission within the 30-day window. Incorporating various interventions have shown improvements in readmission rates. Nurse practitioners and registered nurses can serve as patient educators regarding topics such as diagnoses, procedures, disease monitoring, medications, and medication side effects. In most hospitals, RNs at patients' bedside are at the forefront of providing HF patients discharge instructions and education, which should include symptom recognition and management. The aim of this project inquiry was to assess the knowledge of HF education and perceived barriers to providing HF education by nurses and nurse practitioners, such that improved transition of care for patients in the rural health setting can occur.
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Monteiro, Francisca Paula Toledo. "Fracasso escolar : o discurso do sujeito que fracassa. Fracassa?" [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252011.
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Orientador: Regina Maria de SouzaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A expressão fracasso escolar põe em jogo diversas representações daquilo que podemos reconhecer hoje como um mal-estar na educação. Embora o fracasso sempre tenha existido, foi somente a partir da década de 60 que passou a ocupar a cena escolar e a preocupar os especialistas das áreas ligadas à educação, especialmente à educação infantil. Este trabalho constitui uma abordagem do fracasso escolar pela via de estudos psicanalíticos e filosóficos, com ênfase no sujeito de desejo. Com base em um retorno à minha história de vida e constituição como professora-pesquisadora e no relato de casos de crianças que me procuram para atendimento pedagógico como suporte para suas ¿dificuldades¿ de aprender, busco intervir nas ordens de discurso que o fracasso escolar patrocina. Discorro, então, sobre as relações de saber e poder constitutivas da sociedade disciplinar de controle, sob a ótica de Michel Foucault, e sobre os conceitos de transferência, desejo e saber na relação professor/aluno, à luz dos escritos de Sigmund Freud e de seus comentadores. Nessa direção, e apoiada em minhas experiências como alfabetizadora no exercício do magistério, busco demonstrar que o fracassado não existe. Existe, sim, um sujeito (de desejo) que não é compreendido em sua demanda escolar porque previamente classificado em uma nomenclatura que o aguarda a priori ¿ o fracassado, o indisciplinado, o anormal
Abstract: The phrase school failure puts at risk various representations of what can be currently understood as a state of disquiet in the field of education. Although failure has always existed, it was only in the 60s of the twentieth century that it entered the school scenario and started troubling education specialists, mainly those connected with children¿s education. This paper focuses on school failure by means of psychoanalytical and philosophical studies, with an emphasis on the subject of desire. Based on my past history and formation as a teacher/researcher and on reports of case studies of children who come to me in search of pedagogical support for their learning ¿difficulties¿, I try to intervene in the discourse sponsored by school failure. Thus, I discuss the relations between knowledge and power, which constitute the disciplinary control society, following Michel Foucault¿s views, and the concepts of transference, desire and knowledge in the relation teacher/pupil, following Sigmund Freud¿s theories, and his commentators as well. In this respect, and supported by my experience as a literacy 8teacher, I try to show that a failure does not exist. What does exist is a subject (of desire) whose school demands are not satisfied, once this subject has already been a priori classified by a special nomenclature: a case of failure, indiscipline, abnormality
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Hunt, Ginny. "The effect of the Texas student success initiative on grade 5 Texas Assessment of Knowledge and Skills (TAKS) failures." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Blomqvist, Evelina, and Camilla Larsson. "Upplevelsen av egenvård hos patienter som har ett hjärta som sviktar : En kvalitativ litteraturöversikt." Thesis, Högskolan i Jönköping, Hälsohögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47584.
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Bakgrund: I Sverige är det cirka 250 000 som lever med hjärtsvikt och sjukdomen fortsätter att öka i hela världen. Hjärtsvikt är ett kroniskt sjukdomstillstånd som idag inte går att bota och är förenad med morbiditet samt en för tidig död. Men genom god följsamhet till egenvård kan sjukdomen bli mer hanterbar. Syfte: Beskriva hjärtsviktspatienters upplevelser av sin egenvård. Metod: Kvalitativ metod med deduktiv ansats har använts till litteratur-översikten. Totalt 10 stycken vetenskapliga artiklar granskats och analyserats enligt Fribergs femstegsmodell. Alla artiklar har kvalitetsgranskats. Resultat: Två huvudteman tillsammans med tre subteman utformades. Huvudteman var resurser och stöd samt förstå information. Subteman blev socialt stöd och professionellt stöd samt patientutbildning. I resultatet beskrivs vikten av att patienter får individanpassad information som kan ges både muntligt och skriftligt om sin hjärtsvikt samt hur patienter upplever sin egenvård. Slutsats: Information är en viktig källa till motivation och delaktighet i patienters egenvård. Patientutbildning från sjuksköterska samt stöd från familj och närstående ökar motivation till följsamhet till egenvård hos hjärtsviktspatienter. Kunskap och förståelse om patientens inre känslor för sin sjukdom är betydelsefull att ha när denna patientgrupp möts i samhället. Informationen bör ges individanpassat och gärna med stöd från närstående.Background: In Sweden, there are approximately 250,000 living with heart failure and the disease continues to increase worldwide. Heart failure is a chronic disease condition that today cannot be cured and is associated with morbidity and premature death. But through good adherence to self-care, the disease can become more manageable. Aim: The purpose was to describe the experiences of heart failure patient’s self-care. Method: A qualitative method with a deductive approach has been used for the literature review. A total of 10 scientific articles were reviewed according to Friberg's five-step model. All articles have been quality checked. Results: Two main themes together with three subthemes were designed. Main themes were resources and support as well as understanding information. Sub-themes became social support and professional support as well as patient education. The result describes the importance of patients receiving personalized information that can be given both orally and in writing about their heart failure as well as how patients experience their self-care. Conclusion: Information is an important source of motivation and participation in patients' self-care. Patient education from the nurse as well as support from family and close relatives increases motivation for adherence to self-care in heart failure patients. Knowledge and understanding of the patient's inner feelings for their illness are important to have when this patient group meets in the community. The information should be provided individually and preferably with the support of close relatives.
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RUBBIO, Iacopo. "HEALTHCARE RESILIENCE: A DYNAMIC CAPABILITIES VIEW FOR EXPLORING THE ROLE OF DIGITAL TECHNOLOGIES AND KNOWLEDGE ABSORPTION IN MANAGING OPERATIONAL FAILURES." Doctoral thesis, Università degli Studi di Palermo, 2020. http://hdl.handle.net/10447/395183.
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Ekberg, Helena, and Jenny Lindström. "Problem med mat och kostråd hos personer med kronisk hjärtsvikt : en litteraturstudie." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9869.
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Bakgrund: Hjärtsvikt är den vanligaste orsaken till sjukhusinläggning hos äldre personer. Upp till 50 % av dessa patienter är felnärda. Detta kan delvis orsakas av de gastrointestinala symtom som sjukdomen ger såsom tidig mättnadskänsla, aptitlöshet och illamående. Syfte: Att ur patienters perspektiv belysa problematik med mat och kostråd vid kronisk hjärtsvikt. Metod: En litteraturstudie där tio kvalitativa eller kvantitativa vetenskapliga artiklar ingår. Resultat: Personer med hjärtsvikt förstod inte alltid att de hade en kronisk sjukdom och att detta skulle påverka deras matintag för resten av livet. Att följa en saltfattigkost kunde ge svårigheter i det dagliga livet. Maten kunde väcka både positiva och negativa känslor. De kunde känna sig begränsade i sociala situationer t ex. vid högtider eller restaurangbesök, då maten de blev bjudna på oftast innehöll för mycket salt. De flesta patienterna utvecklade strategier för att lättare följa kostråden. Diskussion: Patienter och anhöriga har ett stort informationsbehov om sjukdomen och dess påverkan i det dagliga livet. De kan behöva stöd och uppmuntran från omgivningen för att genomföra livsstilsförändringarna. Det är viktigt att förstår sambandet mellan saltrik mat och ökade symtom. Personcentrerad vård kan minska vårdtiden och förbättra eller bevara patienternas vardagliga resurser jämfört med traditionell vård samt minska återinläggningarna.Background: Heart failure is the leading cause of hospitalization of older people. Up to 50% of these patients are malnourished. This may be partly caused by the gastrointestinal symptoms caused by the disease, as early satiety, loss of appetite and nausea. Aim: From patient’s perspective highlight problems with food and dietary advice in chronic heart failure. Method: A literature review where ten qualitative or quantitative scientific papers were included. Results: People with heart failure did not always understand that they had a chronic illness and that this would affect their food intake for the rest of their lives. To follow a low salt diet could cause difficulties in the daily life. The food could give both positive and negative emotions. They could feel limited at social occasions, feasts or when visiting restaurants, when the food they were invited to often included too much salt. Many patients developed strategies to follow the dietary recommendations more easily. Discussion: Patients and their relatives have a great need for information about the disease and the impact in daily life. They may need support and encouragement from the environment to implement lifestyle changes. It is important to understand the relationship between salty food and increased symtoms. Person-centred care could reduce the length of stay and maintain or improve the patient´s daily resources and reduce re-admission.
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Ardito, Vera Lúcia Casagrande. "Psicanálise e educação: algumas questões acerca do saber." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19112015-132026/.
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O trabalho se propõe a uma discussão a respeito dos conceitos de conhecimento e de saber no campo da Filosofia, da Educação e da Psicanálise, para uma reflexão acerca da aprendizagem escolar de seis alunos do Ensino Fundamental, sendo três considerados bons alunos e três, com baixo desempenho. Assim, embasado na abordagem psicanalítica, demonstra que, diferentemente da Filosofia e da Educação, a Psicanálise compreende o saber localizado no inconsciente, entendido como cadeia significante, ou seja, na correlação de significante a significante. Paralelamente, o conhecimento, como visto pela Ciência, está postulado na reciprocidade entre significante e significado, tentando estabelecer uma relação fixa entre eles. Dentro desse raciocínio, a aprendizagem acontece quando o sujeito (re)constrói o conhecimento do Outro para si e em si e, dessa forma, constrói-se como sujeito desiderativo e inteligente. A pesquisa realizada teve o intento de perceber semelhanças e diferenças entre os bons alunos e os aqueles denominados com baixo desempenho escolar. Notou-se que, nos dois casos, não há construção de saber, apenas reprodução e se percebeu, dessa forma, que não está ocorrendo a aprendizagem, daí se chegar ao impasse que se instala entre a escola e o sujeito.This paper proposes a discussion between the concepts of knowledge and know, in the field of Philosophy, Education and Psychoanalysis for a reflection on the school learning of six students of elementary school, three students considered good ones, and three underperforming. Thus, based on the psychoanalytic approach, shows that unlike Philosophy and Education, Psychoanalysis understands the knowledge located in the unconscious and understood as signifying chain, that is to say, the correlation from signifier to signifier. Meanwhile, the knowledge, as seen by science, it is postulated reciprocity between signifier and signified, trying to establish a fixed relationship between them. Within this reasoning, learning happens when the subject (re)construct the knowledge for themselves and the Other itself, and thus, it is constructed as a desiderative and intelligent subject. The survey had the intent to perceive similarities and differences between the good students and those with poor school performance. It was noted that, in both cases, there is no building to knowledge. It can be seen therefore, that any of the participants, that learning is not occurring, then get to the impasse that installs between the school and the subject.
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Rahn, Verena Konstanze [Verfasser], Peter [Akademischer Betreuer] Presek, Ursula [Akademischer Betreuer] Müller-Werdan, and Florian [Akademischer Betreuer] Dreyer. "Medication adherence, self-care behaviour and knowledge on heart failure in urban South Africa / Verena Konstanze Rahn. Betreuer: Peter Presek ; Ursula Müller-Werdan ; Florian Dreyer." Halle, Saale : Universitäts- und Landesbibliothek Sachsen-Anhalt, 2012. http://d-nb.info/102535253X/34.
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Freitas, Maria Teresa Silva de. "Conhecimento e significado da doença: as expressões de pessoas com insuficiência cardíaca." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-04012011-113830/.
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Introdução e Objetivos: Este estudo teve como objetivos: caracterizar um grupo de pessoas com Insuficiência Cardíaca (IC) acompanhado em ambulatório de um hospital de alta complexidade em cardiologia, segundo perfil sócio-demográfico, perfil de saúde e de tratamento; identificar o conhecimento das pessoas com IC sobre o tratamento farmacológico e não farmacológico e analisar o conhecimento e o significado que atribuem à doença. Metodologia: Trata-se de uma pesquisa qualitativa. Foram entrevistados 42 pacientes que atenderam aos critérios de inclusão, utilizando-se um questionário semiestruturado, cujos dados foram analisados por meio da análise de conteúdo e discutidos à luz do referencial teórico da educação em saúde e da aprendizagem significativa. O projeto de pesquisa foi aprovado pela Comissão de Ética do HCFMUSP. Resultados: Da análise de conteúdo das entrevistas emergiram três categorias que evidenciaram o Conhecimento da Doença, o Conhecimento do Tratamento e o Significado de Ter e Viver com a IC. Do conhecimento sobre a doença emergiram uma gama de significados atribuídos à doença que extrapolaram o conhecimento, uma vez que o fato de serem perguntados sobre a doença foi o canal necessário para poderem expressar o significado da IC em suas vidas. Em relação ao conhecimento do tratamento as respostas são permeadas por uma disponibilidade interna para se cuidar, para evitar a descompensação da doença e manter a vida motivada pela fé, pela família e pelos profissionais. O significado de ter e viver com a IC trouxe modificações na vida dos entrevistados de ordem física, emocional e social, o que gera incertezas e projeto de vida interrompido. Em geral, essas modificações são carregadas de sentidos e de emoções geradas pelas mudanças do hábito e estilo de vida, caracterizadas por limitações relacionadas às manifestações clínicas da IC, depressão, medo da morte e mudanças no convívio social e trabalho. Considerações Finais: Os resultados da pesquisa abrem perspectivas para a ressignificação da prática do enfermeiro no acompanhamento de pessoas com IC, uma vez que intervenções educativas feitas de forma sistematizada a partir do conhecimento e do significado da doença expresso pelas pessoas com insuficiência cardíaca poderão contribuir para melhor enfrentamento e manejo da doença pelos sujeitos envolvidos, profissionais e pacientes.Introduction and Objectives: The objective of this study was to characterize a group of people with Heart Failure (HF), followed in an outpatient hospital of high complexity in cardiology, according to socio-demographic profile, health profile and treatment; to identify peoples knowledge about HF regarding pharmacological and non-pharmacolocical treatment and analyze this knowledge and meaning that they attribute to the disease. Methods: This was a qualitative study where forty two (42) patients were interviewed who each met the inclusion criteria, using a semi-structered questionairre, and data was analyzed using content analysis and discussed in light of the theoretical framework of health education and meaningful learning. This research project was approved by the HCFMUSP Ethics Commission. Results: The following three (3) categories emerged during content analysis of the interviews: the Knowledge of the disease, the Knowledge of the Treatment and the Meaning of Having and Living with HF. In the category, the Knowledge about the Disease, a range of meanings emerged, attributed to the disease, that had surpassed the knowledge, since the fact of being asked about the disease was the channel required in order to express the meaning of HF in their lives. With respect to, the Knowledge about the Treatment, responses are suffused with an inner necessity to be careful, to avoid decomposition of the disease and sustain life motivated by faith, family and the professionals. And finally, the Significance of Having and Living with HF, has brought changes in the lives of the respondents from physical, emotional and social development , which creates uncertainty and projects an interrupted life. In general, these changes are laden with meanings and emotions generated by changes of habits and lifestyle, characterized by the limitations related to the clinical manifestations of heart failure, depression, fear of death and changes in social life and work. Final Considerations: The results of this study open perspectives for the reframing of nursing practices in monitoring patients with HF, since educational interventions performed in a systematic way, beginning with the Knowledge and the Meaning of the Disease, expressed by people with HF, may contribute to better coping and managment of the disease by the individuals involved, professionals and patients.
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Leite, Tânia Maselli Saldanha. "Entre alunos, seus professores e o fracasso escolar: reflexões sobre o conflito de sentidos na escola pública contemporânea." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3646.
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Este trabalho aborda algumas questões relacionadas ao fracasso escolar no universo das escolas de ensino público municipal, em especial da cidade do Rio de Janeiro, partindo do pressuposto de que as dificuldades que os professores vêm encontrando atualmente em exercer suas funções interferem no desempenho acadêmico dos alunos. Estarão presentes os seguintes questionamentos: no que consiste ser aluno no Ensino Fundamental?; em que consiste ser professor no Ensino Fundamental?; como se explica a escola na pós-modernidade?; como explicar o sujeito contemporâneo?; como acontece a construção do conhecimento diante desses fatos?Para fundamentar teoricamente os temas da investigação, esta pesquisa se articula entre Piaget ao definir o sujeito cognoscente do processo ensino-aprendizagem, Vygotsky ao explicar o sujeito contemporâneo, Stuart Hall ao interpretar a identidade cultural na contemporaneidade e Luiz Antonio Gomes Senna em seus estudos e teorias sobre a escola pública contemporânea, os sujeitos que a habitam e de como ocorre a construção do conhecimento.A pesquisa envolveu levantamento de dados bibliográficos sobre os temas contemporaneidade, identidade, escola, sujeito contemporâneo, sujeito cognoscente, as relações professor/ aluno/ aprendizagem e a construção de conhecimentos.This research presents some issues related to school failure inside the universe of the municipal schools, especially in the Rio de Janeiro city, assuming that the difficulties the teachers have been finding nowadays in performing their functions interfere in their students academic lives. The following questions will be present: In what does it consist being a student in the fundamental school? In what does it consist being a teacher in the fundamental school? How does it explain the school in the pos-modernity? How does it explain the contemporary subject? How does the knowledge construction happen in face of all these facts? In order to theoretically substantiate these investigation themes, this research is articulated among Piaget as defining the knowledge subject of the learning-teaching process, Vygotsky as explaining the contemporary subject, Stuart Hall as interpreting the cultural identity in the contemporaneity and Luiz Antonio Gomes Senna in his studies and theories about the contemporary public school, its subjects and how the knowledge construction occurs. The research involved bibliographic data about the themes contemporaneity, identity, school, contemporary subject, knowledge subject, the relation teacher/student/learning and the knowledge construction.
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Meraz, Lotta, and Lina Zaar. "Att leva med svår hjärtsvikt i livets slutskede : En litteraturöversikt inriktad på personers upplevelser." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35687.
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Bakgrund: Idag uppskattas 250 000 personer leva med hjärtsvikt i Sverige och prevalensen ökar i takt med den åldrande befolkningen. Personer med svår hjärtsvikt lever med svåra symtom, rädsla, har ofta lite kunskap om hjärtsvikt och sämre livskvalitet än andra personer med kroniska sjukdomar. För att öka kunskapen samt tryggheten för personer med svår hjärtsvikt är det viktigt att sjuksköterskan har kunskap om dessa personers upplevelser. Kvalitativ forskning bidrar till att öka förståelsen för personer med svår hjärtsvikt och hur de upplever sitt tillstånd. Syfte: Litteraturöversiktens syfte var att beskriva upplevelsen av att leva med svår hjärtsvikt i livets slutskede. Metod: En litteraturöversikt med kvalitativ design där sexton stycken vetenskapliga artiklar med kvalitativ ansats har granskats, bearbetats samt analyserats med hjälp av Fribergs femstegsmodell. Resultat: Resultatet utmynnade i fem kategorier: ett liv med restriktioner, försämrad livskvalitet, rädsla och oroskänslor, kunskapsbrist samt hopp och meningsfullhet. Slutsats: Personer med svår hjärtsvikt lever med restriktioner, rädsla och okunskap som begränsar livet. Genom ökad förståelse för personers upplevelser ökar möjligheterna till gott bemötande, minskat lidande och god omvårdnad.
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Moore, Wendy M. "Preventing early literacy failure: A case study of embedded-explicit instruction in vocabulary, print knowledge and phonemic awareness for pre-primary students with oral language impairments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/239.
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Students with oral language impairments are at significant risk of experiencing early literacy difficulties, and both poor language skills and early literacy impairment may jeopardise a student's future academic success. Early intervention may be the most effective way of preventing literacy and subsequent academic failure. This study describes some of the challenges and benefits of a program to help rural Western Australian schools provide effective early intervention for students with oral language impairments.
Oral language factors including phonological awareness, vocabulary, and discourse level comprehension are believed to contribute to literacy development. In this study, the relationship between these skills and literacy acquisition is examined. The role of oral language competence in literacy development is considered within the framework of the simple view of reading. From within this framework, a model of early intervention has been developed by the researcher, which involves both explicit and embedded instruction in three areas considered crucial for emergent literacy; namely, phonemic awareness, print knowledge (concepts of print and letter-sound knowledge), and vocabulary.
A trial of this intervention program, Words and Letters, was undertaken in four rural Western Australian schools. Education assistants in pre-primary classes were trained to teach emergent literacy and oral language skills to small groups of students with early indicators of oral language impairment. The program involved four 30 minute sessions per week over 15 weeks. Results indicated significant improvements for the intervention group in all three areas with a corresponding reduction in risk for subsequent literacy failure. The effectiveness of the intervention is discussed in terms of outcomes for the students and for the schools. Case studies are used to explore the characteristics of students who made good progress as well as those who proved resistant to remediation and therefore remained at risk.
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Fakroun, Abubaker A. "The Development of a Knowledge-Based Wax Deposition, Three Yield Stresses Model and Failure Mechanisms for Re-starting Petroleum Field Pipelines. Building on Chang and Boger’s Yield Stresses Model, Bidmus and Mehrotra’s Wax Deposition and Lee et al.’s Adhesive-Cohesive Failure Concepts to better Underpin Restart Operation of Waxy Crude Oil Pipelines." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/16792.
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Twenty years ago, Chang et al. (1998) introduced the three-yield stresses concept (dynamic, static and elastic limits) to describe yielding of waxy crude oils cooled below the wax appearance temperature (WAT). At the time, the limits in rheological instruments were such that they never actually measured the elastic-limit, a key fundamental property. Using modern instruments, this research succeeds in recording for the first time the entire yielding process down to stresses of 10-7 Pa and shear rate of 10-6 min-1 as a function of temperature, cooling rate and stress loading rate using two waxy oils of different origins and wax content. A four-yield stress model is established using derivative data (dynamic fluidity and failure acceleration). In addition, calorimetry (DSC) and microscopy (CPM) helped extract WAT, the gel and pour points and link gel crystal structure and its yielding and breakage to rheological properties.
The yielding stresses measured rheologically were tested in laboratory pipelines at two diameter scales, 6.5mm and 13.5mm to compare stresses in uniform and non-uniform cooling. It is demonstrated that rheological instruments can only predict gel breaking pressure when the cooling rate is low, i.e. yielding at the pipe wall. A complementary heat transfer study was performed on a section of pipe statically cooled, both experimentally and theoretically to predict the gel front-liquid oil interface that develops in industrial pipeline where gel breaking occurs. This key information together with rheological data provide the means to predict accurately restart pressures of shut gelled pipelines that have eluded previous research.Ministry of Higher Education of the Libyan Government
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Bonin, Christiani Decker Batista. "Construção e validação do questionário de conhecimentos da doença para pacientes com insuficiência cardíaca." Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/259.
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A educação do paciente sobre a percepção da sua doença surge como uma tendência de buscar alternativas para incrementar o conhecimento do paciente sobre a sua doença. Ainda que não haja estudos de avaliação das necessidades de informação dos pacientes com insuficiência cardíaca participantes de programas de reabilitação, constata-se a carência de ferramentas capazes de avaliar as necessidades educacionais destes pacientes. Objetivos: Desenvolver um questionário para avaliar o conhecimento sobre a doença em pacientes portadores de insuficiência cardíaca participantes de programas de reabilitação cardiopulmonar e metabólica e avaliar a clareza e a confiabilidade do questionário. Métodos: O instrumento foi construído através da análise da literatura específica da área de insuficiência cardíaca para posterior apresentação dos itens a uma equipe multidisciplinar da área da saúde com experiência em reabilitação cardíaca, que responderam a validação de clareza e conteúdo do instrumento. Posteriormente foi gerada a versão testada em um estudo-piloto. O instrumento denominado Questionário de conhecimento da doença para pacientes com insuficiência cardíaca foi testado em 96 pacientes com insuficiência cardíaca classes funcionais I III, com média de idade de 60,22±11,6 anos e participantes de programas de reabilitação cardíaca. A reprodutibilidade foi obtida através do coeficiente de correlação intraclasse, utilizando-se das situações do método de teste-reteste, considerando um valor superior a 0,8. A consistência interna foi obtida pelo Alpha de Cronbach e a validade do construto através da análise fatorial exploratória. Foi realizada a análise comparando os escores totais do instrumento em função das características da população e entre os grupos de reabilitação cardíaca público e privado. Resultados: A versão final apresentou 19 questões dispostas em áreas de importância para a educação do paciente. O instrumento proposto apresentou um índice de clareza de 8,94±0,83 e tempo médio de preenchimento de 15,3±1,6 minutos. O coeficiente de correlação intraclasse foi de 0,856 e o Alpha de Cronbach confirmou um valor de 0,749. A análise fatorial indicou cinco fatores, abrangendo uma diversidade de itens, revelando a heterogeneidade de elementos envolvidos na insuficiência cardíaca. Quando comparados os escores finais com as características da população do estudo, confirmou-se que pacientes participantes de instituições públicas apresentaram menores níveis de conhecimento sobre a doença, visto que pacientes com baixa escolaridade e baixa renda demonstraram escores finais baixos, quando comparados a sujeitos com renda e escolaridade superiores. Conclusão: O estudo demonstrou que o instrumento apresentou índices satisfatórios de clareza e validade adequados, podendo ser utilizado em programas de reabilitação cardíaca. Salienta-se a necessidade da elaboração de estudos em profundidade no que concerne às estratégias educacionais destes pacientes.
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Lööv, Julia, and Beilul Tesfai. "Erfarenheter av egenvård när hjärtat sviktar: En litteraturöversikt." Thesis, Hälsohögskolan, Jönköping University, HHJ, Avd. för omvårdnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49166.
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Bakgrund: Hjärtsvikt är en global folkhälsosjukdom som berör både fysiska och psykiska aspekter. Symtomen skapar begräsningar i vardagen och påverkar livskvalitén. Hjärtsvikt är en oförutsägbar sjukdom som inte kan botas men symtomen kan lindras med hjälp av medicinering, behandling och underhåll av egenvård. Syfte: Att beskriva personers erfarenhet av egenvård vid hjärtsvikt. Metod: En kvalitativ metod användes med induktiv ansats där tolv kvalitativa artiklar granskades och analyserades i fem steg enligt Friberg. Resultat: Litteraturöversiktens resultat påvisade att egenvård vid hjärtsvikt var komplext och krävde stora förändringar i vardagen. Information upplevdes som bristfällig och påverkade resultatet av egenvården. Olika former av drivkraft identifierades för att utföra egenvård där rädsla var en huvudsaklig motivationsfaktor. Resultatet presenterades i två teman: Utföra egenvård för att kvarhålla hälsa och utföra egenvård för att bibehålla sin självständighet. Slutsats: Det visade sig att personerna upplevde svårigheter i att utföra egenvård på grund av brist på information och kunskap. Komplexiteten i egenvårdsåtgärderna skapade individuell tolkning av instruktionerna. Det orsakade instabilitet i den balans som, enligt Orem, krävs för att upprätthålla egenvård.Background: Heart failure is a disease prevalent throughout the world's population and affect both physiological and psychological aspects. Symptoms of heart failure limit the person’s quality of life and lead to a negative effect on the person’s general well-being. Heart failure is an unpredictable disease that can not be cured. The symptoms can be alleviated through medication, treatment and self-care maintenance. Aim: To describe people’s experiences of performing self-care when living with heart failure. Method: A qualitative method was used with an inductive approach where twelve articles were reviewed and analysed using the five steps approach according Friberg. Findings: Self-care was complex and required a lot of adjustments to their daily lives. A lack of information was experienced among people living with heart failure. Different aspects of motivation to perform self-care were identified with fear being a major contributing factor. The result was presented in two main themes: Perform self-care to maintain health and perform self-care to maintain autonomy. Conclusion: People were found to experience difficulties in performing self-care due to a lack of information and knowledge. The complexity of self-care actions and the room for individual interpretation caused incomplete self-care maintenance strategies. It caused disruption to the balance that is required to maintain self-care according to Orem.
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SILVA, Flávio Roberto Vieira da. "Fracasso escolar e relação com o saber: a educação mobilizadora em Bernard Charlot." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/10471.
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SILVA, Flávio Roberto Vieira da. Fracasso escolar e relação com o saber: a educação mobilizadora em Bernard Charlot. 2014. 96f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-01-19T13:34:28Z No. of bitstreams: 1 2014_dis_frvsilva.pdf: 675279 bytes, checksum: 8da64c22be9c5810e8d8477ab615dda2 (MD5)
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Bibliographical research on the concept of relationship with knowledge as a theoretical basis for the formation of a sociology of the subject, which is articulated in the polls Bernard Charlot about school failure, whose theoretical and methodological point of departure requires overcoming the negative reading, that analysis in terms of lack of lack: lack of skills, lack of skills, lack of knowledge. This bias, the sociology of reproduction, by authors such as Pierre Bourdieu and Jean-Claude Passeron, statistically related to social background and school performance, which usually presents deficit among students of popular media. But this statistical correlation canot be analyzed in terms of cause. The school is not only a space of social differentiation. Realize, also called paradoxical success: poor children who get academic success and other wealthier strata who fail in school. Charlot is necessary for us to develop a positive reading failure and school success, surpassing the objectivism of sociology without a subject (reproductivism). The theory of the relationship to knowledge (and school) allows understanding, through appropriate qualitative methodologies, as students construct themselves as subjects from relationships of identity, meaning, expectations about life and future career. In the globalized and computerized world, the school is losing power and strength as a socializing institution, so that from the relationship with knowledge we can identify mobilizing processes in school and about school. However, it is observed that the proposed subject of sociology by Charlot as a kind of sociology of success and failure in school – or even as a proposal for a mobilizing education – canot raise claims of exclusivity in that branch of study. Other theoretical proposals such as the sociology of school experience François Dubet or sociology of the individual Bernard Lahire make important contributions to the new conditions and forms of intra- and extra-school socialization in diverse societies. What's common between these authors is a fixation with microsociology, which Charlot leads to neo-Marxism (as he defines himself), and Dubet Lahire and leads to a pluralistic and multifaceted eclecticism.
Pesquisa bibliográfica sobre o conceito de relação com o saber como base teórica para constituição de uma sociologia do sujeito. Articula-se com pesquisas de Bernard Charlot sobre o fracasso escolar, cujo ponto de partida metodológico exige a superação da leitura negativa, ou seja, aquela análise em termos de falta, de carência: falta de competências, falta de habilidades, falta de saberes. Nesse viés, a sociologia da reprodução, de autores como Pierre Bourdieu e Jean-Claude Passeron, relaciona estatisticamente a origem social e o desempenho escolar, que, em geral, se apresenta deficitário entre estudantes dos meios populares. Porém, esta correlação estatística não pode ser analisada em termo de causa. A instituição escolar não é apenas espaço de diferenciação social. Constatam-se, também, os chamados êxitos paradoxais: crianças pobres que obtêm sucesso escolar e outras, de estratos mais ricos, que fracassam na escola. Para Charlot, é necessário que desenvolvamos uma leitura positiva do fracasso e do êxito escolar, superando o objetivismo das sociologias sem sujeito (reprodutivismo). A teoria da relação com o saber (e com a escola) permite compreender, através de metodologias qualitativas adequadas, como os próprios estudantes se constroem como sujeitos a partir de relações de identidade, sentido, expectativas com relação à vida e ao futuro profissional. No mundo globalizado e informatizado, a escola vem perdendo poder e força como instituição socializadora, de sorte que, a partir da relação com o saber, podemos identificar processos mobilizadores na escola e em relação à escola. Contudo, observa-se que a sociologia do sujeito proposta por Charlot como uma espécie de sociologia do êxito e do fracasso escolar — ou, ainda, como proposta de uma educação mobilizadora — não pode levantar pretensão de exclusividade nesse ramo de estudo. Outras propostas teóricas como a sociologia da experiência escolar, de François Dubet, ou a sociologia do indivíduo, de Bernard Lahire, trazem importantes contribuições para as novas condições e formas de socialização intra e extraescolar em sociedades diferenciadas. O que há em comum entre esses autores é uma fixação pela microssociologia, que, em Charlot, conduz a um neomarxismo (conforme ele mesmo se define) e, em Dubet e Lahire, leva-nos a um ecletismo pluralista e multifacetado.
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Cohen, Josef. "Outcomes of a marketing knowledge intervention using a metaphoric story-line approach : a mixed-methods study of 5 Israeli SMEs." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621618.
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The purpose of this mixed-methods research is to determine the effectiveness of the Kingdom Marketing (KM) intervention for improving Israeli SME marketing knowledge among managers and employees of Israeli small and medium-sized business. The secondary objective of the study was to portray the process of change in participating organisations. The newly developed KM intervention programme was designed to enhance Israeli SMEs’ marketing knowledge and marketing strategy, imparting new marketing skills and allowing SMEs to operate with better marketing knowledge. The intervention uses a metaphoric story-line approach to teach participants in mediator-led sessions to understand and use important marketing concepts, such as the difference between sales and marketing. Although the intervention has been used in business settings, it has not yet been empirically validated using rigorous methods. This study was conducted using a mixed methods paradigm with an embedded experimental design. Five Israeli based SMEs were recruited to take part in the training programme. The research consisted of three phases. In Phase 1, I administered a preintervention evaluation to measure five variables: awareness of marketing processes, mistaken marketing attitudes, incorrect marketing process beliefs, organisational marketing skills, and marketing need awareness. Participants were also interviewed during Phase 1. In Phase 2, I administered the KM intervention and collected qualitative data in the form of daily open-ended feedback and a researcher diary. In Phase 3, I administered a postintervention evaluation to assess change in the five quantitative variables, and I conducted a second round of interviews. The findings indicated that the KM intervention programme (a) increased awareness of marketing processes, (b) reduced mistaken marketing attitudes, (c) reduced incorrect marketing process believes, and (d) increased marketing need awareness. However, the intervention had no significant effect on organisational marketing skills. Qualitative analysis confirmed that, although the KM intervention empowered participants with marketing knowledge and skills, it did not result in broad organisational changes. I conclude that the KM intervention programme is valid and worthy of wider use for promoting the survival of SME businesses through marketing knowledge and skill improvement. However, the intervention should be used in conjunction with internal efforts to translate increased knowledge into lasting organisational change.
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Dalfó, Pibernat Artur. "Insuficiencia Cardiaca e Hipertensión: nuevos retos por parte de Enfermería en la Atención Primaria." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670466.
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Introducció. La Monitorització Ambulatòria de la Pressió Arterial (MAPA) és fonamental en el diagnòstic i seguiment de la hipertensió arterial (HTA) El grau de coneixement en la interpretació i la efectivitat d'activitats formatives és desconegut. .
Objectiu. Avaluar el grau de coneixement de la MAPA abans i després d'una activitat formativa en professionals de salut.
Metodologia. Estudi d'intervenció abans i després sobre un total de 116 profesionals. Es va recollir la edat, el gènere, l'àmbit de treball, tipus de professional, anys d'antiguitat a la feina i si existia experiència prèvia en la MAPA. El coneixement de la MAPA es va recollit mitjançant un qüestionari, prèviament validat, que va avaluar els principals aspectes de lectura e interpretació de la MAPA.
Resultats. L'anàlisi de regressió multivariant va mostrar abans de la intervenció que tenir experiència de més de 20 anys (OR: 5,9; IC 95%: 1,3-33,9; p=0,049) i ser metge (OR: 5,7; IC 95%: 1,8-18,3; p=0,004), estava associat a un major coneixement desitjable de la MAPA. Abans de l'activitat només 31 (26,7%) professionals van obtenir un coneixement desitjable i després va augmentar a un 85,3%. La puntuació mitjana abans de rebre la formació va ser de 6,3 (DE: 2,2) i després de 9 (DE: 2,2) (p<0,05). Dels 116 professionales inclosos, 105 (90,5%) van obtenir una puntuació major després de la intervenció amb una mitjana de millora de 3 punts (DE: 1,7). La magnitud de la intervenció va ser més elevada en las dones, en els majors de 45 anys i amb major experiència assistencial, en Infermeria, els professionals d'AP i els que tenien experiència prèvia en la MAPA.
Conclusions. El grau de conxeiement de la MAPA actualment és insuficient al nostre medi i pot millorarse amb una activitat formativa. Aquesta és més efectiva a l'AP i en el personal d'Infermeria.
INSUFICIÈNCIA CARDÍACA
Introducció: el personal d'infermeria té un paper important en l'educació de pacients amb IC. Per preparar bé als pacients en l'autocura, les infermeres han de tenir coneixement dels principis bàsics d'autocura.
Objectiu: determinar el grau de coneixement de las infermeres d'Atención Primaria (AP) en els principis d'autocura de la IC i les variables associades a aquest.
Metodologia: estudio descriptiu, observacional, transversal, realutzat al 2014, a la ciutat de Barcelona (Catalunya). Per determinar el coneixement de las infermeres sobre la IC es va utilitzar el qüestionari del Principis d'Educación (NKHFEP), prèviament validat, que avalua els principis de la educació de autocura de la IC, sobre 5 aspectes: dieta, líquids/pes, empitjorament de signes o símptomes, fàrmacs i exercici. Es van analitzar els factors relacionats amb un coneixement adequat.
Resultats: 216 infermeres d'AP, van completar el qüestionari. La puntuació mitjana va ser de 15,6 (DE: 2,2). 36 (16,7%) van obtenir un nivell adequat de coneixement, definit amb un valor ≥ 18 punts. En l'anàlisi de regressió logística multivariant, els factors associats amb un adequat coneixement dels principis d'autocura de la IC van ser: tenir el doctorat (OR: 36,4; IC 95%: 2,8-468,2, p = 0,006) i formació específica prèvia en IC (OR: 19,8; IC 95%: 1,4-279,3, p = 0,026).
Conclusions: El grau de coneixement de las infermeres a l'AP en los principis d'autocura de la IC van ser majors en les infermeres que havien completat el doctorat i les infermeres que havien rebut formació específica prèvia en IC.Introducción. La Monitorización Ambulatoria de la Presión Arterial (MAPA) es fundamental en el diagnóstico y seguimiento de la hipertensión arterial (HTA) El grado de conocimiento en la interpretación y la efectividad de actividades formativas es desconocido. Objetivo. Evaluar el grado de conocimiento de la MAPA antes y después de una actividad formativa en profesionales de salud. Metodología. Estudio de intervención antes y después sobre un total de 116 profesionales. Se recogieron la edad, el género, el ámbito de trabajo, tipo de profesional, años de antigüedad en el trabajo y si tenían experiencia previa en la MAPA. El conocimiento de la MAPA se recogió mediante un cuestionario, previamente validado, que evaluó los principales aspectos de lectura e interpretación de la MAPA. Resultados. El análisis de regresión multivariante mostró antes de la intervención que tener experiencia de más de 20 años (OR: 5,9; IC 95%: 1,3-33,9; p=0,049) y ser médico (OR: 5,7; IC 95%: 1,8-18,3; p=0,004), estaban asociados a un mayor conocimiento deseable de la MAPA. Antes de la actividad sólo 31 (26,7%) profesionales obtuvieron un conocimiento deseable y después aumentó a un 85,3%. La puntuación media antes de recibir la formación fue de 6,3 (DE: 2,2) y después de 9 (DE: 2,2) (p<0,05). De los 116 profesionales incluidos, 105 (90,5%) obtuvieron una puntuación mayor después de la intervención con una media de mejora de 3 puntos (DE: 1,7). La magnitud de la intervención fue más elevada en las mujeres, en los mayores de 45 años y con mayor experiencia asistencial, en Enfermería, los profesionales de AP y los que tenían experiencia previa en la MAPA. Conclusiones. El grado de conocimiento de la MAPA actualmente es insuficiente nuestro medio y puede mejorarse con una actividad formativa. Ésta es más efectiva en AP y en el personal de enfermería. INSUFICIENCIA CARDIACA Introducción: el personal de enfermería tiene un papel importante en la educación de pacientes con IC. Para preparar bien a los pacientes en el autocuidado, las enfermeras deben tener conocimiento de los principios básicos del autocuidado de estos pacientes. Objetivo del estudio: determinar el grado de conocimiento de las enfermeras de Atención Primaria (AP) en los principios de autocuidado de la IC y las variables asociadas con éste. Metodología: estudio descriptivo, observacional, transversal, realizado en 2014, en la ciudad de Barcelona (Cataluña). Para determinar el conocimiento de las enfermeras sobre la insuficiencia cardíaca se utilizó el cuestionario de Principios de Educación (NKHFEP), previamente validado, que evalúa los principios de la educación de autocuidado de la IC, sobre 5 temas: dieta, líquidos/peso, empeoramiento de signos o síntomas, medicamentos y ejercicio. Se analizaron los factores relacionados con un conocimiento adecuado. Resultados: 216 enfermeras de AP, completaron el cuestionario. La puntuación promedio fue de 15,6 (DE: 2,2). 36 (16,7%) obtuvo un nivel adecuado de conocimiento, definido como un valor ≥ 18 puntos. En el análisis de regresión logística multivariante, los factores asociados con un adecuado conocimiento de los principios de autocuidado de la IC fueron: tener el doctorado (OR: 36,4; IC 95%: 2,8-468,2, p = 0,006) y formación específica previa en IC (OR: 19,8; IC 95%: 1,4-279,3, p = 0,026). Conclusiones: El grado de conocimiento de las enfermeras en AP en los principios de autocuidado en la IC fueron mayores entre las enfermeras que habían completado el doctorado y en enfermeras que habían recibido formación específica previa en IC.
Introduction: Ambulatory blood pressure monitoring (ABPM) is fundamental to diagnosing and monitoring arterial hypertension yet it is not known how effective training could be in improving knowledge of ABPM. Purpose: The purpose of this study was to evaluate ABPM knowledge before and after a training activity. Methodology: A before-and-after intervention study of 116 professionals. Data was collected on age, sex, occupational category, work setting, and work experience. ABPM knowledge was determined by a questionnaire to evaluate expertise in understanding and interpreting ABPM results. Results: Multivariate regression analysis showed that, pre-intervention, having more than 20 years’ experience (odds ratio (OR): 5.9; 95% confidence interval (CI): 1.3-33.9; p = 0.049) and being a doctor (OR: 5.7; 95% CI: 1.8-18.3; p = 0.004) were associated with greater ABPM knowledge. Training increased the number of professionals with adequate ABPM knowledge: 85.3% after training vs 26.7% before training. Training increased the questionnaire mean (SD) score by almost 3 (1.7) points: 9 (2.2) after training vs 6.3 (2.2) before training (p < 0.05). Of the 116 professionals, 90.5% achieved a higher overall score after training. The impact of the intervention was greatest on women nurses older than 45 years and with more years of experience, employed in primary care, and with prior experience of ABPM. Conclusions: Knowledge of ABPM is deficient but can be easily improved by training that is most effective in primary care and among nurses. Introduction: Nurses play an important part in the education of patients with HF. To prepare patients with HF for self-care maintenance behaviours, nurses must have knowledge of basic self-care maintenance principles. HEART FAILURE Aim study: The aim of this study was to determine the degree of knowledge of primary care (PC) nurses on the principles of self-management of HF and variables associated with this. Methodology: This is an observational, cross-sectional descriptive study, carried out in 2014, in the city of Barcelona (Catalonia). Nurses’ Knowledge of Heart Failure Education Principles questionnaire (NKHFEP) was used to assess the principles of HF self-care education. Instrument items assess knowledge of nurses on 5 themes: diet, liquids/weight, worsening signs or symptoms, medication and exercise. Factors related to adequate knowledge were evaluated. Results: Of 216 PC nurses, who completed the questionnaire, the average score was 15.6 (SD: 2.2). Only 36 (16.7%) obtained an adequate level of knowledge and defined as a score ≥ 18 points. In multivariate logistic regression, nurse factors associated with an adequate knowledge of principles of self-care of HF were having achieved a PhD degree (OR: 36.4, 95% CI: 2.8-468.2, p = 0.006) and previous specific training in HF (OR: 19.8, 95% CI: 1.4-279.3, p = 0.026). Conclusions: The degree of knowledge of PC nurses in the principles of self-care in HF was higher among nurses who had completed the doctorate and in nurses who had received specific training in HF.