Dissertations / Theses: 'Health profession students'

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Schmidt, Lisa Frances. "Gender Roles, Socialization and Hierarchy in an Allied Health Profession: Radiography Students Constructs of Self and the Profession." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194664.

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Diagnostic medical imaging has typically been a feminized profession for decades, however, since the early 1990's, has increasingly attracted more men into the field, where now, the gender make up for diagnostic imaging is near parity. Medical imaging is a dynamic field comprised of ever evolving technology and sub-imaging fields, referred to as imaging modalities, including computed tomography, magnetic resonance imaging, mammography, cardiovascular imaging, and nuclear medicine, to name a few. Diagnostic imaging is now described as where the new "hot" jobs are located, and entrance into the field has continued to grow by more than 11 percent each year. This study is designed, through the interviewing of 39 men and women from two radiography programs located geographically 50 miles from one another, to explore the interest of men entering a feminized field characterized as a "high touch" profession, with occupational characteristics that consist of a broad mix of patient care/technology skills. While there is focus on men entering imaging, exploration of the interests of women entering this highly technical and physically challenging profession is a large part of this study, as radiography is feminized yet does not hold necessarily the occupational characteristics consistent with that of feminized fields. Additionally, this study is designed to determine what male and female perspectives are of the profession, as medical imaging has been characterized as consisting of "subordinates" who work under nurses, doctors and radiologists, occupational characteristics that do not typically attract men.

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Feilen, Sujung, Karolina Seminova, Elizabeth A. Hall-Lipsy, and Amy K. Kennedy. "Educating Health Profession Students About Health Disparities: a Systematic Review of Educational Programs." The University of Arizona, 2012. http://hdl.handle.net/10150/614484.

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Class of 2012 Abstract
Specific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.

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Feilen, Sujung, and Karolina Seminova. "Educating health profession students about health disparities: a systematic review of educational programs." The University of Arizona, 2012. http://hdl.handle.net/10150/623608.

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Class of 2012 Abstract
Specific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.

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Wilson, Natascha Monique. "Substance Use Among Female Graduate Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27934.

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This study examines data from a modified version of the Core Alcohol and Drug Survey to establish the frequency use of alcohol, tobacco, marijuana, and stimulants, which were the four variables used to denote substance use. This study also investigates the consequences experienced as a result of substance use among female graduate students (n = 266) in mental health majors, including Counseling Education (n=164) and Other Mental Health majors (n=102). Eight universities located in the southeastern region of the United States participated in the study. In addition to measuring substance use, the survey also provided a general description of the participants. The participants, who averaged 24.85 years in age, were 48.9% (n=130) Caucasian and 51.1% (n=136) African American. In terms of marital status, were 38.7% (n=103) the respondents single, 18.8% (n=50) in a committed relationship but not married, 28.2% (n=75) married, and 13.5% (n=36) married, but with an absentee spouse. A majority of the respondents (n=178) were employed in a full time capacity. An ensuing analysis of the data revealed generalized substance use among female graduate students in mental health majors, with alcohol being the most prevalently used substance among the four. Demographic variables found to be significant in these findings were ethnicity, age, major, marital status and living arrangements. When examining consequences experienced as a result of tobacco, alcohol, marijuana and stimulants use during the past year, the majority of participants did not experience any consequences; frequencies indicated small percentages of consequences experienced by graduate students and are reported herein. Implications for the profession and recommendations for future research are suggested.
Ph. D.

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Pardue, Karen. "Learning together : the impact of interprofessional education among first-year health profession students." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.

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Svensson, Martina. "Students perception of their own and each other’s profession." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24922.

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Interprofessional practice and teamwork are becoming more essential in health care. Increased collaboration gives the opportunity to enable patient centred health care with high quality of outcomes. If health professional students learn together they will be better prepared for interprofessional collaboration and teamwork, such initiative can be interprofessional education (IPE) at a clinical education ward (CEW). The aim of the study is to explore how students from medicine, nursing, physiotherapy and occupational therapy programs, perceive their own and each others` profession prior to a clinical placement at a CEW. This was a qualitative study using focus groups. 18 students participate in the study. Data were analyzed using thematic analysis and a thematic network was developed. A plethora of professional perceptions emerged as the highest order category. This was derived from four organizing themes; professional expectations, relationship to the patient, leadership and relationship across professions and from the respective basic themes: different areas of professional doing and explanation of professional images, being close, being distanced, being a coordinator and being a leader, collaboration and unclear boundaries. This perceptions are needed to discuss and reflect during the CEW and allowing the student, together rather than silos, to develop professional identities as well as the knowledge, skills and attitudes.

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Harris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.

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Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.

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Morgan, Trina J. "Minority College Students’ Attitudes and Beliefs Regarding the Profession of Dental Hygiene in Comparison to their Oral Health and Dental Knowledge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2564.

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The purpose of this study was to find out the attitudes and beliefs of minority college students enrolled at Missouri College in Brentwood, Missouri in reference to the dental hygiene profession. In particular, does their oral health and dental knowledge relate to their knowledge of profession of dental hygiene? One hundred and six students gave their consent to participate in the study via Survey Monkey. The study was conducted in May 2015 for a period of four weeks. Four statements were designed to gauge minority students’ knowledge of dental hygiene as a career. No differences were found based on gender, age, education and ethnicity. A difference was found based upon the respondent’s program of study. Further research is needed spread the word about dental hygiene programs and to explain the role of the dental hygienist.

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Wolfe, Kami Sommers. "A Cross Sectional Study Exploring Barriers to Recruitment of African American College Students Into the Genetic Counseling Profession." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1125685894.

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Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.

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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.

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Olsson, Ulrika. "Tandhygieniststuderande i Skåne -Varför väljs tandhygienistyrket och vilken längd på tandhygienistutbildning söks?" Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19770.

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Syftet med denna uppsats är att redogöra för varför tandhygienistyrket väljs och varför den två- eller treåriga utbildningen till tandhygienist söks?Uppsatsen ger en översikt hur tankegångarna tidigare har varit inför tandhygienist-utbildningens längd. Hösten 2010 ska den behörighetsutredning som regeringen tillsatt redovisa vad de kommit fram till om tandhygienistutbildningens längd. För att få svar på uppsatsens syfte har en enkät utlämnats till förstaårsstudenter på tandhygienistutbildningen i Kristianstad och Malmö. Resultaten från enkätundersökningen visar att endast hälften av tandhygieniststudenterna har utbildningen som sitt förstahandsval. Tandhygienistyrket väljs främst för att studenterna vill arbeta med människor men även för att de vill arbeta praktiskt och för att yrket har goda framtidsutsikter.Hälften av Malmöstudenterna valde Malmö just för att utbildningen där är tvåårig medan en tredjedel av Kristianstadstudenterna valde utbildningen för att den var treårig och de på så vis skulle få en bättre utbildning.
The purpose of this essay is to explain why the dental hygiene profession is chosen by dental hygiene students and why the two- or three-year program in dental hygiene is chosen. This essay provides an overview of previous ideas regarding the length of the dental hygiene education. A survey was made on first-year dental hygiene students at two universities in southern Sweden to find the answers to the purpose of this essay.The results from the survey shows that only half of the dental hygienist students put their education as the top choice when applying to university. The dental hygiene profession is chosen primarily because of the desire to work with people but also because they want to work with their hands and that the profession has good prospects.Half of the Malmo students chose Malmo just because the education is two years there while a third of the Kristianstad students chose the education there because it was three years and that they would have a better education therefore.

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Lockard, Frederick W. III. "Perceived Leadership Preparation in Counselor Education Doctoral Students who are Members of the American Counseling Association in CACREP-Accredited Programs: A Survey Examining the Next Generation of Leaders in the Profession." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1260893962.

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Hall, Justin A. "Empathy Levels in Health Professions Students." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1567593626920704.

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Prescott, Stephen Francis. "The nursing profession and graduate status in England : perspectives from student nurses and health professional educators." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/33732/.

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This study investigates all graduate entry to nursing in England, focusing on the perceptions and experiences of nursing students and health professional educators at one English university. It presents a history of nurse education, debates the cases for and against the move to an all graduate entry, and introduces a conceptual framework based on the influences on, and expected outcomes of, the undergraduate nursing student. The study adopts a single-embedded case study design. Data was collected between October 2012 and September 2014 using questionnaires and focus groups. Statistical analysis and thematic analysis (using the framework devised by Braun and Clarke, 2006) were undertaken on the quantitative and qualitative data respectively. The undergraduate student nurses reflected a positive attitude towards nursing, seeing a therapeutic relationship and the values underpinning ‘compassion in practice’ as fundamental to the role of Registered Nurse (RN). They also demonstrated motivations that reflected these principles and, to some extent, recognised them in themselves. The importance of developing and demonstrating graduate attributes was acknowledged, but these were not seen to be as significant as the fundamental principles of what it means to be a nurse. The majority of health professional educators supported the move to an all graduate entry to nursing, with nurse educators being more in favour that their Allied Health Professional colleagues. There was also clear recognition that the role of the RN had changed and that RNs needed graduate attributes in order to manage the complexities of twenty-first century healthcare. Participants in this study saw the move to all graduate entry as welcome and necessary, although this view was not universal. Reasons students gave for pursuing a career in nursing reflected those identified in earlier studies. The students’ experiences in clinical practice were affected by the standards of care they observed, the quality of mentorship and by issues related to ‘belongingness’. The study highlights and contributes to the on-going debate surrounding the development of nursing as a profession, confirming that the ideals of altruism have not been lost in the development of academic processes and identity.

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Iphofen, Ron. "Effective learning in health care professional education." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.

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Morse, Evan M. "Minority Student Perceptions of the Veterinary Profession: Factors Influencing Choices of Health Careers." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1232135567.

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Thesis (M.A.)--Cleveland State University, 2008.
Abstract. Title from PDF t.p. (viewed on Apr. 14, 2009). Includes bibliographical references (p. 82-86) and appendices. Available online via the OhioLINK ETD Center. Also available in print.

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Kerry, Matthew James. "Person and professional program determinants of health provider student attitudes toward inter-professional teamwork." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45745.

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Health provider student characteristics and professional program were evaluated as predictors of attitudes toward inter-professional (IP) teams. Sixteen months after completing a self-report battery of demographic and non-ability trait measures, participants completed a second survey (N = 213), assessing components of attitudes toward IP teams. Non-ability traits showed comparable within-program predictive validities for affective reactions toward IP behavior. Additionally, results indicated the incremental predictive validity of trait Dominance and Motivational Inter-professional Team Intelligence, over professional program, for IP attitudes and affective reactions toward IP behavior, respectively. The independent, relative, and joint roles of non-ability individual differences and professional program as determinants of IP training outcomes are discussed.

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Moorman, Mark Thomas. "Alcohol and Other Drugs: Attitudes and Use Among Graduate/Professional Students at a Health Science Center." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3226/.

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Alcohol and other drug use continue to be a major issue on college and university campuses. Few studies have examined alcohol and other drug related issues for a graduate or professional student population. This study examines attitudes, incidents, and consequences of alcohol and other drug use among students enrolled at an academic heath science center. This study incorporated a descriptive research design and utilized the CORE Alcohol and Drug Survey for the collection of data. The data were then analyzed using descriptive statistics and represented in tables as frequencies and percentages. The survey was mailed to all students enrolled in didactic course work at the University of North Texas Health Science Center (UNTHSC) during the fall 2001 semester. This included master's students in physician assistant studies, master's and doctoral students in the biomedical sciences, master's and doctoral students in public health, as well as first and second year medical students. Of the 565 students enrolled in didactic course work, 321 responded to the survey for a return rate of 56.8 %. Statistically significant findings are reported for students at UNTHSC in relation to perceptions of use, actual use, reasons for use, and consequences for use. Similar findings are shown relative to age, gender, marital status, ethnicity, and academic program. Additionally, the UNTHSC students reported statistically significant lower levels of alcohol and drug use, as well as consequences of use than the students represented in the CORE Institutes 2000 national data set. This study identifies the need to investigate alcohol and drug related attitudes, behaviors, and consequences among students studying for professions in health related fields. However, the findings are only relevant to UNTHSC and cannot be generalized to any other population. The study provides personnel at UNTHSC a guide for the development of prevention and intervention programs.

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Yang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.

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The majority of research on academic procrastination has been conducted among undergraduate students, and there is relatively little research investigating procrastination among doctoral students. PhD students are different from undergraduates: they might need a higher level of self-regulatory ability to conduct research. The aim of this thesis was to fill the research gap in the investigation of academic procrastination among PhD students in the UK. More specifically, the current investigation combined different perspectives to examine the extent to which PhD students procrastinate, explores the relationships between a variety of psychological variables, doctoral satisfaction and academic procrastination, and identifies the antecedents and influence of procrastination in relation to PhD students’ own experience. This thesis comprises three studies. Firstly, a cross-sectional study (N=285) was conducted in order to assess the relationship between doctoral satisfaction, Big Five personality traits, self-efficacy, self-esteem, anxiety, depression, and academic procrastination. In Study 2, a longitudinal research design was employed to examine the stability of the identified relationships over a 12-month period (N=79). The results indicated that doctoral satisfaction and depression had long-term influence on PhD students’ procrastinatory behaviour. In addition, conscientiousness was found to have an effect on academic procrastination only in the cross-sectional study, while openness was found to predict procrastination longitudinally. Moreover, doctoral satisfaction also had meditional effect on the relationship between personality traits, self-efficacy, anxiety, and procrastination. In Study 3, the antecedents and consequences of academic procrastination in terms of UK PhD students’ own perspectives were explored in twenty-one in-depth interviews. Data were thematically analysed and a description of the themes concerning antecedents, positive and negative consequences of procrastination, and coping strategies used to help reduce procrastination, is provided. The findings indicates that PhD students’ procrastination is a multifaceted phenomenon with cognitive, affective, and behavioul factors influencing its likelihood. Causes and effects of academic procrastination among PhD students are discussed on the basis of findings from the quantitative and qualitative studies, by considering individual differences, psychological state, and contextual factors in a new conceptual model of academic procrastination. The findings point to a range of possible procrastination-reduction interventions focused on doctoral satisfaction and psychological wellbeing. The strengths and limitations of this work are discussed.

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Dalton, Linda Louise. "Developing a protocol for campus health service professional nurses to manage students with mental distress." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1303.

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Professional nurses working at a campus health service have to cope with challenges such as staff shortages and budgetary constraints associated with working in a complex environment providing primary health care. The aim of primary health care includes promoting health, preventing disease and the early detection and treatment of illness. Mental health services form an integral part of the integrated primary health care package as implemented in the campus health service. Students attend the Campus Health Service for help related to their health. Health care is provided by professional nurses and counsellors through a comprehensive primary health care service which serves students as well as staff. Some students may state that they experience feelings of being stressed or depressed. Other students may complain of physical symptoms such as headache or upper backache. Upon further investigation emotional problems may be identified as the cause of the psychosomatic symptoms. The professional nurses working in the campus health service verbalised that it is sometimes difficult to identify a mental illness or mental distress as there is no effective assessment tool that they can use. Management of conditions is also problematic as there are no protocols indicating the therapeutic interventions that can be taken. The research question in this study was therefore: What information should be included in a protocol to assess and manage a student experiencing mental distress that can be used by professional nurses working in a Campus Health Service? The aim of this study is to develop a mental health care protocol for campus health service professional nurses to assess and manage university students who are experiencing mental distress. The research design of this study was qualitative, explorative, descriptive, explanatory and contextual. In this study the Delphi research technique was used to create an instrument to standardise mental health care in a campus health service. The Delphi technique is a series of sequential questionnaires or “rounds” interspersed with controlled feedback that seeks to gain the most reliable consensus of opinion of a group of experts. A questionnaire was developed based on an extensive literature review. The research population of this study consisted of two groups: professional nurses with knowledge of student health care needs and expert psychiatric nurses. The study was conducted at the Campus Health Service at a university in the Eastern Cape. The data collection and analysis was done utilising the Delphi technique. Trustworthiness was ensured by using the Lincoln and Guba Model utilising the criteria of credibility, applicability, dependability and conformability. In this study the ethical principles of beneficence, non-maleficence, justice and self determination were applied to ensure that participants are treated with respect and consideration and ensured high ethical standards. Informed consent was obtained from the participants in this study. The findings of this research were utilised to assist the researcher in developing a protocol for mental health care of students in campus health service settings.

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Christensen, Jeffrey Kyle. "Building a consensus on the professional dispositions of counseling students: A content analysis on counseling student retention policies." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618486.

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Kelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.

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Sergakis, Georgianna G. "Pre-professional allied health students' knowledge, attitudes, beliefs about aging and intentions to work with older adults." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164820005.

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Reed, Linda E. Newsom Ron. "Determining the relationship between motivation and academic outcomes among students in the health professions." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3624.

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Reed, Linda E. "Determining the Relationship Between Motivation and Academic Outcomes Among Students in the Health Professions." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3624/.

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Admissions processes for health professions programs result in students entering these programs academically homogeneous. Yet some students have great difficulty with the programs. Research has shown a limited ability of traditional academic indicators to predict successful outcomes for health professions education. The purpose of this study was to examine the relationship between learning motivation and academic outcomes for students in health professions programs. The Modified Archer Health Professions Motivation Scale (MAHPMS) and a demographic survey were administered at orientation to 131 medical and 29 physician assistant students at the University of North Texas Health Science Center in the fall of 2005. At the end of the semester, the same version of the MAHPMS was administered, and final course grades and semester averages were collected. Descriptive statistics were analyzed for all the study variables. Analysis of variance was utilized to examine within subjects and between subjects differences for the learning motivation scores among programs and demographic categories. Linear regression analyses were used to determine the relationship between learning motivation scores and end-of-semester grades. And finally, logistic regression was performed to explore the ability of the motivation scores to predict academically high-risk students. Approximately three-fourths of the students indicated a preference for mastery learning and an internal locus of control. For the PA students, alienation to learning and performance goal scores statistically related to semester grades, and alienation to learning scores predicted high-risk academic performance almost 90% of the time. For the medical students, mastery goal scores statistically related to semester grades, but no motivation score predicted high-risk performance. External locus of control scores predicted high-risk performance 81% of the time for the total group of students at the end of the semester. Students in this study exhibited learning motivation preferences similar to those of other health professions students reported in the literature. The findings of this study agreed with the literature on achievement motivation theory and raised questions regarding the effect of health professions curricula on student learning goals. Similar studies, measuring larger samples longitudinally need to be conducted in order to further validate or elucidate the results of this study.

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Khizanishvili, Anna. "Counseling international students : presenting concerns and implications for the college mental health professional /." Full-text of dissertation on the Internet (260.54 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/khizanax/khizanax_masters_04-16-2010_01.pdf.

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Jackson, Yvonne Jackson. "Health Science Adminstrators' Perception of Remediation with Students in the Professional Track Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2833.

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Remediation to improve student retention is rapidly becoming an important part of health science programs in higher education. A career college located in the midwestern United States implemented remediation for students to address declining enrollment health science professional-track programs. The purpose of this qualitative case study was to explore how remediation was carried out by college instructors and their perceptions of instructional best practices for students in health science programs in the context of current research. The conceptual framework that guided this study was based on constructivism and adult learning theory. Research questions focused on how instructors were carrying out the processes for remediation and explored their views of effective remediation practices. The sample of 11 participants included 4 program directors, 3 fieldwork coordinators, and 4 adjunct faculty members. Data were collected from individual interviews, classroom lab observations, and program documents. Data were open coded and analyzed for themes. Findings indicated that instructors who conducted remediation used instructional techniques that matched effective practices found in the current research literature, e.g. videos, case studies, patient simulation, mind-mapping, and mock practicals.- Based on the findings of best practices, recommendations were proposed for the development of a formal remediation plan for the health science programs to improve the success rate for student completion. This study may promote positive social change by standardizing the use of effective instructional techniques for remediation in the professional-track programs, thereby improving student retention and declining enrollment in the career college health science programs.

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Foley, Kathleen T. "Occupational therapy professional students. Level II Fieldwork experience is it broken? /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3283103.

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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3756. Adviser: Nancy Chism. Title from dissertation home page (viewed May 8, 2008).

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Lyles, Ayanna N. "Development of an instrument to assess how health education professional preparation programs prepare students to address health disparities /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594485181&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Clarke, Channine. "Occupational therapy students' experiences of role-emerging placements and their influence on professional practice." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/a61504f4-cecc-4d7b-8e09-879ab99a4161.

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Changes in health and social care present exciting opportunities for occupational therapists to expand their practice into innovative settings. To prepare graduates for these opportunities, placement experiences must reflect current trends in practice. Role-emerging placements are increasingly being used to help students develop the skills, knowledge and attributes needed to become the therapists of tomorrow. Whilst the literature on role-emerging placements is increasing, studies have tended to be general placement evaluations, with limited studies exploring students' experiences in detail. No studies have explored the influence of role-emerging placements on graduates' professional practice and identity. This study adopted a phenomenological design to gain a deeper understanding of how occupational therapy students experience and ascribe meaning to role-emerging placements and the ways in which such placements influence their professional practice and identity once qualified. In-depth initial interviews were carried out with five MSc pre-registration occupational therapy students within one month of having undertaken a role-emerging placement. Follow-up interviews were carried out six months after the students had graduated and gained employment. Interviews were audio taped, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Key findings reveal that the role-emerging placements acted as a strong catalyst for the students' ontological development. Through engaging in challenging and autonomous learning experiences, they developed deeper insights of who they were becoming as professionals. This led to a professional identity that was of their own making. Having to continually reflect on and verbalise the core essence and contribution of occupational therapy, students developed clarity of understanding about the uniqueness of the profession. This is an important finding in light of the historical difficulty occupational therapists have had articulating their unique role and professional identity. Once qualified, participants had mixed experiences concerning the extent to which they were able to sustain this identity and enact practice in a way that was meaningful to them. A significant finding was the difficulty that graduates experienced working in NHS settings where the nature of occupational therapy practice restricted their ability to work in a way that was congruent with the professional way of being that they had developed during their placement. Consideration therefore needs to be given to the nature of occupational therapy practice in traditional settings. Recommendation is made for role-emerging placements to be made compulsory for all occupational therapy students to assist them in their ontological development and prepare them more effectively for practice. Further research into the long-term influence of such placements, in particular on graduates' practice and identity, is required.

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Polaha, Jodi. "Start ‘Em Young: A Study of Interprofessional Education Outcomes in First-Year Health Professions Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6652.

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Tsai, Yu-Chia. "Tobacco use and cessation counseling in a population of health professions students in South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11116.

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Includes bibliographical references.
Tobacco is a leading risk factor for the global burden of disease in both developed and developing countries. The morbidity and mortality caused by tobacco can be prevented efficaciously and cost-effectively by active intervention from health professionals. In developing countries, a limited number of studies have explored tobacco usage and training in smoking cessation and prevention amongst health professions students. This pilot study evaluated: 1. tobacco use patterns; 2. knowledge, attitudes and beliefs towards tobacco use and tobacco control; 3. environmental tobacco smoke exposures; and 4. training in smoking cessation and prevention amongst health professions students in South Africa.

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Roth, Susan Elizabeth 1959. "LIKELINESS OF SEEKING PROFESSIONAL PSYCHOLOGICAL SERVICES." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277259.

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Groom, Amanda. "Correlates of Transfer-Student Persistence and Degree Completion in the College of Health Professions." Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/28150.

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Persistence and degree completion among transfer students are important concerns for colleges and universities. Transfer students may experience difficulties or barriers after transferring from one institution to another, preventing students from persisting and graduating. Additionally, health-profession programs often have selective admission requirements and competitive admission processes. Traditional transfer-student barriers and health-profession barriers can create a challenging atmosphere for undergraduate transfer students. The current study evaluates the relationships among transfer type, selective admission metrics, persistence, and degree completion. The results illustrate several bivariate relationships that indicate areas of concern. Directions for future research are discussed to further identify and resolve the root cause of these trends.

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Porter, Elizabeth Mary Joan. "How health visitors perceive/use their knowledge and skills in relation to teaching Project 2000 Nurse Students." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286752.

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Drew, Tara M. "Learning style, seat preference, and past profession| Predicting traditional osteopathic student achievement." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646840.

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The study was designed to examine the predictive relationship between the variables of seat preference, learning style, and past profession, and student achievement. A convenience sample of N = 248 traditional manual osteopathic students of two Canadian and one Swiss accredited English speaking part-time colleges was recruited for the quasi experimental predictive study. The participants were adult learners ranging in age from 20 – 69 years with 71% of the sample being female in accordance to the population demographic. The data collection included grade score, learning style as measured by the Learning Style Inventory (LSI 3.1), and a researcher designed survey, Demographic and Seat Preference Survey (DSPS), which gathered information on age, past profession, education, sensory deficits, and seat preferences of three seat diagrams. A multiple regression analysis was used to create the predictive equation. The variables seat preference, learning style, and past profession statistically predicted student achievement R² = .10, F(10, 217) = 2.33, p = .01, power .92. The specific variables action seat in the 10 X 5 seating plan b₁ _10X5AS = 2.91, t(217) = 2.51, p = .01, 95%CI[0.63, 5.20]; the professions of athletic therapy b₂ _AT = 4.60, t(217) = 2.77, p = .01, 95%CI[1.33, 7.86], Nurse/kinesiologist/occupational therapist b₂ _NR/KIN/OT = 4.10, t(217) = 2.54, p = .01, 95%CI[0.92, 7.27], and Other profession b₂ _OTHER = 3.48, t(217) = 2.26, p = .03, 95%CI[0.45, 6.52]; and the diverging learning style b₅_diverging = -3.03, t(217) = -2.13, p = .03, [-5.83, -0.23] contributed significantly to the prediction. In pair-wise comparisons there were significant (p < .05) differences in mean achievement scores between the professions of athletic therapists, nurse/kinesiologists/occupational therapists, and other professions, and medical doctor/osteopathic physician/dentist, and massage therapists; between students preferring the assimilating learning style and students preferring the diverging learning style; and between the 10 X 5 action seats and non-action seats. The findings of the study support the predictive nature of past professions, learning style, and action seat preference in an English-speaking accredited part-time traditional manual osteopathic program. Recommendations for continued data collection and investigating the variables of first language and campus location are made.

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Willhaus, Janet. "Measures of physiological and psychological stress in novice health professions students during a simulated patient emergency." Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587191.

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Learning to provide emergency care alone and with others in the clinical environment imposes unexplored stresses on novice caregivers. It is unclear whether this stress inhibits or promotes performance and learning. Many academic health professions programs incorporate simulation as a method for teaching patient care emergencies. This study employed a modified switching replications design to explore the relationships and differences between psychological, physiological, and performance measures in health professions students who participated in acutely stressful health care simulation scenarios. Twenty-seven volunteer participants recruited from nursing, medicine, pharmacy, physical therapy, occupational therapy and speech therapy were assigned to teams in either a simulation treatment or a control group. Teams participated in two simulations scenarios where a fallen patient required assistance. Subjects in the simulation treatment groups received a standardized training module called the First Five Minutes^® between simulation experiences. Mean heart rate, maximal mean heart rate, salivary alpha amylase levels, and salivary cortisol levels were compared at intervals before, during, and after each simulation scenario. Psychological stress was evaluated using the Stressor Appraisal Scale (SAS). Team performance during scenarios was scored by independent evaluators using an skills checklist adapted from a standardized commercially available training module, The First Five Minutes™. Performance scores improved in both groups during the second simulation. Mean performance scores of the simulation intervention teams (M = 14.1, SD = 1.43) were significantly higher (t = 4.54, p < .01) than the performance scores of the control teams ( M = 10.6, SD = .96). Psychological and physiological measures did not significantly predict performance. Psychological and physiological indicators were reactive to the simulations across time, but did not differ significantly between the control and simulation intervention groups. This investigation explored the multi-dimensional nature of stress (psychological and physiological) that health professions students experience while learning. Simulation intervention did significantly improve group performance, but did not mitigate individual participant stress. Future research should include study with teams of working professionals to determine whether performance and stress measures differ with experience and expertise.

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Heath, Amy Elizabeth. "Self-regulated Learning in Doctor of Physical Therapy Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216572.

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Educational Psychology
Ph.D.
There is a paucity of adult professional education literature, yet there are multiple theories and models from which to extrapolate information regarding learning in this population, including self-regulated learning theory and adult learning models. The first aim of this study was to explore these bodies of literature and provide a compelling argument for how these theories and models may be considered relative to each other. The second aim of this study was to provide empirical support for the theoretical framework within the professional education population, specifically for Doctor of Physical Therapy (DPT) students. Participants included 232 DPT students from a large, research-intensive university in the mid-Atlantic region. The Self-directed Learning Readiness Survey for Nursing Education (SDLRSNE) (Fisher, King, & Tague, 2001) was administered to five cohorts of students seven times throughout the duration of the DPT program. T-tests and ANOVAs were conducted to determine cohort differences. The data were collapsed across time in order to generate longitudinal growth curve models. Results revealed that the SDLRSNE is an internally consistent tool to utilize with DPT students and that the majority of DPT students were self-regulated learners. Results from the growth curve models indicated that self-regulated learning increased across time, was discontinuous within the DPT program, and that participation in clinical education experiences coincided with the change in slope of the model that best fit the data. Additionally, results indicated that the age of a student (traditional: age 19-24 versus nontraditional: age 25+) significantly predicted Desire For Learning subscale scores.
Temple University--Theses

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Blanco-Blanco, Ernesto V. "Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85691.

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Thesis (MPhil)-- Stellenbosch University, 2013.
Introduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.

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Thomas, Nakpangi. "The Experiences of Counseling Graduate Students Who Participated in Professional Legislative Advocacy Training." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805568.

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Legislative advocacy efforts are increasingly becoming part of a counselor’s professional identity, yet scholarly literature lacks studies about experiences of counseling students involved in legislative advocacy for the counseling profession. The purpose of this study was to gain an understanding of the meaning counseling students ascribe to their involvement in legislative advocacy for the counseling profession. Astin’s student involvement theory was the conceptual framework utilized to explore the lived experiences of counseling graduate students and recent graduates who participated in a 4-day long American Counseling Association Institute for Leadership Training on legislative advocacy and leadership or in professional legislative advocacy at the state level. Convenient and snowball sampling yielded 8 participants who engaged in semistructured interviews. Using interpretative phenomenological analysis, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding as well as NVivo software. Themes included awareness, faculty mentor, involvement, incorporating legislative advocacy into the curriculum, lack of confidence, student learning and personal development, legislative culture, motivation, student obstacles to professional legislative advocacy, and problems in working with other professions. Findings may be useful for counselor educators seeking to integrate professional legislative advocacy into the counseling curriculum. Implementing a professional legislative advocacy approach into the counseling curriculum might contribute to counselor students’ developing a propensity for leadership, advocacy, and professional legislative advocacy beyond graduation.

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Martin, Judith Margaret. "Learning together to work together : experiencies of pre-registration students from four health care professional groups." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289173.

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Forman, D. "Shared learning : monitoring the attitudinal changes of staff and students on undergraduate health care professional programmes." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/19656/.

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The aim of this investigation was to monitor attitudinal changes of staff and students participating in undergraduate professional programmes to the implementation of shared learning over a four-year period. The programmes being studied were the BSc. Occupational Therapy, BSc. Diagnostic Radiography and BSc. Therapeutic Radiography Honours degrees. Each validated programme contained some syllabus areas that were taught together i.e. were shared across the professions. Initially, after a review of the existing literature on this issue, a questionnaire was designed as a research tool to enable both qualitative and quantitative data to be collected and analysed. The quantitative sections of the questionnaire were checked for reliability throughout the four years and achieved positive Cronbach Alpha results ranging from .7083 to .8984 in the four main concepts under investigation, namely the Pitfalls, Benefits, Curriculum Aspects and Social Aspects of the shared programmes. Over the four year period a total of 418 student questionnaires were collected and analysed. In addition to the quantitative data collected, qualitative data were also collected from the questionnaire from extracts of the minutes of Course Committee and Examination Board meetings and from videos of tutorials and seminars. All of these were analysed. The results showed fluctuations in the attitudes of both staff and students to shared learning over the four year period, but all those who participated showed a net favourable change in attitude by the end of the research investigation.

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Nickerson, Kim J. (Kim Jung). "Mistrust Level and Attitudes Toward Seeking Professional Psychological Help." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500559/.

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This study explored the relationship between cultural mistrust level and attitudes toward seeking professional psychological help. It was hypothesized that Blacks with high levels of cultural mistrust, when compared to those with low levels, would show less favorable attitudes toward seeking formal help for psychological problems. Black students were administered the Cultural Mistrust Inventory, Help-Seeking Attitude Scale, Reid-Gundlach Social Service Satisfaction Scale, and Opinions About Mental Illness Scale. Using a 2 (gender) X 2 (mistrust level) MANCOVA, a main effect for the factor of mistrust level was found along with a mistrust level by gender interaction. Students with higher levels of cultural mistrust were found to hold less favorable attitudes toward seeking professional psychological help when compared to students with lower levels of cultural mistrust.

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Engelmann, Jeanine M. "Accuracy and Reliability of Peer Assessment of Clinical Skills and Professional Behaviors Among Undergraduate Athletic Training Students." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646221.

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Peer assessment is used by health care professionals as a way to share knowledge and evaluate the performance of colleagues. Peer assessment is used widely in medical education as a preparatory tool for students, but peer assessment research in athletic training education is lacking. Athletic trainers are healthcare providers with a similar skill-set to physicians, thus, athletic training education can benefit from the use of peer assessment. Athletic training educators need to research the use of peer assessment as an evaluation tool in order to better prepare students to practice as healthcare professionals. This study investigated the accuracy and reliability of undergraduate athletic training students in their ability to assess their peers. This quasi-experimental study used between-group and within-group designs to answer the research questions. Junior-level students, senior-level students, and their instructors were enrolled as participants. Each student group’s ratings of clinical skills and professional behaviors were compared to instructor ratings to measure accuracy, and each student group’s ratings were compared for reliability. Cohen’s kappa coefficient measured inter-rater agreement for all statistical analyses. Both groups of students were accurate raters (p < .05) of their peers on clinical skills, but only the senior-level students were accurate in rating professional behaviors. Both groups of students were reliable in rating their peers on about half of the clinical skills. The senior-level students were also reliable in evaluating professional behaviors, but the junior-level students were not. The data for this study showed high levels of observed agreement for most clinical skills, subscales and the professional behaviors, but some items had low Cohen’s kappa values, most likely due to a known paradox that occurs with the kappa statistic. As the first study in athletic training education to use undergraduate students, live data collection, and rating of professional behaviors, the findings were promising for future research. Future research needs to include training in peer assessment, use of repeated measures, and comparison of instructor scores in order to better understand peer assessment in this population. Additionally, there is a need to establish consistent, quality measures in peer assessment research, including those used in athletic training education.

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Schabort, Desire. "Students' perceptions of anatomy as expressed through drawings." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85780.

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Thesis (MPhil)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: Anatomy remains a foundational subject in the preclinical years of medical and other allied health sciences courses, with exceptionally large volumes of content, and a unique practical aspect: conducting cadaveric dissection and the use of pre-dissected cadaver specimens. The educational climate can be set by incorporating a suitable introduction to the subject, addressing academically and emotionally underprepared students before the formal commencement of the Anatomy curriculum. The literature does not mention what such an Introduction Module should entail. Quantitative means such as questionnaires have been used to evaluate the perceptions and the emotional and psychological influence of Anatomy. It is often assumed that through words meaning is conveyed, providing researchers with data that can be objectively interpreted. But questionnaires are rather pre-emptive of what students might say about what they experience, and the number of possible answers is restricted. The use of drawings might be an opportunity for the students to express their unmediated feelings; strong emotions could appear in the form of images instead of words, allowing students to experience rather than verbalize feelings especially with a limited vocabulary. Qualitative data analysis enables the researcher to get at complex layers of meaning, interprets human behaviour and experiences beyond the surface appearance, provides rich evidence of this behaviour and/or experiences and consequently builds theory inductively from the data source. The primary purpose of this study is to establish the feasibility of using drawings to explore how a diverse group of students from the University of Limpopo, Medunsa Campus, view Anatomy and what insights can be gained from these drawings to inform the Introduction Module. Students were asked to draw their perceptions of Anatomy after approximately 10 weeks of allocated contact time, which includes lectures as well as practical sessions. A total of 74% (134 out of 181) drawings were handed in. A matrix-type method of analysis based on existing literature was formulated to analyse the drawings. Three dimensions were identified for each of the drawings: “what” is illustrated, then “how” is the message conveyed or illustrated, and lastly, the “emotion” communicated through the drawing. The reliability was increased with two interpreters who analysed the drawings. Learning approaches, orientation on human life and death, the general emotional state of individuals influenced by Anatomy, their course of study, the influence of family and friends are some of the aspects that were depicted in the drawings. The rich data encountered through the drawings provided curriculum organisers with insights enabling them to implement necessary changes to the Introduction Module in order to improve student preparedness for what is to follow during the Anatomy curriculum. Further studies are recommended on how student drawings can be utilised to inform curricula and in other educational contexts.
AFRIKAANSE OPSOMMING: Anatomie bly 'n fundamentele vakgebied in die prekliniese jare van mediese en ander verwante gesondheidswetenskappe kursusse, met besonder groot volumes van die studieinhoud en 'n unieke praktiese aspek: die uitvoer van kadawer disseksie en die gebruik van voorafgedissekteerde kadawer monsters. Die opvoedkundige klimaat kan ingestel word deur 'n geskikte Inleiding Module tot die kurrikulum te voeg wat akademies en emosioneel swak voorbereide studente kan voorberei vir die formele Anatomie kurrikulum. Literatuur noem nie wat so 'n Inleiding Module moet behels nie. Kwantitatiewe praktyke soos vraelyste is voorheen gebruik om die persepsies en die emosionele en sielkundige invloed van Anatomie te evalueer. Dit word dikwels aanvaar dat deur woorde betekenis oorgedra word wat navorsers van data voorsien wat objektief vertolk kan word. Maar vraelyste is vooropgestel ten opsigte van dit wat studente mag ervaar, en die aantal moontlike antwoorde is beperk. Sterk emosies kan na vore kom in die vorm van beelde in plaas van woorde, wat studente in staat stel om te ervaar, eerder as om gevoelens te verwoord, veral met 'n beperkte woordeskat. Die gebruik van tekeninge is 'n geleentheid vir die student om hul onverdeelde gevoelens uit te druk. Kwalitatiewe data-ontleding stel die navorser in staat om komplekse lae van betekenis te interpreteer, menslike gedrag en ervarings buite die oppervlak te analiseer, bied voldoende bewyse van hierdie gedrag en ervarings en kan gevolglik teorie induktief uit die data bron bou. Die primêre doel van hierdie studie is om die lewensvatbaarheid van die gebruik van tekeninge te verken in hoe 'n diverse groep studente aan die Universiteit van Limpopo, Medunsa-kampus, Anatomie sien en watter insigte kan verkry word uit hierdie tekeninge om die temas wat in die Inleiding Module aangespreek moet word, vas te stel. Studente is gevra om hul persepsies van Anatomie uit te beeld na ongeveer tien weke se formele kontaktyd, wat lesings, sowel as praktiese sessies insluit. 'n Totaal van 74% (134 uit 181) tekeninge is ingehandig. 'n Matriks-tipe metode van analise gebaseer op bestaande literatuur is geformuleer om die tekeninge te ontleed. Drie dimensies is geïdentifiseer vir elk van die tekeninge: "wat" is geteken, dan "hoe" is die boodskap wat oorgedra word geïllustreer, en laastens die “emosie” gekommunikeer deur die tekening. Die betroubaarheid is verhoog met twee individue wat die tekeninge ontleed. Leerbenaderings, oriëntering op die menslike lewe en die dood, die algemene emosionele toestand van individue en hoe dit hul persepsies van Anatomie beinvloed, die studiekursus waarvoor hul ingeskryf is, die invloed van familie en vriende, is 'n paar aspekte wat in die tekeninge uitgebeeld is. Die ryk data teëgekom in die tekeninge kan kurrikulum organiseerders in staat te stel om die nodige veranderinge aan die Inleiding Module te implementeer ten einde die voorbereiding van studente te verbeter vir wat gaan volg tydens die Anatomy kurrikulum. Verdere studies word aanbeveel oor hoe student tekeninge gebruik kan word om leerplanne en in ander opvoedkundige kontekste in te lig.

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Marling, Janet L. Trepka. "Wellness in student affairs: An exploration of the profession and its practitioners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5262/.

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This mixed design study surveyed members of the National Association of Student Personnel Administrators (NASPA) to determine the baseline for wellness among student affairs administrators and within the profession. In addition to describing the wellness levels of the administrators and comparing them to the wellness of the general population, the study explored how wellness is represented within the student affairs profession, as reflected in the literature and practice. Student affairs administrators' wellness was assessed utilizing the Five Factor Wel Wellness Inventory (Myers & Sweeney, 2004). Collectively, the administrators posted "well" scores on the six factors utilized in the study and scored higher than the norms reported for the 5F-Wel general population. However, there was a broad range of actual scores across individuals indicating that not everyone can be considered to be maintaining a well-balanced lifestyle. The administrators' wellness was not affected by their length of time in the student affairs profession but was negatively associated with the number of hours they worked per week. The administrators possessed a holistic view of wellness and could articulate the behaviors and conditions associated with achieving, and failing to achieve, balance. However, reported engagement in certain wellness behaviors (e.g., physical activity and healthy eating) was not always reflected in the 5F-Wel scores. Additionally, the administrators noted a lack of focus on wellness issues in the student affairs literature, professional organizations, and most pointedly, in graduate preparation programs. The study creates a context for individual exploration of balance given the "norms" of the profession and instigates dialog focused on building healthy workplaces that facilitate positive role modeling experiences for students and staff. Recommendations for practitioners, graduate program faculty, and the profession aim to maximize personal wellness, create balanced professionals, and facilitate congruence between the student affairs profession's espoused values and wellness philosophy and the enculturation of professionals into this ideology.

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Twinn, Sheila Frances. "Change and conflict in health visiting practice : dilemmas in the assessment of professional competence in the education of student health visitors." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10006553/.

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Recent events in professional practice have highlighted the growing concern amongst professionals as to the extent to which the interpretation of professional knowledge reflects the changing characteristics of practice situations. Authors have attributed this crisis in confidence to the development of an epistemology of practice grounded in a model of technical rationality. This traditional model based on a process of instrumental problem solving, using scientific theory and techniques, has accentuated the gap between the theory of practice and the reality of the practice set t ing. A similar phenomenon is apparent in health visiting practice and raises a fundamental question in professional education: what is understood by competent practice. Although defining competence in practice has been the focus of much research, some critics now argue that the most important areas of professional practice lie beyond the conventional boundaries of professional competence. Indeed the understanding and appreciation of the concept of professional artistry is fundamental to the process of defining competence in practice. It is my belief that this concept plays a major role in the level of competence displayed by practitioners. The empirical work therefore was designed to examine a fundamental issue in professional education: the relationship between the interpretation of professional practice and the process of assessing competence in practice. The multistage mixed research design used to analyse and explore the different interpretations of professional knowledge and adopted paradigms of practice not only demonstrates the current emphasis on an epistemology of practice grounded in a model of technical rationality but also the lack of a theoretical framework for the process of assessing competence in practice. Indeed the findings demonstrate the need to develop a conceptual framework for practice which not only acknowledges the essential role of the concept of professional artistry in the interpretation of professional practice but also facilitates the development of an epistemology of practice grounded in reflection-in-action. It is these findings which highlight the critical role of the Fieldwork Teacher in facilitating these processes.

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Colvey, Misty. "An assessment of preferred learning styles of undergraduate health, physical education, and sport sciences professional program students." Thesis, Arkansas State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555343.

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Purpose: The purpose of this study was to evaluate relationships among learning styles, overall GPA, and major in undergraduate students enrolled in professional programs in the department of Health, Physical Education, and Sport Sciences. Methods: This study compared the learning styles of the students to their overall GPA, using the Computerized Assessment Program- Styles of Learning (CAPSOL©) Form B and self-reported GPA. Results: Participants consisted of 231 Health, Physical Education, and Sport Sciences undergraduate students. Correlation was found between preferred learning styles and actual overall GPA, major and actual overall GPA, and self-reported GPA and actual overall GPA. Conclusion: Health, Physical Education, and Sport Sciences undergraduate students resulted in preferred learning styles of individual, sequential, and bodily kinesthetic.

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Wordsworth, Stephen. "A career in the allied health professions : borrowing from Bourdieu to navigate student choice, class and policy." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/7665/.

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This study is an exploration of student education and training choice-making in the Allied Health Professions (AHPs). Rejecting the dominant and ‘official’ government discourse, educational choice-making in the AHPs is constructed as a form of social practice, derived from individual agency, but also the effects of institutional and social structures. Engaging with the work of Pierre Bourdieu, in particular the application of his conceptual tools of habitus, capital and field, I have ‘borrowed’ from his unique methodological approach to engage a number of inter-related stages of exploration in a specific and unique case. At the macro level, I conduct a critical discourse analysis of a relevant policy text. This is followed by a meso-level examination of field-specific capital, as the basis for determining the position of each programme within the AHP education and training field. Finally, a micro-level analysis, using both questionnaire and semi-structured interview data is used to identify and explore how students’ personal stories reveal the way that the habitus guides and shapes individual accounts and experiences of choice-making within Watson et al.’s (2009) diagrammatic construction of a social field. Choice-making in the AHP education and training field was found to be a complex mix of institutional structures, processes and individual position-taking. In this milieu, economic and political motives underpinning a revised policy discourse do not necessarily support greater democratisation of participation. The effect of capital revealed the possibility for distinction, hierarchy and status as a reflection of the position of each programme and the value placed upon them. Finally, the habitus, rather than generating static replies, was found to be capable of multiple and contingent responses. Along with other structural influences, social class, despite the emergence of its own fluidity, was nevertheless a major factor in shaping experiences and practical responses to AHP choice-making.

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Mencini, Samantha J. "Student Perceptions of Faculty's Social Presence in Online Health Science Courses." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1459636587.

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Dissertations / Theses on the topic 'Health profession students'

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