Dissertations / Theses: 'Health professional education'

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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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Gallagher, Ann. "Healthcare virtues and professional education." Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.

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This thesis emerged from a long-standing interest in healthcare ethics and professional education and is the result of conceptual and literature-based research. It began with: a nagging doubt about the possibility of teaching professional ethics; with an interest in the gap between what is known and what is done; with an awareness that the A grade ethics student is not necessarily the exemplary nurse or doctor in practice; and with an idea that virtue ethics might be the answer. Two central and related issues are addressed: (1) ethical values and perspectives which are necessary components of healthcare ethics and (2) the implications of, and strategies for, promoting these ethical values and perspectives in the education of health professionals. Changes within healthcare and in society urge an ongoing consideration and reevaluation of ethical values in healthcare and professional education. Contemporary approaches to health professional ethics have, for the most part, focused on duty, consequences, principles and, more recently, on rights. Such obligation-based approaches are primarily concerned with action and the cognitive realm with too little regard for the emotions and character. It will be argued that virtue ethics, which focuses on the character of the professional, goes some way towards correcting the rationalist and externalist bias of predominant approaches to healthcare ethics. A wide array of ethical values, have been described and discussed as characterising healthcare ethics. One of the most well-known perspectives is that of Beauchamp and Childress (2001) who elucidate four biomedical ethical values, what they call principles, of autonomy, beneficence, non-maleficence and justice. Beauchamp and Childress identify but elaborate little on the virtue correlates of these principles: respectfulness, benevolence, non-malevolence and justice. In this thesis, the virtue of respectfulness will be developed. It will be argued that respectfulness and selfrespectfulness are necessary healthcare values. Respectfulness is considered both initself and as respect-for: in relation to dignity and autonomy. Respectfulness also goes some way to reinforcing and encompassing other values: if the dignity and autonomy of people are respected they will be benefited rather than harmed and they will be treated fairly. Whilst self-respectfulness and respectfulness are necessary health professional virtues, they are not sufficient. Two further necessary virtues will be discussed in relation to the health professions: courage and practical wisdom. The more holistic approach to ethics proposed in this thesis requires attention to: technical-rational ('hard, high ground') and professional artistry ('swampy lowlands') perspectives on healthcare; to 'whole person' and common human experience perspectives; to rationality and the emotions; to action or conduct and character; to obligations and virtues; and to empirical and theoretical ethics. These aspects should be considered in professional education. It is argued that the development of ethical competence is the overall purpose of professional ethics education. The model of ethical competence proposed comprises: ethical knowing; ethical seeing; ethical reflection; ethical doing; and ethical being A draft curriculum is suggested regarding how ethical competeiice might be promoted.

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McHenry, Kristen L. "Allied Health Inter-professional Exploration & Education Experiences." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2544.

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Yam, Frances F. K. Cheng. "Evaluation of a taught professional diploma in health education." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493644.

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An increasing trend in risk-taking behaviour by Hong Kong youth has caused great concern amongst educators. Although health education in schools would improve the situation, teachers in Hong Kong have not traditionally received the appropriate training. Thus, an in-service professional diploma programme was developed. This study aimed to explore the effectiveness of a part-time in-service diploma programme that trained teachers to empower adolescents to lead healthy lifestyle.

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Pack, Robert P., M. Kiviniemi, and S. Mackenzie. "Liberal Education and Professional Education Approaches to Undergraduate Training in Public Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1336.

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Frequently, educational approaches are considered as a dichotomy – liberal versus professional. However, perpetuating this dichotomy may not best serve students or the workforce. We are at the forefront of an educational movement and it is critical that we think intentionally about who we are training our students to be and how do we best do it. Baccalaureate public health education is occurring in a range of locations including community colleges, traditional liberal arts schools, and schools of public health. Faculty and staff have a diverse range of training and experience in educational frameworks, In addition, this educational movement is occurring at a time when the disciplinary boundaries of public health are expanding and becoming less defined.

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Ward, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.

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Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.

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Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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Adedipe, Adebimpe O. "Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543.

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Galper, Carol Quillman. "Evidence of professional values in a rural medical education program: Implications for medical education leaders." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279943.

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Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.

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Epps, Susan Bramlett. "Professional Development." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.

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Moore, Robin Fay. "Continual Professional Learning of Experienced Ontarian physical educators: The ways they learn and what influences their participation in professional learning." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28601.

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This study incorporated the perspectives of twelve experienced physical education (PE) teachers to better understand the ways they learn, and what influences their choices regarding professional learning. By providing a Canadian perspective on a topic that has primarily been researched in the UK, this study addresses a current gap in the experienced PE teacher learning literature (Armour & Yelling, 2007; O'Sullivan, 2006). Using Illeris' (2007) workplace learning theory, the study provides a holistic understanding of teacher professional learning by equally acknowledging the individual and the environment. The data collected from three focus groups and twelve individual interviews indicated that the PE teachers learned in a variety of formal, nonformal and informal ways (Coombs, 1974). Moreover, the individual and the work environment influenced each teacher's professional learning. Finally, the participants continually engaged in informal learning to augment their formal and nonformal learning opportunities and they credited professional learning with helping them to develop as effective teachers.

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Ellery, Jane. "Delivering Continuing Education in Health Education using Self-Directed ComputerMediated Instruction: Moving from Intention to Action." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1361.

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Using advanced technologies can help increase the availability of educational offerings; however, the steps taken in this direction must be appropriate for the target population and the specific content taught. As such, understanding factors that lead to health educators' intentions and behavior related to computer-mediated instruction for continuing education is an important step in developing and marketing appropriate computer-mediated instruction programs (Hoffman & Novak, 1994). Using the theory of planned behavior (Ajzen, 1988) this study explored the relationships between health educators' perceived behavioral control, attitudes, and subjective norms related to computer-mediated continuing education programs and their intentions to use, and previous experience with, computer-mediated education. Employing a cross sectional survey design, data were collected from 504 members of the Society for Public Health Education (SOPHE) (40% response rate) using an online survey instrument. Logistic regression was used to investigate the associations between attitudes, subjective norm, perceived behavioral control, and intention related to using computer-mediated continuing education programs and a proxy measure representing their computer-mediated continuing education behavior. Perceived behavioral control and attitudes were found to have significant associations with computer-mediated continuing education behavior, with intention partially mediating the association with perceived behavioral control and fully mediating the association with attitudes. When studying a subset of the group composed of respondents with a positive intention toward computer-mediated continuing education programs, respondent characteristics and barriers identified as distinguishing between individuals with positive and negative behaviors included perceived behavioral control, presence of a license or certification, a lack of programs, a lack of relevant topics for programs, and a lack of technical support for programs. These results suggest that for health education and health promotion professionals to engage in computer-mediated continuing education programs, more programs, especially ones that address topics relevant to their current functioning, need to be created and made readily available. Also, ensuring that appropriate technical support is available to assist participants, and informing potential participants of the availability of this technical assistance, may encourage more health educators and health promotion professionals to follow through on their intentions to participate in computer-mediated programs.

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Moore, Eric T. "PHYSICAL EDUCATOR PERCEPTIONS OF PROFESSIONAL DEVELOPMENT: A PHENOMENOLOGICAL STUDY." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/41.

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The objective of this study was to explore the perceptions physical educators had of a phenomenon: professional development (PD). Specifically, the study sought to understand the following question: how do physical educators perceive PD? Said in the spirit of phenomenological research, this study aimed to explore the lived experience of PD from the perspective of elementary physical education teachers. Subsequent research questions included: (a) How do physical educators perceive PD in relation to their physical education program’s role in public health?; (b) What perceptions, including potential barriers and facilitators, do physical educators have of PD?; and (c) In what ways do physical educators use PD to improve upon both teaching practices and student learning? Participants included ten elementary physical education teachers employed in the same county in the Southeast United States. A lengthy, open-ended interview between the researcher and all ten participants was the only source of data. Data were analyzed using a phenomenological approach, more specifically Hycner’s phenomenological five-step data explication process. The data explication process revealed four common themes as well as a variety of sub-themes across all participants. The four themes were analyzed to gain a true understanding of the lived experiences of physical educators’ PD. Those themes were: (a) PD for Professional Growth – A search for meaning; (b) Accessibility, (c) I Matter!, and (d) Relationships. Overall the study highlights the integral and often-personal role PD has in the lives of the study’s participants. The insights from this study may inform education policy makers, school districts, school administrators, and designers of educator PD to improve the overall PD experience of practicing educators.

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Thomas, Jeanne. "Nurse Preceptor Self-Efficacy| Best Practices for Professional Development." Thesis, University of Hartford, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669397.

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Nurses assume preceptor responsibilities in addition to usual nursing duties and most have minimal pedagogical preparation for the role. However, preceptors influence the competence of new staff through their instruction. The development of self-efficacy is vital to patient outcomes and safety. Using Bandura's (1997) framework of self-efficacy, ten proficient preceptors participated in an action research study that included individual interviews and focus groups related to the research question: What do proficient nurse preceptors report about the development of their preceptor self-efficacy for the purpose of recommending ongoing professional development and best practices within a hospital setting?

Preceptors identified thirteen best practices for ongoing professional development within their hospital. These practices include areas of Instruction, Preceptor Support and Professionalism. The largest number of findings were within Instruction. Preceptors are the first teachers of new hires within hospitals. Effective instruction was predicated upon the existence of role support and inculcation of professionalism within the preceptor culture.

Recommendations for practice include adoption of these best practices into ongoing professional development curricula. A monthly preceptor forum, to facilitate preceptor networking and sharing, is recommended. Future research might examine teaching strategies utilized by preceptors and the timing of these strategies when engaged in precepting. A comparative study using a self-efficacy tool for assessment could be conducted to ascertain whether the preceptor forum was building self-efficacy among the preceptors in comparison to another non-participating group of preceptors.

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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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Bowley, Claire, Stephanie Short, and Ann-Mason Furmage. "Allied health education for disability rights: A Case study from the University of Sydney's Faculty of Health Sciences." Thesis, Discipline of Occupational Therapy, 2016. http://hdl.handle.net/2123/14323.

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Introduction: Persons with disabilities are vulnerable to rights violations when accessing healthcare. As allied health professionals play a significant role in the care of persons with disabilities, it is important that allied health professional competencies and education recognise the rights of persons with disabilities. However, a preliminary literature review indicated that the incorporation of disability rights within allied health professional competencies and education has not been researched. The University of Sydney's Faculty of health Sciences offers health professional education to six allied health disciplines: Occupational Therapy, Rehabilitation Counselling, Speech Pathology, Physiotherapy, Diagnostic Radiography and Exercise Physiology. Aim: This study aimed to investigate the nature and extent to which the competencies and education of thee six allied health professions focus on disability rights, and to explore the supports, barriers and recommendation for the future incorporation of human right within allied health professional education. Method: This study used a mixed method design involving quantitative keyword searches and qualitative content analyses of competency documents, education documents and transcripts of interviews conducted with co-ordinators of disability rights subjects. The United Nations Convention on the Rights of Persons with Disabilities (2006) was used as a theoretical framework during data analysis. Results: An allied health continuum emerged from the results, suggesting the extent to which the professions focus on disability rights varies. Occupational Therapy, Rehabilitation Counselling and Speech Pathology had the strongest human rights focus. Conversely disability rights were no recognised by Physiotherapy, Diagnostic Radiography or exercise Physiology education. Interviews attributed this phenomenon to a biomedical rather than a rights-based approach to disability. Conclusion: There is considerable scope for allied health professions to strengthen human eights-based education through ethical codes, competencies, and accreditation and registration requirements, with the aim of reducing rights violations experienced by persons with disabilities when accessing allied health care.

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Lowe, Wendy. "Health and 'I' : an analysis of curricular phenomena in health professional education through the focus of critical pedagogy /." Murdoch University Digital Theses Program, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100513.114004.

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Rowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.

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Romani-Ruby, Christine. "The use of distance education for continued professional education by physical therapists in the state of Pennsylvania." Thesis, Indiana University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666748.

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Physical therapists are licensed in all 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. The State Board of Physical Therapy within each state regulates licensure and the majority of the states mandate continuing professional education (CPE) as a requirement for renewal. In Pennsylvania, the practice act was amended on July 4, 2008 requiring physical therapists to complete 30 hours of CPE during each biennial renewal period. This new act became effective December 22, 2012 with the first cycle beginning on January 1, 2013.

Many physical therapists express challenges in acquiring CPE indicating barriers such as stress with caseload size, travel to courses from rural locations, time restraints and commitments to family and work. Distance education (DE), defined as the application of communications and electronic devices that enable students to receive instruction from a distant location, may offer flexibility in CPE for physical therapists.

This study investigated the use and adoption of DE to meet continuing education requirements by physical therapists using an adapted survey. Email invitations with an anonymous link to the survey were sent to 2047 Pennsylvania physical therapists and a total of 361 completed online surveys were attained.

57% of the subjects reported incorporating some form of DE into their 30 required CPE hours over the last 24 months. On average, 12.25 of the 30 required CPE hours were completed through DE. The most frequent type of DE used by the subjects was Internet/World Wide Web, followed closely by print. When evaluating the innovation-decision process, subjects considered course content, quality and applicability of the information first, and time away from work or home last. The most commonly used provider of DE is a national professional organization. Those subjects that report using distance education confirm that their distance education experience was positive and believe that their CE experience will be positive in the future.

Using Rogers's method to determine rate of adoption, it appears that Pennsylvania physical therapists are already adopting DE. The results of this study indicate that, DE has good relative advantage, good compatibility, good observability and no evidence of complexity.

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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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Zana, Tonny. "Competencies needed to prepare intermediate life support (ils) paramedics in Gauteng to manage traumatic stress in the work environment." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31338.

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This qualitative study explored the effects of trauma as well as coping mechanisms used to deal with post-traumatic stress experienced by ILS paramedics providing emergency care services in the Gauteng Province, South Africa. It also looked at the competencies needed to cope with traumatic stress and promote biopsychosocial well-being. It is argued that it is important to look at this subject from a South African perspective since most of the published research on the sources and effects of trauma on paramedics and other frontline emergency services personnel experience comes from developed countries. It was discovered that there is minimal empirical research from South Africa on similar topics, except for a study in the Cape Town metropole. In addition to that, most published research relied on quantitative data collection methods. Through qualitative case study research this thesis draws on observations and relevant data gathered by way of semi-structured face to face interviews with eleven operational Intermediate Life Support (ILS) paramedics who work in the Gauteng province. Data is gathered on the sources of stress and coping mechanisms currently used by the paramedics. The gathered data was analysed using thematic analysis. The results show that the sources of stress for paramedics include attending gruesome scenes, extreme pressure to save lives and attending a scene where a child or a colleague is involved. It was also observed that the paramedics have a set of coping strategies to manage post-traumatic stress which are both positive and negative coping strategies. In addition to interviews with ILS paramedics from whom data is gathered on their education and training, the results in this thesis gathered insight from a panel of six experts who were engaged through a focus group discussion. These experts have demonstrable expertise in curriculum development, trauma counselling and training. The panel recommended that the training of the paramedics must be more realistic such that the paramedics are better equipped to deal with the challenges they may encounter in the work environment. It was also revealed that those who train paramedics are not well equipped to deliver the health and wellness module. It can be concluded that some paramedics are not well equipped to deal with traumatic events they encounter in the field. The researcher recommends that the health and wellness module be delivered by people who are specifically trained to deal with mental health issues. Insights gathered in this study will help the paramedics, those they help and their families.

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Barton, Alison L. "Professional Workshops on Instructional Methods." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3434.

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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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com, wendyduggie@btinternet, and Wendy Anne Lowe. "Health and 'I': An analysis of curricular phenomena in health professional education through the focus of critical pedagogy." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100513.114004.

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The education of health professionals is based on a series of discourses of professionalism that privilege notions of control and choice (Riggs, 2004a; Titchen and Higgs, 2001). These discourses are expressed through both explicit and implicit curricula, which encourage the enactment of a particular construction of the 'self' of both health professionals and clients or patients. This thesis adopts a feminist poststructural analysis of relations of power to explore some of the effects of the enactment of these curricula, drawing on three case studies of education in rural health settings and interviews with 17 health workers. The results indicate that the enactment of these curricula seems to produce a particular sense of self for health workers one that is bound up with notions of control and choice, and one that may require struggle on an inner level with the self-regulation and self-policing (O'Grady, 2005) required to fit this norm. The struggle for female health workers to link the abstract theorizing with the actualities of their lives (Williams, 2002) seems to produce a paradoxical type of relationship with themselves and their clients. On one hand there is a discourse of conformity, compliance and obedience, which suggests more of a slippage of self while at the same time the expert-novice relationship characterizing the health professionals‟ interaction with clients emphasizes autonomy, control and empowerment of self. Further, while health workers see themselves as having high levels of internal locus of control this is in direct contrast to the helplessness and powerlessness they experience at work, and revealed through the research. The curriculum reform taking place within all health professional education at the moment emphasizes evidence-based practice and scientific content, and thus reinforces the dominant norm of the neo-liberal individual capable of self-regulation and self-policing. This research suggests the limitations of this approach, given the practices of power that continue to disadvantage women in general and patients in particular in relation to their health and the institution.

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Evans, David Thomas. "Sexual health matters! : learning for life : mapping client need and professional sexual health education for nurses in England." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/8071/.

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Sexual health matters! This motif underpins the entire thesis. With survey responses from university educators and focus group encounters with clinical professionals undertaking the UK-wide Sexual Health Skills course, the study explores ways in which specific discourses pertaining to sexual health and illness inform the need for, and provision of, professional education for nurses in England. Through using a Foucauldian ‘lens’ and a novel process called crystallisation in sexualities and gender epistemologies (S&GE), it was possible to shed new light on some old problems hindering nurse education. The methodologies facilitated a discursive engagement between the power / knowledge of sexual health sciences (scientia sexualis), the orthodox ‘regimes of truth’, and various silenced voices. The silenced voices pertain to wider, socially and clinically ‘invisibilised’, needs of clients or patients in relation to the provision of nurse education. Set against the backdrop of England's first ever Government strategies on teenage pregnancy, sexual health and HIV, statistics on narrow definitions of sexual ill-health are still considered the worst in western Europe. Nurses acknowledge these poor facts, and witness to additional neglect related to sexual well-being in the wider, holistic, domains of a person's life, health and relationships. Respondents recount a lack of formal sexual health education in pre- and post qualifying curricula, including incidents of critical, experiential, ‘on the job’, learning which are capped and thwarted by clinical and educational staff who are unable and / or unwilling to explore the full learning potential through reflection and analysis of practice. Respondents acknowledge how their professional education frequently ill-equips them to deal with requirements in practice as well as newer, public health, demands on their roles to increase preventative education and effective health promotion. This thesis gives them a voice in expressing such concerns. The outcome of this work has led to the conceptualisation of a model of ‘learning for life’ across a curricular triptych for professional education which supports client care. Panels of this triptych relate to the foundational or holistic dimensions of sexual health matters; ancillary aspects secondary to other health conditions, and finally, the specifics, those formally defined in epidemiology and strategies of sexual ill-health and associated stigmas. Whether someone qualified twenty-five years ago or within the last three months, the quality and quantity of formal sexual health learning across the curricular triptych model remains negligible and incommensurate with clinical demands on professional nursing care.

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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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Lowe, Wendy Anne. "Health and 'I': an analysis of curricular phenomena in health professional education through the focus of critical pedagogy." Thesis, Lowe, Wendy Anne (2010) Health and 'I': an analysis of curricular phenomena in health professional education through the focus of critical pedagogy. PhD thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/1760/.

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The education of health professionals is based on a series of discourses of professionalism that privilege notions of control and choice (Riggs, 2004a; Titchen and Higgs, 2001). These discourses are expressed through both explicit and implicit curricula, which encourage the enactment of a particular construction of the 'self' of both health professionals and clients or patients. This thesis adopts a feminist poststructural analysis of relations of power to explore some of the effects of the enactment of these curricula, drawing on three case studies of education in rural health settings and interviews with 17 health workers. The results indicate that the enactment of these curricula seems to produce a particular sense of self for health workers – one that is bound up with notions of control and choice, and one that may require struggle on an inner level with the self-regulation and self-policing (O'Grady, 2005) required to fit this norm. The struggle for female health workers to link the abstract theorizing with the actualities of their lives (Williams, 2002) seems to produce a paradoxical type of relationship with themselves and their clients. On one hand there is a discourse of conformity, compliance and obedience, which suggests more of a slippage of self while at the same time the expert-novice relationship characterizing the health professionals‟ interaction with clients emphasizes autonomy, control and empowerment of self. Further, while health workers see themselves as having high levels of internal locus of control this is in direct contrast to the helplessness and powerlessness they experience at work, and revealed through the research. The curriculum reform taking place within all health professional education at the moment emphasizes evidence-based practice and scientific content, and thus reinforces the dominant norm of the neo-liberal individual capable of self-regulation and self-policing. This research suggests the limitations of this approach, given the practices of power that continue to disadvantage women in general and patients in particular in relation to their health and the institution.

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Lowe, Wendy Anne. "Health and 'I': an analysis of curricular phenomena in health professional education through the focus of critical pedagogy." Lowe, Wendy Anne (2010) Health and 'I': an analysis of curricular phenomena in health professional education through the focus of critical pedagogy. PhD thesis, Murdoch University, 2010. http://researchrepository.murdoch.edu.au/1760/.

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The education of health professionals is based on a series of discourses of professionalism that privilege notions of control and choice (Riggs, 2004a; Titchen and Higgs, 2001). These discourses are expressed through both explicit and implicit curricula, which encourage the enactment of a particular construction of the 'self' of both health professionals and clients or patients. This thesis adopts a feminist poststructural analysis of relations of power to explore some of the effects of the enactment of these curricula, drawing on three case studies of education in rural health settings and interviews with 17 health workers. The results indicate that the enactment of these curricula seems to produce a particular sense of self for health workers – one that is bound up with notions of control and choice, and one that may require struggle on an inner level with the self-regulation and self-policing (O'Grady, 2005) required to fit this norm. The struggle for female health workers to link the abstract theorizing with the actualities of their lives (Williams, 2002) seems to produce a paradoxical type of relationship with themselves and their clients. On one hand there is a discourse of conformity, compliance and obedience, which suggests more of a slippage of self while at the same time the expert-novice relationship characterizing the health professionals‟ interaction with clients emphasizes autonomy, control and empowerment of self. Further, while health workers see themselves as having high levels of internal locus of control this is in direct contrast to the helplessness and powerlessness they experience at work, and revealed through the research. The curriculum reform taking place within all health professional education at the moment emphasizes evidence-based practice and scientific content, and thus reinforces the dominant norm of the neo-liberal individual capable of self-regulation and self-policing. This research suggests the limitations of this approach, given the practices of power that continue to disadvantage women in general and patients in particular in relation to their health and the institution.

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Chazovachii, Julian. "The health workers’ uptake of continuing professional education in selected Provincial Hospitals in Zimbabwe." University of Western Cape, 2019. http://hdl.handle.net/11394/7638.

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Master of Public Health - MPH
Health institutions in Zimbabwe often cannot fulfill their health care mandate due to lack of specialist health workers in different fields. Despite the effort by the Ministry in providing CPE opportunities, there is poor uptake of CPE by health workers in various provincial hospitals in Zimbabwe. This has resulted in severe staff shortages, particularly doctors (and more specifically specialists), as well as nurses and allied health workers.

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Stanley, Karen Christine. "Health professional educators’ experiences of interprofessional socialisation within higher education: An interpretative phenomenological study." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/117.

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This interpretative phenomenological study explored health professional educators’ understanding and experiences of inter-professional socialisation within higher education in Perth, WA. The analysis of one-to-one interviews comprised of 26 HPEs’ from various health related disciplines across 5 universities within WA. Qualitative content analysis led to the development of five themes. A newly developed Health Educators Inter-Professional Socialisation framework is proposed along with socialisation strategies that could positively influence IP collaboration between educators within higher education.

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Bock, Sheila Marie. "“A Little Sugar”: Interactions between Professional and Lay Understandings in Diabetes Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290538130.

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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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Antunes-Alves, Sara. "Our place in the mental health world: An exploration of counsellors' professional identity." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28489.

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This study employed a variation of grounded theory method to investigate how seasoned counsellors in a midsized Canadian city experienced their counsellor professional identity. Six master's-level counsellors were interviewed using a semi-structured interview protocol to develop an understanding of how they define themselves as professionals, as well as how they view the counselling profession overall. Twenty-five themes emerged, which were further classified into five categories: (a) key influences on counsellor professional identity, which included seven themes; (b) counsellors' professional image, which included seven themes; (c) counsellors' roles and practices, which included six themes; (d) counsellor education and training, which included three themes; and (e) critical events of counsellor professional identity, which included two themes. Encouraging counsellors and counsellor trainees to reflect upon their professional identity and how it develops could foster a stronger professional identity among counsellors and ultimately promote a stronger and more unified image of the profession. Keywords: counselling, professional identity, counsellor education

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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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Kelley, Patricia Kelley. "The Impact of Maternity Healthcare Employees Professional Development on Pregnant Teen Health." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3615.

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Knowledge gaps exist related to the care and education of pregnant teens. This project study addressed the problem of an inadequate amount of professional development (PD) and training for healthcare professionals (HCPs) caring for pregnant teens at a maternity clinic in the Southeastern United States. Unless HCPs are appropriately trained, the ability to meet the needs of pregnant teens is deficient and negative health outcomes for these patients are likely to be exacerbated. The humanistic learning theory was used in this phenomenological exploratory study to explore perception of 9 HCPs who had the responsibility for patient teaching, clinical care, and were full time employees at a maternity clinic. The research questions focused on the perceptions of the HCPs regarding their experiences of PD as it relates to the care of pregnant and parenting teens, strengths and weaknesses of their current PD, and how their PD could impact the health outcomes of pregnant and parenting teens. The themes developed from the interview data revealed a need for an expansion of HCP knowledge and skills to improve the healthcare of pregnant and parenting teens, as well as challenges associated with the current PD plan. The resulting project consisted of a 3-day workshop to increase the HCPs' proficiency and efficacy in caring for pregnant and parenting teens. Evaluation of the project will be through formative and summative assessment. The project contributes to positive social change at the local clinic by reinforcing the HCPs' skills in in educating, caring for, and supporting the teen parent population.

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Clements, Andrea D., G. Marion, C. Blankenship, and C. Burkitt. "Education 2000: Improving Technology and Professional Development--A Five-County Consortium." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/7319.

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Abramoff, Benjamin A. "Measuring Attitudes Toward Interprofessional Education and Views of Health Professionals in Pre-Licensure Students Taking an Interdisciplinary Health Education Course." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367415484.

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Markle, Elizabeth J. Markle. "Exploring Health Literacy in Inter-Professional Clinical Simulation: A Pilot Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512117309053876.

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Hartz, Wayne Edward. "21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108.

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Lyde, Adrian R. "Advocacy acts of communication to elected officials among members of selected professional health education associations /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1564033901&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008.
"Department of Health Education and Recreation." Keywords: Health education associations, Professional associations, Health education, Advocacy, Communication, Elected officials, Public policy Includes bibliographical references (p.193-208). Also available online.

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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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Stewart, Warrick Tremayne. "Authentic Leadership as a Model for Reducing Licensed Mental Health Professional Leader Burnout." Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680284.

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A considerable deficit of Licensed Mental Health Professionals (LMHPs) is expected in the United States because of the rapid professional burnout and turnover. Research has related various leadership styles to job satisfaction, organizational commitment, and retention. This study focused on authentic leadership theory and the relationship between authentic leadership and burnout. The researcher conducted a causal-comparative study with a convenience sample of 116 licensed mental health professionals to assess the relationship between authentic leadership and LMHP leader burnout in an attempt to identify a solution to the systemic burnout and turnover problems in community mental health centers. The results indicated that authentic leadership was a statistically significant predictor of all three subscales of the MBI. The multiple linear regression analysis indicated that the subcomponents of authentic leadership had a relationship with the three subscales of the MBI. The transparency sub-component of authentic leadership was particularly important because it was a statistically significant predictor of the emotional exhaustion subscale, while the balanced processing and self-awareness subcomponents were also statistically significant predictors of the depersonalization subscale. The moral sub-component of authentic leadership was a statistically significant predictor of the personal accomplishment subscale, which makes this study useful for development of leadership trainings designed to promote work environments that are able to minimize burnout and turnover in LMHPs.

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Uwa, Anthony O. "Evaluation of programs for the preparation of professional health educators in selected Nigerian universities /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10732299.

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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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Jackson, Glenda Joy. "Professional development in HIV prevention education for teachers using flexible learning and tutor support." Curtin University of Technology, School of Public Health, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15246.

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HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide from AIDS are yet to peak. Although HIV notifications and AIDS deaths in the total Australian population have decreased', there has been an increase in rates in the Australian Indigenous population. There is also some evidence of complacency in HIV prevention vigilance in Australia which indicates a need for continued focus on prevention programs. The knowledge levels, attitudes toward HIV risk, and risk-taking behaviours of young Australians place them at risk of exposure to HIV. Appropriate prevention programs can be delivered to these vulnerable young people through the school setting. Programs delivered in schools have been shown to have a positive effect and teachers are vital to the delivery of these education programs. Without appropriate training, however, teachers may not optimise the outcomes of these programs. While it would be desirable for teachers to be trained in HIV prevention education in pre-service training this has not been the case in Western Australia (WA). When there is not an opportunity for pre-service training, professional development programs can be implemented to provide additional training required by teachers. Traditionally this professional development has been provided through workshops. These face-to-face delivery methods, however, do not always adequately serve the needs of all teachers, and in particular the needs of teachers in rural and remote areas. In an attempt to address the needs of these teachers, alternate methods of professional development delivery may be appropriate. The aim of this study was to test an alternate method of delivery.
The study designed, disseminated and evaluated the implementation of a flexible learning professional development program for teachers of HIV education. The program was based on print-based distance learning, supported by a video and tutors. Five objectives were developed for the study. These objectives were: Objective One - To determine factors associated with teachers' enrolment in the Protect Yourself Program (PYP). Objective Two - To determine the association between factors related to entry characteristics, social integration, external attribution, academic integration and incompatibility and amount of PYP completed. Objective Three - To determine the association between amount of PYP completed and factors related to the teaching of HIV lessons. Objective Four - To examine the context in which intervention and comparison group teachers were operating for this study. Objective Five - To evaluate the process of teacher recruitment to PYP, satisfaction with the flexible learning methodology, satisfaction with the PYP materials and completion of PYP. A comprehensive theoretical framework was constructed to guide the development of the empirical study and the professional development program, as little evidence was found in the literature of similar empirically evaluated studies. This framework incorporated: Adult Learning Theory; the Model of Student Progress; the PRECEDEPROCEED Model; the Health Promoting Schools Framework; Diffusion of Innovation and the Communication Behaviour Change Model. The study was conducted in two parts. Firstly, an exploratory study was conducted which provided a basis upon which to implement the second, larger empirical study.
A quasi-experimental study design was implemented due to restrictions placed upon the study by the WA Department of Health, the funding agency. The study sample was made up of teachers from government and independent, primary and second schools in WA. In total, 126 teachers were recruited to the intervention group and enrolled in the professional development program, and 128 to the comparison group, who completed some of the evaluation instruments, but did not participate in a professional development program. The professional development intervention program incorporated four comprehensive work modules, which were delivered in print form. A video and tutorial support supplemented the print materials. To evaluate the professional development program, seven instruments were developed. From these instruments five categories of variables were created, namely demographic, contextual, teacher characteristics, process and dependent. These variables were developed as single item variables, scales or indices. Quantitative data were analysed using the Statistical Package for the Social Sciences and a combination of univariate, bivariate, and multivariate techniques (logistic regression and analysis of covariance) were conducted. Qualitative data were analysed for themes. A binary logistic regression was conducted to evaluate Objective One: to determine factors associated with teachers’ enrolment in PYP. The analysis identified four factors which were associated with enrolment in PYP.
The teachers most likely to enrol in PYP had no pre-service training in health education and did not consider themselves to be a specialist or coordinator of health education. The majority of program participants had been teaching health education for between three and seven years and displayed a high level of acceptance of the flexible learning methodology. Objective Two: to determine the association between factors related to entry characteristics, social integration, external attribution, academic integration and incompatibility and amount of PYP completed was evaluated using a nominal logistic regression analysis with the intervention group sample only. Completion of the PYP program by participants was related to circumstances which were often beyond the control of the program, such as events occurring in a teacher’s personal life. However, teachers who showed a preference for flexible learning were found to be more successful in completing the program. The effects of PYP were measured by Objective Three: to determine the association between amount of PYP completed and factors related to the teaching of HIV lessons. Three of the six factors considered by this objective returned a significant association with program dose. Teacher perceived access to HIV education resources was found to be positively related to the dose of materials a participant completed.
Participants who completed a high dose of the program considered HIV resources to be relatively easier to access than participants completing a low dose. Teachers who completed a high dose of PYP reported being more comfortable to teach HIV lessons than teachers completing a mid dose. In addition, intervention group teachers showed a significant change in comfort with their ability to teach HIV lessons and specified HIV topics to Years 8, 9, and 10 classes and intervention group teachers of Year 8 students thought the HIV topics were less important for this level of students. The final variable to show a significant change over time when dose of the program was considered was teacher sexual conservativeness. Both high and mid dose participants reported being less sexually conservative than low or no dose participants from pre to midtest. The context of the teachers participating in the PYP study was investigated through Objective Four: to examine the context in which intervention and Comparison group teachers were operating for this study. Two factors were found to be associated with gender, six with school location and eleven with level of teaching. These associations provided important contextual information for interpreting the findings of the study. Objective Five evaluated the process of teacher recruitment to PYP, satisfaction with the flexible learning methodology, satisfaction with the PYP materials and completion of PYP. The recruitment strategies implemented for PYP were effective in having teachers from government and independent schools in WA recruited to PYP.
However, more than 90% of the intervention group were from government schools. Schools encouraged more than one teacher from a school to enrol, with nine primary schools, four district high schools, one community high school, one secondary college, four senior high schools and one combined independent primary and high school enrolling more than one teacher in the program. The flexible learning methodology was reported to be suitable for the needs of teachers who enrolled in PYP, as they felt comfortable with the learning methodology and appreciated the opportunity to choose when and where they completed the program. The opportunity for face-to-face contact, however, was still preferred by some teachers. The materials within the program were considered to be appropriate and useful. The writing style and activities were well received and the efforts of the tutors were welcomed by the majority of the intervention group. One third of teachers who enrolled in PYP completed at least some of the materials, but less than 10% completed the entire program. The most frequent suggestions made for increasing program completion rates were to set dates for completion of the program modules and to allow time release to complete the program. At baseline, this research showed that teachers considered it important for their students to have access to HIV education, but many of these teachers did not feel comfortable providing HIV education for their students.
As positive effects were observed in the PYP program of impact of program dose on factors affecting the implementation of HIV education, it would appear that flexible learning professional development was a suitable alternative to face-to-face professional development. Teachers' acceptance of flexible learning professional development as an alternate methodology, however, appears to be in its infancy and will require more empirical research. Future research, study design improvements and intervention design improvements can be informed by the following recommendations. Future research Recommendation 1: There be more rigorous investigation of flexible learning as a methodology for provision of professional development for teachers of health education. Recommendation 2: The status of claiming credit for professional development toward postgraduate qualifications for teachers continue to be investigated. Recommendation 3 : Further research be undertaken to evaluate available technologies and their acceptance by teachers as a delivery method for flexible learning professional development. Study design improvements Recommendation 4: design limitations of the PYP study. Future research be designed to overcome the study Intervention design improvements Recommendation 5: The findings of the PYP study and suggestions made by PYP participants be used to improve future health education professional development programs.

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Axiak, Sally. "The impact of a Continuing Professional Education degree programme in Mental Health Nursing : a phenomenological study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21625/.

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Ortiz, Jennifer A. "New graduate nurses' experiences of what accounts for their lack of professional confidence during their first year of practice." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670392.

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Professional confidence is an essential trait for new graduate nurses to possess in order to provide safe and effective patient care in today's complex hospital setting. However, many new graduate nurses are entering the workforce with a lack of professional confidence and it was unclear why this is so. The purpose of this basic qualitative study was to find out and understand how new graduate nurses accounted for their lack of professional confidence during their first year of practice in the hospital setting. The primary research question asked about new graduate nurses' experiences during their first year of practice related to the development of professional confidence in the hospital setting. Two sub-questions were used to address circumstances that hindered and promoted the development of professional confidence. Data collection involved two individual, semi-structured, audio recorded interviews which were transcribed verbatim. Each transcript was analyzed through a manual content analysis approach and ultimately, seven themes emerged which answered the research questions. Findings confirmed that seven themes related to a lack of professional confidence in new graduate nurses' experiences: (a) "communication is huge," (b) "making mistakes," (c) "disconnect between school and practice," (d) " independence," (e) "relationship building," (f) "positive feedback is important," and (g) "gaining experience." These findings revealed that new graduate nurses lacked professional confidence upon entry into practice which had implications for both undergraduate nursing education programs and workplace support for new graduate nurses in the hospital setting. Undergraduate nursing education programs may have a duty to improve strategies that prepare graduates for entry into professional practice. Nurse leaders in practice, specifically, nurse managers and preceptors must be mindful of the fact that new graduate nurses are entering the workforce with a lack of professional confidence and that it is in their power to promote the development of professional confidence during the first year of practice.

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Bosman, Theresa Margaret. "Factors influencing occupational health nurses’ functions and professional development within selected organisations in the Western Cape." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2261.

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Thesis (MTech (Nursing))--Cape Peninsula University of Technology.
Occupational Health Nursing (OHN) is a specialised field of nursing that deals with exposure risks, prevention of disease and disability in the workplace. These nurses work in isolation and are dependent upon regulations to ensure compliance. Although there is very good legislation, there are no quality-control systems in place to ensure that standards of care have been met, or that companies are compliant. They also report to managers who do not have any medical background. This raises a concern, as managers, due to their lack of field-specific knowledge, will not be able to ensure quality of work rendered or adherence to compliance. The lack of insight into the functions and responsibilities of the OHNP poses frustrations when requests for training and attending meetings are made by the Occupational Health Nurses. The purpose of this study is to investigate factors that influence the functions and professional development of Occupational Health Nurses. A mixed-method, descriptive design was used. The target population was an entire group of OHNPs, working in the Western Cape only. Four managers from the private and public sector were also selected to participate in this study. Two data-collection tools were utilised. One was a questionnaire that was distributed to the Occupational Health Nurses and subsequent, telephonic interviews were scheduled with the nurses’ direct line managers. The process was initiated after ethical approval was obtained from the Ethics Committee at Cape Peninsula University of Technology. The quantitative data was analysed using The Statistical Package for the Social Sciences (SPSS) (V 23). The qualitative data was transcribed by an independent transcriber and descriptive coding was done, after which thematic content analysis was applied. Managers’ responses confirmed the view of 50% of the Occupational Health Nursing Practitioners (OHNPs) - that they did not understand the functions of the OHNPs. Although the majority of OHNPs work alone, they do not have a locum or an administrator to assist with administrative duties. The majority of OHNPs attend regular development programmes. The respondents indicated that a Continuous Professional Development (CPD) System should be implemented by the South African Nursing Council (SANC)
South African Society of Occupational Health Nurses

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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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Grieve, Susan M. "Cognitive Load Theory Principles Applied to Simulation Instructional Design for Novice Health Professional Learners." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_pt_stuetd/78.

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While the body of evidence supporting the use of simulation-based learning in the education of health professionals is growing, howor why simulation-based learning works is not yet understood. There is a clear need for evidence, grounded in contemporary educational theory, to clarify the features of simulation instructional design that optimize learning outcomes and efficiency in health care professional students. Cognitive Load Theory (CLT) is a theoretical framework focused on a learner’s working memory capacity. One principle of CLT is example based learning. While this principle has been applied in both traditional classroom and laboratory settings, and has shown positive performance and learning outcomes, example based learning has not yet been applied to the simulation setting. This study had two main objectives: to explore if the example-based learning principle could successfully be applied to the simulation learning environment, and to establish response process validation evidence for a tool designed to measure types of cognitive load. Fifty-eight novice students from nursing, podiatric medicine, physician assistant, physical and occupational therapy programs participated in a blinded randomized control study. The dependent variable was the simulation brief. Participants were randomly assigned to either a traditional brief or a facilitated tutored problem brief. Performance outcomes were measured with verbal communications skill presented in the Introduction, Situation, Background, Assessment, Recommendation (I-SBAR) format. Response process evidence was collected from cognitive interviews of 11 students. Results indicate participation in a tutored problem brief led to statistically significant differences at t(52)=-3.259, p=.002 in verbal communication performance compared to students who participated in a traditional brief. Effect size for this comparison was d=(6.06-4.61)/1.63 = .89 (95% CI 0.32-1.44). Response process evidence demonstrated that additional factors unique to the simulationlearning environment should be accounted for when measuring cognitive load in simulation based learning (SBL). This study suggests that example based learning principles can be successfully applied to SBL and result in positive performance outcomes for health professions students. Additionally, measures of cognitive load do not appear to capture all contribution toload imposed by the simulation environment.

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Dissertations / Theses on the topic 'Health professional education'

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