Dissertations / Theses on the topic 'Medical students Australia Psychology'
To see the other types of publications on this topic, follow the link: Medical students Australia Psychology.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Medical students Australia Psychology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Guiffre, Aubree M. "Preparing medical students to counsel for smoking cessation." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10792.
Full textAbstract:
Thesis (Ph. D.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains ix, 154 p. Includes abstract. Includes bibliographical references (p. 112-128).
2
簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.
Full text
3
Ferreira, Joana Sofia Costa. "Understanding empathy in medical and psychology undergraduate students: a comparative study." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62294.
Full text
4
Ferreira, Joana Sofia Costa. "Understanding empathy in medical and psychology undergraduate students: a comparative study." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62294.
Full text
5
Eisenbrandt, Lydia L., Jill D. Stinson, and Carrie C. LeMay. "Mental Health Training for Medical Students: Implications for Integrated Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7945.
Full text
6
Ramsay, Lourina. "Investigating third year medical students' racial and mental health attitudes." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/18513/.
Full textAbstract:
Objective: To develop a current understanding of the differences in how physicians communicate with Black and Minority Ethnic (BME) patients in comparison to non-BME patients. Methods: Systematic searches of electronic databases and references lists were performed. Data from the included studies were extracted in line with the review’s aims, and the studies’ quality was assessed using a standardised criteria. Results: Sixteen studies were included. The results indicated that physicians communicated differently with BME patients compared to non-BME patients as a consequence of patients’ race. Physicians were found to show less participative and affective behaviours towards BME patients and black patients received more information giving behaviours than other ethnicities. Additionally, BME patients displayed less conversational behaviours in comparison to non-BME patients. Studies have also begun to relate other culture related variables to communication but their relationship was less established. Conclusion: While physicians’ communication behaviours varied across patients’ race, there still continues to remain a gap in relation to the literature base being able to sufficiently explain, (a) how race exerts its effect on physician communication and (b) what other variables can account for the differences in physicians’ communication. This gap may reflect the complexity of communication and the measures used. The review firstly reinforces the need for a diverse workforce and the necessity to incorporate affective dimensions of communication in physicians’ cultural communication training, and secondly, calls for future research to expand explanations beyond patients’ race.
7
Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.
Full textAbstract:
This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
8
Wyne, Monica A. A. "Stress inoculation training, type A behaviour, and irrational beliefs in medical, dental, and graduate students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31225.
Full textAbstract:
This study examined the effects of a stress inoculation training program on self-reported Type A behaviour pattern (TABP) and irrational beliefs in a sample of female medical, dental, and graduate students. Thirteen female medical students from the first, second, and third years of medical school, one female dental student from the first year of dental school, and 16 female graduate student volunteers were assigned to a 6-week stress inoculation group (SI; n = 14) or a 4-hour brief treatment group (BT; n = 16) in a repeated measures (pre, post, 11-week follow-up) quasi-experimental design. Participants completed the Rational Behavior Inventory, the Irrational Beliefs Test, the Type A Irrational Beliefs Test, and the Framingham Type A Scale (modified) in order to assess treatment effects. Price's (1982) cognitive social learning model proposes that TABP is elicited and maintained, in part, by specific beliefs and the fears and anxieties that they engender. Following this model, it was hypothesized that self-reported TABP, irrational beliefs, and Type A irrational beliefs would significantly decrease, and rational behaviour, or general rational thinking, would significantly increase, from pre- to post-test and these changes would be maintained at 11-week follow-up in the SI group, compared with the BT group. Repeated measures MANOVAs with pre-planned contrasts indicated that SI was effective in significantly reducing TABP from pre-to post-test. Both SI and BT were effective in significantly decreasing irrational beliefs and Type A irrational beliefs, as well as significantly increasing rational behaviour, or general rational thinking, from pre to post-test. These changes were maintained at follow-up and provide further insight into the relationship between TABP and irrational beliefs. This study provides partial support for Price's model and implicates the use of stress inoculation training in the treatment of TABP in female medical, dental, and graduate students. Implications of these findings and suggestions for future research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
9
Netolicky, Cecilia. "Improving provision for disaffected students: Toward a new educational model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1448.
Full textAbstract:
The purpose of this study is to develop and review strategies and policies to drive retentive teaching-learning environments for disaffected students, modifying their modus operandi sufficiently for them to qualify and retain a tertiary place or position in the workforce, or sustain a return to mainstream schooling. I employed action research methods to examine Strike Four. an educational model servicing students with severe social and/ or emotional difficulties and behavioural disorders. I tested the Strike Four model during an intensive study period on two programs. Part 1 of the thesis comprises three Chapters. An introduction to the issue of the marginalisation and exclusion of troublesome students in mainstream education is presented in Chapter 1. The review of associated literature, which follows in Chapter 2, examines: early attitudes to crime and deviant behaviour; some modem sociological and psychological attempts to diagnose, categorise, or "cure" deviance; school-based behaviour modification •strategies; and various Australian states' attempts to service disaffected students with education. The theoretical framework presented in Chapter 3 includes the rationale for my choice of qualitative methods, discussion and selection of an action research model, and the position taken on the issues of anonymity and authenticity. Part 2 of the thesis, "The Study", comprises four chapters, and a concluding chapter. A grounded autobiography that clarifies my personal position, whilst demonstrating how my modus operandi was transformed through personal critical moments, is offered in Chapter 4. This provides a base from which to consider the potential for personal critical moments, texts, and mentors to transform an individual's ideology and modus operandi. The educational theory and ideological underpinnings held to underlie the Strike Four model are presented in Chapter 5. Chapter 6 comprises a critical examination of the evolution of Strike Four policy, in particular:, how and if the educational theory and ideological underpinnings claimed to underlie the model are apparent in model policy. Chapter 7 deals with three program strategies: harnessing golden teaching moments; using curriculum as a tool to shape behaviour; and the use of positive contracting to encourage behaviour self-management skills in troublesome students. In this chapter I critically examine how and if policy and ideology is reflected in practice on the programs, and if the various policies, and the three key strategies, are proving successful in modifying the modus operandi of the young people sufficiently to facilitate their functioning in mainstream society. An end piece to the fieldwork is included to fill in "gaps" resulting from the reporting of selected case studies. Chapter 8 includes the findings and recommendations for future research. The model's success in modifying students' modus operandi is demonstrated through the individual case studies and tables. Almost 100% of the students (on entry classified severely alienated) maintained their placement in work, technical college, or mainstream schooling for the three month post support period.
10
Gorman, Katherine Lindsey. "Expectancies as a Predictor of Prescription Stimulant Use Among Medical Students." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1553274909011823.
Full text
11
Beaumont, Nerida. "The relative importance of barriers to cervical cancer screening in older women : A review of 140 women and their pap smear providers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1218.
Full textAbstract:
Cervical cancer remains a significant cause of death in women. There is a notable age related decrease in levels of screening and women aged over 50 years with later, more invasive disease. One hundred and forty women aged between 50 and 69 years (M "'58.21 years) and 23 Pap smear providers completed a Cervical Cancer Screening Questionnaire designed to identify the relative importance of barriers to attendance for cervical screening, as well as providers own barriers and issues. Responsibility for health, familiarity with, and ratings of the usefulness of Pap smears were the major dimensions along which regular and non-regular attenders differed supporting the hypothesis. Additionally, women who had regular Pap smears were younger, with higher levels of confidence in their provider, in the ability of the test to detect cervical cancer and in their overall value for the usefulness of the test. The application of the findings of the present study may improve the currently inconsistent promotion of cervical screening to older women. The use of a theoretical framework informed by the Theory of Reasoned Action and Multi-Attribute Utility Theory showed promising results in incorporating the diverse factors involved in participating. in preventative health screening. Recommendations are made on the necessity of both targeted and general intervention strategies to increase the uptake of preventative screening by at-risk groups.
12
Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.
Full textAbstract:
The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
13
Mikulsky, Jacqueline. "“In or ‘Out?’”: An examination of the effects of school climate on same-sex attracted students in Australia." University of Sydney, 2007. http://hdl.handle.net/2123/1969.
Full textAbstract:
Doctor of PhilosophyResearch has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.
14
Higgins, Heather Marie. "Empathy training and stress : their role in medical students' responses to emotional patients." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30612.
Full textAbstract:
This study investigated the effects of empathy training on medical students' responses to emotionally intense situations. It also explored the interaction between empathy and stress. Thirteen volunteers from a second-year medical class completed the study which utilized a two-factor crossover design. In the first of three testing situations, each subject participated in a 15-minute videotaped interview with an actor who portrayed an angry, fearful, or grieving patient. Each medical student then completed measures of empathic understanding and perceived stress regarding the encounter, as well as scales of coping and hardiness. Each simulated patient rated the medical student's level of empathic understanding. Two raters, blind to the experimental design, analyzed the tapes and rated the medical students' degree of communicated empathy. Subjects were then randomly assigned to one of two groups: training with follow-up, or control with delayed training. The first group received four 3-hour weekly sessions in empathy training while the second group served as a wait-list control. All subjects then participated in a second taped interview and completed all measures again. The subjects in group two received the training while the first group received no further treatment. All subjects were tested a third time which concluded the experimental procedure. The principal statistical analyses comprised a series of 2 x 2 ANOVAS tested at the .05 level of significance. Results revealed that, following the training, subjects learned to interact in a more empathic manner; effect sizes ranged from 1.08 to 18.32. Also, subjects' stress levels regarding the emotionally intense encounters were reduced; the effect size was -1.95. As hypothesized, these changes in empathy and stress were not observed for the wait-list control group, while training effects were maintained for subjects in the follow-up group. Changes in hardiness and coping were not statistically significant. An outline is presented which illustrates the mediating function of empathic responding in stressful interactions. Also addressed are implications for empathy training in medical education and for communication in the physician-patient relationship.Graduate and Postdoctoral Studies
Graduate
15
Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
Full textAbstract:
Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
16
Cloutier, Renee M. "Social Anxiety and Non-Medical Prescription Stimulant Use Among College Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849701/.
Full textAbstract:
Current evidence suggests that non-medical prescription stimulant (NMPS) use is on the rise, particularly among college students. Identifying individuals at risk for regular and problematic use is a critical step towards the development of effective intervention efforts. A growing body of work has noted that individuals with elevated levels of social anxiety (SA) or social anxiety disorder are at an enhanced risk for developing substance use problems, including NMPS use disorder. Despite the relevance of SA and NMPS use among college students, no studies have attempted to examine subclinical SA or the relation between SA and NMPS use among college students specifically. Thus, the present study sought to extend this area by testing the relation of SA symptoms and NMPS use frequency among college students. A large online study of college students was conducted (N=1604) to identify 252 NMPS users (18-25 years; 68.3% female). A hierarchical linear regression was used to test the moderation of positive prescription stimulant expectancies on SA symptoms in predicting past year NMPS use frequency. A subsample of 15 participants was also brought into the lab to assess subjective (State Anxiety) and physiological (salivary cortisol) responding to a social stressor task. Overall, the current study did not provide evidence that SA, via retrospective self-report or real-time responding was related to past year NMPS use frequency. Additional research is needed to resolve the discrepancies between the present findings and prior work.
17
Johnson, Steve Armenta. "Stress, coping and adjustment in single and married medical school students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1268.
Full text
18
Lawson, Elizabeth J. "Adolescent coping styles and response to stress: A study of the relationship between the preferred coping styles of female senior high school students and their levels of anxiety and self-confidence when facing a major academic stressor." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1154.
Full textAbstract:
A growing body of research indicates the importance of coping strategies when an individual responds to environmental demands. Community concern about the maladaptive responses of some adolescents, limited research with this age group, and the development of a new Australian measure of adolescent coping provided the impetus for this study. The study was conducted with 141 female students in their final year of High School. They completed the Adolescent Coping Scale (ACS) in March, and measures of anxiety and self-confidence in November, just before major external examinations. Behavioural rating scales were completed by parents and teachers. The adolescent group reported frequent use of coping strategies which research indicates are likely to be effective, and relatively little use of ineffective strategies. When facing a severe academic stressor, they were self-confident but reported very high levels of anxiety, which was cognitive rather than somatic in focus. The few students whose ACS scores showed relatively high use of ineffective and low use of effective coping strategies were identified as "At risk". When compared with a contrasting sub-group, the "At-risk" students were significantly more anxious and less self-confident. There was no evidence that parents or teachers were aware of the adolescents' high levels of anxiety. The findings provide support for the predictive validity of the ACS, and have implications for helping adolescents cope with stress and developmental demands. Further research directions are suggested.
19
Otis, Kevin H. "Metacognition : a valuable aid to understanding for medical students in problem-based learning." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/2596/.
Full textAbstract:
This study involved the first year medical students at the University of Glasgow and was designed to instil the students with metacognition. The students were briefly introduced to the concepts of context specificity, rote memorisation, and the variation in leaning styles. They were then given instruction in concept mapping stressing the metacognitive comfort of chunking and linking information. Emphasis was placed on thoughtful reflection and the integration of various disciplines. The students were told that the quality and effectiveness of their concept maps could not be assessed by anyone else. Following their normal process the students, in small groups, read the patient scenario, listed the main issues on the board and discussed each in turn. When the discussion was completed six to eight questions were generated based on gaps in knowledge highlighted during the discussion. The students individually sought answers to the questions posed. Before returning to their group for a final discussion of the questions the test subjects were asked to: put away all notes and texts, reread the scenario, using the 3-part NCR form provided construct a concept map indicating how you understand the problem, tear off bottom page of the form. The students were then instructed to take out notes and texts and make any corrections or additions desired, then tear off the bottom page of their form. The two concept maps were turned in at the beginning of the next PBL session. The students retained the top sheet of the 3-part form for their notes. Data was collected from 9 PBL groups for 10 scenarios, 546 2-part maps in all. The collected concept maps were analysed for general layout and quantity of data but not for accuracy. This analysis yielded some insight into concept formation and a quite surprising consistency of data bits for an individual over a variety of scenarios.
20
Pelletier, Heather L. "The Efficacy of Educating Medical Students on How to Identify and Report Suspected Child Maltreatment." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404145046.
Full text
21
Naismith, Laura. "Examining motivational and emotional influences on medical students' attention to feedback in a technology-rich environment for learning clinical reasoning." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117101.
Full textAbstract:
This study examined motivational and emotional influences on medical students' attention to feedback in BioWorld (Lajoie, 2009), a technology-rich environment (TRE) for learning clinical reasoning. Thirty first- and second-year medical and dental students completed questionnaires to measure their achievement goal orientations and then solved and reviewed expert solutions for three endocrinology patient cases in BioWorld. An expert solution in BioWorld contains both outcome (the "correct answer" in the form of a prioritized evidence list of pertinent symptoms and test results) and process (a summary of the steps the expert took to arrive at the final diagnosis) feedback components (Naismith & Lajoie, 2010). Participants were asked to think aloud while both solving the cases and reviewing the expert solutions. Questionnaires administered after each case measured participants' experiences of five feedback emotions: pride, relief, joy, shame, and anger. To measure attention, participants' think-aloud protocols were recorded, transcribed, and systematically searched for verbal utterances that matched the expert solutions. Participants reported high mastery, moderate performance-approach, and moderate performance-avoidance goal orientations. They diagnosed the BioWorld cases accurately, but often did not prioritize evidence items that experts considered important. Their overall levels of feedback emotions were low. Participants attended to a higher proportion of process feedback in the summary than outcome feedback in the prioritized evidence list. Logistic regression analyses using the method of generalized estimating equations (GEE) modelled participants' attention to individual text segments. Results showed that attention to the prioritized evidence list and the summary could be differentially predicted based on achievement goal orientation, learning performance, characteristics of how the feedback was displayed, and the specific feedback emotions experienced. These results have implications for the design of feedback in TREs to support medical education. The findings of this study support and extend current research on identifying factors that mediate the use of feedback to promote learning and detecting and responding to students' emotional states in TREs.Cette recherche s'est attachée à étudier comment les objectifs et émotions d'étudiants en médecine peuvent influencer leur prise en compte de solutions fournies par des experts dans BioWorld (Lajoie, 2009), un environnement assisté par ordinateur pour l'apprentissage du raisonnement clinique.Trente étudiants en première et deuxième années de médecine et médecine dentaire complétèrent un questionnaire pour mesurer leurs orientations de 'buts d'accomplissement'. Après quoi ils résolurent trois cas de patients en endocrinologie présentés avec BioWorld et évaluèrent les solutions proposées par des experts pour ces mêmes cas. Une solution d'expert dans BioWorld contient à la fois des composants de rétroaction sous la forme de résultats (une sélection correcte de symptômes pertinents et de résultats de tests) et de processus (un résumé des étapes que suit un expert pour aboutir à une diagnostique final) (Naismith & Lajoie, 2010). Il fût demandé aux participants de 'penser à haute voix' tout en résolvant ces cas et en évaluant les solutions des experts. Après chaque résolution de cas, des questionnaires furent administrés de manière à mesurer les expériences affectives ressenties par les participants pour cinq émotions de rétroaction : la fierté, le soulagement, la joie, la honte et la colère. Dans le but de mesurer la prise en compte des solutions d'experts, les tâches de 'pensée à haute voix' des participants furent enregistrées et transcrites. S'ensuivit une recherche systématique des mentions verbales liées aux solutions d'experts. Les étudiants démontrèrent une très forte orientation des étudiants vers l'apprentissage, i.e. l'acquisition de nouvelles connaissances et compétences. Ils étaient également préoccupés par l'image qu'ils projetaient. En d'autres termes, il demeurait important pour eux d'obtenir de bonnes évaluations et de ne pas paraître incompétents. Ils diagnostiquèrent les cas de BioWorld avec succès. Pour autant, ils n'utilisèrent pas fréquemment les preuves que les experts avaient jugées importantes et, de manière générale, leur réponse émotionnelle aux solutions d'experts demeura faible. Dans la sélection de preuves qui leur fût fournie, les participants se référèrent avant tout aux rétroactions présentées sous la forme de processus plutôt qu'à celles consistant en des résultats. Des analyses par régression logistique en utilisant la méthode GEE (« Generalized Estimating Equations ») modélisèrent l'attention des participants envers différents segments de texte. Les résultats démontrèrent que l'attention envers la sélection de preuves pouvait être différenciée de celle envers les résumés en fonction des orientations de 'buts d'accomplissement', des performances d'apprentissage, des expériences émotionnelles ressenties et de la manière dont la rétroaction était fournie. Ces résultats ont des implications pour la conception de rétroactions dans les environnements assistés par ordinateur pour l'enseignement médical. Les découvertes de cette étude confirment et étendent la recherche actuelle visant à identifier les facteurs qui encadrent l'utilisation de rétroactions dans le but de promouvoir l'apprentissage ainsi que pour détecter et répondre aux états affectifs des étudiants dans des environnements d'apprentissage assistés par ordinateur.
22
Simon, Christopher R. "Exploring the performance and self-regulation of medical students through an intervention aimed at regulating the way they feel." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27729.
Full textAbstract:
Research has shown that how individuals feel affects their performance (Doell et al., 2006; Durand-Bush et al., 2005). Since felt experiences in the context of medicine have been shown to be of importance (Novack et al., 1997; Sotile & Sotile, 2002), and self-regulation skills have been found to help foster learning (Zimmerman, 1990), the purpose of this study was to examine the self-regulation of the felt experiences of four medical students through an intervention guided by the Resonance Performance Model (RPM) (Newburg et al., 2002), and determine how it affected self-defined standards of performance. Results of this multiple case study (Stake, 2006) showed that each student was able to identify and experience, the way they wanted to feel within their performance environment, and reach an optimal level of performance during the intervention process by attuning to and regulating the way they felt. Implications for future research on performance as a self-defined process, and the provision of opportunities for self-regulated learning in medical education are discussed.
23
Millar, Bernadette Theresa. "Becoming and being: a critical realist study into the emergence of identity in emergency medical science students, and the construct of graduate attributes." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013175.
Full textAbstract:
This critical realist thesis seeks to understand how student, graduate and professional identities emerge in Emergency Medical Science (EMS) students at a South African University of Technology (UoT) as well as in professional paramedics in the Emergency Medical Care Services (EMCS). It further considers the construct of graduate attributes (GAs) and its relationship to emergence of identity and influence on curriculum design. The research design is that of a case study. The theoretical framework is critical realism whose depth ontology posits three domains of reality. Causal powers and generative mechanisms exist in the Real domain which cause events or phenomena to emerge in the Actual domain that are experienced in the Empirical domain. Using retroduction one may come to explore some of the causes for the event. Using Bhaskar’s concepts of identity, the self, absence and emergence, ontology and four-planar social being, a Bhaskarian explanatory framework of identity to explore the emergence of identity has been created. In exploring graduate attributes, a critical realist question is posed: “What must the world be like for GAs to exist” to explore the possibilities of the existence of GAs. It was found that student identity emerges diachronically in three moments, while professional paramedic identity starts to emerge during the third year of study mainly through the structure, culture and agency of workplace-based learning. In answer to the critical realist question it was found that GAs emerge from the neoliberalist commodification of universities. In seeking an alternative to GAs, traits and attitudes were explored. It was found that these emerge from curriculum, interplay of departmental structure, culture and agency of and from students’ being which makes them ontologically radically different from GAs. This study concludes that student, graduate and professional identities emerge from a person’s core constellational identity diachronically within four-planar social being and the interplay of structure, culture and agency. GAs cannot be related to the emergence of identity and curriculum design because of their ontology; however, if traits and attitudes are substituted for GAs, a close relationship does exist between emergence of identity, traits and attitudes and curriculum design.
24
Mospan, Courtney M., Rick Hess, Reid Blackwelder, Susan Glover, and Chris Dula. "A Two-Year Review of Suicide Ideation Assessments Among Medical, Nursing and Pharmacy Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6931.
Full text
25
Mospan, Courtney M., Rick Hess, Reid B. Blackwelder, Susan Glover, and Chris Dula. "A Two-Year Review of Suicide Ideation Assessments Among Medical, Nursing, and Pharmacy Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6904.
Full textAbstract:
Suicide is the 10th leading cause of death in the U.S. and has increased in prevalence during the past 15 years. Patients who attempt suicide are more likely to have contact with their primary care provider than a mental health provider in the month before attempting suicide, highlighting the need for competency in suicide ideation (SI) assessment. The Communications Skills for Health Professionals is an interprofessional course involving first-year medical, nursing, and pharmacy students. Specific instruction regarding assessment of SI was delivered through an online module and later practiced by students with standardized patients (SP). A final Objective Structured Clinical Examination featured an SP with depression, but without SI, though an assessment of SI was indicated. Three hundred fifty six interviews were reviewed and 55.1% (196/356) of students assessed for SI. Across professions, 65.5% (93/142) of medical students, 52.5% (32/61) of nursing students, and 46.4% (71/153) of pharmacy students performed an assessment. Medical students’ SI assessment was highest across the groups (p = 0.001), while pharmacy students’ SI assessment was lowest (p = 0.004). Results suggest that additional educational strategies should be developed and implemented to increase SI assessment performance in all professions, but especially in pharmacy students.
26
Fukuda-Oddie, Mayumi School of Modern Language Studies UNSW. "Non-verbal and verbal behaviour of beginner learners of Japanese: pragmatic failure and native speaker evaluation." Awarded by:University of New South Wales. School of Modern Language Studies, 2007. http://handle.unsw.edu.au/1959.4/27313.
Full textAbstract:
This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.
27
Harms, Craig. "Goal motivation, academic outcomes, and psychological distress of a group of Australian secondary students : scale refinement and an extension of the Ingledew, Wray, Markland, and Hardy (2005) model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/136.
Full textAbstract:
Beliefs held about personal goals are termed goal dimensions. When applied to academic goals, goal dimensions represent a form of academic motivation. The purpose of this research was to examine if a model of goal dimensions developed by Ingledew, Wray, Markland, and Hardy (2005) in a business setting with adults could be applied to explain academic outcomes and psychological distress of two hundred and sixteen Australian final-year secondary students who were striving to gain a place at a university. Structural Regression (S-R) Analysis was used to examine the effect of the goal dimensions on psychological distress at Time 1 (April); psychological distress at Time 3 (September) while accounting for psychological distress at Time 1; and psychological distress at Time 3 as well as overall final academic performance, with consideration given to the effect of sense of goal progress and use of self-regulated learning strategies assessed at Time 2. Although not intended as a major part of the current research, several alternative models were developed for the scales that were used in the present study. Findings from the substantive analysis indicated that supportive beliefs about this personal goal were predictive of fewer symptoms of concurrently measured psychological distress.
These findings were most clearly demonstrated when an S-R (of a substantially modified version of the Ingledew et al. model) rather than a Path Analysis was conducted. Supportive goal beliefs were also predictive of subsequent beliefs about goal progress and academic performance.
28
Williams, J. Gary. "Supervised autonomy : medical specialties and structured conflict in an Australian General Hospital /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phw7242.pdf.
Full text
29
Moore, Brad. "Test Anxiety and Nursing Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/169.
Full textAbstract:
Test anxiety has been a problem for many individuals not only in the workforce, but also in many schools and colleges (Driscoll, Evans, Ramsey & Wheeler 2009). According to Driscoll et al., when compared to high school students and the general public (17%), nursing students are shown to have over double (55-60%) the rate of moderately high to high test anxiety. Cognitive test anxiety can account for a 7 to 8% drop in test grades, which can drop test score’s an entire letter grade (Cassady & Johnson, 2001). The purpose of this research is to explore the level of test anxiety in East Tennessee State University (ETSU) nursing students using the Cassady Cognitive Test Anxiety Scale. This study, “Test Anxiety and Nursing Students” was conducted at a Bachelor of Science in Nursing program for students at a large regional university. The Cassady Cognitive Test Anxiety Scale was administered to 220 nursing students one week prior to a major test at the end of the class period. All of the students completing the surveys volunteered to do so. After collection, data was analyzed using IBM Statistical Product and Service Solutions (SPSS) version 18.0.2. This study confirmed the findings of Driscoll et al. (2009) and Cassady et al. (2001), that nursing students have a higher occurrence of test anxiety. Intervention has the potential to improve test scores. This allows for ETSU students to have a better first-pass rate on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and improve student retention rates. In addition, it provides the opportunity for further research interventions to reduce test anxiety for nursing students.
30
Mander, David James. "The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/521.
Full textAbstract:
The experience of transitioning to boarding schools away from home for Aboriginal secondary school students from regional and remote communities in Australia has not received the attention it deserves (Calma, 2009; Dodson, 2009). The weight of public discourse and a paucity in research provided strong testimony for undertaking the current study. Moreover, it was evident the voice of those Aboriginal students undertaking the experience was absent from this public dialogue and the literature. This qualitative research investigated from a social constructionist perspective how 32 male Aboriginal secondary school students from regional and remote communities constructed meaning and understanding around the experience of studying away from home at five boarding schools located in Perth, Western Australia (WA). While students’ experiences with being away at boarding school were explored, it also investigated how meaning was constructed around the experience of having a child away from home for 11 parents and the experience for 16 staff employed at boarding schools in supporting students. Congruent with the assertions of the National Health and Medical Research Council (NHMRC, 2003) this research was supported by an Aboriginal Advisory Group. A narrative interviewing style was used to collect data from student, parent, and staff informants. Thematic analysis of the data revealed three major themes emerged for student informants, these were 1) Decision Making and the sub-themes of Choice-Less Choice and Opportunity 2) Organisational Climate and the sub-themes of School Environment and Belonging, Culture Shock, Homesickness, Identity and Rites of Passage, Code-Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer relations, and 3) Relational Change and the sub-themes of Family Dynamics, Friendships at home, and Cultural Connectedness. For parent informants the following major themes emerged from the data 1) Access, Standards and Quality, and the sub-themes of Declining Local Schools, Opportunity, and Worldliness 2) Parental Agency and the sub-themes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings, and 3) Cultural Heritage and the sub-theme of Maintenance and Transmission. Finally, for staff informants the following major themes were identified 1) Indigenous Education and the sub-themes of Social Responsibility and Opportunity 2) Academic and Social Determinants and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, and Prejudice, Stereotypes, and Racism 3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The key findings from each informant group are reviewed. However, to provide a wider discussion of informant’s experiences and constructions of the transition experience, attention is also drawn to meta-themes that were evident across the student, parent, and staff informant groups. The findings of this research are discussed in relation to policy and practice implications pertinent to boarding schools in WA. The strengths and limitations of the current research are considered and future research directions are suggested. This research offers a unique contribution to current understandings of the transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities.
31
Tam, Cheuk Chi. "NON-MEDICAL USE OF PRESCRIPTION DRUGS, STRESS, CULTURAL ORIENTATION, UTILIZATION OF HEALTHCARE, AND PROTECTIVE FACTORS AMONG COLLEGE STUDENTS IN CHINA." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5201.
Full textAbstract:
Background: Non-medical use of prescription drugs (NMUPD) refers to the use of prescription drugs which are traditionally utilized to manage pain or treat psychiatric problems but without a doctor’s prescription. In 2010, an investigation by the Substance Use and Mental Health Services Administration (SAMHSA) revealed that 5.3% of young adults (18 to 25-year-olds) in the United States reported past-month NMUPD. NMUPD has become a growing concern owing to associations with consequences such as college dropout, poor academic achievement, and health jeopardizing behaviors. College students' NMUPD has been well documented in the United States. Limited studies, however, have been conducted among college students in China. The purposes of this study are to examine the prevalence and motives of NMUPD among college students in China, and to assess its relationship with stress (i.e., perceived stress and traumatic events), mental health problems (depression, anxiety, and post-traumatic stress disorder (PTSD)), utilization of healthcare, cultural orientation, and protective factors (i.e., resilience and future orientation). Methods: In Jan-April 2017, online data were collected using SONA system from a total of 720 undergraduates at Beijing Normal University (BNU) and University of Macau (UM) with an average age of 19.65. All participants reported their nonmedical use of prescription drugs (i.e., opioids, sedatives, stimulants, and anxiolytics) in their lifetime and the past three months, stress, mental health, utilization of healthcare, cultural orientation, and protective factors. Spearman’s rank-order corrections and logistic regression were employed for statistical analyses. Results: Findings indicate that 41.2% of Chinese students reported taking prescription drugs without a doctor’s prescription. The most commonly misused prescription drugs were opioids (40.5% lifetime use, 31.8% past-three-months use), followed by sedatives (1.8% lifetime, 0.8% past 3 months), anxiolytics (0.9% lifetime,0 .3% past three months), and stimulants (0.2% lifetime, 0% past three months). Bivariate analyses suggest significantly positive correlations of lifetime NMUPD with mental health problems (anxiety and PTSD), cultural orientation (individualism and collectivism), and utilization of healthcare (frequency of healthcare use, time spent for healthcare, and money spent for healthcare). Similar results were found in terms of past-three-month NMUPD. The results of logistic regressions indicate the significant association of lifetime NMUPD with individualism of cultural orientation, and frequency of healthcare use. Specially, individualism, frequency of healthcare use, and time spent for healthcare were found to be associated with lifetime opioid misuse, and depression was significantly associated with sedative misuse. Resilience was negatively associated with lifetime sedative misuse. Frequency of healthcare use was also found to be positively associated with past-three-month opioid misuse. Conclusion: Utilization of healthcare, cultural orientation, and mental health problems appear to be the factors associated with NMUPD among college students at BNU and UM. More discussion is needed in Chinese society about regulation of prescription drug use. Future culturally-tailored prevention intervention programs may be beneficial to reduce the risk of NMUPD among Chinese college students.
32
Jones, Kendall Dwayne. "A cross-cultural adaptability self-assessment training program for full-time summer clinical pastoral education students at Baptist Medical Center, Research Medical Center, and Trinity Lutheran Hospital of Health Midwest." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
Full text
33
Trujillo, Daniel A. "Alcohol referral counseling for high risk college students : a phase model for development, implementation and intervention programming /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946306.
Full text
34
Glynn, Warrick. "Non-hegemonic masculinities and sexualities in the secondary school : construction and regulation within a culture of heteronormativity /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/1007.
Full textAbstract:
This project looks at the ways in which masculine identities are constructed and perceived in secondary schools. It identifies some of the links between broader gender politics and the more specific area of masculinities as they apply to the lives of gay-identified and non-identified secondary school students. Through focussed discussion with groups of students the research describes types of behaviours that are characterised by students as desirable or undesirable and the perceived relationship of such behaviours with particular sexualities. In this thesis I interrogate the treatment (including bullying, harassment and lack of acknowledgment of the gay experience), in schools, of boys who express gender unorthodoxy/non-hegemonic masculinities. In order to understand this behaviour I look at the means of control of such expressions as exercised by other students and teachers and explore the motivation behind this control. Through listening to the stories of students I identify the need to evaluate school policy and pedagogical practices with a view to making the educational experience more inclusive of a broad range of masculinities and sexualities and therefore a more relevant, positive and productive one.
35
Krampl, Gayle, and University of Lethbridge Faculty of Arts and Science. "Students' lived experience of spiritual nurturing in nursing education : a phenomenological study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/630.
Full textAbstract:
The purpose of this thesis is to explore the phenomenon of spiritual nurturing as experienced by students in their fourth-year of an undergraduate baccalaureate nursing education program in Canada, using van Manen’s (2002) approach to phenomenology. The goal of this study is to describe the lived experience of spiritual nurturing of fourth-year nursing students in order to reflect on how nursing students learn spiritual care. Data were collected via in-depth interviews with seven fourth-year nursing students and analyzed according to van Manen’s interpretive approach. Three themes of spiritual nurturing emerged: spiritual nurturing as exchanging energy (spirituality as relationship with others), spiritual nurturing as recharging energy (spirituality as relationship with self), and spiritual nurturing as receiving energy (spirituality as relationship with transcending). Spiritual nurturing as it applies to nursing education, nursing practice, administration of nursing programs and nursing research are discussed from the students’ perspectives.vii, 142 leaves : ill. (col. ill.) ; 29 cm
36
Rimington, Delores D. "Examining the Perceived Benefits for Engageing in Cybersex Behavior among College Students." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/145.
Full textAbstract:
This study examined college students’ cybersex use, perceived benefits of use, time spent online, and compulsive cybersex. Participants consisted of students attending Utah State University Spring semester 2007. Data were collected via an online survey, and 262 surveys were used in the correlation and regression analyses. Results indicated that age, religion and gender are predictive of perceiving more benefits for cybersex participation. A strong positive correlation was found between perceived benefits and compulsive cybersex use. Students’ lack of social skills was predictive of more time spent online. Time spent online for cybersex was predictive of sexually compulsive behavior. There was a positive correlation between sex by phone behaviors, compulsive cybersex, time spent online, and benefits perceived among college students, and cybersex activities were associated with offline relationships.
37
Stringer, JK IV. "Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5579.
Full textAbstract:
Students’ academic self-concepts (ASC) and their orientation towards self-regulated learning are important elements of success. Despite this fact, little work has been conducted exploring these areas medical students. Given the shifting priorities of medical education toward competency-based education and self-directed learning, the goals of this study were to validate an existing measure of ASC and to improve our measurement capabilities for understanding the Master Adaptive Learner (MAL). Evidence for validity and scale reliability was collected for the ASCS with this novel population and a range of motivational and self-regulative variables (Goal orientation, academic emotion regulation, and lifelong learning) were analyzed and reduced to produce a single scale for MAL. Surveys were administered to 203 medical students at an urban, Mid-Atlantic medical school and students’ grades were linked to survey responses. Results of a confirmatory factor analysis indicated that the original factor structure was not a good fit to the data for the current data. An exploratory factor analysis (EFA) was conducted to identify which structure fit better, and while a three-factor structure was produced, only one factor met reliability standards. This factor, confidence, was merged with items from the other surveys, and reliability scores for a composite MAL scale were identified. Based on these findings and the result of an EFA, the total item pool was reduced from 83 to 25. These 25 items discriminated between two clusters of students: MALs and others. Students’ membership in the MAL cluster predicted greater performance on the first exam in medical school, but not on any other grade outcomes. These results provide early evidence for the continued study of MAL and motivation in medical school, which will help researchers and curriculum designers support the development of future physicians.
38
Fyson, Stephen J. "Understanding and Developing Transformational Community in Order to Prevent Alienation : a Longitudinal Study of Students Involved in a School Restructure." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1654.
Full textAbstract:
The research examined whether the transition of students into junior high school from primary could school be managed with less alienation for the students by using a school restructure that intentionally attempted to increase psychological sense of community. The objectives of the research were therefore to (a) describe and understand students' perspectives of their community life world, (b) contribute to the knowledge of community-based practice in education, and (c) to add to the scope of understanding of the psychological sense of community.
39
Bosch, Bailey. "Women who Study: Balancing the Dual Roles of Postgraduate Student and Mother." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/592.
Full textAbstract:
Although the value of educating mothers has been established in the previous research, little is known about the experiences of mothers who participate in higher education. What is known supports a largely negative portrayal of the experience; it seems that it is a difficult journey, filled with tension. This thesis reports on an exploration of the experiences of mothers who are postgraduate students in Australia. The research comprised of two phases: the first phase was a narrative study of the experiences of 14 Australian postgraduate student mothers. The second phase comprised of a Q-method study of 75 postgraduate student mothers, where Q-method is a technique that incorporates both qualitative and quantitative components. In addition, there was a precursor study was undertaken to ensure variety in the Q-statements, as well as a follow-up study which checked for confirmability of the Q-study interpretation. The findings showed that studying impacted on almost every facet of a woman’s life. Postgraduate student mothers juggled childcare and timetabling issues and, for some, their main challenge was a lack of support. They overcame these difficulties with highly developed organisation and time-management skills, oftentimes with partner support, and by sacrificing sleep and recreation time. The women were strongly motivated by the desire for personal achievement, and the opportunity to create a better future for their children. Postgraduate education rewarded student mothers with a sense of freedom, growth, pride and achievement, as well as developing their professional identity. The results of this research program demonstrated that postgraduate education provided women with a major opportunity to grow and develop their personal abilities while raising their children. This fresh perspective offers an alternative, and more positive snapshot of life as a student mother, and contrasts with the previously reported experience in the literature.
40
Friede, Alyssa Jill. "An intervention-based examination of work-family decision-making self-efficacy and anticipated work-family conflict." Diss., Connect to online resource - MSU authorized users, 2008.
Find full text
41
Arrastia, Meagan. "HAVE YOU HEARD? PREDICTORS OF HPV AWARENESS AMONG A RANDOM SAMPLE OF COLLEGE STUDENTS." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3181.
Full textAbstract:
College students have been identified as at high risk for contracting Human Papillomavirus (HPV) due to engaging in risky behaviors, such as binge drinking and unprotected sex. Before preventative measures like vaccination and condom usage can be promoted, awareness must be evaluated. A random sample of 438 college students was surveyed on their awareness of HPV using both paper and online surveying methods. Using binary logistic regression, HPV awareness was predicted using demographic measures. The majority of the sample reported having heard of HPV before. Sexually active respondents and females were significantly more likely to report awareness. Non-whites and first-generation college students were also more likely to report awareness. These demographic predictors will help identify groups needing educational and HPV intervention programs. Implications and further research is discussed.M.A.
Department of Sociology
Sciences
Applied Sociology MA
42
Hernández, Vargas Clara Ivette. "From burnout to engagement at work: Multi-sample empirical results in healthcare professionals." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/404332.
Full textAbstract:
El burnout es un tema de interés desde hace 35 años (desde 1974), desde entonces se han desarrollado medidas, modelos teóricos, e investigaciones de muchos países han contribuido a una mejor comprensión de las causas y consecuencias del mismo. Sin embargo, también es conveniente estudiar su teóricamente opuesto: el engagement. La investigación ha demostrado la relevancia de estudiar no sólo las condiciones negativas del trabajo que afectan a los empleados, sino también los aspectos positivos. Este estudio tiene como objetivo presentar los diferentes resultados que se han obtenido en el burnout y el engagement en diferentes estudios multi-muestra sobre profesionales de la salud y estudiantes de diferentes países (México, España y Portugal). Los médicos también son seres humanos con necesidades, como cualquier otra persona, y es por eso que tenemos que ayudarles a disfrutar de su trabajo, la vida y todo lo que contribuye a mantener su salud mental.Burnout, is a topic of interest from since 35 years ago (since 1974), thenceforth measures have been developed, as have various theoretical models, and research studies from many countries have contributed to a better understanding of the causes and consequences. While is also convenient study the other side based on Positive Psychology, that is, work engagement, its theoretically opposed. Research has shown the relevance of studying not only the working conditions affecting employees negatively, but also the positive aspects. This study aim to present the different results that on burnout and engagement have been obtained in different multi-sample studies on healthcare professionals and students from different countries (Mexico, Spain and Portugal). Doctors are also human beings with needs, just like anybody else, and that is why we have to help them enjoy their work, life, and everything that contributes to maintain their mental health and to make it long lasting.
43
KLEIN, MARTINA INGE. "Performance, Workload, Stress, and Coping Profiles in First Year Medical Students' Interaction with the Endoscopic/Laparoscopic and Robot-Assisted Minimally Invasive Surgical Techniques." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211928499.
Full text
44
Tam, Cheuk Chi. "CONSTRUCTION AND VALIDATION OF A NON-MEDICAL USE OF PRESCRIPTION OPIOIDS OUTCOME EXPECTANCIES SCALE AMONG COLLEGE STUDENTS IN CHINA." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6009.
Full textAbstract:
Background:Non-medical use of prescription opioids (NMUPO) has become a clear threat to public health. Young adults (aged 18 to 25) have a high risk of NMUPO. My prior work on Chinese undergraduates indicates a high prevalence of lifetime NMUPO (49.2%). Health behavior theories propose that outcome expectancies are robust psychosocial determinants of substance use. Literature has identified the influence of outcome expectancies on alcohol and drug use. However, the role of outcome expectancies in NMUPO in China is unknown, and a scarcity of a valid measures for NMUPO outcome expectancies may be a barrier. Our previous research also found an association of cultural orientation with NMUPD in Chinese college students, implying that cultural orientation may affect NMUPD-related perceptions, such as outcome expectancies. The purposes of this study were to (1) conduct initial work to develop and validate an NMUPO outcome expectancies scale (NMUPOES) for Chinese college students; (2) examine the association of cultural orientation with factors identified in NMUPOES. Method: Partial data (n = 202) derived from a bigger online dataset collected from 849 undergraduates (average age = 19.65) at two universities in Beijing and Macau in Jan-April 2017 was used in this study. Participants completed the NMUPOES and reported their past-3-month NMUPO and cultural orientation. Exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were employed to test the study hypotheses. Results: Findings suggested four subscales in the 50-item NMUPOES (i.e., social enhancement and tension reduction, academic enhancement, physiological discomfort, and guilt and dependence) and two higher-order factors (i.e., positive expectancies and negative expectancies). All subscales were positively correlated and had good internal consistency. The negative expectancies scale was negatively associated with past-3-month NMUPO. No significant association was found between cultural orientation and the two expectancy factors. Conclusion:NMUPOES is a psychometrically appropriate measure of NMUPO expectancies for Chinese college students. Future research may validate the NMUPOES using a large sample size in both clinical and non-clinical populations in China. An intervention program tailored to outcome expectancies may be beneficial to reduce the risk of NMUPO in Chinese college students.
45
Kirkpatrick, Kathryn M. "Adolescent Perceptions of Competence, School Belonging, and Autonomy in Healthy Students and Those with a Chronic Medical Condition: Relations and Implications for Academic Attainment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385991716.
Full text
46
Chui, Wai-sum Winsome, and 徐慧心. "A study of perfectionism, self-esteem and vulnerability of mental stresses in medical students in their first three years of study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45009958.
Full text
47
Gallagher, Lisa A. "College Students' Perceptions of Prescription and Non-Prescription Drug Use." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier152811430792606.
Full text
48
Hadwen, Kate Margaret. "Leaving home: Investigating transitioning challenges faced by boarding students and their families." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1628.
Full textAbstract:
Transitioning to boarding school during the middle years of childhood impacts upon the social, emotional and academic wellbeing of young people (Bramston & Patrick, 2007; Connell & Wellborn, 1991; Deci, Vallerand, Pelletier, & Ryan, 1991; Earls & Carlson, 2001). Students who live at school as boarders, may experience greater transitional changes in all three components of wellbeing due to the extent of change experienced during this transition. While research addressing transitioning to school has indicated the importance of connectedness to school, bonding, friendships and a sense of autonomy (Eccles et al., 1993), there is limited research addressing the transitioning experiences of boarding students and their families.
This mixed methodology study sought to understand how boarding students experience transitioning into boarding school, its possible association with connectedness to the boarding house, reported levels of staff support, loneliness, homesickness and help-seeking for homesickness. Focus groups and interviews were used to better understand how parents experience the transitioning of their children into boarding school.
This thesis used data collected from a Healthway funded Starter Grant. The research was cross-sectional by design involving a purposeful sample of 267 students, 59% male and 41% female, aged 12 - 15 years, who lived in one of eight metropolitan and regional boarding settings in Western Australia (WA) in 2011, and 37 of their parents. Data for this project were collected from October, 2010 to September, 2011
The first research question used qualitative data to explore the experiences of boarding parents. Findings suggested parents appeared to be more affected by their children leaving home than did the majority of boarding students. The following strategies were suggested as helpful to support positive transitions: preparing both parents and their children effectively for the move; making contact with other boarding parents at least six months prior to the transition; having meaningful connections with the staff caring for their children communicating and visiting their children regularly; co-developing with their children communication and visiting plans; and, keeping busy.
Research questions two to five analysed quantitative data collected through a student survey. The following transitioning activities were found to be either very helpful and / or associated with other benefits (as listed above): tour of the boarding house; sleepover with or without parents; separate information targeting students and parents sent or given to boarding families, up to date information on the Internet; Orientation Day; peer mentors; staff telephoning students prior to transition; and, boarding staff meeting with each family individually on or following Orientation Day.
Homesickness was most commonly experienced during the first two weeks of boarding and when students returned after their holidays. Girls, younger students and International students reported experiencing more homesickness. Three factors: psychosomatic symptoms; separation distress; and, grief and loss, best explained how students in this study experienced homesickness.
Help-seeking behaviours comprised the factors contacting parents, keeping busy and conversing with staff and students. A number of activities were associated with reductions in both psychosomatic symptoms and separation distress; however, for those students who experienced grief and loss, going on leave with their parents and knowing when their parents would next be visiting or taking them on leave appeared to be the only activities that reduced students’ grief response.
Help-seeking was most evident for students who experienced psychosomatic symptoms or feelings of separation distress. Students who experienced grief and loss were less likely to report seeking help. Girls and younger students reported utilising the most help-seeking strategies.
The findings of this study and the subsequent recommendations will assist families and staff to better understand the experiences of boarding students and their families as students transition into boarding.
49
Verma, Arun. "Intersecting identities in healthcare education : exploring the influence of gendered environments on healthcare students' workplace learning, retention and success." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/f65344e8-5be5-46c8-b9ee-ae904b399ab3.
Full textAbstract:
Equality and diversity legislation across the UK and Australia has stimulated the health profession sector to make workplace equality and diversity policies transparent to service users (Wadham et al.2010; RCN 2016; GMC 2016; WGEA 2012). However, research literature has identified inequalities within the healthcare workplace as reported by health professions students. Specifically, research has identified issues concerning identities (gender, age, sexuality etc.) adversely interplaying with students' workplace learning experiences (Rees & Monrouxe 2011; Illing et al. 2013;Monrouxe, Rees, et al. 2014). Such negative learning experiences (i.e.discrimination, abuse) have been found to affect students' retention and success (Northall et al. 2016). Despite research shedding light on these issues, studies have typically explored individual identities and demographics and neglected how students' intersecting identities shape their learning experiences, retention and success. Furthermore, research has only offered recommendations for enhancing retention and success of students, rather than exploring the issues affecting retention and success in health professions education. This thesis explicitly explores what and how multiple intersecting personal and professional identities shape healthcare students' learning, retention and success in the context of gendered environments and professions (i.e. male- and female-dominated contexts). Underpinned by social constructionist, narrative and feminist methodologies (Kitzinger 1995; Hunting 2014), I conducted a large secondary analysis on 2255 workplace learning experiences from across the UK and Australia as well as multiple health professions. To follow on from the secondary analysis, I led a multi-site longitudinal audio diary study across two sites in the UK, to explore health professional students' workplace learning experiences in the context of male- and female-dominated environments. Multiple cross-sectional and longitudinal qualitative approaches were employed to explore the data, including thematic, narrative, positioning, and case-study analytic methods. Novel findings from my thesis highlight how participants narrated their intersecting personal and professional identities within male- and female-dominated contexts. I found how recurrent tensions and power imbalances between intersecting identities, learning experiences and environments across time led to an adverse impact on healthcare participants' thoughts and reflections about their learning, retention and success in the health professions. Sensitising the participants to tensions concerning how they negotiate their intersecting personal and professional identities are valuable for understanding and influencing their retention and success. Furthermore, findings from my thesis provide critical recommendations to enhancing healthcare students' workplace learning, retention and success in the health professions, through incorporating intersectionality into healthcare education curricula. The recommendations made in this thesis contribute to helping understand and support a diversifying healthcare workforce and shed light on potential issues around healthcare workforce shortages, which can be addressed through enhancing health professions' educational policies and practice.
50
Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
Full textAbstract:
What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2Department of Educational Leadership