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Cullen, Miriam C. "Australian midwives' practice domain." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/51.
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This exploratory, descriptive research used a case study approach to analyse the role of the midwife in providing maternal and infant care in Australia. Midwives from the states of New South Wales, Victoria and Western Australia comprised the target population. These midwives were considered to be representative of the general midwifery population practising in the diverse settings of Australia.A triangulation of methods (Denzin, 1970) was used for data collection. This included observational field work, a questionnaire survey of a randomly selected sample of registered midwives (n=1754), and in-depth interviews (n=75), using a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1990).The questionnaire, in-depth interviews and observational field work addressed the practice of midwives:1. as documented in policies and procedures in practice settings.2. as defined by the Australian College of Midwives Incorporated in Standards for the Practice of Midwifery (1989), based on the International Confederation of Midwives' Definition of a Midwife (World Health Organisation, 1976).Data obtained through the survey questionnaire were analysed using descriptive analysis (Wilson, 1985) to portray a summarization of the entire data set. A thematic content analysis was used for the open-ended questions of the survey (Burnard, 1991). In an attempt to discover the 'how and why' questions associated with the study's survey findings, the constant comparative method of analysis of data from in-depth interviews was deemed appropriate (Glaser, 1978; Field and Morse, 1985; Chenitz and Swanson, 1986). This allowed a more abstract level of conceptualization that led to the development of a paradigm reflective of the midwives' practice domain (Strauss and Corbin, 1990).Lack of opportunities to practise throughout all stages of pregnancy and childbirth was identified as the major problem limiting the Australian midwives' practice domain. An explanatory process of Optimising Opportunities for Holistic Midwifery Practice emerged explaining midwives' actions and interactions throughout the four stages of optimising: revealing the image; influencing decision making; changing the paradigm; and expanding the profession.The findings of the study provide an analysis of Australian midwifery practice that considers factors facilitating and/or impeding the professional role and development of Australian midwives, and their ability to provide care that meets consumer needs.
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Cullen, Miriam C. "Australian midwives' practice domain." Curtin University of Technology, School of Nursing, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12173.
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This exploratory, descriptive research used a case study approach to analyse the role of the midwife in providing maternal and infant care in Australia. Midwives from the states of New South Wales, Victoria and Western Australia comprised the target population. These midwives were considered to be representative of the general midwifery population practising in the diverse settings of Australia.A triangulation of methods (Denzin, 1970) was used for data collection. This included observational field work, a questionnaire survey of a randomly selected sample of registered midwives (n=1754), and in-depth interviews (n=75), using a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1990).The questionnaire, in-depth interviews and observational field work addressed the practice of midwives:1. as documented in policies and procedures in practice settings.2. as defined by the Australian College of Midwives Incorporated in Standards for the Practice of Midwifery (1989), based on the International Confederation of Midwives' Definition of a Midwife (World Health Organisation, 1976).Data obtained through the survey questionnaire were analysed using descriptive analysis (Wilson, 1985) to portray a summarization of the entire data set. A thematic content analysis was used for the open-ended questions of the survey (Burnard, 1991). In an attempt to discover the 'how and why' questions associated with the study's survey findings, the constant comparative method of analysis of data from in-depth interviews was deemed appropriate (Glaser, 1978; Field and Morse, 1985; Chenitz and Swanson, 1986). This allowed a more abstract level of conceptualization that led to the development of a paradigm reflective of the midwives' practice domain (Strauss and Corbin, 1990).Lack of opportunities to practise throughout all stages of pregnancy and childbirth was identified as ++the major problem limiting the Australian midwives' practice domain. An explanatory process of Optimising Opportunities for Holistic Midwifery Practice emerged explaining midwives' actions and interactions throughout the four stages of optimising: revealing the image; influencing decision making; changing the paradigm; and expanding the profession.The findings of the study provide an analysis of Australian midwifery practice that considers factors facilitating and/or impeding the professional role and development of Australian midwives, and their ability to provide care that meets consumer needs.
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Wegner, Carolyn Marie. "Rio : Connecting Midwives and Knowledge." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182468.
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Mothers around the world experience preventable medical complications during labor and delivery that can lead to maternal and newborn mortality. In addition, some expectant mothers can experience abuse, neglect, and discrimination from attending midwives. This lack of quality care has more connection to maternal mortality than lack of access to health services itself, and it is shown that the most effective way to improve care is through training and continuous education of the midwife, the primary obstetric care-giver. Laerdal Global Health [LGH], was collaborated with in this thesis, a not-for-profit company whose work is dedicated to saving the lives of mothers and newborns in low income regions, through high-impact, low-cost solutions involving educational materials and training programs for midwives. The aim of the partnership with LGH was to support competency development for labor management, with a focus on continuous training and education for midwives in Tanzania, sub Saharan Africa. Continuous training is on-going education of midwives through various methods of training and learning, with the goal of keeping skill sets current and evolving with best practice knowledge. Around the world, as well as in in sub Saharan Africa, medical systems can be stressed by a range of factors, including lack of resources and lack experienced midwives, which leads to challenges to follow standardized obstetric guidelines and an over-burdening workload for the midwife. (LGH, 2019). There is also a high frequency of midwife turnover within clinics and hospitals, making it difficult to train a fluctuating staff of varying competencies and knowledge sets. (LGH, 2019). The net effect of these challenges and beyond, made it imperative to address how midwives could be supported in their efforts to engage in continuous education and training. To facilitate and support continuous education, a hybrid chat and professional education platform, Rio, was created, powered by social interaction, knowledge exchange, and democratization of information. This platform’s aim was to give form and body to existing digital and social behaviors, and midwives’ continuous education efforts, something that comes in many shapes and sizes, and levels of tangibility. A proposal in the digital space was determined to be optimal due to its ability to increase access to information, and its adaptability to user needs and environments. Rio also challenges the ubiquitous nature of WhatsApp in the medical context by addressing and rethinking the generation, use, and storage of patient data. In tandem, Rio maintains the successful social platform use patterns, while utilizing these traits to propel and facilitate professional education and knowledge exchange.
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Teate, Alison Judith. "The experiences of midwives involved with the development and implementation of CenteringPregnancy at two hospitals in Australia /." Electronic version, 2009. http://utsescholarship.lib.uts.edu.au/iresearch/scholarly-works/handle/2100/1005.
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Moor, Andrea L. "Contemporary actor training in Australia." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63083/1/Andrea_Moor_Thesis.pdf.
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This professional doctorate included a major research project investigating the efficacy of acting methodologies taught at four leading Australian actor-training institutions - National Institute of Dramatic Art, Queensland University of Technology, Victorian College of the Arts, and Western Australian Academy of Performing Arts. This study represents the first review of its kind, in which the 'castability' of acting graduates from each of these schools was scrutinized by industry leaders. The study not only reveals the methodologies and philosophies of each school but determines an ideal set of practices for future consideration. The doctorate also included two practice-led projects examining the candidate's transition from actor and teacher of actors to theatre director. The candidate's qualitative study was also underpinned by reflective practice on her extensive professional experience as actor, teacher and director.
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Hall, Brandi M., and L. Lee Glenn. "Detection and Management of Perinatal Depression by Midwives." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7488.
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Davison, Clare Louise. "Looking Back and Moving Forward: A History and Discussion of Privately Practising Midwives in Western Australia." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/77506.
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The aim of this historical narrative research study was to fill a gap in the literature by investigating, analysing and describing the history of privately practising midwives in Western Australia (WA) from colonisation to the present day (approximately 1830-2018). This study embedded within a naturalistic, feminist paradigm analysed oral history interviews from fifteen midwives and three doctors, and archival documents to reconstruct the history, and explore the experiences of privately practising midwives in WA.
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Sinclair, M. "Midwives readiness to use high technology in the labour ward : implications for education and training." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300999.
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Cameron, Dawn M. "Exploring the process of implementing a smoking cessation intervention in pregnancy training program for midwives." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46259/1/Dawn_Cameron_Thesis.pdf.
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The question of how to implement evidence effectively reveals a deficiency in our knowledge and understanding of the compound factors involved in such a process (Kitson, Rycroft-Malone et al. 2008). Although there is some awareness of the complexities of the process, there has been little exploration of the effectiveness of implementing evidence-based programs in health care. Despite public awareness of the dangers of smoking in pregnancy, and widespread public health measures to prevent smoking-related disease, women still continue to smoke in pregnancy (Ananth, Savitz et al. 1997; Laws and Hilder 2008). Evaluation of public health measures concludes that smoking cessation interventions during pregnancy increase quit rates among pregnant women (Melvin, Dolan-Mullen et al. 2000; Albrecht, Maloni et al. 2004; Lumley, Oliver et al. 2007). Notwithstanding the potential for improvement in health outcomes for pregnant women and their unborn babies, smoking interventions are often conducted poorly or not at all. Although midwives understand why women smoke in pregnancy and parenthood and are aware of the risks of smoking to both the pregnancy and the unborn child, they require specific knowledge and skills in the provision of support and advice on smoking for pregnant women (Bull and Whitehead 2006) . Organisational-change research demonstrates the complexity of the process of planned change in professionalised institutions such as health care (Greenhalgh, Robert et al. 2005). Some innovations and interventions are never accepted, and others are poorly supported (Greenhalgh, Robert et al. 2004). Comprehension of the change process around health promotion is crucial to the implementation of new health promotion interventions within health care (Riley, Taylor et al. 2003). This study utilised a case study approach to explore the process of implementing a smoking cessation training program for midwives in Queensland metropolitan and regional clinical areas, who attended a ‘Train-the-Trainer program’. The study draws on the organisational change work of Greenhalgh et al (2004) as the theoretical framework through which situational and structural factors are explored and examined as they inform the implementation of smoking cessation programs. The research data constituted staged interviews with midwives who instituted training programs for midwives, as well as organisational and policy documentation. Analysis of the data identified some areas that were not fully addressed in the theoretical model; these formed the basis of the Discussion and Implications for Future Research.
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Nicholls, Sarah Louise. "A qualitative descriptive study exploring the perception of confidence within midwives facilitating water birth in Western Australia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1291.
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This qualitative study explored midwives' perceptions of 'becoming and being confident' in supporting water birth. Twenty six midwives participated. Three categories emerged: What came before the journey describes influences prior to initial exposure such as education and personal attitudes. Becoming confident – the journey offers insight into the impact of another midwife in the room, getting enough exposure and 'unlearning' ingrained practices. Staying confident highlights factors that ‘knock’ confidence plus empowering experiences that sustained confidence.
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Boon, Leen Ooi, University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Exploring childbearing women's perception of the role of a midwife." THESIS_CSHS_NFC_Boon_L.xml, 2002. http://handle.uws.edu.au:8081/1959.7/762.
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In this study, the childbearing women's perception of the role of a midwife in Australia was explored using a descriptive study. Data was gathered using a semi structured questionnaire.The findings revealed that childbearing women in Australia overwhelmingly believed a midwife is specifically trained and qualified to deliver babies normally and to care for a woman in labour.In addition, the belief was that a midwife is trained to provide a comprehensive range of maternity related tasks.The overriding themes which emerged identified the midwife as a source of advice, information, support, education, guidance, specific midwifery knowledge and being a liason person between the doctor and the pregnant woman.Limitation of the role of a midwife was believed to be due to the nursing based training of a midwife.The findings from this study revealed that childbearing women in Australia, United Kingdom and Singapore have similar perceptions of a midwife's role.Recommendations were made for further studies to investigate the reasons for a persistent lack of information regarding the role of a midwife and the type of information required by pregnant women.Master of Nursing (Hons.)
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Dearden, Lorraine Margaret. "Education, training and earnings in Australia and Britain." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307611.
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Sluga, Glenda. "Bonegilla reception and training centre : 1947-1971 /." Connect to thesis, 1985. http://eprints.unimelb.edu.au/archive/00000645.
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Sefton, Robin 1941. "Alternative futures : cultivating a new management paradigm in vocational education and training." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/7658.
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Poerio, Loretta. "An evaluation of police training in handling domestic violence situations." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.
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Mendonça, Lúcia Glicério. "Parteiras em Londrina: (1929-1978)." reponame:Repositório Institucional da FIOCRUZ, 2004. https://www.arca.fiocruz.br/handle/icict/6100.
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Previous issue date: 2004O objeto do estudo consiste nas relações entre parteiras tradicionais, profissionais de saúde e a população assistida por ambos os grupos, a partir do ponto de vista das parteiras, ao longo do período no qual ocorreram os programas de treinamento para parteiras tradicionais promovidos pela 17ª Regional de Saúde do Estado do Paraná, sediada em Londrina, entre os anos de 1975 a 1978. Contudo, o recorte temporal abrange um período maior, inicia-se em 1929, com a formação do primeiro núcleo populacional de Londrina e atinge o ano de 1978. O referencial teórico utilizado no estudo está baseado nas proposições de micro-história italiana. O trabalho de Susan L. Smith, Sick and tired of being sick and tired: black women's health in America atuou aqui como referncial historiográfico. Dele, aproveitou-se a 'idéia do elo'. Esta elaboração teórica consiste na percepção, por parte dos funcionários do Estado, do potencial de iniciativa, aconselhamento e liderença que as parteiras tinham dentro de suas comunidades. A percepção desse potencial é a idéia fundamental dos trabalhos de Saúde Pública com essas mulheres pelo mundo. A dificuldade de se acessar a documentação sobre treinamento de parteiras levou-nos à opção pelo método de entrevistas e à exploração intensiva das fontes. Os resultados desta pesquisa dão conta de que existiam diferenças entre os significados inferidos à prática da parturição pelas parteiras urbanas e rurais. As parteiras rurais inferiam, quase que exclusivamente, valores religiosos e humanitários à prática. As parteiras urbanas, percebendo o potencial econômico da parturição, acabaram por se apropriar da lógica profissional de médicos e obstetrizes, tomando como exemplo a conduta destes sujeitos. Sendo assim, as parteiras conjugaram os valores de solidariedade, servir e cuidar do próximo com a prática profissional, sem significar, necessariamente, um conflito de valores. Os treinamentos não garantiram a continuação dos serviços realizados por elas, ao terem reconhecidas suas contribuições para a Saúde Pública. Este trabalho que contribuir para o conhecimento acerca do tema das parteiras e a parturição exercida por elas, no que diz respeito pensar nas maneiras pelas quais as mudanças de práticas tradicioanis se dão no cotidiano das pessoas.
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Dzomeku, Veronica Millicent. "Development of a patient-centred in-service training programme for midwives to increase client satisfaction with child-birth care in Kumasi, Ghana." University of the Western Cape, 2017. http://hdl.handle.net/11394/5620.
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Philosophiae Doctor - PhDBackground: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons for home births without skilled attendants. The presence of the skilled birth attendants is known to reduce maternal and neonatal mortality rates because of their ability to diagnose any early complications, and to intervene appropriately. Aim: The aim of the current study was to develop an in-service training programme for midwives to provide patient-centred child-birth care that would increase client satisfaction with child-birth care. Method and findings: The intervention research model by Rothman and Thomas (1994) – Design and development (D & D) – was used as the research framework. Only the first four of the six phases of the D & D model were applied in this study. In the first phase, a situational analysis was done using a qualitative study. The expectations, experiences, and satisfaction with child-birth care of antenatal and postnatal mothers, were explored. The research was conducted in four health institutions within the Kumasi Metropolis. Between 12 and 15 participants were purposively sampled in each hospital. Data were collected by means of individual in-depth interviews using an interview guide and data were analysed using content analysis. The study found that mothers expected to receive respectful care and safe care. Mothers had encouraging experiences and discouraging experiences during their child-birth care. The discouraging experiences did not align with their expectations of care, leading to dissatisfaction with child-birth care. In the second phase of the study an integrative literature review was conducted to identify evidence-based best practices to deal with client dissatisfaction with health care. The integrative literature review indicated that in-service training was commonly used as best-practice to improve health professionals' knowledge, skills and attitudes towards work and consequently to improve health outcomes for patients, including client satisfaction. In the third phase of the study, the in-service training programme to enhance patient-centred care was developed using Chinn and Kramer (2005) guidelines for programme development and steps to programme development by Management Sciences for Health (2012). The fourth phase entailed an assessment of feasibility and usability of the in-service training programme using 6 midwives in a district Hospital. The procedure was guided by the I-Tech Technical Implementation guide (2010). The outcomes of the assessment was used to refine and revise the developed in-service training programme. Conclusion: This study sought to develop an intervention to increase client satisfaction with child-birth care service by engaging the following processes in phases: • Assessing the expectations and experiences of mothers about child-birth care services. • An integrative literature review for evidence-based best practice to tackle client dissatisfaction with health care. • Designing a patient-centred care in-service training programme together with experts in the field of maternal and child health. • As assessment of feasibility and usability of the in-service training programme by means of a pilot test to refine the programme. Recommendations: It was recommended among others that, the study is carried out on a national scale to cover all administrative regions of Ghana. It is further recommended that the study findings and the programme developed form part of the continuous professional assessment course requirement for nurses and midwives.
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Burch, John S. "An elder training program for Australian Presbyterian churches." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.
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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade.
This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards.
This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives.
This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results.
The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment.
An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
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Hatcher, Caroline A. "Making the enterprising manager in Australia: A genealogy." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36557/1/36557_Digitised%20Thesis.pdf.
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This study examines the practices and processes through which the identity of the 'enterprising' manager has been formed and idealised in Australia in the 1990s. The study provides a genealogy of the manager as a discursive subject. As a 'history of the present', it takes the formation and practices of the Industry Task Force on Leadership and Management Skills as a 'problem' of the present to be examined and understood.
The argument is, that the art of government has shifted during this decade from a focus on state-building (through the development of a contract between employees and the State during the post world war period) to a concern for making the individual responsible. Techniques of regulation have increasingly given way to techniques of self-regulation. It is self-regulation that is now the dominant mode of authority in the production of managers as enterprising.
This reading of the present draws on poststructuralist scholarship, in particular, the work of Michel Foucault on governmentality, power, and the subject. The applications of this theoretical work made by Nikolas Rose ( 1991; 1996a, 1996b) provide a conceptual framework for the analysis of the identity formation of the manager in advanced liberal democracies such as Australia. The insights of feminist poststructuralists - Chris Weedon (1987), Valerie Walkerdine (1990), Wendy Hollway (1991), and Lois McNay (1992) - have oriented the research to take account of the gendering of identity formation in the workplace.
As a 'history of the present', the purpose of the study is to demonstrate the contingency and instability of the present and its continuities and discontinuities with the past. The study posits the occurrence of the Industry Task Force on Management and Leadership and Management Skills as a significant historical event in the move from the state-building imperative (characterised by the dependence model of welfare) to that of the 'active society' (characterised by responsible and independent individuals).
Three political rationalities are understood to shape the present: participation, economic rationalism, and gender. The inquiry provides an elaboration of how each of these rationalities has become possible in the present formation of the enterprising manager in Australia. Alongside these, several mechanisms are examined which help to explain the contours and shape of the present. These include the rise of therapeutic authority, dividing practices such as those of personnel management, and the development of competency-based practices for managers which facilitate the calculation and calibration of individuals.
It is in the nature of genealogies to be incomplete, and this study is no exception. It has been impossible to engage with all those phenomena which inform the making of the enterprising manager. What this study does attempt, however, is to demonstrate some precise ways in which the making of the enterprising manager has worked as both a leverage for change, as well as a closure on, what it is possible to become.
For this reason, the study targets specific periods for investigation of particular practices. For example, the period of the first fifty years of the twentieth century produced important practices of management. However, it is the period from World War Two to the 1970s that provides an understanding of the formalisation of management practices in Australia, centred around increasing lines of authority and regulation. Alongside this periodisation, the period from 1970 to the mid 1980s is chosen for particular attention, because it is in this period that the idea of 'participation' becomes a normal practice in organisations. Special consideration is given to this period because the study argues that participation is an important political rationality through which the art of government is possible in the present. Additionally, recognising the importance of the concept of discontinuity in understanding the present in a Foucauldian framework, the period from the 1980s to the mid 1990s maps the emergence of the 'active' manager in Australia.This emergence is traced through a range of sites, including a global discourse of the active citizen, as well as more micro attempts to produce these practices, such as the development of manuals and motivational texts.
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Stoodley, Colin Ross. "Perspectives of training, coaching, formation and access for church planting in Australia." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/195b65415ebf280f7de4dc89482f74afb8c1ff5bdc6fb8b6c451b641c11a4092/2180521/Stoodley_2012_Perspectives_of_training_coaching_formation_and.pdf.
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The researcher for this study has a long standing interest and involvement in Church planting in Australia. This includes being a Church planting leader, training Church planters as well as being a Church planting coach. His involvement raised questions about the most appropriate methods to prepare and support a Church planter that, in turn, has led to this thesis. The aim of this inquiry was to investigate Church planters’ experiences of training, coaching, formation and access to support. Their perceptions of their preparation and their in-the-field experiences were sought and, in particular, what they believed to be the most appropriate form of preparation, assistance and support for a Church planting leader facing the challenges and demands of this unique ministry. The research took a naturalistic methodological approach, founded on an interpretive theoretical stance so that the multiple realities that emanated from among Church planters, in relation to their view of their role in diverse contexts, was able to fully emerge and be examined in a holistic way. While the participants all shared a Christian view of the world, their experiences, memories, strengths and weaknesses, are all legitimate elements of a larger story about Church planting in Australia that needs to be told. Specifically, a mixed method approach was chosen. Firstly a telescopic view of the issues around Church planting was developed out of the results of a questionnaire which targeted the perspectives of Church planters on training, coaching, formation and access. The pertinent issues that were identified in the questionnaire were then clarified and elaborated upon, by taking a microscopic view through the use of semistructured interviews as part of a series of case studies. Analysis of the data collected through this thesis indicates Church planters believe that training should take place before they enter the field and they believe that this training assisted them to develop vital skills. Coaching was found to enhance training by encouraging Church planters to understand how to make strategic use of learning developed in training and how a relationship with a coach may cultivate ongoing formation. Church planters also indicated that instruction on formation was a useful part of their training. For some Church planters the support provided by their sending Churches or Denominations came in the form of access to training and coaching. All these elements (training, coaching, formation and access) were seen as crucial to the ongoing engagement of the Church planters with the communities they were leading. There were also three emergent issues. Firstly, it was found that some Church planters began their work without the support of a collaborative relationship with a sending Church or Denomination. Secondly, Church planters viewed the role of the spouse as a critical influence in the foundation and maintenance of the new faith community being led by their Church planter spouse. Thirdly, a vision of Scripture and ministry was found to have a greater influence on the approach that most Church planters adopted to establish their new work than that which had been indicated through a review of the relevant literature. The theoretical and practical implications of this study include: that a collaborative approach from all those involved in Church planting is needed. Such relationships will seek to identify the most appropriate training and coaching options to maximize the effect of the skills and formation in the Church planters that are being sent out to this work; and, that Church planting leaders require the same level of careful preparation and support as that being offered to those who lead Churches that are already established. The findings of this thesis indicate that further research is necessary into the role assessment might play in identifying effective leaders for Church planting; as well as into the supportive role spouse in the life of the Church planter. Further, more needs to be known about how to best support the efforts of Church planters who are working outside of supportive collaborative relationships with a sending Church or Denomination.
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Mhlongo, Nanikie Charity, and n/a. "Competency-Based assessment in Australia - does it work?" University of Canberra. Education and Community Studies, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.094237.
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South Africa since the liberation in 1994 has faced a lot of changes. The changes
include being a member of the international community. As part of the international
community, South Africa is finding itself largely faced by the challenges associated
with this position. Looking at other countries South Africa is realizing that the world
is looking at better ways of educating their people and organizing their education and
training systems so that they might gain the edge in an increasingly competitive
economic global environment. Success and survival in such a world demands that
South Africa has a national education and training system that provides quality
learning and promotes the development of a nation that is committed to life-long
learning.
Institutions of higher education in South Africa are currently changing their present
education system to conform to a Competency-Based Training (CBT) system. This
system has only been planned but not implemented yet and it is not clear how CBT
will be implemented, especially how the learners are going to be assessed.
Competency-Based Assessment (CBA) is an integral part of CBT that needs
particular attention if the new system is to succeed.
The key aims of this thesis are to investigate the current assessment policy and
practice at the Canberra Institute of Technology (CIT) underpinned by Competency-
Based Training system. The project will describe and analyze the Competency-Based
Assessment system used within CIT's CBT system. The project will focus on:
Observing classroom practice of CBA, analyzing students' and teachers' perceptions
of their involvement with CBA, and analyzing employers' perceptions of the
effectiveness of CBA.
The main aim of this thesis is to suggest recommendations for an assessment model
that will be suitable to implement within hospitality training institutions in South
Africa.
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Agnew, Melissa. "Big country, big voice : matching Australian actors' speech training to theatrical performance requirements." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35851/1/35851_Agnew_1995.pdf.
Full textAbstract:
This study investigates the requirements of the Australian actor's speaking voice in theatrical
performance with a view to identifying any presently existing shortcomings in that voice and proposing a means of addressing problems. From sources including case studies and fieldwork projects, data emerge about voice and speech practice in the Australian theatre.
Significant interviews with Voice experts from the Royal Shakespeare Company are included, as is a voice-oriented analysis of Louis Nowra's major plays. Implications for actor-training are detailed in the Data, Findings and Conclusion chapters. The thesis proposes that actor training programs should feature dialect in their speech courses.
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Bennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice." University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.
Full textAbstract:
[Truncated abstract] This study extends understanding of the careers of classical instrumental musicians within the cultural industries, and ascertains the extent to which professional practice is reflected within current classical performance-based music education and training. Little is known about the careers of classically trained instrumental musicians in terms of the activities in which they engage and the skills and attributes used to sustain their professional practice, and there is also widespread lack of understanding about the music industry and the wider cultural industries. The extent to which education and training reflects the careers of music performance graduates has gained heightened exposure at the same time as higher education institutions have become increasingly accountable for the employability of graduates, and yet much of the available literature has only tangential relevance and there remains a shortage of literature relating to the complex area of creative practice. The research approach for the study bridges both the interpretive and normative paradigms. Using survey and interview methods, the study employs three distinct but interrelated data collections to investigate sustainable professional practice through analysis of musicians’ careers, performance-based education and training, and the cultural industries. The study identifies the longitudinal characteristics of musicians’ professional practice and presents in a conditional matrix the intrinsic and extrinsic influences that impact upon it. The study proposes a practitioner-focussed Arts Cultural Practice (ACP) framework that consists of four practitioner-focussed, non-hierarchical groups which were determined through analysis of the major foci characterising roles within the cultural industries. As such, the ACP framework represents a new paradigm of sustainable practice that circumvents existing barriers; submitting a non-hierarchical view of cultural practice that clearly indicates the potential for an exciting diversity of holistic practice often not considered by practitioners. The ACP curricular model posits the collaborative delivery of generic skills across artforms. This study substantiates the generic skills used by artists throughout the cultural industries, and confirms the rationale for education and training which considers the sustainability of music graduates’ careers as arts cultural practitioners. Thus, individual strengths and talents should be developed according to the intrinsic and extrinsic influences which drive the passion for arts practice.
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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.
Full textAbstract:
This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education.
Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hart, Christine E. "The history and development of the education and training of library technicians in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1025.
Full textAbstract:
The history and development of the education and training of library Technicians in Australia is currently recorded in the literature in a piecemeal und uncoordinated manner. The aim of this research is to provide a current and coherent account of the history and development of courses, examine the role of major stakeholders and identify the major issues that have accompanied the evolution of education and training for paraprofessional library staff. A comprehensive chronicle of the education and training of library technicians will contribute to the research and literature of Library and information science in Australia. The research will examine: • why formal education and training courses for library technicians were introduced in Australia; • how education and training courses have developed and evolved in response to library industry workplace changes from 1970 to 2000; • what role the professional organisation, the Library Association of Australia, and its successor, the Australian Library and Information Association, has played in the education and training of library technicians; and • what impact government policy on vocational education and training has had, and continues to have, on the training of library technicians. An extensive examination and analysis of existing primary and secondary information sources, including books, journal articles, conference proceedings, government publications, online and Internet documents and TAFE course documentation was conducted in the course of this study. While the methodology was generally restricted to an examination of documentation available in published sources, it was supplemented with personal communication with relevant individuals and institutions where necessary.
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Sage-Pranchère, Nathalie. "L’école des sages-femmes. Les enjeux sociaux de la formation obstétricale en France, 1786-1916." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040258.
Full textAbstract:
Dans les années 1780, une nouvelle politique française d’encadrement de la naissance choisit lasage-femme comme intermédiaire privilégié entre les attentes médico-administratives et lapopulation. Officialisé par la loi du 19 ventôse an XI sur l’exercice de la médecine, le métier desage-femme n’a plus dès lors qu’un point d’entrée possible et admis : la formation obstétricale.La thèse étudie le consentement des sages-femmes à leur mise en formation, sa chronologie et sesmodalités. Elle aborde la question de la part dans l’évolution de la profession et son renforcementau fil du siècle des dynamiques externes (État, administration, corps médical) et internes (sagesfemmeselles-mêmes). Ou comment les auxiliaires sans instruction de la naissance à la fin duXVIIIe siècle se muent en une profession médicale unifiée au début du XXe siècle.Au-delà, ce travail montre comment l’organisation administrative de la formation, les politiquesde recrutement et la forme des cours participent à la construction d’un nouvel agent sanitaire : lasage-femme qui se retrouve à assumer tour à tour les fonctions d’accoucheuse, de vaccinatrice, demédecin des pauvres ou encore de puéricultrice.En un siècle, les deux-tiers des départements français ont fondé un cours ou une écoled’accouchement. En un siècle, ce sont près de 45 000 sages-femmes qui ont été formées etdiplômées. Cette étude est celle de la construction d’une identité et d’une conscienceprofessionnelle permise par la formation obstétricaleIn the 1780s, the new French policy surrounding childbirth elected the midwife as theintermediary between the medical and administrative powers and the population. From themoment it was made official by the Law of Ventose 19, year XI on the practice of medicine, thesole gateway to midwifery has been obstetrical training.The thesis examines how midwives consented to this training, as well as the timeline of thisconsent and its modalities. It also examines how forces from without (government,administrative rules, physicians) as well as from within (the midwives themselves) created thedynamics allowing the profession to evolve and gain official status in the nineteenth-century—how from untrained birth assistants in the late eighteenth century, midwives turned into a unifiedmedical profession in the early twentieth century.Beyond, this study investigates how administrative guidelines, recruitment policies, trainingcontents and methods led to the creation of a new health worker: the midwife, in charge, byturns, of delivering babies, of performing smallpox vaccinations, of being a doctor to the poor,and of providing expert childcare.In the course of a single century, two-thirds of all French departments founded a midwiferytraining school. Over that century, nearly 45 000 midwives were trained and certified. This studydeals with the construction of a professional identity and a professional conscience, as a result ofobstetrical training
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Mafi, Salote Christine Laumanukilupe. "Assertive communication by first- and second-generation Tongan employees in Australia /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17040.pdf.
Full text
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Kelly, Maureen Grace. "Government sponsored adult vocational training in Scotland and the state of Victoria, Australia : a comparative study with special reference to management training." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21332.
Full textAbstract:
This thesis is a comparative study of management and small business training initiatives in Scotland and the State of Victoria, Australia. The underlying objective of the research was to identify the advantages and disadvantages of devolving responsibility for vocational training to a sub-national level of government. In Scotland the study encompassed the period from 1981, when the New Training initiative was launched, until 1988 when development work began in preparation for the establishment of Scottish Enterprise. In Victoria the study tracked developments from 1985, when the formative Kirby Report was published, until 1992 when Prime Minister Keating announced plans for the vocational training system in Australia. Vocational training systems are inter-organisational by definition. The focus of this study, therefore, was on the processes through which the systems studied translated policy intent into action. In particular, it sought to relate the structural characteristics of the implementation networks to levels of centralisation and to the efficiency and effectiveness of the systems. The study used a mixed methodology which included postal survey, personal interviews and document search. The findings suggest that behavioural processes were the key to the maintenance of the balance of power in the decentralised Victorian system. Formal inter-governmental forums also played a part, but this was secondary to the use of informal diplomacy and collaborative behaviours by officials within the system. Overall the study concludes that Scotland may have a great deal to learn from federal systems in terms of establishing itself within the European Union.
30
May, Roger N. "An exposition of the apprentice assessment systems in Western Australia." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1244.
Full textAbstract:
This study assessed the dilemmas associated with apprentice assessment systems in the New Apprenticeship Training and Assessment System (NATAS), (State based system), and the Modular system (National system) in Western Australia. Although both were described as competency-based systems these different schemes showed the variations that existed under this general description of training and assessment. The Modular system was a competency-based system which emphasised outcomes rather than the process of training.The emphasis on the process of training was what sustained decades of traditional apprenticeship training. The competency-based approach, discussed in detail later, was a performance-based methodology. Conceptually the apprentice either could perform a given task or task element as set by a specific performance criterion, or s/he could not. The person was judged, based upon the performance outcome to be either competent or incompetent. The basic assumption was that the person could not be partially competent.The competencies approach was a cornerstone of the Australian National training provision. It was administered by the National Training Board through an Australian Standards Framework. The key target group in this assessment of the competency area and the focus of this study was the young apprentice who would become a skilled tradesperson in a relatively short period of four years.Supporting the apprentices in the NATAS system were monitors, lecturers, and employer's members of these groups, who together with apprentices were used to gain insights into the new training initiatives.A previous study Williamson, Lowe and Boyd (1990) had looked at the Western Australian New Apprenticeship and Training System (NATAS). The intention was to develop ideas further and in greater depth using qualitative methodology in the area of effectiveness of the training and assessment system. The research also had critically assessed the Modular system (National) which in most cases progressively replaced NATAS during the period of the research.
31
Pippen, Judith Irene. "Inscribing actors' bodies : towards an epistemology of movement praxis in actor training." Thesis, Queensland University of Technology, 1998.
Find full textAbstract:
This thesis explores some of the issues involved in movement praxis in actor training, contextualising itself within the QUT Academy of the Arts in Brisbane and arts research in Australian Universities. To elucidate these issues the researcher applies the epistemology of Humberto Maturana's constitutive ontology (the philosophical
underpinnings of the biology of cognition) in multiple sites of performance theory and practice, with particular reference to the movement learning of actors. The research process has focused on publishing articles and a monograph for different groups of observers of the phenomenon under study: for Feldenkrais Practitioners, actor and drama educators, and researchers in performance studies. These articles, which are presented in a modified form in the thesis, develop the conceptual framework of the thesis; identify issues in movement training for performance, explore these issues and track movement training to performance. Insights garnered are then applied in the
researcher's practice as director of The Rivers of China by Alma De Groen. Because the researcher occupies different sites, such as that of actor in training, of director, of actor educator and Feldenkrais Practitioner, the research is polysituational and results in a heteroglossic text. This text coheres around the central proposition that
live performance can be constituted in terms of the particular dynamic of human interrelationship involved in the contract to play, and that there will be more coherence
in the movement preparation of actors for live performance if that project is viewed in terms of the dynamics of this interrelationship rather than from mechanical or instrumental theories of the moving body.
32
Putra, Andreas Wahyu Gunawan, University of Western Sydney, and Sydney Graduate School of Management. "Evaluating training programs : evaluating training programs for front line associates in the hotel sector in Sydney : demonstrating Kirkpatrick's model." THESIS_SGSM_XXX_Putra_A.xml, 2003. http://handle.uws.edu.au:8081/1959.7/723.
Full textAbstract:
Research for this project was undertaken by means of a broad and comprehensive literature search, a field study and the development of four working papers. It has been quoted,The hospitality industry appears to be facing increasing competitive pressures to improve the quality of its delivery of products and services. For many hotels, success depends largely on the availability of qualified line associates who are able to translate and consistently maintain their company's operational standards of service. Hotel companies, thus, must take training programs for front line associates seriously to accommodate the growing pressure to provide qualified associates. Consequently, many hotels now highlight training activities for front line associates as a means of providing an outstanding service for their customers. However, there is often scepticism about whether training actually pays off for organisations. Despite the importance of the topic, there appears to be little research on evaluating training for front line associates in the hospitality industry, particularly in the hotel sector. Therefore, this project is arguably pioneering in its analysis of applying the model chosen. It has demonstrated through empirical evidence the usefulness of the model to the four hotels in Sydney. This project has investigated evaluating training programs by analysing the reaction of the trainees, learning gained by the trainees, transfer of learning to the workplace by the trainees and training outcomes. The research is expected to be useful to other training practitioners and/or scholars who are interested in taking further research in the hospitality industry, particularly in the hotel sector.Doctor of Business Administration
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Harris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
Full textAbstract:
The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.Doctor of Philosophy (PhD)
34
Pollard, Anna, and apollard@parade vic edu au. "The Professional Development and Training Needs of Literacy Coordinators in Secondary Schools in Victoria, Australia." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.122251.
Full textAbstract:
The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.
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Turnley, Jennifer Anne. "Education and Training of Specialist Sexual Offence Investigators in Victoria, Australia from 2009 to 2011." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1481.
Full textAbstract:
The topic of training specifically designed for investigators of sexual offences has received little attention from academic researchers to date. Previous studies have not described training provided to police investigators of sexual offences in Australia. This thesis developed Turnley’s Framework for the Examination of Police Training in Sexual Assault Investigation, to examine and describe a Sexual Offences and Child Abuse Investigative Teams (SOCIT) Course, provided to Victorian Police from 2009 to 2011. This entailed triangulation of findings from non-participant observations of one SOCIT Course, with quantitative and qualitative data sourced though an in-depth interview with course trainers; feedback sheets voluntarily completed by trainees who undertook the course and responses from an online survey of 44 police who completed a course between 2009 and 2011. A description of the course design, resourcing, content, delivery, individual and organisational outcomes are presented as findings. Trainees reported the SOCIT course to be highly relevant for the work of specialist sexual assault investigators, with 80% of survey respondents self-reporting a change in their attitudes towards victims of sexual offences as a result of the SOCIT training. Despite these self-reports, findings from the survey indicate the maintenance of negative attitudes by some police in relation victims. The findings of this thesis concur and support findings of the Policing Just Outcomes Project with regard to the need for police to focus on, and refine the process of selection and recruitment, for this specialised area of police work.
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Kurzeja, John Joseph. "Sociology of educational systems: The case of teacher training in the twentieth century Western Australia." Thesis, Kurzeja, John Joseph (1997) Sociology of educational systems: The case of teacher training in the twentieth century Western Australia. PhD thesis, Murdoch University, 1997. https://researchrepository.murdoch.edu.au/id/eprint/51373/.
Full textAbstract:
The purpose of this work is to investigate the sociology of educational systems, both in its theoretical and empirical aspects, by examining the development of teacher training in twentieth century Western Australia.
The theoretical enquiry consists of a critical examination of the writings of selected social theorists, particularly Max Weber and some of his followers (especially Margaret Archer), who employed the interpretive method of macro-sociological analysis of educational systems. A relevant selection of system theorists' ideas is also incorporated into the conceptual framework.
The empirical investigation examines teacher training in Western Australia, mainly between 1902 and 1990. In the empirical part of the work, the historical method was used, consisting of a critical examination of extant published and especially unpublished archival sources whereby data was obtained to test the validity of the research theses.
The main findings of the investigation were that (1) teacher training originated as an educational system in the twentieth century Western Australia in response to specific social, political, economic and cultural conditions, and (2) the system's developmental trajectory (especially its goals and structure) was a reflection of the changing societal matrix.
Distinct phases of the system's development were identified and hermeneutic constructs suggested to provide a sociological explanation of the systemic evolution.
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Donaldson, Sherry. "A policy analysis of a private sector company's response to the career start traineeship." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1165.
Full textAbstract:
During 1994 BHP Iron Ore is investigating the costs benefits and possibilities of introducing a new Traineeship scheme called Career Start for the Metals and Engineering sector of its workforce. This study explores the factors which impact upon the introduction of the new competency based training scheme. It provides BHP with information for determining whether to adopt the Traineeship scheme as the sole entry level training program for the company, whether to reject the Traineeship scheme altogether, whether to run the Traineeship scheme side by side with the Apprenticeship scheme or to integrate it with the current Apprenticeship scheme in some form or other, within the Metals and Engineering sector. In order to make this determination BHP needs to decide upon a policy making process that is rational, comprehensive, objective, considered and that presents a range of alternatives with means to defined ends. A variation of the rational model for policy making is used to provide a broad framework for developing an answer to the major research question which is: What considerations does BHP need to take Into account to determine whether or not to introduce the Career Start Traineeship scheme? To answer the major research question several subsidiary questions based on the five steps of the rational model were pursued.
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May, Roger N. "An exposition of the apprentice assessment systems in Western Australia." Curtin University of Technology, Curtin Business School, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11464.
Full textAbstract:
This study assessed the dilemmas associated with apprentice assessment systems in the New Apprenticeship Training and Assessment System (NATAS), (State based system), and the Modular system (National system) in Western Australia. Although both were described as competency-based systems these different schemes showed the variations that existed under this general description of training and assessment. The Modular system was a competency-based system which emphasised outcomes rather than the process of training.The emphasis on the process of training was what sustained decades of traditional apprenticeship training. The competency-based approach, discussed in detail later, was a performance-based methodology. Conceptually the apprentice either could perform a given task or task element as set by a specific performance criterion, or s/he could not. The person was judged, based upon the performance outcome to be either competent or incompetent. The basic assumption was that the person could not be partially competent.The competencies approach was a cornerstone of the Australian National training provision. It was administered by the National Training Board through an Australian Standards Framework. The key target group in this assessment of the competency area and the focus of this study was the young apprentice who would become a skilled tradesperson in a relatively short period of four years.Supporting the apprentices in the NATAS system were monitors, lecturers, and employer's members of these groups, who together with apprentices were used to gain insights into the new training initiatives.A previous study Williamson, Lowe and Boyd (1990) had looked at the Western Australian New Apprenticeship and Training System (NATAS). The intention was to develop ideas further and in greater depth using qualitative methodology in the area of effectiveness of the training and ++assessment system. The research also had critically assessed the Modular system (National) which in most cases progressively replaced NATAS during the period of the research.
39
Walker, Laura. "Perceived changes in the knowledge and confidence of doctors and midwives to manage obstetric emergencies following completion of an advanced life support in Obstetrics (ALSO) course in Australia." Thesis, Walker, Laura (2011) Perceived changes in the knowledge and confidence of doctors and midwives to manage obstetric emergencies following completion of an advanced life support in Obstetrics (ALSO) course in Australia. Masters by Research thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/7960/.
Full textAbstract:
Aims: This study investigated perceived changes in knowledge and confidence to manage specific obstetric emergency situations following completion of an Advanced Life Support in Obstetrics (ALSO) course in Australia.
Methodology: A prospective repeated measures survey design was employed using three questionnaires. From a sampling frame of all course attendees from May to September 2010 throughout Australia (N = 242), 68% (n = 165) completed pre- and immediate post-course questionnaires, and 61% (n = 101) completed a six-week post-course questionnaire. Descriptive statistics were reported as median and interquartile range. Statistical data were analysed using a Friedman two way repeated measures analysis of variance and the Wilcoxon signed rank test. All p levels lower than .05 were considered significant.
Results: There was a significant overall improvement in perceived knowledge and confidence of the recommended management of all 17 emergency situations immediately post-course (p < .001) and at six weeks post-course (p < .001) when compared to pre-course levels. However, a significant decrease in knowledge and confidence for many emergency situations from immediately post-course to six weeks post-course (p < .05) was also observed. The midwives believed the interprofessional aspects of the course had increased their ability to learn (p = .014) and practise new skills (p < .001), work as a team member (p = .002) and communicate effectively with different professional colleagues (p = .008), whereas the doctors experienced no significant changes in their beliefs regarding these variables. The midwives also significantly increased their confidence in all four aspects of interprofessional interaction measured at six weeks following the course (p < .001), whereas the doctors only perceived a significant increase in confidence that their clinical decisions were respected by the midwives with whom they worked (p = .016).
Conclusions: These results indicate that completion of the ALSO course in Australia has a positive effect on the knowledge and confidence of doctors and midwives to manage obstetric emergencies. There was also evidence that the course influenced midwives‟ confidence when working and communicating within an interprofessional team.
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Dwyer, John Aloysius. "Catholic schools and Catholic social principles : a comparative study of Australia, England and Wales, and the United States of America." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006565/.
Full textAbstract:
This thesis questions to what extent Catholic schools in Australia, England and Wales, and the United States are being able to form their pupils in Catholic social principles today. Catholic schools, because of what they are and of what they purport to be, must always be open to questions of authenticity. Over recent years there has been a steady and subtle, but very significant, increase in the role of governments in non-government education in Australia, England and Wales and the United States. There is concern that non-government schools, particularly Catholic schools, may be becoming unwitting and complacent vehicles of government policy, whether it be a Labour government in Australia, a Conservative government in England and Wales, or a Republican government in the United States. The thesis examines the nature of this government intervention in Catholic schools in these countries over recent years, and considers whether such intervention has been antithetical to the school's capacity to develop the pupils in a sound understanding of Catholic social justice principles. It looks at reasons why Catholic schools in these countries today have difficulty reconciling their aims for social justice with prevailing government's economic and social policies. It is a comparative study, to see how an analysis of such developments in England, Wales and the United States can illuminate these issues in Australia. The thesis attempts to locate, evaluate and synthesise evidence to give a much clearer picture of the difficulties Catholic schools have to face in their call to evangelise modern youth. The investigative method used is essentially a historical analysis of policy documents of the Catholic Church, of the popes, bishops and Catholic education bodies, of the governments and Courts of the countries concerned, of recent statistical data, and of a series of informal interviews. Visits were made to a number of Catholic tertiary institutions to estimate current input in terms of modern Catholic social teaching. In the conclusion the thesis offers strategies to current Catholic educational administrators which may help improve the effectiveness of their Catholic social justice teaching.
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Hänselmann, Eva [Verfasser], Michael [Akademischer Betreuer] Wirsching, and Wilhelm [Akademischer Betreuer] Niebling. "The Secret History Project : : cultural adaptation of an experiential training method aiming at improved empathic engagement and self-care for midwives and nurses in obstetric care." Freiburg : Universität, 2018. http://d-nb.info/1185977287/34.
Full text
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Clow, Sheila Elizabeth. "The effect of a training and clinical facilitation programme for registered midwives in primary maternity settings with respect to managing labour: a pragmatic cluster randomised trial." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13082.
Full textAbstract:
Includes bibliographical references.Background: Intrapartum complications contribute to nearly half of all avoidable maternal and perinatal deaths nationally. Inadequate understanding of the labour process by midwives, poor documentation of labour monitoring and inadequate systemlevel support may lead to wrong diagnosis, incorrect management, and the potential for missed opportunities to prevent mortality. Aim: To evaluate the effect of an intervention package of training and clinical facilitation on the quality of clinical management in labour by registered midwives in primary level public sector health facilities in rural South Africa. Methods: Research design : Pragmatic cluster randomised trial with 12 month follow-up. Setting and participants : Seventeen clusters stratified by geo-political region and size of service; 1020 labour records (60 per cluster / site; systematic random sample); and 154 registered midwives employed in the study sites during the study period. Participants were not blinded. Intervention : A package of clinical faclitation training for selected experienced midwife clinicians / managers, and an intrapartum educational update for midwives. Intervention and control sites continued receiving routine communication, all clinical guidelines and scheduled outreach activities. Main outcome measures : Primary outcome - clinical practice measuring partograph utilisation, using a modified partograph checklist, the testing of which is described in this study. Secondary outcome - midwives’ knowledge and skills, measured by written and clinical tests. Outcomes were analysed at the individual level using regression methods that allowed for clustering. The evaluator was blinded to the study allocation. Findings: The mean scores for the total partograph were not statistically significantly different between arms; the mean difference was 1.55 points out of a possible score 47 (95% CI: -1.18 to 4.28) p= 0.27. At a score of 27 the estimated absolute difference was 13.6% (95% CI : 0.16 to 0.25) p = 0.026. The total score for midwives’ knowledge and skills was 7 points (out of a possible 119) higher in the intervention arm (95% CI : 2.1 to 12.3), p=0.006. Conclusions: Although there was no difference in the quality of the overall completion of the partograph, there was a statistically significant difference in those of better quality completions in the intervention arm. Midwives’ knowledge and skills were higher in the intervention arm and those in the control arm deteriorated over time. This difference was statistically significant. Recommendations and implications for practice: This indicates a critical need to provide continuing professional education to midwives and to arrange midwifery staffing that optimises clinical practice in settings where intrapartum care is offered. In addition to regular, sustainable programmes to enhance partograph utilisation and midwife knowledge and skills, barriers to the utilisation of the partograph need to be investigated and addressed.
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McPherson, Leith. "Shakespeare's verse and the training actor." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/163.
Full textAbstract:
A focus on the clarity of the verse in the preparation and performance of Shakespeare's plays has been seen by some modem directors and teachers as an impediment to effective storytelling. Contemporary directors and actors in both film and theatre are focussing more on making the text sound 'natural', rather than formally structured, in order to improve the accessibility of the text for a modern audience that is more familiar with interpreting a visual world than an aural one, and more appreciative of a naturalistic acting technique rather than the heightened commitment required for Elizabethan text. Furthermore, many actors and directors have written and spoken about the lack of exposure young actors have to Shakespeare in performance, let alone to performances of these texts that are illuminating or inspirational. The plays do hold tremendous appeal as literature, but it is quite clear that they were never originally intended to be experienced in that form, just as the reading of · sheet music and performance of live music are two distinct experiences. Shakespeare lived and breathed and wrote for the theatre and it is within this environment that we can most fully understand and engage with his work. This is true for students of the text, for audiences, and most significantly for the actors whose job is to communicate the verse.
Although. the teacher of Shakespeare in an acting course has to compete· for tuition time with many skills that seem more · immediately relevant to current industry demands, my belief is that the tools a student develops through learning to read and perform Shakespeare's text serve the overall growth of the ·professional actor. I also believe that a focus on the clarity and. confidence of the verse speaking will improve the quality of any Shakespeare play in performance, regardless of the other interpretive choices made by the creative team.
This thesis aims to identify the most effective ways of training students of acting to work with Shakespeare's verse. I -will be documenting my verse work with students from the Acting course · at the Western Australian Academy of Performing Arts from 2006-2008, exploring and reflecting on three key components of the work conducted with the students during that time: practical voice and poetry classes; a full public production of Shakespeare's play The Winter's Tale; -and a post-training workshop in 2007 .
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Chadwick, Felicia School of Education Studies UNSW. "An Australian perspective on talent development in music: The influence of environmental catalysts upon the provision of opportunities for learning, training and practice in the musical domain." Awarded by:University of New South Wales. School of Education Studies, 2000. http://handle.unsw.edu.au/1959.4/17624.
Full textAbstract:
The study explored the influence of environmental catalysts, upon the provision of field specific opportunities for learning, training, and practice, for a sample population of musically involved young Australians. The findings enhance understandings of the conditions in which children's musical aptitudes are developed. Research bases in the fields of gifted education and music education were employed to support the investigation. Components of Gagn??'s Differentiated Model of Giftedness and Talent (1995a) provided the theoretical framework for this investigation. Two survey questionnaires, completed by Australian parents (N = 194 and N = 182 respectively), sought information pertaining to the subject child's musical involvements and undertakings. Some details of the musical interests and involvements of the child's parents and siblings were also obtained. Quantitative and qualitative data contribute to an extensive profile of the types of music programs and provisions which support the normative and expert development of Australian children's musical behaviours. Parents' musical interests and involvements appear to have strongly influenced the choice of home-based recreational pursuits for their children. The convincingly articulated, positive, field specific views espoused by Australian parents appear to have been translated into the provision of multiple, simultaneous opportunities for their children to engage with musical undertakings. Notable amongst the data are the structured involvements of young musicians with music composition engagements. The data also indicate that many of the sample of Australian children received high levels of support and encouragement for musical undertakings from parents who were themselves musically interested and knowledgeable. Parental involvements with their children's music lesson and practice related engagements, were found to be characterised by features of deliberate practice. The home-based environments of young Australian musicians were found to be characterised by opportunities for exposure to rigorous and challenging musical engagements, undertaken at an optimally early age, thereby enhancing normative musical development. Such engagements provided the necessary foundation for expert levels of musical skill acquisition. An ascending progression of musical skill development was demonstrated to correspond to increasing age further reinforcing the developmental perspective on the acquisition of musical expertise. Some parents indicate that musical engagement has been pursued as a means of appropriately challenging children exhibiting the cognitive and affective characteristics of giftedness.
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Veale, Ann. "The relationship of the practicum to teacher development." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.
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Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.
Full textAbstract:
The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.
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Tatasciore, Melissa. "The effect of resistance training interventions in overweight and obese children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/295.
Full textAbstract:
Childhood and adolescent obesity is a significant problem in Australia and it has reached alarming levels. While most studies have suggested that increased levels of physical activity, combined with improved nutrition can improve body composition and health of children who are obese or overweight, the majority of these programs have used aerobic-based interventions. Despite the abundant research on the role of which parents and schools can play in the prevention of obesity in children, the use of resistance training in youth and health promotion is a fairly new concept, and one that needs further study.
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Barratt-Pugh, Landis G. B. "The discourses associated with the frontline management initiative and their relationship to managing practice." University of Western Australia. Graduate School of Management, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0073.
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[Truncated abstract] This thesis is an analysis of a technology that is radically changing the location, process and position of manager learning, leveraging organisational learning agendas, and creating networks re-ordering institutional frameworks. The thesis examines the discourses, performances and productions associated with the Frontline Management Initiative (FMI) and provides a model of workplace-based management development. Academically, it provides new knowledge about the discourses constituting, enacting and producing manager development. Practically, it provides an understanding of the relations between workplace learning and outcomes that can inform practice. The FMI is a critical technology in terms of leveraging enterprise growth, due to its extensive national profile within the politically dominant societal structures of organisations, the critical interpreting role of frontline managers, and the innovative workplace-based, learner-centred framework. As the solitary Karpin (1995) report beacon, the FMI is positioned in highly contested terrain. Managing practice confronts the complexity of ordering knowledge work, where meaning and knowledge are more fluid and transient. Management development practice is more workplace located where knowing is more situated, distributed and relationally negotiated, but framed by politically endorsed competency-based frameworks. This study takes the unique opportunity to examine a learning technology that is being shaped by powerful mediating discourses. It examines how these multiple discourses construct FMI practice, what meanings of managing they develop and what effect these relational experiences have on subsequent managing practice.
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Neilson, George A. "Expatriate selection, training, family issues and repatriation putting theory into best practice for expatriate success in Australia, Singapore and Malaysia." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/274.
Full textAbstract:
For both large and small companies involved in the internationalisation of world-wide markets, the successful management of expatriate assignment is an important part of overseas commercial activities.This investigation was concerned with expatriate management in fifty, multinational and international organisations in Australia, Singapore and Malaysia to contribute to the enhancement of success and reduction of failure of expatriate assignments.Data was collected to heighten the awareness of practitioners and academics to the value of dealing differently with expatriates. In forecasting the value of expatriates and the importance of global trade in the future, it was shown that the most successful companies are those able to identify and select an ample number of appropriate international managers. Where suitable candidates for relocation are not selected, higher than normal turnover occurs.The unique Australasian models developed and tested in this thesis are a direct response to the results of current research and encourage current practice to be less static. resulting in the rate of expatriate failure being reduced substantially.
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Eiseman, John, University of Western Sydney, and of Science Technology and Agriculture Faculty. "Strategies for small business education and training: a case study in the independent supermarket industry in Australia." THESIS_FSTA_xxx_Eiseman_J.xml, 1997. http://handle.uws.edu.au:8081/1959.7/36.
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The need to raise the skills and knowledge of both managers and staff in small business through improvement to education and training is the underpinning thematic concern of this research. Another concern is the appropriateness of action research as a process for research and development in education and training for small business. The independent supermarket industry in Australia provided the case study for this action research. The study sought to identify the barriers to participation in education and training programs and to develop strategies to overcome these barriers. Participation in education and training programs in the independent supermarket industry in Australia was found to be constrained by working conditions at store level, geographic location, negative attitudes of owners or principal managers towards education and formalised training and economic pressures on the industry. In this study the action research methodology provided the means to incrementally achieve a rich contextual understanding, to build researcher-client relationships, client receptivity to the research findings and credibility for both the researcher and the study. However, a key constraint to action research was the difficulty of gaining active participation from the client system. Another contribution of this is the documentation of the key issues and characteristics of independent supermarkets which have been poorly reported. The issues and characteristics identified for independent supermarkets, such as those arising from future uncertainity, family ownership, management style and attitude are compatible with those reported for small business generally. This research was guided by, and the results support, the proposition put forward by Gummesson that action research in a business environment is enhanced by the combining of the consultant and researcher roles. This role duality and the cyclic processes of action research provided the opportunity for incremental benefits to the clients which gave incentive for the clients to provide access and support for research in their enviroMaster of Science (Hons)