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Jastrzab, Rebecca, and Frank Juliano. "Research Interests of Pharmacists in a Community Based Practice Based Research Network." The University of Arizona, 2010. http://hdl.handle.net/10150/623794.
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Class of 2010 AbstractOBJECTIVES: Describe the characteristics and research interests of Community Health Centers (CHC) pharmacists and pharmacies in a pharmacy based practice based research network (PBRN). METHODS: Pharmacy directors of eight Arizona CHC pharmacies were initially contacted by telephone and asked to participate in a survey. The survey was then sent to these directors via email and a second telephone conversation was set up to re-‐administer the survey and gather the answers to the questionnaire. The questionnaire consisted of demographic, clinical and practice related questions targeted at identifying areas of interest for research in developing a community pharmacy practice based research network (PBRN). RESULTS: The data regarding the demographics and characteristics of the Arizona CHC pharmacies, pharmacists, and patients showed that only two pharmacies served more than 300 patients per day and dispensed more than 400 prescriptions per day. The data found that an average of 46% of the patients that went to these pharmacies did not consider English as their primary language and that an average of 49% of the patients were Hispanic/Latino. The data collected regarding the clinical interests of these pharmacies showed that asthma had the highest level of clinical interest among the eight CHC pharmacies (average rank = 3.1). For the public health interests of the CHC pharmacies, patient adherence/compliance was ranked the most important (average rank = 3.1). In regards to internal practice site interests job satisfaction was the most highly ranked interests among these CHC pharmacies (average rank = 3.1). CONCLUSIONS: The data suggests asthma, job satisfaction and patient compliance/adherence are the top areas of interest in the clinical, internal worksite, and public health sectors. The data collected from this study will help to establish a pharmacy based PBRN in Arizona and provide a starting point in terms of research topics that will be explored. The establishment of an Arizona pharmacy based PBRN is very important since it will provide cohesiveness between research and community based practice of Community Health Centers in Arizona and is a step in the right direction in terms of growth of these centers.
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Edwards, D. J. A., F. M. Dattilio, and D. B. Bromley. "Developing evidence-based practice: the role of case-based research." Professional Psychology: Research and Practice, 2004. http://hdl.handle.net/10962/d1007856.
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How can practitioners engage in evidence-based practice when the evidence for effectiveness of psychological treatments comes from randomized controlled trials using patient populations different from those encountered in everyday settings and treatment manuals that seem oversimplified and inflexible? The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. A multidimensional model of the research process is provided that includes clinical practice and case-based research as significant contributors. The authors summarize the principles of case-based research and provide examples of recent technical advances. Finally, the authors suggest ways in which practitioners can apply the case-based approach in researching and publishing their own cases, perhaps in collaboration with university-based researchers.
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Ho, Mei-Yao. "Promoting research-based nursing practice in clinical settings." Thesis, Ulster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400863.
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Dannapfel, Petra. "Evidence-Based Practice in Practice : Exploring Conditions for Using Research in Physiotherapy." Doctoral thesis, Linköpings universitet, Avdelningen för samhällsmedicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122172.
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Research developments have led to increased opportunities for the use of improved diagnostic and treatment methods in physiotherapy and other areas of health care. The emergence of the evidence-based practice (EBP) movement has led to higher expectations for a more research-informed health care practice that integrates the best available research evidence with clinical experience and patient priorities and values. Physiotherapy research has grown exponentially, contributing to an increased interest in achieving a more evidence-based physiotherapy practice. However, implementation research has identified many individual and contextual barriers to research use. Strategies to achieve a more EBP tend to narrowly target individual practitioners to influence their knowledge, skills and attitudes concerning research use. However, there is an emerging recognition that contextual conditions such as leadership and culture are critical to successfully implementing EBP. Against this background, the overall aim of this thesis was to explore conditions at different levels, from the individual level to the organizational level and beyond, for the use of research and implementation of an evidence-based physiotherapy practice. The thesis consists of four interrelated papers that address various aspects of the aim. Individual and focus group interviews were conducted with physiotherapists and managers within physiotherapy in various county councils in Sweden between 2011 and 2014. Data were analysed using qualitative content analysis, direct content analysis and hermeneutics. It was found that many different types of motivation underlie physiotherapists’ use of research in their clinical practice, from amotivation (i.e. a lack of intention to engage in research use) to intrinsic motivation (research use is perceived as interesting and satisfying in itself). Most physiotherapists tend to view research use in favourable terms. Physiotherapists’ participation in a research project can yield many individual learning experiences that might contribute to a more research-informed physiotherapy practice. However, organizational learning was more limited. Numerous conditions at different levels (individual, workplace and extra-organizational levels) provide support for physiotherapists’ use of research in their clinical practice. However, physiotherapy leaders appear to contribute to a modest degree to establishing a culture that is conducive to implementing EBP in physiotherapy practice. Instead, EBP issues largely seem to depend on committed individual physiotherapists who keep to up to date with research in physiotherapy and inform colleagues about the latest research findings.
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Thomas, Catherine J. "The research utilisation nexus : putting research into practice : an examination of research utilisation in a child welfare practice context in New South Wales." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8406.
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Evidence-based practice and policy is a relatively new concept in a human service perspective. There is literature on the broad concept of translating such an approach from the medical field to a human service setting, but there is little literature of an evidence-based approach in a child welfare context. The aim of the research was to establish how managers, practitioners and policy-makers in a child welfare context in New South Wales use research to inform practice and policy-making. This thesis addresses an absence of academic literature both nationally and internationally on the topic, and adds to the understanding of the influences on the uptake of evidence-based practice and policy-making. The research was undertaken by a single case study approach over the period 2007 – 2010. The case study generated both qualitative and quantitative information (via document analysis, focus groups, manager surveys and semi-structured interviews) that was examined in an intensive manner. This thesis argues that firstly, there are determinants in the three spheres of influence (individual, work environment, and organisational) that impact on research utilisation within the case study organisation; that these three spheres need to be working in conjunction with each other to optimise the environment for research use, and that the organisational sphere of influence is the most integral to ensuring this occurs as it provides the platform or framework for the other spheres of influence to operate in. Secondly, that the uses of research (instrumental, conceptual and symbolic) are used simultaneously within the case study organisation; they are not static or mutually exclusive; they are dynamic. It is also argued that there is a possible fourth use type of research use which is ‘wider influence’. Thirdly, the application of research and expert knowledge generally falls into three key areas of informing direct practice outcomes, development work, and professional development practices. This assists the practitioner and policy-maker to legitimise their decision-making and professional judgement in both policy and practice settings, and finally, a new ‘typology of research users’ is proposed.
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Green, Paul. "A framework for the consideration of narrative in creative arts practice." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11160.
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This research project is aimed at creative practitioners in art and design who choose to engage in postgraduate research and who recognise narrative to be an important aspect of their work. While the goal of narratology has been explicitly declared as an interest in understanding narrative in all its forms, this project responded to a perceived absence of art and design centred perspectives in the general literature on narrative. A general attitude has developed throughout the course of the twentieth century resulting in a view that narrative has become a dead issue for contemporary practitioners. Findings from the investigations conducted as part of this project demonstrate a contrary view and show that definitions of narrative tend to be weak unless anchored in specific practices or disciplines. The lack of scholarship to support contemporary art and design research practitioners produces a problem by giving the false impression that narrative is largely irrelevant to practice. It also inhibits new scholarship when what currently exists is poorly categorised. The research question asks how it is possible to support the creative practitioner doing postgraduate research to better articulate their position on narrative in a way that contributes to scholarship in the arts and consequently to knowledge about narrative in general. The thesis argues that approaches to narrative traditionally associated with the discussion of art continue to be relevant today but only account for practice in a marginalised way. It posits that theorisation of narrative in the social sciences provides additional opportunities for creative arts practitioners. In psychology, sociology and anthropology the focus has tended towards localised or personal narrative in accordance with the disciplinary interests in those fields. If small stories, in contrast to the great narratives of history or literary art, can be regarded as the prototype of narrative, then artists can draw on other academic resources which better reflect their own disciplinary interests. Having established narrative to be more relevant than it might otherwise appear in the existing traditional scholarship, the thesis proceeds to make use of my practice as a case demonstrating narrative possibilities to be considered in relation to the work of practicing artists. Since my work operates across fields of art and design it was necessary to use a mix of methods to reveal the understanding of narrative in the different cases. Finally, the thesis proposes a narrative framework which categorises narrative in creative practice in five classes which incorporate the work, its reception, and the social space in which it is experienced. In addition, the practitioner's perspective is a distinct class. The purpose of the framework is not to describe narrative in all the forms that could ever be imagined by creative practitioners. Instead it offers a way of thinking about narrative that is derived from practice and structured relative to theories traditionally used to discuss narrative and art.
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Croft, Ivan Akira. "Effectiveness of school-based crisis intervention : research and practice /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3123.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.
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Sjöberg, Johannes E. "Ethnofiction : genre hybridity in theory and practice-based research." Thesis, University of Manchester, 2009. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:68172.
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The thesis and the two films form a practice PhD in drama exploring ethnofiction - an experimental ethnographic filmmaking approach pioneered by visual anthropologist Jean Rouch. In the mid-1950's Rouch started to experiment with fiction and 'projective improvisation' in ethnographic films such as Jaguar (1957-1967), Moi, unnoir (1957) and La pyramide humaine (1959). Film critics would call these films 'ethnofictions'. After agreeing a story outline, the camera simply follows the subjects' improvisations of their own, and others', lived experiences. The aim is to show aspects of ethnographic research otherwise hard to represent. A key question of the doctoral research has been whether a nuanced understanding of foreign cultures can be created and mediated by combining ethnographic research methods with the processes of dramatic work. Even though Rouch made ethnofictions as part of his ethnographic research, he infused the genre with elements of surrealism and poetry, and often opposed anyone trying to establish theories about his films. Defying Rouch's view on this matter, this thesis explores ethnofiction as an ethnographic filmmaking method by drawing on the experiences from fieldwork and filmmaking among transgendered Brazilians living in São Paulo. The fieldwork resulted in a feature-length ethnofiction and an ethnographic documentary short: Transfiction focuses on identity and discrimination in the daily lives of Brazilian travestis and transsexuals. Informed by transgendered artists, prostitutes, healthworkers and political activists, Fabia Mirassos projected her life through the role of Meg, a transsexual hairdresser confronting intolerance and re-living memories of abuse. Savana 'Bibi' Meirelles plays Zilda who makes her living as one of the many transgendered sex workers in São Paulo, as she struggles to find her way out of prostitution. Drama Queens is an ethnographic documentary short and contains four scenes from the over 200 hours of rushes that were recorded during the fieldwork. The scenes are from São Paulo's annual Pride Parade and present Bibi, Fabia and Phedra who were the main informants of the research conducted at the theatre Os Satyros in central São Paulo.
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Wilson, Virginia. "Research in Practice: Evidence, Local Context, and the Hierarchy." Evidence Based Library and Information Practice, 2015. http://hdl.handle.net/10388/7083.
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Stolp, Mareli. "Contemporary performance practice of art music in South Africa : a practice-based research enquiry." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71885.
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Thesis (PhD)--Stellenbosch University, 2012.Sensitive areas within this text have been blacked out. Please refer to the attachment.
ENGLISH ABSTRACT: In this dissertation, I examine contemporary South African art music performance practice and the social function it fulfils. Performance practice is understood in this study to mean an art practice or cultural item constituted by three types of 'role-players': performers of art music, composers of works in the art music genre and audiences that assimilate and respond to these works when performed. My own position as a performing artist in South Africa has suggested most of the research questions and problems dealt with in this dissertation, which was approached as a practice-based research study. Practice-based research, an emergent kind of research which aims at integrating practical and scholarly work, is becoming increasingly prevalent in academe internationally, although the present study is one of the first examples of such an approach in South Africa. Drawing on contemporary interpretations of the theories of phenomenology articulated by Edmund Husserl and Maurice Merleau-Ponty, my position as a performer of art music in South Africa and the personal experiences I have had as a practitioner within this art practice are interrogated. While I was involved in a variety of practical engagements during the course of this study, all of which have contributed on some level to the final research product, the research design comprised five 'performance projects' that were designed to interrogate specific issues in contemporary art music performance practice in South Africa. The knowledge gained through these performance projects are presented together with theoretical work in this dissertation. An attempt is made to explicate these subjective experiences gained through practice and interrogate them through the application of social theory, ultimately translating them into an objective research outcome which is presented discursively. In this sense, the research project is approached according to a two-pronged strategy: subjective experiences generated through practice are examined through the use of social theory, ultimately resulting in a discursively articulated research outcome. I suggest in this dissertation that art music practice in contemporary South Africa has been and has remained a cultural territory largely inhabited by white South Africans. I further argue that this practice has shown little transformation since the end of apartheid in South Africa, in spite of the political, social and cultural transformation that has characterized the country since the beginning of democracy in 1994. Drawing on the theories of Homi Bhabha and Regula Qureshi, I posit that contemporary art music performance practice is providing an ideological counter-environment to predominant socio-cultural realities in post-apartheid South Africa. Qureshi suggests that the art music practice of a society 'constitutes a meaningful, cultural world for those who inhabit it'(Qureshi 2000: 26). Such a 'world within a society' is here interpreted as providing a counter-environment within which white South African identity can be articulated, negotiated and propagated.
AFRIKAANSE OPSOMMING: In hierdie proefskrif ondersoek ek die uitvoeringspraktyk van kontemporêre kunsmusiek in Suid-Afrika en die sosiale funksie wat dit vervul. Uitvoeringspraktyk word in hierdie studie geïnterpreteer as ‘n kunspraktyk of kulturele item wat uit drie 'rol-spelers' bestaan: uitvoerders van kunsmusiek, komponiste van werke in die kunsmusiek genre en gehore wat kunsmusiek assimileer en daarop reageer wanneer hierdie werke uitgevoer word. My eie posisie as uitvoerende kunstenaar het gelei tot die navorsingsvrae en navorsingsprobleme wat hierdie studie informeer. As sulks neem hierdie studie die vorm aan van ‘n praktyk-gebasseerde navorsingsstudie. Praktyk-gebasseerde navorsing is ‘n ontwikkelende soort navorsing wat internasionaal toenemend beoefen word. Hierdie studie is een van die eerste Suid-Afrikaanse voorbeelde van hierdie tipe navorsing in musiek. Die fenomenologiese teorieë van Edmund Husserl en Maurice Merleau-Ponty is gebruik om my persoonlike ervarings as uitvoerder van oorwegend kunsmusiek in Suid-Afrika te kontekstualiseer. My betrokkenheid by verskeie praktiese projekte gedurende die studietydperk, sowel as vyf praktiese projekte wat spesifiek vir die doeleindes van hierdie studie onderneem is, het deurgaans die studie geïnformeer. Hierdie projekte is aangepak om die bestudering van spesifieke aspekte van Suid-Afrikaanse uitvoeringspraktyk van kunsmusiek te fasiliteer. Die kennis wat deur middel van die praktiese werk ingewin is, is deurgaans in hierdie proefskrif met teoretiese werk versterk. Daar is gepoog om die subjektiewe ervarings van die uitvoerder aan te vul deur die toepassing van sosiale toerie, met die uiteindelike doel om hierdie ervarings in ‘n objektiewe en diskursief-artikuleerbare navorsingsresultaat te omskep. Die navorsing in hierdie proefskrif volg dus ‘n tweeledige benadering: subjektiewe, persoonlike ervarings wat deur praktyk gegenereer word, word deur middel van sosiale teorie benader, wat lei tot die uiteindelike navorsingsresultaat soos in die proefskrif aangebied. Ek stel dit in hierdie proefskrif dat kunsmusiekpraktyk in kontemporêre Suid-Afrika min bewyse van transformasie toon, ten spyte van die veranderende politiese- en sosio-kulturele omstandighede in Suid-Afrika sedert 1994. Dié praktyk word steeds gekenmerk deur deelname en ondersteuning vanuit die wit bevolkingsgroep. Die teorieë van Homi Bhabha en Regula Qureshi word gebruik om die argument te onderskryf dat kontemporêre kunsusiekpraktyk ‘n omgewing skep wat dien as ideologiese teenpool vir die sosio-kulturele realiteite van Suid-Afrika vandag. Qureshi is van mening dat ‘n gemeenskap se kunsmusiekpraktyk ‘n 'betekenisvolle, kulturele wereld skep vir die wat dit bewoon' (Qureshi 2000: 26). Hierdie 'wereld binne ‘n gemeenskap' word in hierdie proefskrif vertolk as ‘n 'ideologiese teen-omgewing' waarvandaan wit Suid-Afrikaanse identiteit geartikuleer, onderhandel en bevorder kan word.
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Floden, Lysbeth, Amy Howerter, Eva Matthews, Mark Nichter, James K. Cunningham, Cheryl Ritenbaugh, Judith S. Gordon, and Myra L. Muramoto. "Considerations for practice-based research: a cross-sectional survey of chiropractic, acupuncture and massage practices." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610277.
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BACKGROUND: Complementary and alternative medicine (CAM) use has steadily increased globally over the past two decades and is increasingly playing a role in the healthcare system in the United States. CAM practice-based effectiveness research requires an understanding of the settings in which CAM practitioners provide services. This paper describes and quantifies practice environment characteristics for a cross-sectional sample of doctors of chiropractic (DCs), licensed acupuncturists (LAcs), and licensed massage therapists (LMTs) in the United States. METHODS: Using a cross-sectional telephone survey of DCs (n = 32), LAcs (n = 70), and LMTs (n = 184) in the Tucson, AZ metropolitan area, we collected data about each location where practitioners work, as well as measures on practitioner and practice characteristics including: patient volume, number of locations where practitioners worked, CAM practitioner types working at each location, and business models of practice. RESULTS: The majority of practitioners reported having one practice location (93.8% of DCs, 80% of LAcs and 59.8% of LMTs) where they treat patients. Patient volume/week was related to practitioner type; DCs saw 83.13 (SD = 49.29) patients/week, LAcs saw 22.29 (SD = 16.88) patients/week, and LMTs saw 14.21 (SD =10.25) patients per week. Practitioners completed surveys for N = 388 practice locations. Many CAM practices were found to be multidisciplinary and/or have more than one practitioner: 9/35 (25.7%) chiropractic practices, 24/87 (27.6%) acupuncture practices, and 141/266 (53.0%) massage practices. Practice business models across CAM practitioner types were heterogeneous, e.g. sole proprietor, employee, partner, and independent contractor. CONCLUSIONS: CAM practices vary across and within disciplines in ways that can significantly impact design and implementation of practice-based research. CAM research and intervention programs need to be mindful of the heterogeneity of CAM practices in order to create appropriate interventions, study designs, and implementation plans.
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Wilkinson, Joyce E. "Managing to implement evidence-based practice? : an exploration and explanation of the roles of nurse managers in evidence-based practice implementation." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/560.
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Abey, Sally. "Exploring practice-based education in podiatry : an action research project." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3200.
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Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.
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Knowles, Rachelle Marie Viader. "A translocal approach to dialogue-based art." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/10269.
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This thesis is a practice-led investigation into a translocal approach to dialogue-based art. The research has been undertaken through the practice of the ‘artist/academic’, drawing on my professional experience in artistic research, academic leadership and teaching, each informing my methods and findings. The problem which emerged through the practice is how to devise an approach to dialogue-based art that is responsive to twenty-first century social relations and telecommunications and attendant to the politics of mobility that constrain and control human movement. The research develops and tests out the application of ideas from the interdisciplinary field of translocality to the practice of dialogue-based art through the production of three collaborative projects. I argue that the practice of dialogue-based art, when informed by translocality, is better placed to critically reflect and act upon the conditions of contemporary life within networked and globalised society. In Translocal Geographies: Spaces, Places and Connections (2011) Brickell and Datta argue for a multi-scalar understanding of translocality beyond the discourse of national borders and international migrations, deploying the term as an expression of “simultaneous situatedness across different locales” (2011: 4). Viewed this way, the theory and practice of translocality presents a framework to understand the activities and goals of artists and artist-led networks seeking to bridge difference towards shared spaces of meaning. As the translocal research perspective develops towards ideas of local-to-local connectivities and a discourse of circulations and transfers, so translocality as applied to dialogue-based art proposes an expanded understanding of dialogue-based art across spatial, temporal and cultural distance. Through three practice-based projects, QR Code Project, Let Me Tell You The Story Of My Neighbour and #3CityLink, presented within the thesis as case studies, the research reveals a set of characteristics that articulate a translocal approach to dialogue-based art. I argue that this approach enables the ‘translocal artist’ to draw on multiple modes of dialogue-based practice, contributing to understandings of ‘simultaneous situatedness’ within the translocal research perspective.
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Gordon, Margaret Jean. "Everyday social work practice : listening to the voices of practitioners." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31463.
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Despite an extensive literature, there is surprisingly little research about what social workers do in their day to day practice. This body of published work, supported by critical review, argues that we need to hear, and learn from, practitioner voices if we are to comprehend the breadth, challenges and potential of social work practice. It contributes to a steadily expanding field of research that is exploring the hidden, frequently misunderstood, and often negatively perceived, world of everyday practice. By making social work more visible, we open up opportunities for students, social workers, other professionals and the public to learn about the profession's work by engaging with the live challenges and dilemmas encountered by practitioners. My research examines the actual work of social work by analysing practitioner narratives to reveal the ways in which social workers recount, reflect on and learn from direct work with service users and their families. Most of the research is informed by a strengths-based, narrative perspective, the critical best practice approach. It draws on qualitative methods, consistent with a social constructionist stance that recognises the contingency of practice with its multiple subjectivities, uncertainties, contested viewpoints and constant flux. Three main themes are explored: social workers' use of knowledge, their decision-making and judgement when services users are at risk of harm, or pose a risk to others, and the integration of practice and theory in a student practice placement. I also report on two related inquiries, one focusing on the experience of co-publication with practitioners, and the other on social workers' use of self in practice. The notion of 'best' practice is found, inevitably, to be fraught with ambiguity, raising important questions about the criteria on which judgements about 'good' practice can be made, and who is entitled to make them. My review tackles these and other theoretical, methodological and ethical issues that I encountered during the research. An essential thread that runs through all the research findings is the need for a critical, reflexive approach to everyday practice that recognises the situated, and often contradictory, nature of voice and of the practices described. Taken together, the research findings stress the centrality of practitioner capabilities such as relationship building, critical reflection, skilful use of self, respectful authority, curiosity, creativity and the ability to combine a range of different forms of knowledge in imaginative and flexible ways. They collectively make a strong case for valuing and learning from direct access to practitioners' experiences of practice. The research, conducted in a range of UK contexts, identifies how and why social workers' voices continue to fail to be heard, and suggests a number of ways of tackling gaps in our understanding. From a personal point of view, the research is also my own story of learning about doing research into my profession over the last ten years, and of seeking to share and use the findings to improve social work practice and make a difference to people who use social work services, their friends, families and communities.
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Rahman, Anna N. "Bridging the Chasm: Translating Evidence-based Practice into Daily Practice in Nursing Homes." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303241789.
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Carrizosa, de la Torre Alvaro. "Platforms for critical systems practice : an organisation-based action research project." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269626.
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Weierbach, Florence M., Mary Kay Goldschmidt, E. Cha, Rebecca Sutter, and C. Sutter. "Merging Education and Practice Program Grants with Community Based Participatory Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7382.
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Pack, Robert P., and Stephanie M. Mathis. "Prescription Drug Abuse: Responding with Research and Promoting Evidence-Based Practice." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3203.
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Fritz, Rochelle M. "Bringing Research to Practice: Facilitating Quality Prevention Program Implementation Through Evaluation." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311774832.
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King, Joanne. "Translating research into practice : factors influencing implementation of evidence based psychotherapy treatments." Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/translating-research-into-practice-factors-influencing-implementation-of-evidence-based-psychotherapy-treatments(919448ec-dc68-43b9-820f-b75156827f55).html.
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The aim of this thesis was to explore the factors that aid or hinder implementation of evidence-based psychotherapy treatments. The literature review was a meta-analysis of studies which investigated the effectiveness of eLearning strategies for training in empirically supported psychotherapy treatments. Across the nine studies reviewed, moderate and small effect sizes were found for the improvement in learners’ knowledge and skills, respectively, following training via eLearning strategies, Outcome was moderated by type of comparison group. No significant differences were found between eLearning and traditional forms of instruction. The empirical study examined the survivability of DBT programmes and the factors that aid or hinder its implementation into routine healthcare settings. Survival curve analysis revealed no differences in the probability of survival between early and late adopters of the DBT model. Differences in the probability of survival were found for site of training. Programmes trained off-site from their service setting had a higher probability of survival than teams trained on-site. However, there was a statistically significant difference in the number of teams compared within each, which limits the conclusions that can be drawn from this finding. A number of barriers and aids to implementation were identified. The most strongly endorsed barriers were practitioner turnover and financing. The most frequently cited aids to implementation were quality of the DBT evidence base and practitioner skills. It is recommended that future research explores predictive models of implementation to understand what works where, and why. A concluding discussion highlights other areas for future research and theory development, as well as implications for clinical practice.
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Osborne, Sonya Ranee. "Testing the effectiveness of a Practice Development intervention on changing the culture of evidence based practice in an acute care environment." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31051/1/Sonya_Osborne_Thesis_Vol_2.pdf.
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In this age of evidence-based practice, nurses are increasingly expected to use research evidence in a systematic and judicious way when making decisions about patient care practices. Clinicians recognise the role of research when it provides valid, realistic answers in practical situations. Nonetheless, research is still perceived by some nurses as external to practice and implementing research findings into practice is often difficult. Since its conceptual platform in the 1960s, the emergence and growth of Nursing Development Units, and later, Practice Development Units has been described in the literature as strategic, organisational vehicles for changing the way nurses think about nursing by promoting and supporting a culture of inquiry and research-based practice. Thus, some scholars argue that practice development is situated in the gap between research and practice. Since the 1990s, the discourse has shifted from the structure and outcomes of developing practice to the process of developing practice, using a Practice Development methodology; underpinned by critical social science theory, as a vehicle for changing the culture and context of care. The nursing and practice development literature is dominated by descriptive reports of local practice development activity, typically focusing on reflection on processes or outcomes of processes, and describing perceived benefits. However, despite the volume of published literature, there is little published empirical research in the Australian or international context on the effectiveness of Practice Development as a methodology for changing the culture and context of care - leaving a gap in the literature. The aim of this study was to develop, implement and evaluate the effectiveness of a Practice Development model for clinical practice review and change on changing the culture and context of care for nurses working in an acute care setting. A longitudinal, pre-test/post-test, non-equivalent control group design was used to answer the following research questions: 1. Is there a relationship between nurses' perceptions of the culture and context of care and nurses' perceptions of research and evidence-based practice? 2. Is there a relationship between engagement in a facilitated process of Practice Development and change in nurses' perceptions of the culture and context of care? 3. Is there a relationship between engagement in a facilitated process of Practice Development and change in nurses' perceptions of research and evidence-based practice? Through a critical analysis of the literature and synthesis of the findings of past evaluations of Nursing and Practice Development structures and processes, this research has identified key attributes consistent throughout the chronological and theoretical development of Nursing and Practice Development that exemplify a culture and context of care that is conducive to creating a culture of inquiry and evidence-based practice. The study findings were then used in the development, validation and testing of an instrument to measure change in the culture and context of care. Furthermore, this research has also provided empirical evidence of the relationship of the key attributes to each other and to barriers to research and evidence-based practice. The research also provides empirical evidence regarding the effectiveness of a Practice Development methodology in changing the culture and context of care. This research is noteworthy in its contribution to advancing the discipline of nursing by providing evidence of the degree to which attributes of the culture and context of care, namely autonomy and control, workplace empowerment and constructive team dynamics, can be connected to engagement with research and evidence-based practice.
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Watkinson, Sue. "Exploring the relationship between nurses' perceptions of knowledge and research-based practice." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/700/.
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Crane, R. S. "From research to practice : integrity and pragmatics in implementing mindfulness-based interventions." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/from-research-to-practice--integrity-and-pragmatics-in-implementing-mindfulnessbased-interventions(026a7ab0-a6c6-4daf-9f5c-01e7cd741726).html.
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Implementation of evidence into practice is a complex and multi-dimensional process. There has been rapid expansion in published theoretical and empirical literature on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT). However, there has been little research or theoretical analysis of the processes involved in translating the new evidence into practice. Within the thesis aspects of the MBSR/MBCT implementation process are analysed and researched, with a particular focus on training practitioners, development and assessment of teaching competence, and the barriers and facilitators to implementation in health care settings. The thesis includes six peer reviewed scientific journal papers – two theoretical papers on training and on competence; an empirical paper presenting the development of a system for assessing mindfulness-based teaching competence (the Mindfulness-Based Interventions: Teaching Assessment Criteria) and the initial validation of this tool; research using Conversation Analysis methods on interaction between teacher and participants in mindfulness-based courses; a survey based analysis of the implementation of MBCT within the UK health service; and finally a personal reflective process on the themes that are addressed within the thesis. The critical analysis which brings the papers together as a thesis includes an overall introduction to the context for the investigations; an introduction to and analysis of the original contribution of each paper; and a final concluding section which takes a meta-perspective on the issues and themes that are investigated within the thesis. The overall key contributions which emerge from this body of work include an analysis of the implications of the theories underpinning mindfulness-based approaches for MBSR/MBCT teacher training programmes; the introduction into the field of a new way of articulating the distinctive features of mindfulness-based competence, based on a synthesis of theories on competence in related fields with those on mechanisms underpinning mindfulness; identification of the key features of MBSR and MBCT teaching competence and the translation of these into a validated tool for assessing mindfulness-based competence; and finally platform research on the barriers and facilitators to MBCT implementation within the UK health service.
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Mayton, Michael R., Anthony L. Menendez, John J. Wheeler, Stacy L. Carter, and Morgan Chitiyo. "An Analysis of Social Storiestm Research Using an Evidence-Based Practice Model." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/312.
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The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence-based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single-subject studies across 13 peer-reviewed journals, a 12-year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single-subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on- or above-standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below-standard acceptability in indicators related to both internal and external validity of studies.
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Westermann, Claudia. "An experimental research into inhabitable theories." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/882.
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The thesis research is situated within the field of Architecture. Its principle objective is the articulation of arguments for a new theory of architecture as an architectural poetics, and related to this, a new form of discourse as poetry of an architectonic order. The research was initiated through a series of questions that architects confront when asked to create and to speak about what can be understood to be(come) frameworks for (unknown) life. It thus deals with the question of the unknown and, related to this, the question of open form. It develops on the idea that a concept of inhabitation may be feasible exclusively on the basis of a theory that extends the well known two-valued logic that has been dominant in the Western world since the times of classical metaphysics. Rooted in philosophy, the research extends contemporary architectural and critical theory, notions from poets such as Paul Celan, Marguérite Duras and Samuel Beckett, and research in second order cybernetics – the latter with an emphasis on Gotthard Günther’s writings on Non-Aristotelean logic. The text’s focus is on the notion of Architecture as a transcendental concept. It advances the understanding of Architectural Design as a performative process that creates borders rather than borderlines, limits rather than limitations and, is therefore, a discipline of radical communication that always seeks to extend itself towards an Other – the unknown – addressing it without previously quantifying it to render it provable. The research furthers the field of Architecture by contributing to it a new theory in the form of an architectural poetics. It addresses questions of design with a procedural framework in which critical engagement is an intrinsic principle, and offers an alternative to existing discourses through a poetry of architectonic order that is open to the future.
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Shah, Richa S., Sarah Blevins, Emily L. Sorah, Kelly M. Ferris, Kyle S. Hagen, and Nicholas E. Hagemeier. "Community Pharmacists' Willingness to Participate in a Rural Appalachian Practice-Based Research Network." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1454.
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Practice-based research networks (PBRNs) are groups of health care practitioners who engage in translational research and quality improvement activities, with the overarching goal of improving patient care in primary care settings. The Appalachian Research Network (AppNET), a rural primary care PBRN, was created in 2009 and comprises 17 clinics in 16 rural communities in South Central Appalachia. Nationally, only 4 of 152 PBRNs registered with the Agency for Healthcare Research and Quality (AHRQ) place particular emphasis on community pharmacies and pharmacists in research efforts. Researchers at ETSU seek to integrate community pharmacies into AppNET, thereby establishing a novel interprofessional rural PBRN. The objective of this study was to assess pharmacist perceptions regarding practice-based research and interest in participating in AppNET. Barriers to participation in a PBRN, perceived benefits of participation, and practice-specific characteristics were also assessed. Contact information was obtained via telephone calls made to individual pharmacies in AppNET communities. Thereafter, paper-based surveys were mailed to 69 pharmacist contacts, along with a personalized cover letter and a stamped return envelope. A total of two mailings were used to recruit pharmacists to participate in the study. A response rate of 42% was obtained. Respondents were on average 44 years of age and had been licensed as a pharmacist for an average of 19 years. A large majority of respondents (86%) were very or somewhat interested in participating in AppNET. The majority of respondents felt that time constraints and workflow interruptions were the greatest barriers to participation. One hundred percent of respondents indicated that research on prescription drug abuse, medication adherence, and medication safety are very or somewhat applicable to their practice settings. Ninety-two percent felt that research on value-added services (e.g., immunizations, diabetes education) and medication therapy management was somewhat or very applicable to their practice. Overall, pharmacist respondents in AppNET communities indicated interest in research that benefits the care of their patients and interest in AppNET. Researchers are presently conducting a third recruitment attempt and will thereafter develop AppNET enrollment mechanisms that minimize barriers to participation of community pharmacies in practice-based research.
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Burton, Tyler Bryant. "How are Professors Preparing School Psychology Students to Evaluate Research?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3135.
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This study examines how school psychology professors are preparing graduate students to evaluate research and seeks their views on problematic assessment and intervention practices. School psychology faculty members’ e-mails were identified based on the National Association of School Psychologists’ (NASP) list of Approved Programs (NASP, 2017) and a total of 127 professors responded. Each participant completed a survey that included 22 Likert scale items and three free listing items. Three research questions were proposed: What percentage of school psychology faculty members are using each of the strategies recommended by Lilienfeld et al. (2012)? What school-based assessment practices do school psychology faculty members identify as the most problematic? What school-based intervention practices do school psychology faculty members identify as the most problematic? The researcher found that the majority of programs are using the recommendations suggested by Lilienfeld and colleagues (2012), although there is room for improvement in the amount of usage for multiple recommendations. School psychology faculty members frequently listed cognitive profile analysis (CPA), projective testing, and inappropriate use of assessments as problematic assessment practices, and inappropriate use of interventions and eclectic counseling as problematic intervention practices. Implications for the use of evidence-based practices (EBP) were provided. Limitations of the study were discussed.
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Ogilvie, Charles. "Outsider cosmology and studio practice." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:ef82a0c5-c709-452e-8a24-a7a5ac915a69.
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This D.Phil constitutes an investigation led by studio practice and supported by archival and desk-based research into knowledge production through the building of complex cosmologies; specifically those created de novo in visual art practice and 'outsider science' oeuvres. It considers how these cosmologies relate to mainstream science, definitions of outsider art, and other complex cultural systems such as alchemy. Through a more detailed analysis of the work of the British artist John Latham and American outsider cosmologist James Carter, the thesis undertakes this investigation through discussions on the development of these systems and a consideration of the epistemologies these cosmologies reveal. The studio practice elements drive this investigation forward by interrogating themes including the relationship between culture and complex systems, alchemical epistemology, and the struggle to relate to unintuitive science.
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Van, Ingen Sarah. "Preparing Teachers to Apply Research to Mathematics Teaching: Using Design-Based Research to Define and Assess the Process of Evidence-Based Practice." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4799.
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Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research to teaching practices.
Inspired by advancements in social work and other health-related fields, this study departed from the standard approach of preparing teachers to utilize specific, research- based teaching strategies to preparing teachers to engage in the meta-process of applying research to practice. This meta-process has been defined by the health-related disciplines as the process of evidence-based practice (EBP). This process is explicated in a conceptual framework that is composed of the following five steps. The practitioner (1) formulates an answerable practice question, (2) searches for the best research evidence, (3) critically appraises the evidence, (4) selects the best intervention for a specific practice context, and (5) evaluates the outcome of the intervention.
The purpose of this study was to examine the process of preparing preservice elementary teachers of mathematics to engage in the five-step process of EBP. Because this process, which can be conceptualized as a routine of practice, has not been identified for the field of mathematics education previously, it was examined using a design-based research (DBR) methodological approach. There were two objectives to the study: (1) to create an empirically tested teaching intervention that mathematics teacher educators can use to prepare preservice teachers to apply research to teaching practice and (2) to create a system of assessment that supports the teaching of this intervention.
The study involved five iterations of the DBR process that permited the intervention to be evaluated and revised after each iteration. Although each iteration is discussed, this study focuses primarily on the process used in the fifth iteration of the DBR process. This iteration took place in the context of a mathematics methods course in a clinically-rich, undergraduate residency program for initial preparation of elementary school teachers. The twelve participants were simultaneously enrolled in the methods course and embedded in co-teaching assignments at an elementary school.
The intervention to prepare teachers to engage in EBP included two workshops that were co-facilitated by an education librarian and a mathematics teacher educator and a semester-long Education Research Project. The project required participants to identify a problem of practice related to teaching or learning mathematics, find relevant research to address that problem, create an intervention to apply the research findings to classroom instruction, implement that intervention, and collect data to evaluate the effectiveness of the designed intervention.
Instruments used to collect data included: (1) a self-report Information Literacy Questionnaire, (2) a self-report Familiarity with the Process of Evidence-Based Practice in Education Scale, (3) the Education Research Project report, and (4) a standardized performance assessment. The standardized performance assessment was used to assess beginning proficiency with the process of EBP. Generalizeability theory was used to evaluate the reliability of the system created for the standardized performance assessment. The system that included three raters, two tasks, and two scoring occasions was found to be fairly reliable (absolute generalizability coefficient = .81).
Results from this study revealed that participants were more successful at creating implementation plans and linking those plans to research than they were at modifying their plans to meet the needs of specific students or evaluating their research implementation. This study contributes to both research and mathematics education communities' understandings about the potential of EBP as a high-leverage routine of practice and the use of generalizability theory in the creation of a reliable assessment to evaluate this routine of practice. This study documents the complexity of the process of linking research to practice and provides an empirically tested conceptual framework for preparing preservice teachers to engage in this complex practice.
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Balkind, Emma. "Estovers : practice based research on the concept of the commons within contemporary art." Thesis, Glasgow School of Art, 2018. http://radar.gsa.ac.uk/6418/.
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Estovers is a practice-based research project on the concept of the commons in contemporary art. It comprises a thesis, and an accompanying portfolio of documentation which is available as audio and transcript on a USB ‘stick’ and as a printed publication. This thesis project considers the research questions: What is the concept of the commons when it is referred to in contemporary art? For what reasons is it being employed as a concept in discursive practices? Practice-based research activity is documented through discursive curation and participation in programmes at Scottish art institutions between 2012 and 2015. Projects were undertaken in collaboration with Jupiter Artland, Transmission Gallery, Gallery of Modern Art, Centre for Contemporary Arts, New Glasgow Society and Collective. Through the use of the concept of ‘estovers’, the methodology explicitly uses the concept of the commons as a mechanism to open up the process of research and the dissemination of knowledge on the topic. The thesis considers a broad history of commons projects. The timeframe of consideration runs from the publication of the Magna Carta, through to the Occupy movement of the early 21st century. Political philosophy confers an ethical duty on the concept of the commons, considering Roberto Esposito’s description of munus in Communitas as ‘the gift that one gives because one must give and because one cannot not give’.
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Kim, Min Sun. "Transformational jewellery : practice-based research on the relationship between transformation and emotional attachment." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/918/.
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The chief aims of this practice-based research are to investigate the nature of attachment between person and object in respect to transformation; to find ways in which objects (jewellery) can be transformed to engender a wearer’s emotional attachment; and to demonstrate the different ways of applying such transformations that are pertinent to jewellery. This research has developed a certain type of transformation, which slowly makes traces on the surface of jewellery over time, and is used as an effective way to engender a wearer’s emotional response. The research is situated in the field of contemporary jewellery, and is specifically related to emotion and sentiment; a category of jewellery that relates to the wearer’s emotional feeling. The scope of the study extends to research on emotional design since this research focuses on user experiences in developing emotional relationships with the object and on how the designer/maker can promote the formation of such an attachment to the object. Two practical experiments have been conducted in this research to determine and construct appropriate and effective characteristics of transformation that engender an emotional relationship between the jewellery and its wearer, through the examination of the transformational character of emotional objects and the interactions that people have with transformational jewellery. These two experiments involve the process of making in order to provide a way of thinking through the hand manipulating a material. The use of this material thinking, develops a more broader understanding of the relationship between the transformational object and emotional attachment. Towards the end of the research, a definition of transformational jewellery is constructed that identifies its four important elements. It also provides two sets of practice work that demonstrate the findings and that facilitate the communication of the author’s tacit knowledge gained from the experiential knowledge. This research expands the field of contemporary jewellery by involving studies of emotional design and applying the element of transformation to create an emotional relationship between jewellery and its wearer. This specific transformation, which has been identified in both text and practical works, constitute the main contribution to knowledge in the field of contemporary jewellery.
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Patterson, Brandon James. "A mixed methods investigation of leadership and performance in practice-based research networks." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5039.
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The objectives of this study were to: 1) create a measure of PBRN clinician member individual performance; 2) produce a rich description of PBRN directors' leadership behaviors and styles; and, 3) identify significant relationships between PBRN director leadership-PBRN clinician member performance. A sequential, exploratory mixed methods design was used to interview and survey PBRN directors and non-director participants. In Phase I, a semi-structured interview guide was used to identify PBRN director leadership behaviors, PBRN non-director performance behaviors and expectations, and decision making activities. A clinician member performance measure was created using a validated behavioral item extraction method. A thematic analysis was conducted on all other data. In Phase II, two quantitative surveys were administered to PBRN directors assessing demographics, membership activity, PBRN productivity, and clinician member performance. One survey was administered to PBRN clinician members assessing their demographics, activity level, and their perceptions of PBRN leadership behaviors. Clinician member performance within PBRNs is a multidimensional construct distinct from participation that is comprised of ownership and engagement aspects, although there is some evidence of a further division into leadership, awareness, follow-through, and communication factors. Collaborative leadership was reported as being distributed to all roles in the PBRN, but is primarily inculcated by a collaborative PBRN director. Time and funding were reported as important resources necessary for the completion of PBRN activities, and are increasingly becoming more limited in their availability. PBRNs engage in a variety of projects and other activities carried out and monitored through ongoing collaborative communication and consensus-based decision making efforts. Top-down decision making patterns by PBRNs have negative relationships with measures of productivity. Directive and participative leadership behaviors do not appear to have direct relationship with clinician member performance, but years of involvement in current PBRN does have a positive association. However, further investigation is necessary to replicate these findings in larger samples. Aiding busy clinicians with engagement through use of central staff may be beneficial. PBRN directors should focus on strengthening collaborative culture of their PBRN and minimizing barriers to effective communication and decision making.
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Phuthi, Nduduzo. "Enhancing quality academic practice through integrated industry-based learning." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24125.
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Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces.Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
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Hussain, Hanin Binte. "Complicity in games of chase and complexity thinking: Emergence in curriculum and practice-based research." Thesis, University of Canterbury. School of Sciences and Physical Education, 2011. http://hdl.handle.net/10092/5892.
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This thesis explores how the discourse of complexity thinking can be used to foster emergence in curriculum and practice-based research. The curriculum-related exploration focused specifically on games of chase as one facet of early childhood curriculum. It investigated using complexity thinking firstly, to occasion emergence (that is, create a new phenomenon) in children’s games of chase at an early childhood centre and secondly, to describe this emergence. The research-related exploration focused on creating an emergent methodology which is underpinned by complexity thinking.
In this thesis report, I present a series of emergent curriculum-related phenomena that arose during the explorations, that is, an emergent game, a local curriculum theory for games of chase, the concepts of local curriculum theory, curriculum design and curriculum dynamics, and a curriculum vision. I also present an understanding of emergent methodology and two methodological innovations in the form of the Research Data Management System and the Visual Summary.
This research involved taking the role of a volunteer teacher-researcher-curriculum designer at an early childhood centre to play games of chase with children. This role was informed by and contributed to a curriculum design that focused on designing the teaching and learning environment to occasion emergence in learning and curriculum.
The games of chase curriculum contributed to children’s learning, my own learning and the general rhythm of life at the centre. The children learnt to distinguish between children who were playing and those who were not. They also learnt different ways to tag people in a game. In addition, the children and I developed a game playing routine before playing each game. This routine involved putting on tag belts, discussing what game we were playing and how we were going to play it. We played three different games of chase, starting with tag, followed by What is the time Mr(s) Wolf?, and finally the emergent game Big A, Little A.
The stories of emergence are described in visual, descriptive and narrative texts organised into curriculum stories, teaching stories and children’s learning stories. Curriculum stories describe the activities that unfolded. Teaching stories present stories of teaching while learning stories are stories of children’s learning. These stories represent views of the enacted curriculum as activity, teaching and learning respectively. Taken together, the stories present a description of the curriculum dynamics that unfolded at the centre in relation to games of chase.
This thesis shows that a local curriculum theory for games of chase at the centre emerged from the complex interactions of curriculum design and curriculum dynamics that unfolded at the centre. It also articulates the emergent concepts of local curriculum theory, curriculum design and curriculum dynamics using the language of complexity.
This thesis also presents the local curriculum theory as a curriculum vision. This vision involves a shift in thinking about curriculum as either a set “course to be run” or the “path created in the running” (currere) to embracing curriculum as both “the space for running” and currere. It is a vision that values both children’s and teachers’ interests, focuses on teachers and children exploring depth and breadth of a curriculum domain together, enables teachers to follow, generate and sustain children’s interest in the explorations, and is generative, flexible and future-focused.
This thesis conceptualises an emergent methodology as a methodology for emergence which (1) involves the researcher actively striving to foster emergence in research, (2) is brought forth in the interactions between the designed and enacted facets of methodology, (3) is local to a particular research project, and (4) emerges from the interactions of several related strategies.
This thesis can be seen as an attempt to change the language game of curriculum by using the language of complexity throughout the thesis. In so doing, it not only enables the reader to talk about the discourse of complexity thinking, it also enables the reader to experience the discourse and the emergence of the curriculum-related phenomena and the methodological innovations that are the focus of this thesis.
Finally, this thesis argues that using the discourse of complexity thinking in teaching and research can be enabling. It can enable the teacher and/or researcher to be creative, flexible and ethical within the constraints of his/her professional and personal life.
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Thompson, April, and Charity Olson. "Identifying inducements and barriers in developing a community health center pharmacy practice based research network." The University of Arizona, 2010. http://hdl.handle.net/10150/623757.
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Class of 2010 AbstractOBJECTIVES: To identify and describe practical incentives and barriers for community health center pharmacists in adopting a practice based research network (PBRN) that facilitates sustainable collaboration. METHODS: Directors of pharmacy at Community health centers listed as members of Arizona Association of Community Health Centers (AACHC), with on-site pharmacies, were contacted via telephone. During initial contact an IRB approved script was used to recruit the pharmacy director’s participation, at which time the subject’s disclaimer form was read and an appointment for a future phone interview was scheduled. Phone Interviews were conducted using a standardized questionnaire, and all results were manually recorded on a standardized data collection form. Data collected included, site specific information including the: educational background of the pharmacy director, and his or her perceived inducements and barriers to participating in a pharmacy based PBRN with the University of Arizona. RESULTS: Phone interviews were completed by 8 directors of pharmacy, 4 women (50%) and 4 men (50%). A total of 5 participants (62.5%) had a BS degree, 2 (25%) had PharmD degrees and 1 (12.5%) had both as BS and a PharmD degree. The mean length of time in current position was 5.56 yrs (SD= 4 yrs.). 75% of the participants indicated that they considered working with the University of Arizona (UofA) as an inducement, the same number of participants felt that their staff and practice as a whole would also consider it an inducement. Overall participants indicated that both their personal (75%) and staff‘s (87.5%) motivation to improve the pharmacy profession was considered an inducement, as well as their opportunity for professional growth (75%). All of the participants (100%) indicated they did not have adequate staffing to support research at this time and therefore felt it was a barrier to participation. When asked about resources as a whole, including staff, time and technology 87.5% of the participants felt this was a barrier. Other common barriers were; anticipated time requirements (75%), current schedule/time allowances (75%), staff’s outside commitments (75%). Out of the 8 participants only 2 (25%) are currently participating in PBRNS at this time, 3(37.5%) have research ideas that they are interested in working on, and 3(37.5%) indicated that they were not currently participating nor did they have any current interests. The major themes identified as inducements to participation were patient benefit, time/staffing involvement, and professional growth. CONCLUSIONS: The most common barriers to participating in a PBRN were: working with the UofA, motivation to improve the profession of pharmacy and the opportunity for professional growth. The most common inducements were staffing, current resources, anticipated time requirements, current schedules and outside commitments.
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Butler, Thomas. "Composition as the creation of a performance, music as a vehicle for non-musical thought : six new works." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9896.
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This thesis comprises six new musical works composed between 2008 and 2015: ‘Struction (how I attempted to get the thoughts in my head into your head using only five instruments, five instrumentalists, metronome sound and MIDI') for amplified ensemble and pre-recorded soundtrack (2011); ‘My Life in Ventriloquism' for solo clarinet and pre-recorded soundtrack (2012); ‘Nightmusic' for solo violin (2012); ‘Replaceable Parts for the Irreplaceable You' for ensemble, pre-recorded soundtrack and video (2013); ‘Espial', a video work featuring string quartet (2014); and ‘Elbow Room' for amplified ensemble, pre-recorded soundtrack and video (2014). The works are presented in this thesis as musical scores (and other performance materials), accompanied by audio-visual documentation of performances. As a whole, these compositions reflect a period of practice-as-research into the role of metapraxis in musical performance and how it can be used to help convey non-musical thought through instrumental music. A commentary on this portfolio of new compositions begins by discussing two influential works — Mauricio Kagel's ‘Match' (1964) and ‘Failing: A Difficult Piece for Solo String Bass' (1975) by Tom Johnson — before examining each new work in detail in order to explicate the research and creative processes that led to their composition, to exteriorize a personal working practice and to document the reflection-on-practice which has furthered this research. The commentary details how I was able to write music on a variety of topics, including authority, technology and place, and concludes with some ideas for further research.
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Dannapfel, Petra, Anneli Peolsson, and Per Nilsen. "What supports physiotherapists’ use of research in clinical practice? A qualitative study in Sweden." Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93865.
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Background Evidence-based practice has increasingly been recognized as a priority by professional physiotherapy organizations and influential researchers and clinicians in the field. Numerous studies in the past decade have documented that physiotherapists hold generally favorable attitudes to evidence-based practice and recognize the importance of using research to guide their clinical practice. Research has predominantly investigated barriers to research use. Less is known about the circumstances that actually support use of research by physiotherapists. This study explores the conditions at different system levels that physiotherapists in Sweden perceive to be supportive of their use of research in clinical practice. Methods Patients in Sweden do not need a referral from a physician to consult a physiotherapist and physiotherapists are entitled to choose and perform any assessment and treatment technique they find suitable for each patient. Eleven focus group interviews were conducted with 45 physiotherapists, each lasting between 90 and 110 minutes. An inductive approach was applied, using topics rather than questions to allow the participants to generate their own questions and pursue their own priorities within the framework of the aim. The data were analyzed using qualitative content analysis. Results Analysis of the data yielded nine favorable conditions at three system levels supporting the participant’s use of research in clinical practice: two at the individual level (attitudes and motivation concerning research use; research-related knowledge and skills), four at the workplace level (leadership support; organizational culture; research-related resources; knowledge exchange) and three at the extra-organizational level (evidence-based practice guidelines; external meetings, networks, and conferences; academic research and education). Conclusions Supportive conditions for physiotherapists’ use of research exist at multiple interdependent levels, including the individual, workplace, and extra-organizational levels. Research use in physiotherapy appears to be an interactive and interpretative social process that involves a great deal of interaction with various people, including colleagues and patients.
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Beccue-Barnes, Wendy Davis. "War brides: a practice-based examination of translating women’s voices into textile art." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13632.
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Doctor of PhilosophyDepartment of Apparel, Textiles, and Interior Design
Sherry J. Haar
Research about military wives has been limited. In academia, most research centers on the soldier and/or the family as a unit. When literature does address only the wife’s perspective it rarely presents a positive portrayal of her life. However, it is not just literature that shows a gap in exposing the voice of the military wife. Art-based works rarely focus on her perspective; and methodologies, such as practice-based research, rarely utilize actual voices as inspiration. The aim of the current study was to discover the voice of the military wife, examine it through a feminist lens, and then translate those voices into artwork that represented the collective, lived experience of the women interviewed. Three methodologies were utilized to analyze and translate the voices of military wives into textile art. These three methodologies: practice-based research, phenomenology, and feminist inquiry provided a suitable structure for shaping the study to fulfill the project aim. Interviews conducted with 22 military wives revealed two overarching themes: militarization and marriage; as well as multiple subthemes. Three subthemes were recognized as being the most prominent: relationships, separation, and collective experience. These themes were used as the inspiration for the creation and installation of three textile art pieces. The current study serves to fill the gaps in both the literature and the artistic process by presenting both the positive and negative aspects of the military wife’s lived experience and using that lived experience as inspiration for textile art.
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Henton, Isabel. "An interpretative phenomenological analysis of counselling psychology trainees experiences of practice-based research training." Thesis, London Metropolitan University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681339.
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This study explores counselling psychology trainees' experiences of practice-based research training (PBRT). Its introduction asks about the possible aims of counselling psychology research in the United Kingdom (UK). Controversies surrounding evidence-based practice(s) contextualise this question; practice-based research (PBR) is offered as one possible direction for UK counselling psychology research. A critical literature review explores forms of PBR, and their fit with counselling psychology's research discourses and engagements. I ask about whether increased engagement with PBR might be apposite and beneficial to counselling psychology, and if so, what trainings might do to encourage such engagement. One UK counselling psychology course recently developed PBRT within its programme. With little research about PBRT, it seemed useful to ask trainees about their experiences, using an interpretative, phenomenological methodology. Findings from interviews with five second year trainees were that: (1) participants' PBR experiences were contextualised by their converging but unique routes into, and within, training; (2) PBRT may have been experienced as something 'in-between'; and (3) complex training dynamics generated questions about who or what PBR was for, mixing of research-related, and theory-related, experiences, and multi-layered, sometimes anxious, experiences in the therapy room . Links to and disconnections from wider contexts, and the possible implications of these findings are discussed. In particular, I explore whether a future framework involving practice-based research as the doctoral thesis might be appropriate to consider in the context of counselling psychology training. I also consider the potential need for further engagement with, and research in relation to, ethical issues in support of this possibility.
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McRoberts, Jamie Alexander. "Maze³ : a practice-based research inquiry into interactive documentary in "Post-conflict" Northern Ireland." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727954.
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This research explores an existing, yet under-researched overlap between ‘post-conflict’ storytelling and the emerging form of interactive documentary. A tension is highlighted between high levels of authorial control over narratives and low levels of agency among audiences in the interpretation of traditional, audiovisual storytelling. Interactive documentary, as a user-centric and multi-narrative media form, is introduced as a potential means to engage audiences with stories of conflict in new and creative ways. As a conceptual framework and, in an attempt to understand and bridge the gap between the fields of interactive documentary and post-conflict storytelling, Gaudenzi’s (2013) taxonomy of four modes of interactivity is applied to critically analyse existing case examples of interactive documentaries that negotiate narratives of conflict: Gaza/Sderot (2008), 18 Days in Egypt (2011), Streets of Belfast (2015), and Gone Gitmo (2007). Multiple methodological approaches are adopted to explore the field of interactive documentary, specifically in its potential application to negotiate stories of conflict. Primarily, I adopt a practice-led inquiry as central, which involves the experimentation and development of various interactive storytelling technologies that culminates in the creation of Maze3: An Interactive Documentary. Maze3 offers a virtually simulated, navigable version of the Maze and Long Kesh prison, a significant and contested symbol of the Northern Ireland conflict. Through reflection on the creative process of making Maze3, 1 outline some of the key decision points in my quest to create an artefact that embodies key interactive characteristics, such a multi-linearity, polyvocality, sense of presence and environmental contextualisation. A qualitative, phenomenographic research study of users’ experiences of interacting with Maze3 follows adopting screen-capture observation and ‘think-aloud’ techniques. This aspect of the inquiry elucidates the potential role that interactive documentary can play in post-conflict societies, by exploring real-world experiences and implications of engaging with an interactive documentary, such as Maze3. This research offers various contributions, but, principally, it contributes to deeper understandings of practice-led research and the potential role of interactive documentary practice to storytelling within post-conflict Northern Ireland.
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Ng, Lai Ling. "Research-based communities of practice (CoP) in UK higher education : the value to individuals." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/2373/.
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Higher Education Institutions (HEIs) are knowledge-intensive organisations competing in the context of knowledge and research activities, as well as programmes and services offered. Research is integral to institutional competition to determine their status and standing and it underpins academics' responsibilities in developing intellectual skills and capacity of learners. Whilst universities adopt formalised approaches to developing research activities, there is a growing trend towards informal groupings or communities of practice (CoPs) where like-minded individuals seek to share common interests in particular research areas. These CoPs offer an alternative approach to developing research within HEIs, especially where efforts to improve faculty research have met with mixed success as there are no clear guidelines and relatively little is known about the mechanisms that facilitate research amongst academics. While there have been past research in various sectors on how CoPs benefit organisations, little has been focussed in the HE sector, in particular how it benefits individuals in terms of doing research and this forms the distinctiveness of this research. The aim is to illuminate, explore and gain insights of individuals' perceptions of the value and impact of CoP membership within research communities in HE and the potential impact on subsequent research. The CoP concept and the benefits identified in past research in general sectors serve as the focal framework of this research and other theories i.e. value, perception and HE, are included to support and ground further analysis in the overall study. This research takes the social constructionist standpoint, trying to understand individuals' experience of participating in these research communities, through the interpretive lens. It adopts the qualitative approach using observation and interviews (supplemented by storytelling and critical incident technique) to gather data which are then analysed using the narrative analysis approach paying attention to individuals' experience expressed through their stories and incidents. An analysis of data revealed that individuals found these research communities' membership valuable as it has helped and supported them in terms of doing research and have impacted them personally, professionally, intellectually and socially. Twenty perceived values have been discovered; twelve of which are supported by past organisational research, but mirrored also in HE i.e. autonomy and freedom to think beyond; sources to ideas; sounding board; intellectual discussion; like-mindedness; alternative perspective and cross pollination of ideas; informal ground for learning and training; networking, information sharing and updates; support and guidance; sense of belonging; identity; and intrinsic fulfilment. Although, there are some similarities in these twelve perceived values, they have benefited and impacted on individuals in their own way. The other eight perceived values i.e. overcoming intellectual isolation; move towards collaborative research; response to research pressure; synergy and leverage; time and energy saving; foster tangible returns; drive research; and opportunity to meet, have emerged from doing research in the HE sector and provide new insights not previously discussed. Thus, the contributions of this research are it has drawn on a wide range of literature put together in a unique way; it has extended the CoP concept by applying it to HE for the purpose of doing research; and further understanding on how individuals benefit from their membership, which was never conducted in such a way in past research. Above all, it has offered new insights and raised awareness of the values of research-based CoPs' membership to individuals and this adds to the research literature in CoP as well as the HE context.
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Singh, Nicola. "On the 'thesis by performance' : a feminist research method for the practice-based PhD." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36132/.
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This doctoral project challenges the conventions of academic enquiry that, by default, still largely shape the procedures of practice-based PhDs. It has been submitted in the form of a ‘thesis by performance’ - a thesis that can only be realized through live readings that present knowledge production as something done in and around bodies and their contexts. The aim has been to reposition institutional and educational knowledge in an intimate, subjective relationship with the body, particularly the researchers own body. The ideas gathered together in this ‘thesis by performance’ address the body and its context using material that was sometimes appropriated, sometimes invented and sometimes autobiographically constructed. From the start, these approaches and sources were used to directly address those listening in the present, the ‘now’ in which words were spoken. An approach influenced by feminist thinkers in the arts, Kathy Acker, Chris Kraus, Katrina Palmer and Linda Stupart. The methodological development of the research has been entirely iterative – developed through the making and presenting of performance texts. Each text was presented live as part of mixed-media installations, experimenting with how language and voice can be visualised and choreographed. Consequently, the resulting ‘thesis by performance’ is a doctoral submission unimpeded by a printed script - only an introductory statement and two appendices are available outside of a live reading. In this way the process of performance can inspire new terms of reference in the field of postgraduate practice-led research entirely on its own terms.
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Kang, Yiyun. "The spatiality of projection mapping : a practice-based research on projected moving-image installation." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3391/.
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This practice-based research investigates how projection mapping develops a distinctive relationship between screen, moving image, and space in projected moving-image art. Despite projection mapping’s growing popularity, little in-depth research has been conducted on this medium. This lack of research and the superficial nature of many projects have led artists and researchers to regard the medium as a mere technique that serves only to decorate three-dimensional surfaces. Rather than view projection mapping simply as a digital technique, my research situates it in the continuum of projected moving-image installation artwork. To do this, I examine projection mapping’s screen, narrative, and surrounding space—the constituents of all projected moving-image installation art—through the lenses of surface and depth. In addition to considering cinematic frames, I analyse these traits through artistic lenses such as painting, site-specific art, and architecture to investigate how projection mapping reconfigures the constituents that comprise all screen-based projected moving-image works. In so doing, I define the ways which projection mapping develops its distinctive relationship among these constituents. I conducted three projects in a cyclical developmental process using a reflective methodology derived from case study research: defining the question, recording the process, analysing, and reflecting. My practices as case studies are integral parts of this thesis investigation of how projection mapping generates a distinctive relationship. This study aims to contribute to the body of knowledge about an under-researched area, projection mapping, by providing an in-depth conceptual and practical analysis of this medium. The knowledge resulting from the research is embodied in findings from contextual reviews and original artworks produced as case studies.
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Hagemeier, Nicholas E., Sarah Blevins, Kyle Hagen, Emily Sorah, Richa Shah, and Kelly Ferris. "Integration of Rural Community Pharmacies into a Rural Family Medicine Practice-Based Research Network: A Descriptive Analysis." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1476.
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Purpose: Practice-based research networks (PBRN) seek to shorten the gap between research and application in primary patient care settings. Inclusion of community pharmacies in primary care PBRNs is relatively unexplored. Such a PBRN model could improve care coordination and community-based research, especially in rural and underserved areas. The objectives of this study were to: 1) evaluate rural Appalachian community pharmacy key informants’ perceptions of PBRNs and practice-based research; 2) explore key informants’ perceptions of perceived applicability of practice-based research domains; and 3) explore pharmacy key informant interest in PBRN participation.
Methods: The sample consisted of community pharmacies within city limits of all Appalachian Research Network (AppNET) PBRN communities in South Central Appalachia. A descriptive, cross-sectional, questionnaire-based study was conducted from November 2013 to February 2014. Bivariate and multivariate analyses were conducted to examine associations between key informant and practice characteristics, and PBRN interest and perceptions.
Findings: A 47.8% response rate was obtained. Most key informants (88%) were very or somewhat interested in participating in AppNET. Enrichment of patient care (82.8%), improved relationships with providers in the community (75.9%), and professional development opportunities (69.0%) were perceived by more than two-thirds of respondents to be very beneficial outcomes of PBRN participation. Respondents ranked time constraints (63%) and workflow disruptions (20%) as the biggest barriers to PBRN participation.
Conclusion: Key informants in rural Appalachian community pharmacies indicated interest in PBRN participation. Integration of community pharmacies into existing rural PBRNs could advance community level care coordination and promote improved health outcomes in rural and underserved areas.
Type: Original Research
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Lee, James Ming-Hsueh. "似藝術-art-like : problems and contradictions in developing an artistic research." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12567.
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The main purpose of this research is to examine artistic thinking processes from my practical experience as an artist. This thinking process is discussed through my term: 似藝術-art-like in the context of 'practice-based research'. '似藝術-art-like' is an amalgamated form of Mandarin characters with English words; it is both a picture and a word that serves as a temporary conceptual framework that aims to keep possibility open and meaning mobile.' Significantly,似藝術-art-like is addressed through language and artworks together with an attempt to reinterpret the relation between thinking, outcomes of thinking, and the complexity of meaning in relation to art. 似藝術-art-like operates as a temporary conceptual framework for discussing the thinking process and demonstrating the problems and contradictions in art research. This is a practice-based study so that visual and written elements and the structure of the thesis are each approached as a form of 'practice'. In addressing 似藝術-art-like in the written elements of the thesis, a series of stratagems or gambits are employed that attempt to explain or find formulation for the developing thinking process in art research. Each gambit is a form of artifice that serves to demonstrate the pursuit of addressing thinking through language as an impossible task, and functions as a manoeuvre for opening a conversation in understanding the thinking process in art. To facilitate my understanding, I explore my questioning of thinking in relation to Jacques Derrida's supplement and différance, Gilles Deleuze and Félix Guattari's rhizome, Mieke Bal's, framing, Susanne Langer's distinction between art and language, and Immanuel Kant's disinterestedness and aesthetic idea. It becomes apparent that no one theory satisfactorily explains what happens; it is too complex. Presentation of the inadequateness and contradictions in my developing process provides an examination of there being no specific answer. As a result, I conclude that utilising written words and artworks in my thinking processes and demonstrating them as physical outcomes is a process of constant confrontation with contradictions. It is a provocation that makes an artist-based researcher/research-based artist, re-think, re-disturb, re-articulate, and re-consider the conceptual frameworks in relation to developing artistic research. Ultimately, this research responds to the problems surrounding the relationship between thinking and the outcomes of thinking and meaning in relation to art. It demonstrates the difficulties and complications for seeking mobile thinking and for exploring the possibilities of artistic research. As a whole, the research points out the complexity of the process in terms of employing thinking through artworks and written words together. This invites a suspension of preconceived concepts and questions what knowledge mightbe in the context of an art enquiry.
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Rahimzadeh, Sheida, Veronica Ramirez, and Elizabeth Hall-Lipsy. "Evaluating Practice-Based Research Network (PBRN) Websites Using an Information Extraction Form and Interviews of Website Webmasters." The University of Arizona, 2013. http://hdl.handle.net/10150/614273.
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Class of 2013 AbstractSpecific Aims: To evaluate and describe the Agency for Healthcare Research and Quality (AHRQ) affiliated practice-based research network (PBRN) websites to determine the best qualities regarding format, content, and accessibility using a developed PBRN website information extraction form. Methods: A PBRN information extraction form was developed to assess the format, content, and accessibility of each AHRQ-affiliated PBRN website. Each student investigator completed an electronic copy of the extraction form for each PBRN website to confirm consistency of findings. A phone interview was then conducted with the webmasters of the PBRNs with the highest scores to determine the influences and challenges those webmasters faced during the development of their PBRN websites. Main Results: The information extraction form was completed for each of the 104 active PBRN websites in the U.S. The most common elements seen on the PBRN websites were site map, email address, mission statement, phone number, and search toolbar. The inter-rater agreement between the two student investigators for the data collected was 84 percent. Regarding the webmaster interviews, the majority of the webmasters believed that the single most important factor in creating a successful PBRN website was identifying the audience of the PBRN and making the material appropriate for that audience. Conclusion: The developed information extraction form was used to successfully evaluate and describe the AHRQ-affiliated PBRN websites. Audience identification is important in order to provide appropriate content, as well as in the development of an effective PBRN website.
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Sharek, Elizabeth. "The unsettled object." Click here to access this resource online, 2007. http://hdl.handle.net/10292/421.
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The Unsettled Object is an installational art project that considers the instability of objects in regards to their assembly, classification, and presentation, underpinned by the context of the museum and supported by Michel Foucault’s notion of the classificatory grids he discusses in The Order of Things: an archaeology of the Human Sciences. (Foucault,1970) The artefacts are being fabricated as a response to the corporeal body-on-display; its surfaces, spaces and volumes. An underlying notion of temporality and mutability is indicated in the processes of making, the objects, material responsiveness and the devices employed in the presentation of the work.
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Gislén, Ylva. "Rum för handling. Kollaborativt berättande i digitala medier." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00233.
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Avhandlingen fokuserar på kollaborativt berättande i digitala medier, och tar avstamp i relativt detaljerade beskrivningar av de designprojekt som utgör avhandlingsarbetets ryggrad. Kännetecknande för dessa designprojekt är att de kombinerar fysiska och virtuella rum och/eller flera medieplattformar. Utifrån kritiska läsningar av designval och bruk av de koncept och prototyper som designprojekten utmynnat i presenteras argument för föreslagna "sätt att se" på design av berättande i digitala medier och centrala kvaliteter i miljöer för kollaborativt berättande. Grundläggande är att se berättande som en överenskommelse, som måste springa ur den berättarsituation, den fysiska och sociala verklighet, som utgör en oavvislig del av allt berättande. Denna överenskommelse upprättar ett "rum" för att undersöka och värdera möjlig mänsklig handling, ett rum vars estetiska egenskaper inte kan skiljas från de etiska och politiska frågeställningar som sätts i rörelse av allt berättande. Utifrån detta grundläggande synsätt diskuteras frågan om utformandet av handlingsutrymme i relation till interaktivitet i digitala medier, begrepp som roll, karaktär, samarbete och konflikt samt rytm, poesi och mångtydighet. Argumenten och resonemangen grundas, utöver i den kritiska läsningen av designprojekten, också i en bredare översikt av narrativitetsbegreppets utveckling inom human- och samhällsvetenskaperna de senaste två decennierna samt i en diskussion av teorier, synsätt och vanliga grundantaganden kring berättande i digitala media. Utrymme i avhandlingen ges också åt en kunskapsteoretisk diskussion kring frågan om design som forskning, främst ur ett perspektiv grundat i STS-fältet men också i relation till förda resonemang ifråga om praxisbaserad forskning i allmänhet och designforskning och designteori i synnerhet.
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Wood, Toni A. "The Tornado Tree: Drawing on Stories and Storybooks." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3187.
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Storytelling has been used by many cultures to record events, research genealogy, and to teach moral lessons. Some cultures passed on their histories and important events through oral narration, papyrus, or cathedral stained glass windows. More modern cultures write personal histories, and use modern technology to communicate with each other. This study is an arts based project based on writing a storybook. It is an exploration of why storytelling is important from a cultural point of view using my experiences to write a storybook based on a true event from my family history.