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Dissertations / Theses on the topic 'Practitioner'
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1
Bryar, Rosamund Mary. "The transition of practitioner to practitioner researcher in primary health care." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393863.
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Wilkinson, Amos Herr. "DIABETIC NURSE PRACTITIONER INTERVENTIONS." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/610475.
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The purpose of this study was to conduct a metaanalysis of diabetic intervention
data found in current nursing and medical literature using Neuman's Systems Model as a
framework to create a theory based review of current Adult/Family Nurse Practitioner
(A/FNP) diabetic interventions. Data analysis involved several steps. First was the
determination of intervention recommendations for A/FNPs for diabetes mellitus (DM).
Second was the comparison of the intervention recommendations for A/FNPs to the
theory literature to determine if those interventions were supported theoretically. Third
was the comparison of the interventions used by A/FNPs to the empirical literature to
determine if those interventions were supported empirically.
A total of ten intervention categories with 22 subcategories were formulated on
the levels of primary, secondary, and tertiary prevention. Primary prevention categories
included screening, education, and community collaboration, with education
subcategories of diet modification and exercise. Secondary prevention categories
included screening, assessment, education, health care intervention, counseling, and
documentation. Screening subcategories included glycemic, hypertension, dyslipidemia,
nephropathy, retinopathy, neuropathy, coronary artery disease, immunization, and
alcohol and tobacco screening. Education subcategories included diet modification and
exercise. Health care intervention subcategories included oral antidiabetic agents;
insulins; combination therapies; and hypertension, dyslipidemia, nephropathy,
retinopathy, neuropathy, and coronary artery disease treatment. Tertiary prevention
categories included routine follow up and referral. All categories and subcategories were
found to be supported both theoretically and empirically.
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Summers, Elisabeth. "Psychological practitioner workplace wellbeing." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114995/.
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There is extensive research detailing the strong link between healthcare professional wellbeing and the delivery of dignified, safe patient care. While a career as a psychological practitioner is often perceived as fulfilling, it is thought to also generate professional and personal strains which may impact on wellbeing. Paper 1 presents a systematic review examining the prevalence of burnout among practitioner psychologists and the relationship between burnout and specific personal demographic and work-related variables: age, years in service, working hours, gender and work setting. This yielded eight studies meeting the inclusion criteria. Study quality was assessed and data was extracted. Due to inconsistencies with defining and assessing burnout, the overall prevalence of burnout in this population could not be validly determined. However, findings suggest that younger, less experienced individuals and those working longer hours appear to be at increased risk of burnout and/or associated dimensions. Paper 2 presents the development and validation of a new measure to assess psychological practitioner workplace wellbeing. The measure was developed in five stages, followed by an examination of the psychometric properties of the measure utilising a sample of 400 psychological practitioners. The measure was shown to have high internal consistency, high test-retest reliability and high construct validity. Exploratory factor analysis produced a set of six factors explaining 62.1% of the variance in the measure. Results indicate the measure has favourable psychometric properties for the effective assessment of the workplace wellbeing of psychological practitioners. Paper 3 presents a critical appraisal of the research process. This paper includes a reflection on the methodologies used and conclusions drawn, implications of the findings and suggestions for future research. Aspects of personal and professional competency development are also considered.
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Dawson, Susan. "The language learning lives of English for Academic Purposes learners : from puzzlement to understanding and beyond in inclusive practitioner research." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-language-learning-lives-of-english-for-academic-purposes-learners-from-puzzlement-to-understanding-and-beyond-in-inclusive-practitioner-research(418c57a7-bff4-4d92-8149-1a2fb60dd44d).html.
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This thesis considers the different forms of knowledge and ways of knowing generated through the processes and products of practitioner research from an Aristotelian relational perspective. I adopt the term 'gnoseology', which encompasses many different knowledge types, rather than the narrower, yet more commonly used term 'epistemology', and detail the development of a gnoseology framework. I use this framework to examine the understandings generated by a group of international postgraduate learners on a 10-week, intensive English for Academic Purposes course at a private UK institution as they explore the things that puzzle them about their language learning lives. Their explorations are grounded in the principles of Exploratory Practice (EP), a form of practitioner research that proposes learners themselves be viewed as 'key developing practitioners' alongside the teacher. The principles of EP also inform both my research methodology and my approach to classroom pedagogy for the purposes of this study, and the data used is generated naturalistically through the daily activity of the classroom. The thesis offers an account of both the processes and products of the learners' explorations, highlighting some of the potential benefits and tensions that surface as learners engage in exploring their language learning puzzles. It discusses the possibilities of viewing learners as 'key developing practitioners' for the learners themselves, teachers and the academy. Using my gnoseology framework I explore the emergent and developing understandings of the learners that arise through this work as they develop their praxis. I conclude that in contrast to the traditional separation of knowledge types into scientific (episteme), craft (techne) and practical wisdom (phronesis), my data shows these different forms and ways of knowing are multifaceted, interrelated and often operate simultaneously. I suggest that my gnoseology framework is the principle contribution of this thesis as it provides a potentially new way of examining and understanding the nature of, and relationships between, the different forms and ways of knowing produced through practitioner research. I also relate these developing and emerging learner understandings to the principled framework of EP, offering suggestions for its development, with particular regard to issues of relevance, learner expectations, and the processes of puzzling and puzzlement. This critique of EP is also a key contribution of this thesis.
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Lennon, Alexia. "Creating learning organisations : practitioner perspectives /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.
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Mancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.
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This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.
The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.
Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.
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Brown, David D. "Planning places, enabling the practitioner." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ41682.pdf.
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Wong, Davina. "Practitioner experiences of online treatment." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/425920/.
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It is increasingly popular to provide psychological assistance online. Existing literature summarises a variety of benefits associated with online treatments including remote access, or access to treatment where situational or environmental barriers may prevent clients from attending traditional face-to-face appointments. The first part of this thesis is a qualitative systematic review synthesising the best available evidence exploring experiences and attitudes to online therapy and what role they play from the perspectives of practitioners. Relevant databases were searched focusing on qualitative empirical papers that fit the inclusion criteria. Thematic Synthesis was used to bring together findings. Ten studies were included and nine themes emerged from the data highlighting practitioner experiences and their contributions to their attitude toward online therapy. Themes included: Structure and safety of standardised manual approach; The power of the written word; Practical aspects – pros and cons; Communicating online – Fluidity and Structure; Social norms and genuineness; The Therapeutic Alliance; Responsibility; Therapist Skills; Efficacy, effectiveness and general professional issues. A need for more qualitative studies from practitioner perspectives may further research in online treatments. The second part of this thesis is an empirical paper exploring practitioner experiences of facilitating family-focused online interventions via video conferencing. Important questions are whether therapeutic relationships can be developed via the internet and how therapeutic alliance is affected within family interventions. Semi structured interviews explored nine practitioner’s experiences of facilitating family-focused online interventions. Interpretative Phenomenological Analysis enabled detailed investigation of practitioner’s personal perspectives. Three master themes emerged: The therapeutic relationship: both the same and different; The positives outweigh the negatives; Balancing the patients’ need with the practitioners’. Practitioners highlighted benefits of access, providing a comfortable therapeutic environment for clients to disclose personal information. Strong relationships were built with clients despite disruptions and restricted visual information. Practitioner self-care, and their ability to minimise their needs against their view of the clients were emerging issues.
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McCree, Mel. "Practitioner experiences of Forest School." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2066/.
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The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.
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Yu, Ke. "Investigating the researcher-practitioner relationship." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-162916.
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Pratt, Rebecca Anne Louise. "On becoming a reflexive practitioner." Thesis, City, University of London, 2010. http://openaccess.city.ac.uk/17886/.
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Research into the world of the only child has been dominated by the existence of the enduring stereotype of the spoilt and lonely child. This has resulted in a wide range of studies that vary in opinion and have tended to polarise the experience from a negative and damaging one, moving to a more positive and advantageous one. A literature review highlighted the dominance of quantitative methods, used to make comparisons between the personality and behaviour of only children and those with siblings. The majority of this research showed that there was very little difference between the two groups. The impetus for this current study was that very few other studies had utilised a qualitative approach to gain a greater understanding of the only child experience without making comparisons to the sibling experience. In addition to this, it was seen to have a wider relevance to the counselling psychology community, since research had demonstrated that therapists were not immune to making assumptions about only children. Principally that they are considered to be more likely to have problems due to their birth order status. In order to explore further these experiences, with the intention of developing new understandings, a study was designed using Constructivist Grounded Theory. In total, nine semi-structured interviews were conducted with adult only children between the ages of twenty-six and sixty-four years old. Through the constant comparative method, two core categories were developed, Aloneness and Encountering Others; these were then integrated to construct a Model of Only Child Relatedness. This model has then been used to consider how the experience may impact on the therapeutic relationship.
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Branstetter, Mary. "Rural Acceptance of the Nurse Practitioner." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/768.
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The rural community has lacked adequate healthcare providers for the past thirty years. Collaboration between physician and family nurse practitioner is an option for meeting the need for delivery of primary healthcare in the rural community. A descriptive design was used to describe the acceptance of the nurse practitioner by patients living in rural southcentral Kentucky who utilize the services of the community hospital. Every fifth inpatient and outpatient discharge was mailed the Kviz Assessment Questionnaire and a demographic survey. The questionnaires (N = 842) were mailed over a four week survey period with reminder postcards mailed to each survey recipient one week after the initial mailing. The return rate was 32% (N = 267). Respondents were asked if they would allow a specially trained nurse practitioner to perform 12 specific functions, of which 4 were traditional and 8 were nontraditional. The majority of the respondents indicated acceptance of the traditional and nontraditional functions. Use of chi-square analysis identified a statistically significant relationship between the willingness to accept nontraditional nursing functions and (a) respondents who were satisfied with their usual source of care [X2 (4, N = 230) = 5.93, p = .01]; (b) respondents who obtained regular check-ups [X2 (4, N = 239) = 6.53, p = .01]; (c) respondent age [X2 (6, N = 238) = 7.27, p = .03]; and (d) respondents who felt there is an insufficient quantity of physicians available [X2 (6, N = 225) = 10.83, p = .01].
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Kar-Huisman, Angélique Gabriëlla Alberta van de. "Determinants of consulting the general practitioner." Maastricht : Maastricht : Rijksuniversiteit Limburg ; University Library, Maastricht University [Host], 1992. http://arno.unimaas.nl/show.cgi?fid=5840.
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Smith, Lindsay Frederick Paul. "The general practitioner and pregnacy care." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539771.
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Long, Clive Garry. "The clinical psychologist as scientist-practitioner." Thesis, University of Birmingham, 1995. http://etheses.bham.ac.uk//id/eprint/1403/.
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The scientist-practitioner model in clinical psychology is critically examined and illustrated by reference to applied research using archival data as well as survey, single-case and group design methodology. A definition of the scientist-practitioner as one who consumes and utilises research findings, and who may also undertake research is espoused and defended. It is argued that the scientist-practitioner model is an appropriate one for clinical training since, in providing practitioners with a scientific mentality, it allows for psychology's unique contribution. The realisation of the scientist-practitioner ideal, however, is dependent on psychologists embracing a wide range of alternative research methods, on post-graduate employment settings that support and internalise the model, and on a recognition by researchers that they have a responsibility for disseminating their findings through effective communication channels.
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Robertson, Adam. "Policing by consent : some practitioner perceptions." Thesis, University of Sunderland, 2016. http://sure.sunderland.ac.uk/6991/.
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The purpose of this work is to examine the concept or notion of policing by consent and it is important to note, at the outset, that the vast majority of the literature produced on the subject, both current and past, has concentrated on policing by consent from many different viewpoints with one quite startling omission. There does not appear to be any academic study based on the views and perceptions of it [consent] that the practitioners, the police themselves, have. In order to correct this imbalance the study therefore set out, by means of a series of semi-structured interviews, to obtain the views and perceptions of both serving and retired officers of a principle, certainly of policing in England and Wales, which is at the very core of their professional lives. Prior to the interviews, which took place between November 2007 and December 2008, the officers were arranged into four cohorts, each cohort consisting of ten officers, and within each cohort, the officers range across the continuum of rank, ethnicity, gender and length of service. This provided a series of wide ranging views, but with some important common themes, across the continuum of policing. It is important to note however, that in a study as limited as this, it could never be said that the views expressed represent those of the police service in general, nevertheless, the study does represent the views of a number of officers, and, more importantly adds to the body of knowledge on the subject. Following the interviews, which were digitally recorded and later transcribed, analysis, which was based on an amalgam of analytical methods, took place. The psychological aspects were dealt with by reference to both axiomatic knowledge and the actions and motives of subjects who are placed in an interview situation The findings, which have been arranged into a series of themes based upon various models of what has been termed the ‘unofficial’ culture of the police which often appears to be at variance with the accepted norms and values of policing. These ‘official’ values are driven by legislation, a series of national policies and national policing initiatives, all of which, in turn, are bound by the financial constraints of a fixed annual budget composed in part of a local policing precept set by the police and crime commissioners in consultation with Chief Officers. The remainder of the budget is funded by central government following the annual inspection of forces by Her Majesties Inspectorate of Constabulary (HMIC). The findings also reveal the emergence of a strong sense of duty which, in turn, indicates, that as professional police officers, they do indeed both recognise and endeavour to practice policing with that most important element of consent. To their credit they have also acknowledged the occasions when through either their own actions or because of the constraints placed upon them by the legislation they have lost that vital element of consent and have reflected upon it and the impact that it has had upon their future practices. The work, in its entirety, provides a valuable insight into the views of both serving and retired officers, particularly with regards to the effects that police culture have had, either knowingly, unknowingly or unwittingly upon their actions. It has also provided a valuable contribution to the extensive body of literature on policing in England and Wales.
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Summers, Paul. "Practitioner development : from trained technicians to reflective practitioners : a systemic study within a United Kingdom unitary authority." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/practitioner-development(e5544351-62d9-4219-9a59-34e672ff5ce2).html.
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This thesis demonstrates how my research makes an original contribution to knowledge in the development of reflective practitioners leading to improved competence in the practice of managing projects in a workplace setting. This contribution is exciting and has the potential to generate significant debate on how best to educate project practitioners both in workplace settings and University courses. In 2006 the Rethinking Project Management (RPM) network, a collaboration between academics and practitioners reported on their work proposing five directions for future research and practice. The fifth of these proposed a move ‘... from practitioners as trained technicians towards practitioners as reflective practitioners.’ (Winter, Smith, Morris, & Cicmil, 2006, p.642). Critical to this change was a move away from technical training against an established body of knowledge or methodology (Crawford, et al, 2006, p.724) and towards an approach based in active learning and engagement. This thesis demonstrates how such an approach supports participants to develop as reflective, adaptive practitioners who are able and willing to learn on a continuing basis. The literature review demonstrates a clear gap in knowledge, as Svejvig and Andersen (2015) found only seven published contributions discussing this topic. My review of the literature discovered 15 contributions on educating project managers, mainly practitioner development through University courses; with none mentioning the development of reflective practitioners in the workplace. My research contributes knowledge to this gap by designing a development programme which the collected data shows developed reflective practitioners. The data comes form 25 interviews of delegates on this development programme and a clear improvement in performance is indicated by business metrics. The research was conducted in a UK unitary authority and applied a dual cycle insider action research approach. There was a business issue to dissolve and the research interests that emerged from this issue formed the dual cycle.
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Grose, Wendy. "Nurse Practitioner Navigator Policy and Procedure Protocols in Private Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4063.
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In 2010, the Patient Protection and Affordable Healthcare Act (PPACA) implemented changes to reduce healthcare spending that incorporated Centers for Medicare and Medicaid (CMS) incentive programs to reduce 30-day readmission rates in seniors with heart failure. This project includes a policy and procedure for private practice using a nurse practitioner navigator (NPN) led multidisciplinary team (MDT) for the patient-centered medical home (PCMH) to improve communication between hospitals and PCMH to decrease readmission rates in seniors with heart failure (HF). This practice change will provide an implementation and evaluation plan along with plans for future expansion. Meetings were held twice weekly along with the use of Skype when team members were unavailable. A literature review explored methods to improve communication between hospitals and PCHM to reduce readmission rates. Thirty-two peer-reviewed articles were identified in a search of CINAHL and ProQuest Nursing and Allied Health Source databases that served as the primary pool of evidence used for this project, supplemented by context considerations provided by the project team. Evaluating the evidence based research provided support for this project using a NPN led MDT to reduce readmission rates. Coleman's transition of care (TOC) model was used as a framework for both the policy and procedure to integrate patient, provider, and environmental contexts, support health care policy changes, and reduce health care spending. This scholarly project supports the role of DNPs as leaders in the medical field working to translate existing evidence into policy and practice and lead interdisciplinary health care teams.
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Suter, Martin. "Constructing the reflective practitioner : a critical account." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436065.
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Wilkins, Raphael. "Practitioner research and perceptions of school leadership." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400849.
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Reeves, Toni Leanne, and not supplied. "Developing a voice as a practitioner researcher." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070209.122550.
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Curtis, Diane M. Smith. "On becoming a competent multi-age practitioner." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ54878.pdf.
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Woolsey, Mary Helen. "Nurse practitioner preparedness for entry into practice." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1203574201&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Wei, Yi-Chun Sherri. "Understanding students' learner autonomy through practitioner research." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/38507/.
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This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after the first phase, I directed my attention more to the role of reflection as students neglected the online interactions and preferred communicating their ideas with me through reflective accounts and listening diaries. My research questions focused on three areas: the roles of collaboration and reflection, the online modality and issues related to researching learner autonomy. With the aim of exploring development over time, I gathered three kinds of data: pedagogically motivated data including online interactions and student assignments (listening diaries, reflective accounts); additional student interview and evaluation data; my fieldnotes and observation data documenting how I managed the three courses. Therefore, all the data collected was textual and qualitative in nature. Different approaches to data analysis were applied to different datasets. Grounded theory was applied to the interview data to allow themes and codes to emerge, whereas I-statement analysis and some predetermined coding categories were applied to the diaries and reflective accounts. The findings are structured according to the three areas of investigation. First of all, regarding collaboration and reflection, the success/failure of collaborative tasks depends greatly on task design configuration, while diarykeeping indeed serves as an effective pedagogical tool to raise students’ awareness of their learning processes and heighten their sense of ownership. Based on this understanding, teachers can create a space for reflection by marking regular opportunities for reflection and offering guiding questions. Secondly, regarding the online modality, the success of the online interactions contributed to students’ sense of ownership, which is closely related to their perception of what a listening course should be like and their identity as college students. Lastly, regarding issues related to researching learner autonomy, combining both Action Research and Exploratory Practice principles is beneficial to ensure that the teacher-researcher does not impose the research agenda onto learners. When data elicitation tools and data analysis techniques are also pedagogically motivated, the findings can authentically represent the picture of students’ learning. In viewing the development of learner autonomy as a learning process, considering cognitive, affective and behavioural domains can help us to understand learners’ perceptions and metacognitive strategies which are not easily observable from their learning behaviours. Furthermore, the data reveals that motivation and strategies interplay with learner autonomy throughout the process of learning.
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Steers, Ian. "The ethical dilemmas of an HR practitioner." Thesis, Kingston University, 2008. http://eprints.kingston.ac.uk/20289/.
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Greaves, Mary. "Practitioner research : a journey in optimistic disappointment?" Thesis, Manchester Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533144.
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Neumann, Christina. "Appreciative Inquiry in New Zealand: Practitioner Perspectives." Thesis, University of Canterbury. Management, 2009. http://hdl.handle.net/10092/2608.
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Appreciative Inquiry (AI) has gained increasing popularity as a form of organisation development and action research worldwide, yet little research has been published outside of the USA and Canada. This thesis explores the application and evaluation of Appreciative Inquiry (AI) in the unique context of New Zealand through the perspectives of facilitators of AI. I conducted semi-structured, in-depth interviews with nine experienced AI facilitators in order to understand their perspectives on how AI works, under which circumstances it is most effective and how they evaluate AI.
Facilitators tend to come from backgrounds that embrace humanistic values, a premise shared by AI. Participants in this study regard the underlying principles of AI as central, whereas they consider concrete processes, such as the 4D-cycle, to be useful but not essential. Facilitators are very concerned about the appropriate use of AI and clearly identified circumstances supportive or detrimental to AI processes. For example, AI may be inappropriate in situations where there is a pre-determined agenda or leadership is very autocratic. Facilitators are also concerned that AI as a methodology should be applied more wholesomely, acknowledging and working through negative emotions rather than suppressing them.
Facilitators face a paradox: They embrace values that put the individual centre stage and regard people as human beings rather than human resources. At the same time, they are external service providers to clients who are at times more concerned with quick fixes, and do not want to invest the time necessary to engage in deep reflection on values and transformative change.
Findings suggest that we need to reconsider our interpretation of AI towards embracing the underlying humanistic values more, rather than focusing on the concrete applications (e.g. 4D-cycle). The paradox between embracing humanistic values inherent in AI and bottom-line orientation in most organisations warrants further research.
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Deutsch, Tobias, Stefan Lippmann, Thomas Frese, and Hagen Sandholzer. "Who wants to become a general practitioner?" Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-162522.
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Objective: Because of the increasing shortage of general practitioners (GPs) in many countries, this study aimed to explore factors related to GP career choice in recent medical graduates. Particular focus was placed on the impact of specific practice-orientated GP courses at different stages of the medical undergraduate curriculum. Design: Observational study. Multivariable binary logistic regression was used to reveal independent associations with career choice. Setting: Leipzig
Medical School, Germany. Subjects: 659 graduates (response rate = 64.2%). Main outcome measure: Choice of general practice as a career. Results: Six student-associated variables were found to be independently related to choice of general practice as a career: age, having family or friends in general practice, consideration of a GP career at matriculation, preference for subsequent work in a rural or small-town area, valuing the ability to see a broad spectrum of patients, and valuing long-term doctor – patient relationships. Regarding the curriculum, after adjustment independent associations were found with a specifi c pre-clinical GP elective (OR = 2.6, 95% CI 1.3 – 5.3), a four-week GP clerkship during the clinical study section (OR = 2.6, 95% CI 1.3 – 5.0), and a four-month GP clinical rotation during the final year (OR = 10.7, 95% CI 4.3 – 26.7). It was also found that the work-related values of the female participants were more compatible with those of physicians who opt for a GP career than was the case for their male colleagues. Conclusion: These results support the suggestion
that a practice-orientated GP curriculum in both the earlier and later stages of undergraduate medical education raises medical schools’ output of future GPs. The findings are of interest for medical schools (curriculum design, admission criteria), policy-makers, and GPs involved in undergraduate medical education. More research is needed on the effectiveness of specific educational interventions in promoting interest in general practice as a career.
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Taylor, Maye. "The reflexive practitioner : feminist psychotherapy in action." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423528.
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Hillier, Yvonne. "Informal practitioner theory in adult basic education." Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386250.
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Newbold, David Anthony. "An evaluation of the rheumatology nurse practitioner." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263598.
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Johns, Christopher. "Becoming an effective practitioner through guided reflection." Thesis, Open University, 1997. http://oro.open.ac.uk/54437/.
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The study aimed to develop, monitor and explore the process and outcomes of guided reflection and its impact on enabling practitioners to achieve desirable and effective caring practice. A secondary focus of the study was to monitor and explore the process and outcomes of guided reflection as a form of critical action research which may generate theoretical insights regarding its use in clinical supervisory practices. The process referred to as 'guided reflection' was developed and used to guide this study. Guided reflection represents a form of social action research which was framed within an ontology and process of critical and reflexive phenomenology of experience between practitioners and their supervisors over a period of four years. Whilst each guided reflection relationship was written as a critical narrative to illuminate the reflexive development of effective practice, these narratives became a secondary level of analysis to construct meta-narratives of the nature of effective work and dynamics of guided reflection. Various frameworks were developed and tested within a reflexive process that was appropriately informed and juxtaposed with extant theory to adequately interpret and present the process and ou.tc omes of the study. The method and process of guided reflection generated two major empirical and theoretical insights. • 'The 'Being available' framework to know effective caring practice, presented as one major exemplar of 'Pru'. • Meta-reflection of methods and process of guided reflection. Three frameworks in particular are significant: . • 'Being available' as a parallel framework for effective supervision practice. This parallel framework supports the coherence between developmental and research processes. • The Model for Structured Reflection as an heuristic device for knowing reflection. • 'Framing perspectives' as a series of integrated lenses to focus on discrete layers of learning within reflection. The insights gained through the study have considerable significance for informing and guiding the future development of reflective practice within nursing curriculum, clinical supervision within practice, and the future development of nursing knowledge. The development of nursing knowledge is of particular significance in understanding the meaning and nuances of holistic nursing as a lived reality and have significantly contributed to the reflexive development of the Burford NDU Model: Caring in Practice. The study has become a springboard for research to gain further insight into the factors that facilitate or constrain the efficacy of guided reflection in enabling practitioners to know and realise desirable practice within everyday practice.
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Weiser, Deanna Joyce. "Barriers to New Nurse Practitioner Job Satisfaction." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/27948.
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Novice Nurse Practitioners (NPs) face many challenges in the first few years of practice. A novice NP was defined as a NP who has practiced for two years or less. The focus of this practice improvement project was to investigate what novice NPs in North Dakota perceive as barriers to successful role transition, job satisfaction, and how organizational climate affects job satisfaction. A convenience sample of novice NPs (N=14) were recruited through three separate venues. The Misener NP Job Satisfaction Scale? (MNPJSS) and the Nurse Practitioner ? Primary Care Organizational Climate Questionnaire (NP- PCOCQ) were chosen to measure the project objectives. Survey statistical analysis consisted of means and standard deviations due to a small sample size. The MNPJSS assesses intrinsic (emotional) and extrinsic (environment) NP job satisfaction (Misener & Cox, 2001) and the NP-PCOCQ evaluates organization climate in relation to NP job satisfaction (Poghosyan et al., 2013a). The MNPJSS has six subscales, four extrinsic, and two intrinsic factors affecting job satisfaction. The extrinsic factors rated highest were related to fair evaluation, social contact at work, and immediate supervisor. The intrinsic factors were time spent in patient care, patient mix, and sense of accomplishment (Misener & Cox, 2001). The factors with the least satisfaction were related to bonuses and other compensation. Independence in practice, having a mentor, and feeling valued were organizational satisfiers. Lack of professional visibility and poor relations with administration were identified barriers. Several studies have found that autonomous practice is one of the most important factors in NP job satisfaction (Choi & De Gagne, 2015; De Milt, Fitzpatrick, & McNulty, 2011; Faraz, 2016; Faris, Douglas, Maples, Berg, & Thrailkill, 2010; Misener & Cox, 2001). Nevertheless, laws limiting NP practice authority persist. There are 234,000 NPs in the U.S. and the number of NP graduates increases exponentially each year, in 2015-2016 there were 23,000 NP graduates (AANP, 2018, January 22). The first step to ease transition to practice is to identify and limit barriers for NPs entering the workforce.
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Halliwell, Michael. "Reflexivity in Leadership: Becoming an Ethical Practitioner." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307104353.
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Mechling, Eileen. "Nurse practitioner clinic utilization by elderly women." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/144648.
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The purpose of this study was to explore the utilization patterns of elderly women in a nurse managed clinic (NMC). A convenience sample of 20 women, 65 and older, attending an NMC completed an questionnaire and an interview. A pilot study guided the development of the questionnaire. Interrater reliability was performed to enhance the reliability of the pattern categories developed from the interviews. The findings of this research were that elderly women utilized this NMC for: physical assessment and monitoring; health care information; evaluating a physical need; referral; emotional support; socialization; convenience; cost; familiarity/comfort; health care need; and reliability. Satisfaction was the main component of the clients' perception of their visit to the NMC. Conclusions reached were that utilization of this NMC was based mainly on perceptions of health care needs and that cost, convenience, and familiarity influenced clients in choosing this clinic in addition to their primary care provider.
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Price, Mark. "Narrative capital and youth practitioner professional identities." Thesis, University of Brighton, 2015. https://research.brighton.ac.uk/en/studentTheses/a55e7f4c-cd70-4f07-becd-9c3a84a7659d.
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This research focuses on youth practitioners’ professionality set within in the landscape of neo-liberal performativity and re/de-professionalism present in public services in the UK over the period 2005-2014. In response to this contextual landscape, portrayals of six practitioners reveal differentiated constructed identities and professional narratives; arising from these portrayals, the study contributes a model of ‘narrative capital’ as a resource for professional resilience and development.
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Barlow, Steven Lee. "Nurse Practitioner Barriers to Reporting Child Maltreatment." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2672.
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Each year approximately 1,000,000 child become the victims of abuse or neglect. The detrimental effects of child maltreatment (CM) have been well documented and create significant problems for the survivors and for society as well. All fifty states have enacted mandatory reporting laws to combat the CM epidemic. As mandated reporters, nurse practitioners and nurse midwives (APRNs) have the opportunity and responsibilities to identify and refer potential victims of CM, in this study a significant percentage choose not to report their suspicions. Respondents to the study survey identified several potential barriers to APRN reporting such as lack of education and training about CM, negative perceptions of child protective services and lack of physical evidence indicating CM occurred.
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Rys, Gregory Paul. "Nurse Practitioner Residency Programs: An Educational Journey." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2056.
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Primary care is in a state of crisis due to the lack of clinicians and increasing numbers of insured patients. Encouraging more students to go directly through school for their doctor of nursing practice degree and nurse practitioner (NP) certifications is one proposal to alleviate this crisis. However, this approach would deliver graduates with minimal leadership and clinical experiences directly into practice. One resolution to mitigate this concern would be an NP residency program. Evaluating the knowledge and attitudes of stakeholders prior to the implementation of a NP residency program is an important first step to this implementation plan. The purpose of this project was to assess the knowledge and attitudes about NP residency programs of 2 stake holders: administrators and NPs at a rural upstate New York health care system, Bassett Healthcare, and to compare responses of those fiscally with those clinically oriented. Using literature less than 6 years old about NP residencies, a 28-question survey tool was created to assess knowledge and attitudes of NP residency programs. Content validity was established by 6 hand-selected NPs and administrators who had expert knowledge of residency programs. Once validity was established, the tool was distributed to a convenience sample of NPs and administrators at Bassett Healthcare Network via e-mail. The sample included 20 administrators and 44 NPs. A Mann-Whitney U test revealed no statistical differences between the 2 groups on any item. However, a majority of both groups felt the programs should be mandatory for all NPs. This project may be the first step in formation of a NP residency program that could alleviate transitional stress, decrease turnover, and produce better clinically-prepared NPs, thus benefitting the profession and society.
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Wilson, Virginia. "Formalized Curiosity: Reflecting on the Librarian Practitioner-Researcher." University of Alberta Learning Services, 2013. http://hdl.handle.net/10388/6277.
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Stokes, Allison, and Allison Stokes. "Describing the Needs of Advanced Practice Registered Nurses (APRNs) Who Plan to Specialize in Cardiology." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626615.
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Background: Cardiology is but one of the many clinical foci available to certified Advanced Practice Registered Nurses (APRNs). In fact, more acute care APRNs choose cardiology as their focus than any other. With such strong interest in cardiac advanced practice nursing, it is imperative to assess the adequacy of preparation for those who wish to follow this career path. Known barriers exist in the educational and clinical preparation of this APRN population, however, there is little research detailing the specifics of those barriers.
Purpose: This study describes the needs of APRNs who plan to specialize in cardiology.
Method and Sampling: A qualitative design was used to describe the motivation of APRNs specializing in cardiology, tools they currently utilize to achieve their specialization, and their needs based on the current approach. I recruited participants, APRNs specializing in cardiology, through meetings at a local cardiology practice. Seven APRNs specializing in cardiology with experience ranging from 10 months to 15 years, and currently working in a cardiac setting, participated in the study. Structured interviews were conducted to describe the needs of APRNs who plan to specialize in cardiology. The interviews were audiotaped and analyzed to reveal commonalities.
Findings: After analyzing the audio recordings three major commonalities emerged: APRNs specializing in cardiology must overcome limited educational opportunities, APRNs specializing in cardiology require a higher level of skill than their formal training and licensing requirements provide, and the need to validate APRNs specializing in cardiology knowledge. Additional commonalities included availability and the type of degree programs, and a lack of cardiac focus in educational preparation.
Conclusion: The findings showed the needs of APRNs who plan to specialize in cardiology are rooted in their educational preparation. There is a vast amount of variability among degree programs and a severe lack of cardiac focus in their educational preparation. In order to achieve competency, 100% of study participants secured a mentorship with an expert cardiac clinician for a minimum of one year post-graduation and without assistance from their educational programs. Additionally, APRNs specializing in cardiology believe a national certification or examination requirement would be beneficial to their practice.
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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research /." Saarbrücken : VDM, Müller, 2008. http://d-nb.info/989113051/04.
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Zhou, Wenyu, and wenyu zhou@rmit edu au. "The Victorian Chinese Medicine Workforce and Practitioner Capability." RMIT University. Health Sciences, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080801.121456.
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Chinese medicine (CM) as a popular form of complementary and alternative medicine (CAM) has been increasingly used in the Western world over the last three decades. While the importance of original research on quality, safety and efficacy of CM therapies is well argued and supported, there has been a general negligence of the role of education in protecting public safety, promoting CM as a form of evidence-based healthcare and improving the quality of clinical CM services. This study aimed to determine the essential practitioner capabilities to ensure the safe, competent and contemporary Chinese medicine clinical practice in complex healthcare systems such that of Australia. There are two major studies in this thesis: the workforce study and the capability postal survey. For the workforce study, a specific instrument with a coding system was developed and approved by the Chinese Medicine Registration Board of Victoria (CMRBVic) prior to the commencement of the data collection based on registration forms submitted by all practitioners registered with CMRBVic during the transitional (also known as grand-parenting) period. Findings from the workforce study provide comprehensive data on the current state of the Victorian CM workforce concerning their educational background, clinical experience and their current practice of CM. Findings of the capability postal survey represent a major step in the development of a capability-based curriculum that meets the needs of the Chinese medicine workforce. The findings of this study provide the basis for developing specific continuing professional educational programs that address knowledge and skill gaps such as communication, referral, research training and for some practitioners, basic biomedical sciences. In conclusion, this study, for the first time, provided the comprehensive data on the state of the Victorian CM workforce and CM practitioners' views on desired practitioner capabilities. A number of continuing professional education needs were identified and the successful implementation of these programs will contribute to the safe and competent CM practice and thus protect the public safety.
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Coulson, Shirley Ann, and res cand@acu edu au. "Practitioner Experience of a Developing Professional Learning Community." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009.
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Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited contextualised research to guide their efforts in response to these policies. The researcher’s involvement in a school revitalisation process provided the impetus for this research study that investigates the practitioner experience of a developing professional learning community at RI College (pseudonym for a large independent girls’ school in Brisbane). This study endeavours to gain a more informed and sophisticated understanding of developing a professional learning community with the intention of ‘living’ this vision of RI College as a professional learning community. Praxis-oriented research questions focus on the practitioner conceptualisation of their school as a developing professional community and their experience of supporting/hindering strategies and structures. The study gives voice to this practitioner experience through the emerging participatory/co-operative research paradigm, an epistemology of participative inquiry, a research methodology of co-operative inquiry and mixed methods data collection strategies. Incorporating ten practitioner inquiries over two years, recursive cycles of action/reflection engaged practitioners as co-researchers in the collaborative reflective processes of a professional learning community while generating knowledge about the conceptualisation and supporting/hindering influences on its development. The outcomes of these first-person and second-person inquiries, together with a researcher devised online survey of teachers, were both informative and transformative in nature and led to the development of the researcher’s theoretical perspectives in response to the study’s research questions. As outcomes of co-operative inquiry, these theoretical perspectives inform the researcher’s future actions and offer insights into existing propositional knowledge in the field. Engagement in this practitioner inquiry research has had significant transformative outcomes for the co-researchers and has demonstrated the power of collaborative inquiry in promoting collective and individual professional learning and personal growth.
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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/989113051/04.
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Hart, Susan. "The innovative practitioner : reconceptualising the special needs task." Thesis, University of Greenwich, 1994. http://gala.gre.ac.uk/6443/.
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This study has two main themes. The first is concerned with re-examining the relationship between 'ordinary' and 'special' education in the light of developments in thinking and practice over the past decade. A case study approach was used to explore the limits and limitations of the thesis that 'special educational needs' can be most effectively addressed as part of a process of general curriculum critique and development designed to benefit all children. Pursuing questions and concerns arising from my own experience as a support teacher, the aim of the research was to establish if there is still a place for a concept of 'special' education consistent with this interpretation of the task and, if so, on what basis a distinction might now legitimately be made. Individual children's responses to a particular instance of general curriculum development (in the teaching and learning of writing) were observed, and samples of their writing collected, over a period of several months. The analysis of this material highlighted the need for, and the means to articulate, a discourse and interpretive procedure for responding to concerns about individual children's learning which reflect and enact the critique of 'learning difficulties' understood as an individual problem. Having reformulated the original thesis to include an individual dimension, the study concludes that what is needed to resolve the questions raised initially is not, after all, a new distinction between 'ordinary' and 'special' education, but a distinction of a quite different order: one which draws attention to different kinds of professional thinking, and highlights the critical and innovative nature of the thinking required. The second, subsidiary theme is a methodological one. It explores what the study itself may have to contribute to the establishment of a mode of research derived from teaching. Claiming to use no 'methods' other than the interpretive resources and experience of a teacher, the study uses its own processes to explore and establish its methodological status, and in particular to consider the significance of prior experience in the development of new knowledge about education.
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Plesch, Daniel. "Common security 1987-2005 : an academic-practitioner perspective." Thesis, Keele University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432468.
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Smith, Juliet Louise. "Practitioner based inquiry : taking the case of homeopathy." Thesis, Bournemouth University, 2012. http://eprints.bournemouth.ac.uk/20976/.
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After twenty years of practising and teaching homeopathy, I am concerned that research into treatment by professional homeopaths has become stifled by evidence based medicine discourse. Homeopathy’s distinguishing features are obscured by erroneous assumptions that a homeopathic prescription is subject to the same biochemical pathways as pharmacological medication. Homeopaths are urged by external parties to ‘prove homeopathy works’ on biomedical terms. This reflexive inquiry is an attempt to redress the balance. From postmodern and pragmatic perspectives I reflexively engage with professional experiences (Smith, 2009) as a means of articulating practitioner based knowledge (Freshwater and Rolfe, 2001, Rolfe et al., 2001). The subjectivity of the practitioner researcher is transformed from a research problem into an opportunity to critically examine practitioner experience (Lees and Freshwater, 2008). The research process is a focus for the inquiry itself, with the intention of creating an open text that invites participation from the reader (Denzin and Lincoln, 1994). I ‘take the case’ of my own practice and its wider context, and enact a synergy of homeopathic practice and research methodologies. The thesis is organised around the eight principles of homeopathy. Case vignettes and homeopathy’s visual iconography (Cherry, 2008) are used to integrate clinical experience into the thesis. Multiple analytical strategies evolved, including discourse analysis, action research, narrative analysis and writing as inquiry. These are not applied to pre-existing professional experiential data (Lees, 2005), but engaging with these strategies has shaped data creation and the inquiry itself. Use of multiple methods is not an attempt to triangulate, rather the dissonance between them is essential to achieving competing and multiple perspectives on professional experience. There is no intention to present a discrete set of findings. The inquiry is framed through the inquiry process, creating an innovative approach to practitioner based inquiry as a collage of reflexive, experiential interpretations and interactions with professional practice. I redefine evidence as being the inquiry process itself and the practitioner as integral to knowledge creation and application in practice. The open dialogic text invites practitioners to adapt this model of practitioner based research in their own practices. The self-critical iterative dialogue gives voice to the practitioner researcher in discourses that are congruent with homeopathic practice. I make original contributions to knowledge by examining homeopathic practice from different theoretical and experiential perspectives, including observations on the connections between homeopathy’s enduring popularity and how the patients’ own belief systems about health and illness are still influenced by the old humoural system of medicine.
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Tribe, John Douglas Arthur. "The philosophic practitioner : tourism, knowledge and the curriculum." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019144/.
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Tourism is an important and growing activity in the world. It produces significant impacts not only on businesses and the economy, but also on people and the planet. Tourism education at university level has grown just as rapidly as its target phenomenon. However, a vocationalist orthodoxy, focusing predominantly on business and the economy, is evident in the emerging curricula. Recent curriculum proposals in the tourism literature describe partial framings that legitimate this vocationalist trend. This thesis addresses concerns about what should be taught. Its initial review of methodological approaches to the design of the tourism curriculum finds that a philosophical approach to the problem is lacking. It therefore adopts such a philosophical approach and initially situates the curriculum amidst its related concepts of tourism and tourism knowledge. Here, the frill possible extent of, and contest for, the curriculum is revealed. Different types of knowledge, and alternative ideas of tourism compete for representation in the curriculum. Partial framings leave significant areas of the tourism world underrepresented in the curriculum. The thesis proposes principles for the ordering of a comprehensive curriculum for tourism higher education. The framework proposed comprises four key domains where vocational action is complemented by vocational reflection, liberal reflection and liberal action. The tourism world in which graduates are prepared for action is thereby extended from a narrow business setting to include tourism's wider society. This framework enables the case to be made, and the content outlined, for a tourism higher education which educates philosophic practitioners. These would be graduates who deliver efficient and effective tourism services whilst at the same discharging the role of stewardship for the development of the wider tourism world in which these services are delivered.
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Coulson, Shirley Ann. "Practitioner experience of a developing professional learning community." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/661b94771513c0ece27a051316742e2ccc4d7c574d92610e0485947e16dcb91e/2671332/64833_downloaded_stream_58.pdf.
Full textAbstract:
Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited contextualised research to guide their efforts in response to these policies. The researcher's involvement in a school revitalisation process provided the impetus for this research study that investigates the practitioner experience of a developing professional learning community at RI College (pseudonym for a large independent girls' school in Brisbane). This study endeavours to gain a more informed and sophisticated understanding of developing a professional learning community with the intention of 'living' this vision of RI College as a professional learning community. Praxis-oriented research questions focus on the practitioner conceptualisation of their school as a developing professional community and their experience of supporting/hindering strategies and structures. The study gives voice to this practitioner experience through the emerging participatory/co-operative research paradigm, an epistemology of participative inquiry, a research methodology of co-operative inquiry and mixed methods data collection strategies. Incorporating ten practitioner inquiries over two years, recursive cycles of action/reflection engaged practitioners as co-researchers in the collaborative reflective processes of a professional learning community while generating knowledge about the conceptualisation and supporting/hindering influences on its development. The outcomes of these first-person and second-person inquiries, together with a researcher devised online survey of teachers, were both informative and transformative in nature and led to the development of the researcher's theoretical perspectives in response to the study's research questions.;As outcomes of co-operative inquiry, these theoretical perspectives inform the researcher's future actions and offer insights into existing propositional knowledge in the field. Engagement in this practitioner inquiry research has had significant transformative outcomes for the co-researchers and has demonstrated the power of collaborative inquiry in promoting collective and individual professional learning and personal growth.
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Novotny, Bethany. "Mindset Matters: Practitioner Resilience in The Helping Professions." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3172.
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