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Jones, Dolores C. "Nurse Practitioner Professional Autonomy: Relationship Between Structural Autonomy and Attitudinal Autonomy." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/149.
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The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships.
The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances.
Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used.
It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority.
Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.
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Ryman, Johan, and Karin Söderström. "Varning - Klämrisk! : Lärares autonomi som ett multidimensionellt fenomen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295748.
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Den här studien ämnar undersöka hur lärare uppfattar sin autonomi inom olika områden av deras yrke och fungerar som en förstudie till ett forskningsprojekt. Begreppet autonomi är mångfacetterat, men kontroll över yrket och inflytande över beslutsprocesser utgör en stor del av det. Uppsatsen fokuserar på lärare i grundskolan och gymnasiet. Tre forskningsfrågor formulerades för att fånga in begreppet autonomi. Dessa är: Hur uppfattar lärare sin professionella autonomi?, Hur skiljer sig lärares uppfattningar angående olika dimensioner av autonomi (olika nivåer och olika områden i yrkeslivet)? samt Hur väl korrelerar olika delar av lärares uppfattade autonomi med varandra?. Studiens empiri samlades in genom kvantitativ metod i form av en webbenkät vilken 93 personer svarade på. Merparten av lärarna svarade på enkäten via facebookgrupper även om flera olika kanaler användes för att nå ut till möjliga respondenter. Det teoretiska ramverket består i Frostensons tre nivåer av autonomi, LaCoes sex komponenter gällande lärares yrkesautonomi och Ballous individuella autonomi vilka tillsammans skapar en multidimensionell konstruktion. Tidigare forskning behandlar hur de senaste decenniernas skolreformer i Sverige omformat lärarprofessionen men består också i utländsk forskning gällande lärare och deras autonomi. Uppsatsens resultat visar att lärare uppfattar sin autonomi som både stor och liten beroende på vilket område av autonomi som åsyftas. Respondenterna anser sig ha litet inflytande gällande ekonomiska beslut vilka även visar sig vara de beslut de uppfattar är viktigast i skolans verksamhet. Vidare uppfattar lärarna som svarade på enkäten sin autonomi som hög vad gäller sådant som rör deras klassrumsmiljö och undervisning.This study serves as a pilot study for a research project and aims to investigate how teachers perceive their autonomy in different domains of their profession. Autonomy as a concept is multifaceted but control over the profession and influence in decision-making processes constitute a great part of it. The study focuses on primary, secondary and high school teachers. Three research questions were formed to capture the term autonomy. These are: How do teachers perceive their professional autonomy?, How do teachers perceptions differ in the various dimensions of autonomy (different levels and domains of the worklife)? and How well do various domains of teachers perceived autonomy correlate?. The data of the study was collected by quantitative method via a web-based questionnaire which was answered by 93 persons. The main part of the teachers answered the questionnaire through facebook groups despite having used several other different channels to reach out to possible respondents. The theoretical framework consists of Frostenson’s three different levels of autonomy, LaCoe’s six components of teacher autonomy and Ballou’s themes within individual autonomy which together create a multidimensional construction. Previous research discusses how school reforms of the recent decades in Sweden have reshaped the teaching profession but it also consists of foreign research of teachers and their autonomy. The results of the study indicates that teachers perceive their degree of autonomy as both high and low depending on what domain referred to. The respondents consider themselves having a small influence regarding economical decisions which also is considered the most important decisions in school’s activities. Furthermore the teachers who responded perceive their degree of autonomy as high regarding the classroom environment and teaching.
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Wang, Miao, and 王苗. "Professional autonomy of music teachers in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45595847.
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Mutizwa-Mangiza, Dorothy. "The medical profession and the state in Zimbabwe : a sociological study of professional autonomy." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/2703/.
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This thesis explores the nature and extent of medical autonomy and dominance of government-employed doctors in Zimbabwe, specifically focusing on the profession's control over the technical aspects of medical work (clinical autonomy); determination of the terms and conditions of work (economic autonomy); and regulation of medical education, licensing and discipline (collective regulation). Data was collected through in-depth interviews with different grades of doctors employed on a full-time basis at the Parirenyatwa Group of Hospitals, key informants and other respondents from the Ministry of Health and Child Welfare and other health-related organisations. Additional information was obtained through extensive document analysis and non-participant observation. The findings of the thesis show that all grades of government-employed doctors in Zimbabwe exercise considerable clinical autonomy. There is minimal administrative regulation of their work, although their clinical autonomy is constrained by severe breakdowns of essential equipment and shortages of all types of resources. They also enjoy a high degree of economic autonomy, largely by default. The findings further indicate that medical education and discipline are inadequately regulated by the various regulatory structures, most of which are dominated by the medical profession, leaving doctors with more autonomy in their work than is desirable for good patient care. The thesis reveals that the factors which erode or maintain medical autonomy in Western developed countries and post-colonial states are very distinct and that current theoretical conceptualisations of medical autonomy, comprising medical dominance theory, deprofessionalisation as well as proletarianisation hypotheses, which are largely based on analyses of medical practice in the United States and Britain, are inadequate for analysing medical autonomy in Zimbabwe and other post-colonial states. In this respect, Johnson (1973) is alone in realising the uniqueness of professions in post-colonial states arising from their different historical, cultural, social, political and economic circumstances, although his analysis is somewhat out of date.
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Watkins, Mildred. "The convergence of autonomy and heteronomy in teacher professional communities." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/m_watkins_041808.pdf.
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Wolfe, Dianna K. "Autonomy : behavior change in nurses after continuing professional education program." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159137.
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The purpose of the study was to determine how participation in a three and one-half hour continuing professional education program (CPE) influenced the nursing practice of 51 nurses three months later. The study sample was 45 staff nurses and six nurse managers.Four variables were measured using questionnaires before, immediately after, and three months after the CPE program. The variables measured were (a)"the characteristics of continuing professional education program, (b) the characteristics of individual professional, (c) the nature of the proposed change, and (d) the social system in which the professional must implement the behavior change" (Cervero, 1985, p.87). Qualitative data were collected using open-ended statements to ascertain how the content of the CPE program was useful in practice. Nurse managers were surveyed to ascertain their judgements about autonomy and empowerment levels of the nurses.Findings revealed significant positive relationship between behavior change, autonomy, and the variables the nature of the proposed change, empowerment, and the motivational levels of the 51 nurses. Characteristics of the social system and the CPE program were not found to be significantly related to behavior change. No significant differences were found between motivation levels of participants from before the CPE to three months later.Responses to the open-ended statements revealed four themes: the importance nurses placed on meeting the needs of patients, nurses were flexible and accepted change, nurses had positive perceptions about nursing, and nurses felt frustrated and inadequate. Judgements revealed in the responses of the nurse managers before and three months after the CPE program have significant implications for nurse managers when attempting to change nursing practice.Department of Educational Leadership
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Padgett, Stephen Mark. "Negotiating quality : everyday practices and nursing self regulation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7306.
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Dearman, Philip Ross. "Computerised information systems and professional autonomy : the record of social work." Monash University, School of Humanities, Communications and Social Sciences, 2005. http://arrow.monash.edu.au/hdl/1959.1/5128.
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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.
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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but there are also significant differences. One the one hand, German teachers can be described as more active in their CPD than their Swedish colleagues in relation to particular aspects of their profession such as assessment, and more suspicious of knowledge from elsewhere, on the other. In order to understand the differences, I argue for an extended focus on the impact of the national context, in terms of socially and historically significant structures and traditions of the teaching profession. The thesis focuses on a crucial aspect with a particular explanatory value for differing CPD tendencies in various national contexts: Autonomy from a governance perspective. This phenomenon, which does indeed change across time and space, is investigated from a socio-historical perspective in both contexts, building on Margaret Archer’s analytic dualism of structure and agency, and a dual pronged model of teacher autonomy. The latter distinguishes institutional autonomy, regarding legal or status issues, from service autonomy related to the practical issues in schools and classrooms. Since these dimensions can be either extended or restricted, different categories evolve which enable us to understand the differences between the two cases. Finally, by using the findings on the German and Swedish teaching profession, a theoretical framework is presented that relates the certain forms of teacher autonomy in particular national contexts to likely CPD cultures that teachers share.
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Mitnick, Steven David. "NURSE PRACTITIONERS' PERCEPTIONS AND BEHAVIORAL INTENT TOWARD PRIVATE PRACTICE AND PROFESSIONAL AUTONOMY." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/5077.
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The purpose of this study was to determine: 1) the perceptions of nurse practitioners toward private practice and professional autonomy, and 2) nurse practitioners' behavioral intent towards private practice and professional autonomy. Data were collected with a questionnaire designed by the researcher to measure demographic data, nurse practitioners' perceptions and behavioral intent toward private practice and professional autonomy, and knowledge of legal issues pertaining' to private practice. Of 153 possible respondents, 100 (64%) nurse practitioners in the State of Maryland participated in the study.
Data were presented descriptively by number and percentage. The typical nurse practitioner was 31 to 40 years of age, attended a certificate program as an adult nurse practitioner, had a Master's Degree, worked full-time in a combination in-patient/out-patient setting, and has been practicing for more then six years. Four nurse practitioners were in private practice. Results showed that almost all nurse practitioners' surveyed (97%) perceived private practice as appropriate, but most (83%) did not plan to work in that capacity during the next five years. Nurse practitioners' knowledge of legal issues (third party reimbursement, prescription writing privileges, and legality of owning and operating a private practice) were low with an average score of 55 percent. The autonomy section revealed that 1) nurse practitioners believed that nurse practitioner programs should teach and encourage private practice; and 2) that nurse practitioners are willing to make independent decisions and accept responsibility for them, but they were also inclined to accept limits established by the medical community.
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Fernandes, Patricia Jacques. "Ato médico: versões, visões e reações de uma polêmica contemporânea das profissões da área de saúde no Brasil." reponame:Repositório Institucional da FIOCRUZ, 2004. https://www.arca.fiocruz.br/handle/icict/6096.
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Previous issue date: 2004Identifica e analisa as visões e reações de representantes corporativos de médicos, enfermeiros e psicólogos a respeito da regulamentação do ato médico. Utiliza documentação primária, bibliografia secundária, dando ênfase ao uso da História Oral. Visa o rastreamento dos conflitos e interesses em jogo, presentes nas relações entre estes profissionais de saúde.
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Berry, Jonathan. "An investigation into teachers' professional autonomy in England : implications for policy and practice." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10337.
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The current coalition government in England has expressed its commitment to establishing an autonomous teaching profession. This study argues that such autonomy cannot exist in a system that is ideologically driven by market forces and neo-liberal policy. The best situation that most teachers can hope to experience – barring a seismic shift in material conditions – is an earned and scrutinised autonomy, which is an oxymoronic concept. It is argued that the tight control exercised by the state over what happens in schools through its promotion of market forces, reinforces the ideological nature of schooling in England. The theoretical and ontological basis of the study resides in an orthodox Marxist perspective and analyses the way in which neo-liberalism has formed the basis for the material conditions under which teachers currently work. It develops this idea to demonstrate how this dominant ideology pervades current discourse about pedagogy and curriculum, reducing such discourse to a narrower consideration of ‘standards’. It considers how this diminution of what the curriculum has become has, in its turn, had an impact on teachers’ view of their professional autonomy. Data are gathered from two rounds of interviews with 22 serving teachers complemented by some written responses from them. Six others with a professional interest in education policy-making, four of whom are headteachers, are also interviewed. The conclusion is drawn that teachers’ autonomy remains restricted, with any independence of action largely contingent upon the production of outcomes measured against limited, pre-determined and ideologically driven outcomes. The study identifies a disconnection between the aspirations of teachers with regard to their professional autonomy and those of some, but not all, headteachers. A further disconnection between the aspirations of teachers and the policies of central government is also identified. Significantly, teachers may enjoy more professional autonomy in those schools which currently, and possibly temporarily, enjoy market popularity. In terms of a contribution to the debate about teacher autonomy, the study demonstrates that, notwithstanding the effects of the current policy ensemble, teachers maintain a sense of what education could offer young people that goes beyond the existing, reductive models that frame their working lives.
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Axford, Beverley, and n/a. "Professional work in the new work order: a sociological study of the shift from professional autonomy based in expertise to professional accountability based in performativity." University of Canberra. Professional & Community Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20061010.111412.
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'Profession' and 'professional' are shifting signifiers that have taken on a range of new
meanings in the past two decades as professional occupations have been reshaped by
moves to 'flexible' (deregulated and decentred) work processes and work practices.
The role of modern professions was significant in terms of the democratic elements of
the professionalising project. But how do moves away from the modern
bureaucratically-structured professions, and a professional ideal based on the concept of
universal service, impact on graduates currently entering professional employment
domains in which new 'performativity-based' management regimes are replacing the
older control structures? This study draws on a range of sociological literature to explore
both the structural and discursive changes in the meaning of profession practice. The
study also draws on a number of research projects, including materials from focus group
interviews of final year undergraduate students, recruitment brochures, ABS (Australian
Bureau of Statistics) statistical analyses and DEST (Australia: Department of
Employment, Science and Training) graduate destination studies, and policy documents.
These materials are used to argue that the employment destinations of those with
professional qualifications and credentials are now more stratified and more diverse and
no longer necessarily coupled with a lifelong career. In addtion, the new management
regimes that accompany the move to more flexible work processes and work practices
are changing how those in professional work locations construct their sense of
themselves as professional practitioners.
Changes in the nature of professional work, and in the structural and discursive location
of professional workers, have implications for education and training institutions. These
institutions not only prepare workers for these occupational domains but are the main
conduits through which access to work in the restructured labour markets is mediated.
The study concludes by drawing attention to the need for educational research to be
anchored in a 'sociology of employment' that is able to provide a more critical account
of the relationship between education and training and entry into high status/low status
employment domains.
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Varela, José Manuel Dias. "O grau de autonomia dos técnicos de cardiopneumologia." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20992.
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Esta investigação pretende analisar o grau de autonomia dos Técnicos de Cardiopneumologia, em contexto profissional, face aos avanços técnico científicos da área de Cardiopneumologia e às mudanças das políticas de saúde. As transformações ocorridas ao nível dos Técnicos de Cardiopneumologia, desde a sua origem até à actualidade, motivaram diversas mudanças no grau de autonomia deste grupo. Os Técnicos de Cardiopneumologia são um grupo ocupacional de saúde, que não possui todos os atributos de um modelo profissional. Os Cardiopneumologistas são um grupo de saúde em mudança, marcado pelas realidades particulares de cada contexto profissional em que se inserem devido à sua grande diversidade interna, sem aparente estratégia colectiva, relativamente ao aumento do grau de autonomia em contexto hospitalar. O interesse em compreender e aprofundar o tema motivou a realização de um estudo de carácter exploratório descritivo, pelo método quantitativo baseado numa estratégia de pesquisa através do uso do inquérito. - ABSTRACT: This research aims to be a look forward in degree of autonomy of Cardiopneumology Technicians in their professional activity. Aware of the growing advance in knowledge, scientific-technologies, and the continuous changes in health politics. The changes that took place since the beginning of this activity were quite diverse and motivated different autonomy concepts. Cardiopneumology Technicians are an occupational health group, that doesn't have all the attributes of a professional model. They are a group in change, working in different environments and without any apparently, team strategy on behalf of autonomy as hospital professionals. The concern in understanding this subject, led toward an additional exploratory descriptive work, based on a research by inquiry.
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Mercer, Andrew Michael. "Role transition and the nurse practioner : an investigation into the experience of professional autonomy." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10498/.
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This research project explores nurse practitioners' experiences of role transition and professional autonomy, aiming to gain a new understanding of how nurse practitioners experience their role, and seeking new insight into the potential of the nurse practitioner role in the ever changing arena of health care delivery. The study addresses the concept of professional autonomy, and the boundaries of professional practice, and links this to the legal, ethical and epistemological foundations of nursing practice in general, and more specifically to the professional role of the nurse practitioner. Amongst specialist nursing roles, the position of the nurse practitioner is of particular interest, because nurse practitioners have evolved within an interprofessional philosophy of care, and therefore have complex issues relating to the scope of their professional practice, their individual and professional identity, and their professional autonomy. The research was conducted using a phenomenological hermeneutic approach inspired by Ricoeur (1976, 1981), and placed a significant emphasis on the meaning of the lived experience of the participant nurse practitioners within their professional role. Narrative interviews with fourteen nurse practitioners were transcribed to create a series of texts for subsequent analysis. Data analysis provided a progressive exploration of the meaning of the experience of professional autonomy for the participants in the study, and incorporated a descriptive analysis and an interpretive account of the phenomenon. From this hermeneutic analysis a new interpreted sense emerged, and a comprehensive understanding of the meaning of the phenomenon under review could be formulated. The findings reflect a generally positive view of practice on the part of nurse practitioners, but highlight a number of barriers to the development of their professional autonomy. Professional relationships are central to the experience of professional autonomy, and the future development of the nurse practitioner role. The findings reinforce the need for clearer definition of the nurse practitioner role, and suggest that further reflection on the nature of advanced practice, and the relationship between nurse practitioners and the wider profession of nursing might help in this regard.
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Boote, David. "Promoting professional autonomy?, five papers on the beliefs, practices, and organizational cultures of teacher educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ61627.pdf.
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Beets, S. Douglas. "Effectiveness of the complaint-based enforcement system of the AICPA Code of Professional Ethics." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82900.
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The American Institute of Certified Public Accountants (AICPA) is presently considering a proposal to revise the enforcement system of the Code of Professional Ethics from the current complaint-based mechanism to a system based on reviews of practitioners and their work. Inherent within the proposal is the conclusion that the existing enforcement provisions, based on complaints about violations, are not adequate.
Complaints about ethics violations can originate from practically anyone although two of the primary initiators of violation complaints are Certified Public Accountants (CPAs) and their clients. CPAs, however, may have limited opportunities to observe violations committed by colleagues. Clients, on the other hand, may be in a prime position to detect departures from the ethics code but may have no incentive to report violations committed by their CPAs; e.g., a violation may benefit the client.
A survey of these two groups (CPAs and clients) indicated that while both groups are familiar with the code and believe that the rules of conduct are appropriate, clients do not tend to report violations and CPAs, on average, indicated that they would report observed violations slightly more than one-half the time. These findings suggest that an enforcement system based solely on the complaints of CPAs and clients cannot be effective.Ph. D.
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Chrostowska, M. "The illusion of autonomy : an ethnography of teachers' professional lives in a primary academy in England." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8914/.
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This thesis reports on an ethnographic research of primary school teachers’ lived experiences of working and teaching in a school that had recently converted from a LA maintained community school to an academy. The aim of this doctoral study is to explore teachers’ work and capture the changing nature of the teacher professionalism in the new educational setting that is a primary academy. Academies are independent schools that are funded by the state but are managed privately. In England, academies built upon the ideas of the City Technology Colleges project developed by the former Conservative Government. They were also modelled on the international independent-state funded schools: charter schools in the Unites States of America and Swedish free schools. The first academies were opened in 2002 under the New Labour Government. At that time, the purpose of the Academies Programme was to address poor performance by creating different types of secondary schools in disadvantaged areas. Since 2010 when the Coalition Government took office, the academies programme expanded greatly encompassing primary schools. Since then, the rhetoric behind the Academies Programme revolves around greater freedom and autonomy for schools. The expansion of the Academies Programme has led to the growth in the number of teachers working in these settings. Yet, studies investigating the experiences of teachers working in academies, in particular those in primary academies, are limited. Therefore, this ethnographic research set out to address the gap in what is currently known about implications of the Academies Programme for teachers’ work and professionalism. In relation to this, teachers’ professional autonomy constitutes a central theme in the analysis presented in this thesis. The fieldwork was conducted over the period of one school year (September 2014-July 2015) in Bricklane Primary Academy (pseudonym) situated in an inner-city location in the North West of England. The data were generated through the use of participant observations, photographs, documentary analysis, informal conversations and ethnographic interviews and focus groups. The research participants included teaching staff and academy senior leaders who work in Bricklane Primary Academy. Frostenson’s (2015) three levels of teachers’ professional autonomy provides a framework for analysis and presentation of the research findings. Drawing upon labour process theory, the main findings of the research indicated that the work of primary academy teachers is greatly constrained by policies at school and at national levels that limit teachers’ professional autonomy. The findings suggest that the Academies Programme has contributed to diminishing the professional autonomy of teachers and thus contradict the policy rhetoric underpinning academies which promulgates greater freedom and autonomy.
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Haerr, Catherine. "Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.
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Sissoko, Tiefing. "L’état de la réussite dans l’enseignement supérieur : cas des étudiants de l’UFR SESS-STAPS à l’UPEC." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0024.
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L’évolution du contexte d’enseignement au cours des quarante dernières années invite à repenser la question de la réussite universitaire. Les métamorphoses de la population étudiante et des systèmes d’organisation des études universitaires ont engendré des difficultés importantes, en particulier sur les modalités d’accès au diplôme universitaire et les conditions d’insertion professionnelle des étudiants. Face à ces difficultés, des études, fortement orientées vers l’analyse des échecs et des abadons, se sont emparées de la question étudiante pour tenter de comprendre les mécanismes explicatifs des phénomènes constatés dans les universités. Notre approche rompt avec cette tradition sociologique mettant l’accent sur les défaillances, les défauts, les manques d’une population. Elle analyse les conditions de réussite des étudiants inscrits au sein de l’UFR SESS-STAPS de l’UPEC. Cette enquête porte sur l’étude des trajectoires des étudiants afin de mieux isoler les facteurs explicatifs de leur réussite. Ceux qui réussissent sont-ils tellement différents de ceux qui échouent ou quittent l’université ?Les éléments de définition de la réussite adoptés dans cette thèse ainsi que les données recueillies permettent de comprendre que les études universitaires sont loin d’être jouées à l’avance, il est possible de constater des réussites importantes de certains étudiants donnés perdants dès l’entrée à l’université. Notre investigation méthodologique appréhende ces différents mécanismes en oeuvre dans le parcours universitaire des étudiants en licenceThe changing educational environment that has occurred over the last four decades invites us to rethink the issue of academic achievement. The metamorphoses of student population and organisational systems of university studies have caused important difficulties, especially on the access to university diploma and on students’ professional integration conditions. Given these difficulties, research, greatly oriented to the analysis of failures and student dropouts, has focused on the student issue in order to try to understand the explanatory mechanisms of phenomena observed in universities. Our approach breaks with this sociological tradition by highlighting the weaknesses, flaws and lacks of a population. It analyses conditions for success concerning students registered in SESS-STAPS UFR at UPEC University. This research focuses on the analysis of students’ path so as to isolate in a better way the explanatory factors of their success. Those who succeed are they really different from those who fail or quit university ?The elements of definition for success in this thesis and the collected data enable us to understand that university studies are far from being a foregone conclusion. It is possible to determine important successes of some students given to be underdogs from the start of the academic year. Our methodological investigation apprehends these different mechanisms working within academic careers of bachelor students
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Santos, Susana Lopes Vairinhos dos. "Integração de novos enfermeiros no bloco operatório de uma instituição privada: norma de procedimento, programa de integração/avaliação e guia de acolhimento." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais, 2016. http://hdl.handle.net/10400.26/17562.
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Relatório de Estágio de Mestrado em
Enfermagem PerioperatóriaO presente relatório surge no âmbito da Unidade Curricular “Projeto/Estágio” do 1º Curso de Mestrado em Enfermagem Perioperatória, ministrado pela Escola Superior de Saúde do Instituto Politécnico de Setúbal em parceria com a Associação dos Enfermeiros de Sala de Operações Portugueses, sendo fruto do trabalho desenvolvido em contexto de estágio no Bloco Operatório de uma instituição privada, e do Projeto de Intervenção em Serviço realizado neste mesmo contexto. O processo de integração de um enfermeiro em contexto de trabalho constitui-se sempre como um desafio. No caso do enfermeiro recém-licenciado este desafio pauta-se pela assunção da responsabilidade profissional, e pela prestação de cuidados de uma forma autónoma. Por seu lado, no caso do enfermeiro com experiência profissional, este desafio pauta-se pela adaptação a um novo contexto de trabalho. Assim, a definição de programas de integração adequados quer às necessidades organizacionais, quer às necessidades dos novos elementos, procura facilitar o processo de adaptação destes elementos ao serviço, de modo a que a sua integração se processe de um modo rápido e eficaz. O Projeto de Intervenção em Serviço realizado teve a intenção de refletir acerca da integração de enfermeiros num serviço tão específico como o Bloco Operatório e de adotar medidas para a melhoria do seu processo de integração no serviço. Assim, este projeto gira em torno da problemática da integração dos enfermeiros no Bloco Operatório tendose, através da elaboração e aplicação de um questionário aos enfermeiros do serviço, procurado identificar as principais necessidades por estes sentidas aquando da sua integração no serviço em questão. O presente projeto resultou na revisão da norma de serviço relativa ao processo de integração, na elaboração de um programa de integração e respetiva avaliação e na construção de um guia de acolhimento que espera constituir-se como uma ferramenta facilitadora do processo de integração dos enfermeiros no serviço.
The present work comes as part of Course Project/Internship of the 1st Master Course in Perioperative Nursing, taught by School of Health Sciences of Setúbal Polytechnic Institute (Escola Superior de Saúde do Instituto Politécnico de Setúbal) in partnership with the Portuguese Operating Room Nurses Association (Associação dos Enfermeiros de Sala de Operações Portugueses), emerging as a result of the work developed in the internship context in an Operating Theater from a private institution, and of the Service Intervention Project performed in the same context. The integration process of a nurse in the work environment constitutes itself as a challenge. In the case of newly licensed nurses this challenge is guided by the assumption of professional responsibility, and nursing care in an autonomous way. Meanwhile, in the case of nurses with professional experience, this challenge is guided by the adaptation to a new service. This way, the definition of adequate integration programs as to the organizational needs, as to the new nurses’ needs, seeks to facilitate their adaptation process to the service, so that their integration proceeds quickly and effectively. This Service Intervention Project intended to reflect about nurses’ integration in such a specific service as the Operating Theater and to adopt measures to improve it. Thus, this project goes around the nurses’ integration in the Operating Theater issue, through a form development and application to the service nurses that attempted to identify the main needs felt by them along their own integration process into the service. This project resulted in a service protocol review, an integration-standard program development and appropriate evaluation and a host-guide who hopes to establish itself as a facilitating tool of the integration process in this Operating Theater. Keywords:
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Gonçalves, Geisa Colebrusco de Souza. "Motivação e autonomia dos estudantes de graduação em enfermagem à luz da teoria da autodeterminação." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-18092018-125132/.
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Introdução: Autonomia é tema recorrente na educação em enfermagem e referida como necessária para florescer a motivação intrínseca. Objetivos: avaliar as evidências de validade da Escala de Motivação Acadêmica EMA, identificar os tipos de motivação dos estudantes, identificar e comparar os tipos de motivação acadêmica em função das variáveis de caracterização da amostra; identificar e interpretar a concepção de autonomia, a escolha pela graduação em enfermagem e a permanência no curso relacionadas aos tipos de motivação. Método: pesquisa de método misto, quantitativa-qualitativa, explanatória sequencial, realizada em instituição de ensino de graduação em enfermagem, com 205 estudantes na etapa quantitativa, por meio da aplicação da Escala de Motivação Acadêmica, e com 31 estudantes na etapa qualitativa, por meio de entrevista individual. Resultados: Acerca da dimensionalidade da escala, os resultados indicaram a extração de três fatores/tipos de motivação: intrínseca, extrínseca e desmotivação. Na descrição dos tipos de motivação, os estudantes apresentaram maior média na motivação extrínseca comparada às médias de motivação intrínseca e desmotivação. Na comparação dos fatores/tipos de motivação com as características da amostra, diferenças significativas foram encontradas no fator desmotivação em função do ano corrente do curso, na satisfação em cursar a graduação e orientação dos elementos citados pelos estudantes para cursar a enfermagem. No fator/tipo motivação extrínseca, diferenças significativas foram encontradas na comparação com a idade. E em relação ao fator/tipo motivação intrínseca diferenças significativas foram encontradas na comparação com ter realizado curso preparatório para vestibular e ter cursado graduação anterior à enfermagem. Nas demais características, sexo, local onde cursou ensino médio, formação prévia em curso técnico, enfermagem como primeira opção e apoio familiar, não foram verificadas diferenças significativas em nenhum dos fatores/tipos de motivação. Os resultados da etapa qualitativa permitiram a construção de cinco categorias: Reflexões sobre o conceito de autonomia, como construção gradativa, como tomada de decisão e referida a partir da prática profissional; Reflexões sobre o exercício da autonomia, vivenciadas na ação prática do estudante, na relação estudante-docente e momentos de ausência de autonomia; Motivação para a escolha da graduação em enfermagem, motivação mais autônoma e motivação extrínseca; Motivação para permanecer na graduação em enfermagem, motivação autônoma, motivação ligada a elementos externos e desmotivação; Estratégias de ensino e autonomia do estudante relacionadas à postura do docente, estratégias que estimulam e as que não estimulam a autonomia do estudante, com construção de quadro comparativo sobre as percepções dos estudantes acerca das estratégias de ensino citadas. Conclusões: O estudo confirmou a estrutura da EMA a partir de três fatores, considerada alternativa parcimoniosa à sua versão original. O perfil dos estudantes é de motivado extrinsecamente e autodeterminado, com baixa média de desmotivação. Algumas diferenças estatísticas entre grupos encontradas demonstrou congruência com o postulado pela teoria. Os estudantes apresentaram concepção de autonomia por meio de experiências vivenciadas na graduação, seja na sua ocorrência positiva ou a partir da ausência de autonomia. A motivação para cursar e permanecer na graduação em enfermagem foi referida tanto acerca de formas mais autônomas como nas formas extrínsecas, além de desmotivação para permanecer no curso. Acerca do apoio à autonomia e estratégias de ensino, os estudantes referiram que a interferência maior se relacionou à postura do docente.Introduction: Autonomy is a recurring theme in nursing education, being raised as essential for the intrinsic motivation. Objectives: to evaluate the validity of the Academic Motivation Scale (EMA), to identify the types of motivation from the students, to identify and compare the types of academic motivation in relation to the categorizing variables of the sample; Identify and interpret the conception of autonomy, the decision for a nursing undergraduate and the stability in the course related to the types of motivation. Methods: a mixed-method research, quantitative-qualitative, explanatory sequential, carried out in an undergraduate nursing teaching institution, with 205 students in the quantitative stage through the Academic Motivation Scale, and with 31 students in the qualitative stage through individual interviews. Results: Regarding the dimensionality of the scale, the results indicated the extraction of three factors/types of motivation: intrinsic, extrinsic and demotivation. In the description of the types of motivation, the students presented a higher average in the extrinsic motivation compared to the averages of intrinsic motivation and demotivation. In the comparison of factors/types of motivation and characteristics of the sample, significant differences were found in the demotivation factor in function of the current year of the course, in the satisfaction of attending the graduation and in orientation of the elements mentioned by the students to attend the nursing course. In the factor/type extrinsic motivation, significant differences were found when ages were compared. And in relation to the factor/type intrinsic motivation significant differences were found in the comparison of individuals who attended a preparatory course for university and individuals with a previous graduation course. In the other characteristics such as gender, place of high school attendance, previous training in technical course, nursing as a first option and family support, no significant differences were verified in any of the factors/types of motivation. The results of the qualitative step allowed the construction of five categories: Reflections on the concept of autonomy, as gradual construction, as decision making and referenced on the professional practice; Reflections on the exercise of autonomy, experienced in the student\'s practical settings, student-teacher relationship and moments of absence of autonomy; Motivation for selecting the nursing graduation course, autonomous motivation and extrinsic motivation; Motivation to remain in the nursing graduation course, autonomous motivation, motivation linked to external elements and demotivation; Education strategies and student autonomy related to the teacher\'s attitude, strategies that stimulate and those that do not stimulate the student\'s autonomy, with the construction of a comparative table around students\' perceptions about the teaching strategies named. Conclusions: The study confirmed the EMA structure based on three factors, considered a parsimonious alternative to its original version. The students\' profile is extrinsically motivated and self-determined, with a low average of demotivation. Some statistical differences between groups found to be congruent with theory. The students presented a conception of autonomy based on experiences undertaken in the course, either in its positive occurrence or from the absence of autonomy. The motivation to attend and the motivation to continue in the nursing graduation was referred as much about autonomous forms as in the extrinsic forms, besides the demotivation are related to remain in the course. Regarding support for autonomy and teaching strategies, students reported that the major interference was related to the teacher\'s support.
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Zhai, Shengjie. "From EGP to ESP: University EFL Teachers’ Professional Identities in China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29892.
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Research on English as a Foreign Language (EFL) teachers’ identities in the curriculum shifting period from English for General Purposes (EGP) to English for Specific Purposes (ESP) has just begun to draw attention from scholars in China (e.g., Ai et al., 2019; Jiang, 2022; Jiang et al., 2020; Qi et al., 2021; Tao & Gao, 2018) and other similar contexts (e.g., Mahendra, 2020; Mohamed et al., 2016; Rebenko, 2020), but there was a scarcity in terms of empirical research. To help fill the gap, this study sought to examine a cohort of EFL teachers based in a Chinese university in the transitional process from EGP to ESP. Conceptualized within a sociocultural approach, this study was framed with four theoretical constructs: teacher professional identity (Barkhuizen, 2017; Kayi-Aydar, 2019; Varghese, 2017) sits in the center, surrounded by teacher knowledge (Shulman, 1987), teacher autonomy (Benson, 2017; Littlewood, 1999) and teacher practices.
Informed by these theoretical constructs, a qualitative multiple-case study was adopted in this research to investigate EFL teachers’ professional identities in the curriculum transitional phase from EGP to ESP. These categories such as teacher knowledge, teacher autonomy, and teacher practices were associated with research informed by the sociocultural approach. While these theoretical constructs were important to guide the conceptualization of the thesis, they were used to help, at the methodological level, with literature review and data collection and analysis. Also, these aspects carried essential qualities that collectively contributed to the dynamics and display of EFL teachers’ professional identities in the process of their responding to and embracing the curriculum changes from EGP to ESP. This study endeavored to address a set of key research questions as follows:
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(1) What are the characteristics of EFL teachers’ professional identities in the transitional process from EGP to ESP?
(2) How and in what ways did EFL teachers display their professional identities in the transitional process from EGP to ESP?
(3) What factors (and/or how these factors) may have or not impacted their professional identities in the transitional process from EGP to ESP?
Methods employed in this qualitative case study encompassed questionnaires, interviews, and documents to collect data. Data were analyzed through content analysis (Churchill, 2013) and successive approximation (Neuman, 2014). Findings derived from different data sets were cross-checked and compared to map a general pattern or tendency. The major findings are: (1) Chinese EFL teachers’ professional identities as emerged in the transitional process were shown with complexity and multiplicity, which were also dynamic, emotional, relational, and interactional as observed in three broad aspects of teacher knowledge, teacher autonomy, and teacher practices; (2) Chinese EFL teachers’ professional identities were specifically displayable by way of program preparing, classroom instruction, as well as professional development in relation to their knowledge, autonomy, and practices; and (3) key factors having impacted the development and display of Chinese EFL teachers’ professional identities were found to include internal factors (i.e., educational background, corporate work experience, knowledge of learners, intrinsic motivation, and personal traits/preferences) and external factors (i.e., policy, mentoring role, syllabus, timetabling, institutional support, and connection with colleagues/professional community).
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This study offered an integrated theoretical lens to look at EFL teacher professional identity and guide EFL teachers confronted with similar situations. As reviewed, research on language teacher identity primarily chose to examine the issue either from the perspective of knowledge, or autonomy, or teaching practice. There was very little research that tried to look at the three related aspects in combination. This thesis incorporated the three strands of research – teacher knowledge, teacher autonomy, and teacher practices – as a conceptual and analytical tool to investigate typical Chinese EFL teachers’ professional identities in the transitional process from EGP to ESP. The combined approach to examining the related core aspects would provide a better understanding of EFL teachers’ professional identities by looking at the dynamics of teacher knowledge, autonomy, classroom practices, and their interplay in the transitional period of centralized curriculum reform. This integration of related research and theoretical constructs, therefore, would provide an alternative theoretical lens.
Empirically, it yielded a set of context-specific research evidence to contribute to the existing research on teacher knowledge, teacher autonomy and teacher professional identity, and an empirical base to inform the development of a framework for researching teacher professional development. Pedagogically, the empirical data and the findings could help EFL teachers in the transitional process to reflect upon their professional identities and teaching practice, thus providing an alternative approach to formulating professional training and development for the EFL teachers in China or a starting point for EFL programs moving from EGP to ESP.
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Anunciação, Filho Renato da. "Formas de mobilização do conhecimento e saberes profissionais em situação de trabalho: o caso dos profissionais técnicos industriais de nível médio." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/16857.
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O presente estudo apresenta os resultados da pesquisa realizada no Programa de Pós-Graduação em Educação da Faculdade de Educação, da Universidade Federal da Bahia, sob a orientação da Professora Doutora Vera Lúcia Bueno Fartes, para a obtenção do título de doutor. Tem como objeto da pesquisa o conhecimento e saberes profissionais dos técnicos industriais de nível médio das áreas de eletrotécnica e mecânica e tem como sujeitos da pesquisa 56 trabalhadores técnicos industriais de nível médio, tendo como campo de pesquisa uma indústria de cerâmicas localizada no Polo Petroquímico de Camaçari e uma empresa multinacional fornecedora de energia elétrica, cuja sede se localiza na cidade do Salvador. Procura entender e explicar, a partir da fundamentação teórica dos conceitos de trabalho profissional e cultura profissional, desenvolvida por Telmo Caria, modernidade e identidade, por A. Gidden, C. Dubar e Z. Bauman, dentre outros conceitos. Como e quando ocorrem os processos de mobilização dos conhecimentos e saberes dos profissionais técnicos industriais de nível médio, em situação de trabalho. Para alcançar este objetivo a pesquisa utilizou métodos quantitativos e qualitativos para coleta e análise dos dados levantados junto aos técnicos. Foi realizada pesquisa bibliográfica e pesquisa de campo com aplicação de questionários e entrevistas e utilizou também a análise estatística para a interpretação dos resultados obtidos. Através de uma pesquisa quali-quantitativa de natureza empírica, bibliográfica e documental, analisou-se os processo de mobilização dos conhecimentos e saberes dos profissionais tendo como cenário os fenômenos de mudanças da sociedade atual. Os resultados da pesquisa indicam que o processo de mobilização dos conhecimentos e saberes dos profissionais estudados, ocorrem fundamentalmente, na realização dos trabalhos em equipe. Que os saberes técnicos profissionais mobilizados equivalem em parte, aos adquiridos na formação acadêmica e outra parcela são decorrentes dos adquiridos nos processos de formação informal na interação com colegas profissionais e ou nos treinamentos no chão de fábrica, ou ainda em outros espaços formativos.
ABSTRACT This study presents the results of research conducted in the Post -Graduate Education, Faculty of Education, Universidade Federal da Bahia, under the guidance of Professor Vera Lúcia Bueno Fartes, to obtain the title of PhD. Its field of research knowledge and professional knowledge of the industrial middle level technicians in the fields of electrical engineering and mechanics. The survey was conducted with 56 workers at a ceramic Petrochemical located in the polo Petroquímico de Camaçari and professionals with a multinational company that supplies electricity, whose headquarters is located in the city of Salvador. Seeks to understand and explain, from the theoretical foundations of the concepts of professional work and professional culture, developed by Telmo H. Caria, modernity and identity, developed by Gidden, Dubar and Bauman, among other concepts, as and when they occur the processes of mobilization of knowledge and knowledge of industrial technical mid-level professionals in the work situation. To achieve this goal the research used quantitative and qualitative methods for data collection and analysis of data collected from the technicians. Conducted literature research and field research with questionnaires and interviews and we also used statistical analysis to interpret the results. Through a qualitative and quantitative empirical research, bibliographic and documentary nature, we analyzed the process of mobilization of expertise and knowledge of professionals in the scenery of the phenomena of change of current society. The survey results indicate that the process of mobilization of knowledge and expertise of industry professionals occur primarily in the work team. That professional technical knowledge equivalent mobilized in part, acquired in academic and other portion are due to acquired in informal processes in training and interaction with professionals in training or on the factory floor or in other formative spaces colleagues.
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姚泽麟 and Zelin Yao. "Practicing clinical medicine in a post-socialist state : an empirical study on professional autonomy of Chinese urban doctors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193019.
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The relationship between the state and its professions has long been overlooked in the sociology of professions. Based on empirical data collected by in-depth interviews and through participant observation in Beijing, this thesis analyzed the dynamic relationship between Chinese urban medical professionals and the post-socialist state of the People’s Republic of China.
The study reveals that the post-socialist state continues to wield large influence in the social, economic and technical areas of this profession and retain tight controls despite being in an era of market transition. This control is principally realized through the current healthcare system. Public hospitals have monopolized healthcare delivery, which gives medical professionals little alternative but to become state employees. Practicing in public healthcare organizations and lacking “exit” opportunities, they are left with little to negotiate their working conditions with the state and thus have little corporate autonomy.
The lack of corporate autonomy immediately leads to the erosion of their clinical autonomy. Because of the pressure of self-financing imposed by the state, clinical practitioners consequently induce patients to accept unnecessary and excessive medical care. When they make decisions in practice, revenue generation is often recognized as more important than serving patients. This is a major source of clinical autonomy erosion. In prioritizing profit-making, Chinese urban medical professionals are perceived by the public as an “unethical profession.”The mutual distrust and conflict between professionals and patients have increased significantly in recent years. To protect themselves from growing medical disputes and, sometimes, even violence, Chinese doctors have developed “defensive medicine” strategies in their practices and in their interaction with patients. This is yet another source of clinical autonomy erosion as self-protection becomes an important calculation in balance with their own medical competence and patients’ interests.
The case of medical professionals in urban China challenges Freidson’s endogenous view of professional autonomy and his distinction between corporate and technical autonomy. It also questions the simple construction of conflicting relationships between the state and professionals. Rather, this dissertation finds that there is an exchange-like relationship between professionals and the state. Professionals are not simply losers in their interaction with the state, they do profit as well as they retain job security in market transition, earn considerable economic benefits through their practice, and are shielded by public hospitals in medical disputes even if they are punished by those hospitals. Doctors receive all these gains at the large cost however as they rarely enjoy professional autonomy, suffer from a negative public image, and become scapegoats for the problematic healthcare system and the state.
At the end of this thesis, I provide suggestions for the ongoing reform of China’s healthcare system. These suggestions include liberating doctors through the development of private practice and strengthening supervision over doctors’ behavior while increasing financial support for public hospitals.published_or_final_version
Sociology
Doctoral
Doctor of Philosophy
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Webb, P. Taylor. "Teacher power : the exercise of professional autonomy in political school cultures monitored by policies of accountability and surveillance /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7654.
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Robertson, Laura, and M. Gail Jones. "Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.
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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.
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Echewodo, Christian Chidi. "Professional Integrity and the Dilemma in Physician-Assisted Suicide (PAS)." Thesis, Linköping University, Centre for Applied Ethics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2405.
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There is no stronger or more enduring prohibition in medicine than the rule against the killing of patients by doctors. This prohibition is rooted in some medical codes and principles. Out standing among the principles surrounding these prohibitions are the principles of beneficence and non-maleficience. The contents of these principles in a way mark the professional integrity of the physician. But the modern approach to health care services pulls a demand for the respect of the individual right of self-determination. This demand is now glaring in almost all the practices pertaining to health care services. In end of life decisions, this modern demand is found much in practices like physician- assisted suicide and euthanasia. It demands that the physician ought to respect the wish and choice of the patient, and so, must assist the patient in bringing about his or her death when requested. In such manner, this views the principle of autonomy as absolute and should not be overridden in any circumstance.
However, the physician on his part is part of the medical profession that has integrity to protect. This integrity in medical profession which demands that the physician works only towards the health care of the patient and to what reduces diseases and deaths often go contrary to this respect for individual autonomy. Thus faced with such requests by patients, the physician always sees his integrity in conflict with his demand to respect the autonomous choice of the patient and so has a dilemma in responding to such requests. This is the focus of this work,"Professional Integrity and the Dilemma in Physician- Assisted Suicide"
However, the centre of my argument in this work is not merely though necessary to develop general arguments for or against the general justification of PAS, but to critically view the role played by the physicians in assisting the death of their patients as it comes in conflict with the medical obligation and integrity. Is it morally right, out rightly wrong or in certain situation permissible that physicians respond positively to the request of the patients for PAS? This is the overarching moral problem in the morality of physician- assisted suicide, and this work will consider this in line with the main problem in the work “the dilemma of professional physicians in the assistance of suicide.
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Diako, Delpha Matete. "Discourses on autonomy and marital satisfaction among black women in dual-career marriages." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25564.
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Literature on marriage shows that in the span of a single generation it has become the norm for both spouses to work outside the home. The inception of dual career marriages in the 1970s has created challenges and complications in the marital system as women break traditional gender roles in families and lead the way toward equality at home, just as they do in the industrial world. Black South African communities are no exception to this trend. The theoretical framework of social constructionism was used to identify the ways in which the participants construct their identities as Black professional women in dual career marriages. In-depth interviews were conducted with 11 Black professional women in dual career marriages to identify the discourses that construct their marriages, their autonomy in marriage and how their construction of autonomy influences their construction of marital satisfaction. The study found that cultural and Christian discourses inform the ways in which the participants construct marriage, autonomy and marital satisfaction. Although the participants construct themselves as empowered and autonomous individuals, particularly in the workplace, they construct themselves as less autonomous within their marriages despite their expressed need to be seen as equal partners. As a result of their dual identities the participants consciously adopt different behaviours in different contexts and in this way reproduce dominant constructions of women.Thesis (PhD)--University of Pretoria, 2012.
Psychology
unrestricted
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Amaral, Gisela Lange do. "Educação profissional emancipatória: possibilidades e limites de uma proposta contra-hegemônica." Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5562.
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Nesta pesquisa analisou-se o contexto, o desenvolvimento e os desdobramentos do Curso em Execução, Conservação e Restauro de Edificações-PROEJA, realizado no Câmpus Pelotas do Instituto Federal Sul Riograndense, cujo projeto político-pedagógico foi construído na perspectiva de uma formação emancipatória. O objetivo foi compreender seu processo, desde o planejamento até seus resultados, para averiguar as possibilidades de processos escolarizados, na concretude de seu cotidiano, se constituírem como promotores do desenvolvimento da consciência crítica dos educandos e, a partir dela, de sua emancipação e autonomia, como condição à participação desses sujeitos na transformação social que supere o capitalismo e aponte para relações baseadas em princípios de igualdade, justiça e sustentabilidade das relações entre as pessoas e delas com o planeta. Constituiu-se como um estudo de caso articulado a pressupostos da pesquisa participante, já que a pesquisadora atua no Curso desde seu planejamento e, a partir da pesquisa, buscou criar espaços de construção coletiva dos sujeitos que o compõem, com reflexões, análises e proposições voltadas à qualificação de seus processos. As análises foram desenvolvidas a partir de três conceitos chave: consciência, emancipação e autonomia, complementados por outros, como: hegemonia, contradição, reprodução, resistência, poder. Foram subsidiadas pelos registros da observação participante e por manifestações de professores, gestores e alunos egressos do Curso, contrapostos a referenciais teóricos, em especial, do campo Trabalho e Educação. Concluiu-se, especialmente frente à escuta dos alunos egressos e à observação sobre suas manifestações e práticas, que é possível, e necessário, a implementação de propostas pedagógicas emancipatórias em escolas públicas as quais, apesar de se constituírem em espaço de reprodução do projeto social hegemônico, pelas contradições que afloram em seus processos, são também espaços de resistência e, para além dela, de avanços, contribuindo para a construção da consciência crítica e emancipação dos educandos. Esses resultados, no entanto, dependem de um conjunto de fatores que vão da macro a micro política, mas, fundamentalmente, estão atrelados à condição de autonomia e emancipação de seus agentes – especialmente, professores e gestores. Ao mesmo tempo, precisam ser referenciados às condições de origem de todos os seus partícipes.
This research analyzed the context, the development and unfolding of the Course in Execution, Conservation and Restoring of Edifications – PROEJA, carried out in the Campus Pelotas of the Instituto Federal Sul-Riograndense, whose pedagogical-political project was built under a perspective of emancipatory education. It aimed at understanding its process, from planning to results, to investigate the possibilities of scooling process, on the concreteness of everyday, constituting themselves as promoters of development of critical awareness of students and, from it, its emancipation and autonomy, as condition for the participation of these subjects in the social transformation to overcome capitalism and developing relations based on principles of equality, justice and sustainability between the people and them with the planet. It is constituted of a case study articulated to presuppositions of participatory research, since the researcher takes part in the Course since its planning and, from the research, aimed at creating spaces of collective construction of the subjects who are part of it, with reflections, analysis and propositions toward qualification of its processes. The analyses were based on three key concepts: awareness, emancipation and autonomy, complemented by others, such as: hegemony contraction, reproduction, resistance, power. They were subsidized by records of participating observation and by manifestations of teachers, managers and graduated students of the Course, counterpointed to theoretical references, especially, from the area of Work and Education. It is concluded, mainly by listening to graduated students and by observing their manifestations and practices, that it is possible, and necessary, to implement of emancipatory and pedagogical proposals in public schools in which, besides being constituted in spaces of reproduction of the hegemonic social project, by contradictions which emerge in its processes, they are also spaces of resistance and, beyond it, of advances, contributing for the construction of critical awareness and emancipation of students. These results, however, depend on a set of factors of macro and micro politics, but, mainly, they are linked to the condition of autonomy and emancipation of its agents- especially, teachers and managers. At the same time, they need to be referenced to the conditions of origin of all its participants.
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Roque, Maria Margarida da Silva. "Contributos da cultura de escola para o desenvolvimento profissional dos professores: O caso particular de uma escola dos 2ºe 3º ciclos do ensino básico." Master's thesis, Universidade de Évora, 2007. http://hdl.handle.net/10174/16191.
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O presente estudo, de natureza qualitativa e etnográfica, teve como grande objetivo identificar contributos da cultura relacional de escola para o desenvolvimento profissional dos professores. Foram para isso inquiridas nove professoras de uma escola básica dos 2° e 3° ciclos do concelho do Barreiro, através de entrevistas semiestruturadas. Dos discursos das entrevistadas, foi possível inferir o relevo que atribuíam ao papel positivo do órgão de gestão da escola na promoção de uma cultura escolar de apoio ao professor, com particular destaque para as estratégias de acolhimento e para a preocupação com o bem-estar docente. Verificou-se, além disso, que nesta escola tenderão a coexistir dois tipos essenciais de interações entre os professores: interações formais, como reuniões e outros encontros mandatados, e interações informais. Embora se possa admitir a presença na escola de alguns dos tipos de colegialidade apresentados na literatura, os professores pareceram privilegiar a individualidade, em detrimento de um trabalho mais colaborativo. Destaca-se, no entanto, a disponibilidade das inquiridas para a mudança e consequente adopção de práticas inovadoras. /ABSTRACT - The present study, of a qualitative and ethnographic nature, had as its main goal to identify contributions of the scholarly culture, in its relational dimension, for the professional development of the teachers, trough different stages of their professional lives. For that purposed, nine teachers working in a 2nd and 3rd cycles of basic education school were inquired, through half-structuralized interviews. During the analysis of the content of the interviewed speeches, it was possible to infer about the importance of the management board of this school, in particular, the promotion of a proper school culture, based on the acceptance and well-being of the teachers. On the other hand, we confirmed that in these school two essential types of interactions between teachers reign: one the formal interactions, with formal meetings, and another the informal interactions. In terms of collegiality or autonomy of the effectuated analysis, we concluded that it is the individualistic position that prevails; however, we noticed the will and the availability to change this, with the adoption of different and innovated practices.
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May, Donald. "CURRICULUM CONTROL AND TEACHERS' PERCEPTIONS OF PROFESSIONAL DISCRETION AND SATISFACTION." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2116.
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The goal of this research was to investigate teachers' perceptions of professional discretion and satisfaction related to internal and external factors of curriculum control. Results of the study were intended to provide data to policy makers and school district administrators that could be used in the development and implementation of the curriculum reform process. Middle and high school teachers in a large central Florida school district completed the survey. The survey's six constructs were 1. Influence of Teacher Beliefs 2. Perceptions of Success and Satisfaction 3. Influence of Tests and Curriculum Guides 4. Teacher Control of Pedagogy 5. Leadership 6. Maintaining High Standards The research questions focused on determining the difference in perspectives due to years of teaching experience, level of teaching (middle or high school), and curriculum control category (high, medium, or low). The results revealed there was not significant disagreement among teacher perceptions based on years of teaching experience. However, results indicated significant differences in perceptions based on level of teaching and curriculum control category in regard to the six survey constructs. The construct of leadership revealed significant differences between both levels of teaching and curriculum control categories. Overall, the results indicated a significant relationship among curriculum control policies and effects on teachers' perceptions of professional discretion and satisfaction. The literature on curriculum reform efforts since the 1980s, specifically in the areas of curriculum standards, textbook adoption policies, testing policies and leadership practices, framed the study. The literature review focused on existing research issues within the six constructs and the research questions. The information gained from this study may be used to inform policies, improve teachers' working conditions, and promote teacher and leadership effectiveness. Recommendations for practice were addressed in terms of what policy makers, school district administrators, and individual classroom teachers can and should do to implement and support meaningful curriculum reform. The researcher emphasized that recognizing the professional expertise and knowing the perspective of teachers are key to the development and implementation of an effective curriculum reform process.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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Achury, Nancy Jeanet Molina. "Educação em fisioterapia: análise crítica desde a prática profissional." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5137/tde-06012016-160441/.
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Este estudo trata da Educação em Fisioterapia e busca reconhecer e problematizar os aspectos que estruturam a relação educação - prática profissional, para identificar elementos orientadores para uma educação que promova a construção de consciência crítica. Entende-se que a educação profissional é, em termos gerais, o processo de preparação para a prática profissional, com o qual se configura uma lógica de predomínio da organização dos serviços assistenciais no processo educativo; em consequência, cabe perguntar como tal organização influencia a formulação da Educação em Fisioterapia. Destaca-se o fato de que os processos de formulação curricular e desenho das disciplinas - tanto para a formação em disciplinas da saúde em geral, como na Fisioterapia em particular - não consideram uma aproximação explícita aos sistemas e à organização dos serviços, como aspecto estruturante da própria prática profissional ao tempo que a referência das necessidades em saúde, como orientadora na definição de conteúdos curriculares, é fraca e com frequência desvirtuada, na medida em que ela reflete os próprios limites de compreensão da realidade, que com frequência negam as críticas e inclusive o desenvolvimento de outras formas de interpretação, mantendo os marcos hegemônicos do conhecimento muitas vezes influenciados pelos interesses e lógicas dos serviços que, frequentemente, acabam modelando tais necessidades. Neste sentido, é frequente que a avaliação dos processos de educação seja desenvolvida desde uma lógica autocentrada e instrumental do próprio processo educativo, que não permite a aproximação a marcos analíticos que deem conta da relação prática profissional - educação, na qual a estrutura de organização da primeira tem um papel definitivo sobre a segunda, fazendo com que o impacto da própria educação se dê em campos limitados, no sentido de animar transformações de fundo, tanto no desenvolvimento da disciplina como na prática em si. Metodologicamente, busca-se reconhecer os elementos ordenadores do processo educativo, já não no próprio processo de educação, mas na organização do trabalho assistencial, em termos de suas lógicas, seus relacionamentos e suas contradições, a partir de uma perspectiva histórica que reconheça sua origem e seu movimento. Neste sentido, a aproximação ao processo educativo que coloca como elemento ordenador as práticas profissionais, em uma perspectiva que as reconhece como expressão da estrutura social e historicamente construída, define-se como um exercício de análise crítica da proposta educativa, que para o caso que nos ocupa toma como referencial de análise a proposta do programa de Fisioterapia da Universidade Nacional da Colômbia, uma vez que o mesmo se reconhece como de alta qualidade e legitimidade social no cenário nacional e internacional. A referência central se constrói a partir da análise do exercício profissional e seu impacto no processo de ensino, o que inclui, entre outros aspectos, o currículo, a pedagogia e a didática, em uma lógica que os articula à estrutura de organização do trabalho, numa perspectiva de reconhecer em tal relação sua historicidade, as relações, as contradições e as possibilidades para sua transformação, como elementos orientadores do processo de formação e posterior exercício profissionalThis study addresses Education in Physiotherapy and aims to recognize and problematize the aspects that structure the education - professional practice relationship, in order to identify guiding elements for an education that promotes the development of critical consciousness. Professional education is understood as, in broad terms, the preparation process for professional practice, with which is established the logic of predominance of healthcare services organization in the educational process; consequently, one question that should be asked is how such organization affects the conception of Education in Physiotherapy. Attention is drawn to the fact that the processes of curriculum formulation and discipline design - both for the study of health disciplines in general and Physiotherapy in particular - do not take into consideration an explicit approach to systems and service organization, as a structural aspect of the professional practice itself; moreover, the approach to health needs, as a guidance in the formulation of curriculum contents, is weak and often misrepresented, since such approach reproduces the own limits of understanding reality, and frequently denies not only criticism but even the development of other forms of interpretation, maintaining the hegemonic frameworks of knowledge often influenced by the services interests and logics, and which finally shape the needs. In this sense, the evaluation of the education processes are often developed from a self-centered and instrumental perspective of the educational process itself, which does not allow the approach to analytical frameworks that give full account of the professional practice - education relationship, in which the former organization structure plays a key role on the latter; this means that the impact of education itself takes place in limited fields, regarding background changings, both in discipline development and practice itself. Methodologically, this study aims at recognizing the guiding elements of the educational process, based not on the education process itself, but in the organization of health care work, in terms of its logics, relationships, and contradictions, from a historical perspective that acknowledges its origin and movement. In this sense, the approach to an educational process that establishes professional practices as the guiding element, in a perspective that recognized them as expression of the social structure and historically build, is defined as an exercise of critical analysis of the educational proposal; for this study, we adopt as the analysis framework the proposal of the Physiotherapy Program of the Colombia National University, which regards itself as of high quality and with social legitimacy in both national and international levels. The central approach is developed from the analysis of the professional practice and its impact on the teaching process, which includes, among others, curriculum, pedagogy, and didactic aspects, in a perspective that articulates them to the work organization structure, and recognize in such relation its historicity, relationships, contradictions, and possibilities for their change, as guiding elements of the education process and subsequent professional practice
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Saad, Doris Elisabeth Ammann. "Autonomia profissional da enfermeira obstétrica." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/7/7132/tde-13062008-095447/.
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O modelo de assistência ao parto o Brasil está fortemente relacionado à atuação do médico e a maioria dos partos é realizada em ambiente hospitalar: em 2004, 94% dos partos foram hospitalares e 43% dos nascimentos ocorreram por cesariana, uma atividade estritamente médica. Na rede privada de serviços de saúde do município de São Paulo, o percentual de cesarianas gira em torno de 84%. A partir do final da década de 1990, vêm sendo formuladas políticas públicas para promover mudanças nesse modelo. Algumas dessas proposições favorecem a inserção de enfermeiras obstétricas e obstetrizes (EO) na assistência ao parto, reconhecendo sua importância para promover o parto normal. Nesse contexto, a autonomia profissional da EO na atenção de baixo risco e o trabalho colaborativo na assistência ao parto são elementos fundamentais para uma atenção qualificada. Por sua vez, a atuação da EO na assistência ao parto é definida não exclusivamente pelas políticas de saúde oficiais, mas também pela organização da assistência praticada nas instituições. A forma como a EO atua na assistência ao parto e como vivencia a autonomia profissional e o trabalho colaborativo dependem do local de atuação, das regras e normas da instituição, da divisão técnica do trabalho e da relação hierárquica estabelecida na equipe obstétrica. O objetivo deste estudo foi descrever como a enfermeira obstétrica percebe sua inserção na equipe obstétrica e sua autonomia profissional na assistência à mulher durante o parto, em instituições de saúde privadas. Foi utilizada a metodologia qualitativa e o estudo foi realizado com EO que atuavam em instituições de saúde privadas da cidade de São Paulo, que atendem exclusivamente pacientes particulares ou usuários de seguros ou planos de saúde. Os dados foram coletados por meio de entrevista semi-estruturada, como uso do gravador. Foram incluídas 15 EO que atuavam no centro obstétrico de nove instituições de saúde privadas. A análise de conteúdo foi utilizada para sistematizar os dados qualitativos e a discussão foi realizada considerando os seguintes temas: Autonomia; Confiança e cumplicidade: principais facilitadores da autonomia; Outros aspectos facilitadores da autonomia; Dificuldades para a autonomia; Facilitadores do trabalho colaborativo; Barreiras para o trabalho colaborativo; Percepção da inserção da enfermeira obstétrica na equipe; Composição e coordenação da equipe de assistência ao parto; Reflexões sobre a atuação da enfermeira obstétrica nas instituições de saúde privadas. Identificamos que apesar do apoio legal e do reconhecimento dos órgãos oficiais e organizações internacionais da importância da EO assistência à mulher no parto, sua atuação nas instituições privadas do município de São Paulo é muito restrita e aquém das competências estabelecidas para esta profissional. As EO apontaram o não reconhecimento de suas atribuições pelos médicos obstetras como um dos principais fatores para a restrição de sua autonomia e para a falta de trabalho colaborativo no cuidado da parturienteThe model of healthcare during labor in Brazil is strongly associated to the physician care, and the majority of deliveries occur in hospitals: in 2004, 94% of the deliveries took place in hospitals and 43% of them were cesarian sections, something that implies medical care. In the private health system in the city of São Paulo, the incidence of cesarian section deliveries reaches around 84%. Since the end of the 1990-decade, some political initiatives have been trying to change this model. Some of the proposals favor the insertion of nurse-midwives in the assistance team, recognizing the importance of this professional in the promotion of normal delivery. In that context, the professional autonomy of the nurse-midwife and collaborative work in the delivery assistance are essential for a qualified care. However, the role of the nurse-midwife in the delivery assistance is defined not only by official guidelines, but also by the institutions\' policies. The way she can live professional autonomy and collaborative work depends on the type of hospital, its rules and norms, on the distribution of work among the team\'s members and on the hierarchical relationships. This study had the objective of describing the nurse-midwife\'s perception of her insertion in the assistance team and of her professional autonomy in private hospitals. This was a qualitative study, with nurse-midwives working in private institutions in São Paulo that assist members of health care insurance plans. Data were collected by means of semi-structured interviews, registered in a tape recorder, with 15 nurse-midwives who work in 9 private hospitals. Content analysis was used and the qualitative data collected was discussed based on the themes: autonomy, factors that facilitate autonomy or factors that make autonomy more difficult, facilitators of collaborative work and factors that make it more difficult, the composition and coordination of the delivery health care team and the perception of the nurse-midwife of her insertion in the team. We observed that, despite the legal support and the recognition of official and international organizations about the role of the nurse-midwife, her actual work in the private hospitals in São Paulo is restricted and are not in accordance with her competence and skills. The nurse-midwives pointed out that obstetricians do not recognize their responsibilities in the health care team, and this restricts her autonomy and plays against the collaborative work in the patient\'s benefit
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McCormack, Brendan. "An exploration of the theoretical framework underpinning the autonomy of older people in hospital and its relationship to professional nursing practice." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670229.
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Santos, Elaine Franco dos. "As instituições formadoras e a identidade profissional da enfermagem : mimetismo ou metamorfose." Universidade do Estado do Rio de Janeiro, 2001. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2226.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorO objeto do presente estudo consiste nos papéis exercidos pelas instituições formadoras de profissionais de enfermagem, pelo mercado de trabalho e pelas entidades de classe da enfermagem no processo de profissionalização e de construção de sua identidade profissional. Este estudo tem por objetivo reescrever o processo de construção da identidade profissional da enfermagem a partir das discussões travadas pelos profissionais, nas instituições formadoras, acerca de sua especialização, a luz dos fatos sócio-históricos que desencadearam, ao longo do tempo, a passagem de uma enfermagem generalista para outra especialista. O trabalho discute o processo de profissionalização da enfermagem nas instituições formadoras tendo como pano de fundo as idéias clássicas da sociologia das profissões. Para ela, a enfermagem é vista coma uma semiprofissão, uma vez que não possui os quatro atributos fundamentais de uma verdadeira profissão: autonomia, corpo esotérico de conhecimentos, ideal de serviço e monopólio de saber e do fazer. Na tentativa de conquistar estes quatro atributos, ou alguns deles, para, então, ascender ao patamar de profissão, a enfermagem hoje vive um momento de transição na formação de seus profissionais: generalistas (tradicionais) ou especialistas (modernos). Em um outro aspecto, concluímos que, até o momento, o processo de legitimação, ou melhor, de construção social da identidade profissional da enfermagem especializada ainda não se consolidou, ou seja, as instituições formadoras, construtoras sociais do campo profissional da enfermagem, ainda não se definiram pela figura de um só perfil - generalista ou especialista - e, por isso, esta construção ainda encontra-se inacabada.
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Amaral, Marcia Aparecida do 1985. "O metodo apoio como instrumento de mudança no hospital público." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/309428.
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Orientador: Gastão Wagner de Souza CamposTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: Este estudo foi realizado em dois hospitais públicos, cenário de mudanças no modelo de gestão hospitalar, com o objetivo de promover a descentralização do poder institucional, abrangendo a tomada de decisões, a organização do processo de trabalho e a autonomia administrativa.Os referenciais teórico-práticos utilizados para a reformulação institucional foram semelhantes, baseados nos conceitos de gestão compartilhada ou co - gestão e da gestão da clínica ampliada, no sentido de considerar como diretrizes da atenção à saúde o encontro dos saberes multiprofissionais, a continuidade do cuidado, na perspectiva de contribuir para a integralidade da atenção e as necessidades singulares dos sujeitos, buscando maior eficiência e efetividade dos processos assistenciais e de gestão.As duas experiências foram implementadas com a aplicação do Método de Apoio Institucional Paidéia, por meio da realização de um curso de Gestão Hospitalar para o corpo de dirigentes, cuja metodologia constou de oferta teórica dos temas da gestão compartilhada e da clínica do sujeito para a construção de uma nova prática e desenvolvimento institucional e dos sujeitos envolvidos. Nesta metodologia, os participantes do curso comprometeram-se com um projeto de intervenção na realidade hospitalar, a ser desenhado e implementado coletivamente, aplicando os conteúdos ofertados no curso e expandindo o espaço do processo ensino-aprendizagem para a realidade dos serviços. As atividades contaram com o suporte de técnicos apoiadores, os quais acompanharam as atividades de um grupo de participantes dos cursos, contribuíram para a articulação da teoria com a prática, desenvolvimento de diagnóstico compartilhado das Unidades de Produção do hospital e elaboração de um plano de intervenção com o objetivo de alcançar resultados e metas estabelecidas. Foram entrevistados 20 profissionais dos dois hospitais, dirigentes de diferentes profissões da saúde, pesquisando-se seus valores acerca das diretrizes do modelo de gestão, o grau de implementação das mesmas, os impactos sobre a assistência e a inserção do hospital no sistema de saúde. A análise da contribuição do Método de Apoio Institucional Paidéia, por meio do curso de Gestão Hospitalar para incremento do processo de mudança, assim como dos vários conteúdos teóricos e sua operacionalização em dispositivos e arranjos institucionais, como contrato de gestão, gestão colegiada e constituição das unidades de produção, mostrou que este Método de Apoio oferece vantagens para a maior eficácia da gestão da clínica, da compreensão do projeto institucional, da satisfação profissional e pessoal
Abstract: This study was conducted in two public hospitals, experienced changes in the hospital management model that aimed at decentralizing institutional power and included decision making, work process design and administrative autonomy. The theoretical and practical references for both institutional reformulations were based on the concepts of co-management and extended clinical management and took the combination of multiple-professionals knowledge and continuous care as the guidelines for health care, in order to meet individual subjects' needs and increase management process efficiency and effectiveness. Both experiences were implemented by applying the Paideia Institutional Support Method, as the management teams attended a course in Hospital Management, in which the methodology was based on theories of co-management and subject clinic with the goal of building a new practice and institutional development of the subjects involved. According to this methodology, management teams were assigned to a project of real hospital intervention, to be implemented collectively, by applying the course content and expanding the learning process to the reality of hospital services. The intervention projects had the support of technicians who followed the activities of the groups, contributed to articulate theory and practice, developed a shared diagnosis of the hospital Production Unit and developed an action plan to achieve the established goals. Twenty professionals, leaders of different health professions from both hospitals were interviewed in order to assess their beliefs about the management model, its implementation and the impacts on assistance and on the insertion of the hospital in the health care system.The analysis of the contributions of the Paideia Institutional Support Method in the context of the course in Hospital Management as a driver of change, as well as multiple theories in disposals and institutional arrangements such as management contract, collegiate management and production units' establishment showed that the model improves the clinical management effectiveness, the comprehension of the institutional project, and the satisfaction in both personal and professional levels
Doutorado
Saude Coletiva
Doutor em Saude Coletiva
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Oliveira, Ana Luiza de Oliveira e. 1980. "A fisioterapia no Estado de São Paulo : um estudo sobre as representações dos profissionais." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312623.
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Orientador: Everardo Duarte NunesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: A fisioterapia foi legitimada como profissão no Brasil em 1969, tornando-se uma das 14 profissões regulamentadas no campo da saúde. Moldada pelo modelo biomédico de atenção e pelo discurso do profissionalismo como forma normativa e ideológica de organização do trabalho, a profissão vem traçando seu caminho em busca de uma autonomia profissional que garanta uma identidade profissional ancorada na expertise cientificamente orientada. Neste contexto político, econômico e social, a autorregulação profissional promoveu uma organização interna em duas esferas, a Institucional e a Interacional. A primeira, construída por meio de análise documental das resoluções do COFFITO; a segunda, por meio de estudo transversal com fisioterapeutas no estado de São Paulo, Brasil (n = 2.684). Os achados sugerem que a Fisioterapia Institucional defende uma posição protegida no mercado de trabalho com base nas credenciais qualificadas, treinamento e habilidades especializadas, além do compromisso dos fisioterapeutas em realizar um bom trabalho utilizando elementos instrumentais do discurso do profissionalismo. Esta postura constrói uma representação social tecnicista na profissão. A Fisioterapia Interacional, embora acrescente uma perspectiva moral e mercantilista à representação social tecnicista, segue reafirmando a centralidade da ciência especializada como uma forma de sucesso profissional. O discurso do profissionalismo e do modelo biomédico modela a ação profissional da Fisioterapia ao combinar modos de agir tecnicistas, morais e mercantilistas, o que pode ser visto como impedimento da efetiva autonomia profissional. A construção de uma abordagem dialógica para o surgimento de um novo discurso do profissionalismo na Fisioterapia brasileira pode ser uma possibilidade de ruptura com o modelo biomédico, o que levaria a profissão a compreender o seu papel no campo da saúde a partir de uma perspectiva crítica e reflexiva, como parte da autonomia e da identidade profissional do fisioterapeuta
Abstract: Physiotherapy was legitimised as a profession in Brazil in 1969, becoming one of the 14 currently recognized professions in the healthcare field. Shaped by the biomedical model of care and the discourse of professionalism as the normative and ideological way of work organization, the profession has been building its path looking for professional autonomy to ensure a professional identity based on scientific expertise. In this political, economic and social context, professional self-regulation promoted an internal organization into two spheres, Institutional and Interactional. The first one was built using documentary analysis of Physiotherapy National Council legislation. The second one, was built using a cross-sectional survey with physiotherapists in the state of São Paulo, Brazil (n = 2,684). The findings suggest that the Institutional Physiotherapy advocates a labour protected position based on qualified credentials, specialized training and skill and the physiotherapists¿ commitment to doing good work using instrumental elements of the discourse of professionalism. This approach builds a technical social representation in the profession. The Interactional Physiotherapy, although it adds a moral and mercantilist perspective on the profession¿s social representation, keeps following the specialized science centrality as a form of professional success. The discourse of professionalism and the biomedical model could be shaping the Physiotherapy professional action by the combination of technical, moral and mercantilist as an impediment of a real professional autonomy. Building a dialogical approach to the emergence of a new discourse of professionalism in the Brazilian Physiotherapy may be a possibility of rupture with the biomedical model, which would lead the profession to understand its role in the healthcare and build a critical and reflective perspective as part of a physiotherapist autonomy and professional identity
Doutorado
Ciências Sociais em Saúde
Doutora em Saúde Coletiva
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Guimaraes, Gustavo Henrique Escobar. "Media??o pedag?gica: uma possibilidade para o desenvolvimento de atitudes sociais na autonomia." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/704.
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Previous issue date: 2012-12-17This study, entitled "Pedagogical mediation: a possibility for the development of social attitudes of autonomy", has as leitmotiv the understanding of the challenges on the mediation of social attitudes on autonomy, suggesting path to intervention, elected by teachers working in professional education. The investigation of mediation as pedagogical practice for the development of social attitudes, in an educational context of stimulus to autonomy, constitutes the object of this dissertation sticking to the line of practical pedagogic research and teachers training. The formal problem of this investigation consists in the question: which are the challenges of mediation for the development of autonomy in social attitudes related to autonomy? The specific objectives are: to explore the concept, characteristics and implications of mediation in cultural-historical human development according to Vygotski perspective; to investigate the presence of the concept of autonomy in pedagogical writings of John Dewey; to introduce the definition of social attitudes as object study of American social psychology interpreted at the light of the prescriptions held by Lane, and execute field research with teachers who work in professional education in order to organize and analyze their perceptions about the challenges of mediation and the development of social attitudes autonomy. Teaching is designed in a historical materialist perspective and considering the docent practice exercise as one that brings together faculty position to contribute to the development of a professional with attitudes and behaviors consistent with the human condition in workplace and in society. The theoretical references about the mediation process of learning focuses on cultural-historical perspective of Lev Vygotsky Semyonovich. In defining the concept of autonomy we revisited the pedagogical writings of John Dewey and social attitudes were embraced by the contributions of Lane, and commentators and followers of the works of authors in referentiated in the proposals presented. We delimited the investigation from the explanatory and bibliographical literature with empirical data collection, through the dialectical method. Data processing and analysis were performed in quantitative research, in which we used the questionnaire instrument to categorize the challenges elected by the subjects, and subsequently, in a qualitative analysis, we used the instrument of semi-structured interviews in order to deepen some of the contributions through content analysis suggested by Bardin. The research participants are teachers of professional technical qualifications of midlevel healthcare in nursing and radiology subareas of Senac, working in operations unit Campinas - SP, initially distributed by the variable time teaching performance. As results and considerations, we identify some limitations on the extent of understanding of mediation as a pedagogical practice that sometimes were related to student's own expectations when coming from traditional systems of learning, sometimes to the teacher, who does not have specific training or time to devote himself to teaching practice, however, some of their practices resemble the possibilities of mediated learning.
A presente pesquisa, intitulada Media??o pedag?gica: uma possibilidade para o desenvolvimento de atitudes sociais na autonomia , possui como leitmotiv o entendimento dos desafios sobre a media??o de atitudes sociais na autonomia, sugerindo caminho ? interven??o, eleito pelos docentes atuantes na educa??o profissional. A investiga??o acerca da media??o como pr?tica pedag?gica para o desenvolvimento das atitudes sociais, num contexto educacional de est?mulo ? autonomia, constitui-se do objeto da disserta??o de mestrado que adere ? linha de pesquisa pr?ticas pedag?gicas e forma??o de professores. O problema formal da investiga??o consiste na pergunta: quais os desafios da media??o para o desenvolvimento de atitudes sociais na autonomia? Os objetivos espec?ficos consistem em: explorarmos o conceito, as caracter?sticas e as implica??es da media??o na perspectiva do desenvolvimento humano hist?rico-cultural vigotskiana; investigarmos a presen?a do conceito de autonomia nos escritos pedag?gicos de John Dewey; apresentarmos a defini??o sobre as atitudes sociais como objeto de estudo da psicologia social norte-americana interpretada ? luz das prerrogativas defendidas por Lane; e executar pesquisa de campo com os docentes que atuam na educa??o profissional a fim de organizar e analisar suas percep??es sobre os desafios inerentes ? media??o e ao desenvolvimento de atitudes sociais na autonomia A doc?ncia ? pensada em uma perspectiva materialista e hist?rica, considerando o exerc?cio docente como aquele que re?ne condi??es de contribuir para o desenvolvimento de um profissional com atitudes e comportamentos condizentes ? condi??o humana no trabalho e na vida em sociedade. As refer?ncias te?ricas sobre o processo de media??o da aprendizagem centram-se na perspectiva hist?rico-cultural de Lev Semyonovich Vygotsky. Na delimita??o do conceito de autonomia incursionamos os escritos pedag?gicos de John Dewey e as atitudes sociais foram abarcadas nas contribui??es de Lane, al?m de comentadores e continuadores das obras dos autores refer?ncias nas perspectivas apresentas. Delimitamos a pesquisa a partir da literatura bibliogr?fica e explicativa, com coleta de dados emp?ricos, por meio do m?todo dial?tico. O tratamento dos dados e a an?lise realizada na pesquisa foram de ordem quantitativa, no qual utilizamos o instrumento question?rio para categorizar os desafios eleitos pelos sujeitos da pesquisa, e, posteriormente, em uma an?lise qualitativa, utilizamos do instrumento de entrevista semi-estruturada, a fim de aprofundar algumas das contribui??es por meio da an?lise de conte?do sugerida por Bardin. Os sujeitos da pesquisa s?o docentes das habilita??es profissionais t?cnicas de n?vel m?dio da ?rea da sa?de nas sub?reas de enfermagem e radiologia do Senac S?o Paulo, atuantes na unidade de opera??es Campinas SP, distribu?dos inicialmente pela vari?vel tempo de atua??o docente. Como resultados e considera??es, identificamos algumas limita??es quanto ao entendimento sobre amplitude da media??o como pr?tica pedag?gica que se relacionaram ora as expectativas do pr?prio aluno, quando oriundo de sistemas tradicionais de aprendizagem, ora do docente, que n?o possui uma forma??o espec?fica e ou tempo para dedicar-se ao exerc?cio docente, contudo, algumas de suas pr?ticas se assemelhem as possibilidades da aprendizagem mediada.
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Minett, Roger. "An evaluation of a 'user-led' training course for mental health nurses and the effect of user involvement upon professional power, autonomy and practice." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30866.
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This study explores how 'user led' workshops for mental health workers were evaluated and subsequent effects upon professional power, practice and partnership working. Research methods involved observation of workshops, semi-structured interviews with course participants and analysis of evaluation forms. A content analysis of the evaluations, interviews and observation notes were interpreted in relation to literature on user involvement, professional power, practice and partnership working, although sub themes emerged during the process including safety and accountability, Care Programme Approach, resources in practice and resistance to change.;The findings reveal that the reaction of nurses to user involvement has been mixed and two groups have emerged. One group are more accepting of user involvement, the user perspective and seek more equality and partnerships with users. They espouse the rhetoric and implement the policy on user involvement and the study reveals a number of changes to their professional practice as a result of the workshop. However even in this group user involvement and partnership may be negated by the need to defer to others or legal and professional imperatives.;In contrast there is a second group who, may also espouse the rhetoric of user involvement and partnership working but nevertheless feel threatened by it. These nurses have been resistant to policy developments, are tokenistic in their acceptance of the user perspective and reluctant to change practice. They do not regard users as equal partners or engage in partnership working. This research has demonstrated therefore that user involvement in education and training can have a beneficial effect upon the working practices of some professionals but there remains a group for whom education alone is less effective.
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Hewitt, Janet. "Exploring the impact of clinical governance on the professional autonomy of general practitioners in a primary care trust in the North West of England." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/14706/.
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Employing a single-site exploratory case study research methodology, this study seeks to paint a rich and detailed picture of managerial and professional perspectives of the impact of clinical governance on the professional autonomy and self-regulation of general practitioners (GPs) in a Primary Care Trust (referred to as the Utopian PCT), in the North West of England. The study defines clinical governance in the context of general practice; identifies the requirements for and barriers to its implementation; explores the role of GP Medical Advisers to the PCT and determines whether clinical governance is contributing to the deprofessionalisation (Haug 1973; 1975; 1977; 1988), proletarianisation (McKinlay and Arches 1985; McKinlay and Stoeckle 1988; McKinlay and Stoeckle 2002; Coburn 1992; Coburn et al 1997) or restratification of general practice (Fried son 1975; 1983; 1984; 1985; 1986). There are a small number of existing studies examining the impact of clinical governance on the professional autonomy and self-regulation ofGPs (SheafTet a12002; 2003; 2004; Locock et at 2004). This study focuses on the whole process of clinical governance whilst others focus on the implementation of National Service Frameworks. This is the only study employing a single-site exploratory case study methodology seeking to 'particularise' rather than to 'generalise' and to paint a rich and detailed picture of the 'human-side' of the Utopian peT and the associated general practices. Whilst never intending to be generalisable, the results of the study add to the growing body of evidence that the restratification of general practice has begun in England through GP Professional Representatives (referred to as GP Medical Advisers at Utopian PCT), employed in hybrid advisory/supervisory roles within PCTs. My study also supports Sheaff et aI's (2004) findings, suggesting that in the case of general practice, restratification does not divide the profession into separate occupational groups (Fried son 1984). Instead, knowledge management, supervision and general practice are different aspects of the same role (Sheaff et a12004; Courpasson 2000). The study demonstrates that despite the structural constraints imposed by clinical governance on general practice GPs are by no means helpless victims of government policy. Where possible they use clinical governance to their own advantage and to the advantage of their patients. They unenthusiastically implement those aspects of clinical governance they dislike but cannot avoid. The GPs participating in the study objected to what they perceived to be the managerial interference embodied in clinical governance and continued to adhere to a professional rather than a 'neo-bureaucratic' culture. The study suggests that in the future the new General Medical Services Contract (2004) will be influential in reinforcing the implementation of clinical governance in general practice.
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Hultman, Elin, and Therese Skarp. "Barnmorskans upplevelser och uppfattningar av professionella, sociokulturella och hälsoekonomiska barriärer som hindrar kvinnor att bestämma över sin egen kropp. : En kvalitativ intervjustudie." Thesis, Högskolan Dalarna, Sexuell, reproduktiv och perinatal hälsa, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27205.
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Bakgrund: Sexuell och reproduktiv hälsa är en mänsklig rättighet och innefattar rätten att ta beslut gällande sin egen kropp och sin vård. Barnmorskan träffar och vårdar mestadels kvinnor i sitt arbete och har en viktig roll i att värna och främja kvinnors rätt. Sverige ses som ett av världens mest jämställda länder, men det kan finnas strukturer och faktorer även i det svenska samhället som påverkar kvinnors möjligheter till självbestämmande negativt. Syfte: Att undersöka vilka barriärer barnmorskan upplever och uppfattar hindrar kvinnors rätt att bestämma över sin kropp utifrån professionella, sociokulturella och hälsoekonomiska perspektiv. Metod: Kvalitativ innehållsanalys med deduktiv ansats. Data från åtta semistrukturerade intervjuer utförda 2016, med legitimerade barnmorskor inom olika verksamhetsområden analyserades utifrån ramverket "What Prevents Quality Midwifery Care". Resultat: De professionella barriärer barnmorskorna uppfattade resulterade i tre subkategorier: "Lagar, riktlinjer och vårdprogram", "Kunskap, utbildning och profession" och "Personalens personliga åsikter, förutfattade mening och engagemang". Sociokulturella barriärer kategoriserades som: "Politik, jämställdhet och samhällets ideal", "Kultur, religion och familjeförhållanden", "Språk" samt "Personliga förutsättningar". Hälsoekonomiska barriärer delades in i: "Personal och tidsbrist" och "Kostnader och resurser". Slutsats och klinisk tillämpbarhet Studien visar att barnmorskor uppfattar att det finns professionella, sociokulturella och hälsoekonomiska barriärer för kvinnans självbestämmande gällande sin egen kropp i det svenska samhället. Studien kan bidra till att olika yrkeskategorier inom vården kan öka sin förståelse och kompetens i mötet med kvinnor och kan då hjälpa kvinnan att stärka sin position, personligen och samhälleligt. Studien kan ge en bättre förståelse för barnmorskans roll när det gäller att hjälpa individer i en utsatt situation, genom att stärka deras autonomi och känsla av självbestämmande. Studien kan även få vårdpersonal att tänka kritiskt kring att de själva är en del av en kulturell kontext med en förförståelse för andra individer.Background: Sexual and reproductive health is a human right and involves the right to make decisions concerning your own body and care. The midwife mostly meets and care for women and have an important role in defending and advocating women’s rights. Today there are global political influences that restricts women’s rights even though Sweden is considered to be one of the world’s most equal countries, there can be structures and factors in the Swedish society that affects women’s ability to make decisions about their own bodies in a negative way. The aim: To investigate midwives perceptions and experiences concerning professional, sociocultural and health economic barriers for women regarding decisions about their own bodies. Method: A qualitative content analysis with a deductive approach. Data from eight semi structured interviews with Swedish registered midwifes, active in different areas of the midwife profession, was analyzed based on the framework "What Prevents Quality Midwifery Care". Result: The professional barriers that the midwives perceived resulted in three subcategories: "Laws, clinical guidelines and policies", "Knowledge, education and profession" and "Caretakers personal opinions and commitment". Sociocultural barriers were categorized in: "Politics, equality and the society’s ideals", "Culture, religion and family relations", "Language" and "Personal abilities". The health economic barriers were divided in to: "Lack of time and staff" and "Costs and resources". Conclusion and clinical applicability: This study shows that there are professional, sociocultural, and health economic barriers that affects women’s autonomy in the Swedish society according to the midwives’ perceptions. The study can help caretakers increase their understanding and competence in meeting with women in care and help them strengthening their position in the society as well as on a personal level. This study can give a greater understanding for the midwife’s role when it comes to helping individuals in an exposed situation, by strengthen the women’s autonomy and sense of control. The study can also help caretakers to increase critical thinking regarding themselves in their own cultural context and preunderstanding for other individuals.
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Williams, J. Gary. "Supervised autonomy : medical specialties and structured conflict in an Australian General Hospital /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phw7242.pdf.
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Khatwani, Mukesh Kumar. "Professional women's perceptions & experiences of respectability, social status, and autonomy : a case study of women employed at the University of Sindh, Jamshoro, Sindh-Pakistan." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65819/.
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This thesis aims to explore the perceptions and experiences of professional women at the University of Sindh, Jamshoro-Pakistan (UoSJP), regarding their respectability and social status in the workplace and in the community. Additionally, the thesis elaborates on professional women's perceptions and experiences regarding their autonomy and independence, which they have supposedly achieved through their university education and gainful employment. The major contribution of the thesis is that it addresses the lack of feminist research on professional women in the context of the ongoing debate over gender equality in Sindh, Pakistan. This thesis, by using feminist standpoint theory and intersectionality as theoretical and analytical tools, emphasises multiple identities, rather than focusing on a single dimension of social difference. Additionally, this thesis, by employing a Bourdieusian framework (economic, cultural, social and symbolic capital), explores and examines professional women's identities in relation to their particular spatial locations, as well as the ways that social capital and institutionalised cultural capital intersect with their social and familial backgrounds to produce complex hierarchies. The research asserts that women's higher-ranking position (socially accepted) also has a potential influence on their respectability, social status and autonomy in the workplace and in the community. Because it plays a significant role in establishing influential social networking, which further increases women's symbolic capital. Thus, the thesis explores and establishes links between the respectability, social status, autonomy and independence of these professional women, and the intersection of potential influencing factors (for example, patriarchy, class, caste, familial and educational backgrounds, locale and employment). The thesis, then, discusses how professional women negotiate their multiple identities within certain defined spheres while upholding or regulating the respectability, dignity and ‘family honour' that is linked to their modesty (sexuality). The thesis claims that ‘collectivity' is the social ethic or essence of Pakistani society, while ‘individuality' has been socially and culturally dishonoured and/or disapproved. Therefore, these professional women, understanding and attributing meanings to these concepts in local context, observed their ‘limited' or ‘defined autonomy', which is influenced by many potential intersecting factors rather than their gender and/or patriarchy.
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Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.
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Wanègue, Mickaël. "Du risque au péril, dialectiques de la protection du vulnérable : la pratique du mandat judiciaire en direction des majeurs protégés." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3009.
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Le mandataire judiciaire à la protection des majeurs (MJPM) intervient dans la vie d’autrui par décision de justice. Entre un cadrage de cette mission par des textes de loi et le face-à-face avec le majeur vulnérable, comment incarne-t-il sa mission de protection ? Et plus encore, quels sont les débats et les choix qui lui sont propres pour l’accomplir ? C’est par une approche qui articule l’ergologie et l’interaction langagière que nous observons sa pratique professionnelle au regard de la notion d’activité. Des entretiens avec des MJPM et avec leur direction, puis des observations directes de temps d’échange MJPM-majeur protégé apportent un éclairage nouveau sur la mission de protection. La relation humaine sous ce cadre juridique et dans la confrontation à la vulnérabilité est privilégiée. La pratique des MJPM est traversée de trois axes qui se croisent : l’autorité de justice, la vulnérabilité et l’autonomie à favoriser telle que la Réforme de la protection du 5 mars 2007 l’a introduite dans son cadre législatif. Les débats de normes avec leurs valeurs centrales partent de ce point nodal pour le MJPM. En conséquence, cette recherche les fait ressortir tantôt comme contenu de réflexion, tantôt comme besoin de formation pour mieux remplir sa missionSubsequent to court decision, authorized representatives (MJPMs) intervene in the lives of vulnerable adults ostensibly to ensure their protection. When contemplating statutory legislation and one-to-one interaction with vulnerable person/s, the central question is: How do MJPMs enact their perceived protection missions? Questions surround both debate and the choices proposed, and the strategies employed by authorized representatives when implementing the requisite protection policies. Professional practice investigates the notion of activity via a combination of ergology and language interaction. Interviews with MJPMs and their managers, and field observation of the interaction between MJPMs and protected adults elucidated the reality of the mission of protection. Priority is given to the human relationship institutionalized through a legal framework and confrontation with vulnerability. MJPM practices are crossed by three axes that have been identified and which intersect each other, i.e., the authority of the judiciary, vulnerability, and the self-autonomy of the protected person according to the legal reform of 5 March 2007. For the MJPM, debate surrounding the perceived norms, together with some main values, starts from this nodal point. The purpose of this study is not only to explicate and emphasize these values, but to underscore their value as training needs for the better fulfillment of the MJPMs’ mission
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Schäfer, Eliane Dias Alvarez. "Impacto do mestrado profissional em ensino de física da UFRGS na prática docente : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/78481.
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Este trabalho tem por objetivo principal analisar o impacto de um Mestrado Profissional de Ensino de Física na vida profissional de seus alunos. Apresenta-se uma análise sobre os saberes profissionais, cunhados por Tardif (2007), e sobre a autonomia profissional, cunhada por Contreras (2002), dos alunos desse curso que também são professores de física, que são denominados de alunos-professores nesse trabalho. Trata-se de uma pesquisa do tipo qualitativa constituída das seguintes etapas: entrevista semiestruturada (com vinte alunos em diferentes situações em relação ao curso), estudo de caso (com dois alunos-professores oriundos do Mestrado Profissional) e coleta de dados não presencial (investigação documental). A análise dos enunciados foi conduzida segundo preceitos do arcabouço teórico de Bakhtin. Os achados evidenciam que as ações envolvidas na prática pedagógica dos alunos desde a questão curricular, passando pelo planejamento, crenças e concepções estão impregnadas de elementos do racionalismo técnico. Nesse sentido, apenas um aluno-professor exerce sua autonomia profissional em todos os quesitos investigados, aproximando-se do modelo de professor chamado de intelectual crítico. Dessa forma, entende-se que a formação obtida parece não abalar o modelo da racionalidade técnica, que ainda está presente na prática docente da maior parte dos professores investigados. Por outro lado, encontra-se presente nos enunciados uma voz autoritária oriunda da escola, que detém o poder para determinar como e de que forma o aluno-professor pode atuar.In this thesis we analyze the impact of a Professional Master of Physic Education in the life of their students. Thus, we present an analysis on professional knowledge, coined by Tardif (2007), and on professional autonomy, coined by Contreras (2002). This is a qualitative study consisting of the following steps: semistructured interview (with twenty students in different situations with regard to the course), case study (a study with two student teachers from the Professional Master) and data collection without attending (documentary research). The analysis of the statements was conducted under the framework of Bakhtin. The findings show that the actions involved in the teaching practice of students from the curricular issue, through the planning, beliefs and conceptions are imbued with elements of technical rationalism. Accordingly, only one student-teacher plays professional autonomy in all aspects investigated, approaching the model called critical intellectual. Thus, it is understood that the training received does not seem to affect the technical rationality model, which is still present in the teaching practice of most teachers investigated. Moreover, there is an authoritative voice coming from the school, that is presented on the statements of the student-teacher and that holds the power to determine how and in what way he can act.
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Norred, Carol L. "Development and testing of a synthesized mid-range theory of nurse anesthetists' job satisfaction /." Connect to full text via ProQuest. IP filtered, 2005.
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Thesis (Ph.D. in Nursing) -- University of Colorado, 2005.Typescript. Includes bibliographical references (leaves 225-249). Free to UCDHSC affiliates. Online version available via ProQuest Digital Dissertations;
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Oliveira, Fernanda Miranda de. "Educação continuada do enfermeiro na atenção à pessoa com lesão medular." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5385.
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Continuing education is an important factor that aims at excellence of care. The aim of this study is to analyze the continuing education for nurses in urological care of people with spinal cord injury. Specific objectives: 1) to discuss the nurses' perception on Continuing Education in urological care of people with spinal cord injury; 2) identify the factors that facilitate and hinder the Continuing Education of accession-related urologic care of people with spinal cord injury. It is a qualitative, descriptive and exploratory research guided by the analysis of Bardin, 2013. Survey participants were nurses from the inpatient unit for rehabilitation. The sample was constituted by 9 nurses. Data collection took place between January and February 2015. This study was approved by the Ethics Committee in Research of the UFG Opinion Research Center and 880,053 diretreizes meets the standards and regulatory standards for research involving human beings, according to Resulação 466 / 12 of the National Health Council. The results were described in three categories, using the speeches of the participants identified impersonally with the numbering E1 to E9. The perception of nurses about the Continuing Education of rehabilitation unit revealed that favors the professional autonomy of the nurse. There is evidence of a strong professional effort to make Continuing Education, at its core, in the daily nursing care. It was shown that nurses do not participate in Congress in the urological area; nurses have not had the opportunity to study on rehabilitation and urologic care of people with spinal cord injury in the academic period. The information enable managers and nursing course Coordinators about actions to be developed and work out a plan to minimize the gaps that hinder the accession of Continuing Education and the knowledge and experience of nurses on the urological care in academic life. This perspectiva, professional multi-mode nurses can plan educational activities aimed at rehabilitation in health.
A Educação Continuada é um fator relevante que visa a excelência do cuidar. Objetivou-se neste estudo analisar a Educação Continuada para os enfermeiros no cuidado urológico da pessoa com lesão medular. Como objetivos específicos: 1) Discutir a percepção dos enfermeiros sobre a Educação Continuada no cuidado urológico da pessoa com lesão medular; 2) identificar os fatores que facilitam e dificultam a adesão da Educação Continuada relacionada ao cuidado urológico da pessoa com lesão medular. Trata-se de uma pesquisa qualitativa, descritivo e de natureza exploratória pautada na analise de Bardin, 2013. Os participantes da pesquisa são enfermeiros da unidade de internação para reabilitação. A amostra se constituiu por 9 enfermeiros. A coleta de dados ocorreu entre janeiro a fevereiro de 2015. Esta pesquisa foi aprovada pelo Comitê de Ética em Pesquisa do Núcleo de Pesquisa da UFG Parecer 880.053 e atende as normas diretrizes e normas regulamentadoras de pesquisa envolvendo seres humanos, de acordo com a Resulação 466/12 do Conselho Nacional de Saúde. Os resultados foram descritos em três categorias, utilizando-se as falas dos participantes, identificados de forma impessoal com a numeração de E1 a E9. A percepção dos enfermeiros acerca da Educação Continuada da unidade de reabilitação revelou que favorece a autonomia profissional do enfermeiro. Evidencia-se um forte esforço profissional para tornar Educação Continuada, em sua essência, no cotidiano do cuidar em enfermagem. Foi evidenciado que os enfermeiros não participam de congresso na área urológica; os enfermeiros não tiveram a oportunidade de estudar sobre reabilitação e cuidado urológico da pessoa com lesão medular no período acadêmico. As informações permitem aos gestores e cordenadores de curso de enfermagem acerca de ações a serem desenvolvidas e elaborar um planejamento para minimizar as lacunas que dificultam a adesão da Educação Continuada e o conhecimento e experiência dos enfermeiros sobre o cuidado urológico na vida acadêmica. Nessa perspectiva, os profissionais enfermeiros de modo multiprofissional podem planejar ações educativas que visem a reabilitação em saúde.
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Hughes, Clair Patricia. "The impact of outcomes-driven curriculum reform on teacher perspectives of professional practice." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36612/6/36612_Digitised%20Thesis.pdf.
Full textAbstract:
This thesis is the result of an investigation of a Queensland example of curriculum reform based on outcomes, a type of reform common to many parts of the world during the last decade. The purpose of the investigation was to determine the impact of outcomes on teacher perspectives of professional practice. The focus was chosen to permit investigation not only of changes in behaviour resulting from the reform but also of teachers' attitudes and beliefs developed during implementation. The study is based on qualitative methodology, chosen because of its suitability
for the investigation of attitudes and perspectives. The study exploits the researcher's opportunities for prolonged, direct contact with groups of teachers through the selection of an over-arching ethnography approach, an approach designed to capture the holistic nature of the reform and to contextualise the data within a broad perspective. The selection of grounded theory as a basis for data analysis reflects the open nature of this
inquiry and demonstrates the study's constructivist assumptions about the production of knowledge. The study also constitutes a multi-site case study by virtue of the choice of three individual school sites as objects to be studied and to form the basis of the report. Three primary school sites administered by Brisbane Catholic Education were chosen as the focus of data collection. Data were collected from three school sites as teachers engaged in the first year of implementation of Student Performance Standards, the Queensland version of English outcomes based on the current English syllabus. Teachers' experience of outcomes-driven curriculum reform was studied by means of
group interviews conducted at individual school sites over a period of fourteen months, researcher observations and the collection of artefacts such as report cards.
Analysis of data followed grounded theory guidelines based on a system of coding. Though classification systems were not generated prior to data analysis, the labelling of categories called on standard, non-idiosyncratic terminology and analytic frames and concepts from existing literature wherever practicable in order to permit
possible comparisons with other related research. Data from school sites were examined individually and then combined to
determine teacher understandings of the reform, changes that have been made to practice and teacher responses to these changes in terms of their perspectives of professionalism. Teachers in the study understood the reform as primarily an accountability mechanism. Though teachers demonstrated some acceptance of the intentions of the reform, their responses to its conceptualisation, supporting documentation and implications for changing work practices were generally characterised by reduced confidence, anger and frustration. Though the impact of outcomes-based curriculum reform must be interpreted
through the inter-relationships of a broad range of elements which comprise teachers' work and their attitudes towards their work, it is proposed that the substantive findings of the study can be understood in terms of four broad themes. First, when the conceptual design of outcomes did not serve teachers' accountability requirements and outcomes were perceived to be expressed in unfamiliar technical language, most teachers in the study lost faith in the value of the reform and lost confidence in their own abilities to understand or implement it. Second, this reduction of confidence was intensified when the scope of outcomes was outside the scope of the teachers' existing curriculum and assessment planning and teachers were confronted with the necessity to include aspects of syllabuses or school programs which they had previously omitted because of a lack of understanding or appreciation. The corollary was that outcomes promoted greater syllabus fidelity when frameworks were closely aligned. Third, other benefits the teachers associated with outcomes included the development of whole school curriculum resources and greater opportunity for teacher collaboration, particularly
among schools. The teachers, however, considered a wide range of factors when determining the overall impact of the reform, and perceived a number of them in terms of the costs of implementation. These included the emergence of ethical dilemmas concerning relationships with students, colleagues and parents, reduced individual autonomy, particularly with regard to the selection of valued curriculum content and intensification of workload with the capacity to erode the relationships with students
which teachers strongly associated with the rewards of their profession. Finally, in banding together at the school level to resist aspects of implementation, some teachers showed growing awareness of a collective authority capable of being exercised in response to top-down reform.
These findings imply that Student Performance Standards require review and, additional implementation resourcing to support teachers through times of reduced confidence in their own abilities. Outcomes prove an effective means of high-fidelity syllabus implementation, and, provided they are expressed in an accessible way and aligned with syllabus frameworks and terminology, should be considered for inclusion in future syllabuses across a range of learning areas. The study also identifies a range of
unintended consequences of outcomes-based curriculum and acknowledges the complexity of relationships among all the aspects of teachers' work. It also notes that the impact of reform on teacher perspectives of professional practice may alter teacher-teacher and school-system relationships in ways that have the potential to influence the effectiveness of future curriculum reform.