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1
Fain, Mary K. "Bookmobile Staff Perceptions on Bookmobile Service." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/456.
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This study describes a questionnaire survey of bookmobile staff across the United States via the Association of Bookmobile and Outreach Services (ABOS). The survey was conducted to determine if and in what ways do bookmobile librarians and staff perceive bookmobiles as important and relevant to contemporary bookmobile users and how do they perceive the bookmobile’s role in fulfilling patron’s informational, recreational, and educational needs? Their thoughts and opinions help to explain why bookmobiles exist and their role in the modern world.Forty-eight bookmobile staff persons from 22 states responded. From the survey, it is clear that they believe strongly in what they do. 75% expected to continue to increase their services in the next 5 years due to increasing needs of seniors, preschoolers, school children, and communities. A growing need was seen for more bookmobiles, more specialized bookmobiles for specific populations, more technology and more staff to serve more people.
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Davis, J. "Staff perceptions of student learning difficulties : The implications for staff development." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233124.
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Bylsma, Pete. "Differences in staff perceptions of school quality /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7541.
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Dilks, Clare. "Parent and staff perceptions of a nurture group." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682355.
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Nurture Groups (NGs) are small specialist classes supporting children with social, emotional and behavioural difficulties (SEBD) in schools. Much previous research has shown NGs to be effective in supporting children SEBD and academic development. Underpinned by Attachment Theory it appeared important that parents were involved in NGs; however this has proved complex. This study aimed to investigate parent and staff views of parental knowledge and involvement in a NG and to explore whether parental views could influence future practice in the group. Thematic analysis was used to analyse in-depth , semi-structured interviews with 6 participants (4 parents; 2 staff) involved in a First School (ages 4-9) NG. The findings showed that parents were keen to support their children. Both parents and staff viewed the NG as making a positive difference on attendees' behaviour and learning. Despite being unsure what happened in the group and desiring more information and feedback from staff, parents trusted staff to support their children. Staff wanted greater parental involvement but had experienced difficulties in engaging them in discussion around their children in the NG. Parents raised issues of inclusion, wishing to see a bigger profile for the NG within the school. A number of challenges were apparent for staff in running the NG. Implications of the research and areas for future study are considered.
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Redekopp, Helen Mary. "Staff nurses’ perceptions of the profession of nursing." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24420.
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In its struggle to be recognized as a legitimate profession, nursing has proceeded in several directions, promoting diversity of professional views among its practitioners. The many changes taking place in nursing supported the need for a study determining exactly how staff nurses view the profession of nursing. The criteria of a profession as defined by Valiga (1982): the boundaries, goals, and scholarly component of the discipline, the recipient of the discipline's service, the relationship of the discipline to others, and the independence, responsibility, autonomy, commitment, and activities of the discipline's practitioners (pp. 126-127), were the basis of the study. The views of the profession as held by the staff nurses were related to the variables of age, preparatory and/or additional nursing education, number of years worked since graduation, length of time in present employment, and the agency of employment.
The 600 subjects were randomly selected by computer at the Registered Nurses' Association of British Columbia (R.N.A.B.C.). The Views About Nursing Questionnaire, developed by Valiga (1982), along with a background information questionnaire were sent to the subjects by the R.N.A.B.C. A total of 262 usable questionnaires were the basis of data analysis. Pearson product-moment correlations and analysis of variance were performed as appropriate. These analyses revealed that there was an inverse, but not statistically significant, relationship between age and number of years worked and scores on the Views About Nursing Questionnaire. There was no relationship between the scores and education and the scores and length of time in present employment. Because a large majority of respondents were employed in acute care hospitals, no analysis of the relationship of agency of employment and the scores was undertaken.
Conclusions and implications of this study are addressed and suggestions for further study are presented.Applied Science, Faculty of
Nursing, School of
Graduate
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Wadman, Wanda. "Staff nurses' attitudes and perceptions toward nursing research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23181.pdf.
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Jones, Sharon Holly. "Nursing students' perceptions of working with staff nurses." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/jones/JonesS0510.pdf.
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The purpose of this project was to examine the perceptions of nursing students working with staff nurses during their clinical experiences. Based on this information, a resource for staff nurses was developed to assist them in mentoring students. A limited review of the literature identified helpful and hindering practices in the education of nursing students. Nursing schools and faculty are charged with theoretical and clinical education of nursing students so they may enter into the nursing profession as competent and safe nurses. Staff nurses play integral roles in the formative development of students. Data from a previous study were examined. The variables of friendliness, approachability, availability and willingness of staff nurses were evaluated. Students consistently ranked the ability of nurses to teach lowest and friendliness of nurses highest. Student comments were organized qualitatively utilizing retrospective analysis. Two themes were identified from the qualitative data which added to the veracity of the research. Positive reported nurse behaviors towards students were then utilized as a basis for a mentoring guide. Limitations for this project, as well as implications and topics of future research were identified and discussed. A resource guide was developed for distribution to staff nurses to assist them when mentoring nursing students.
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Schultz, Rebecka A. "Staff Perceptions of Quality Interactions in Dementia Care." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7629.
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The national aging trend suggests that population of those aged 65 and older will reach 83.7 million by the year 2050. With increasing age comes the growing possibility of one getting some form of dementia. The Alzheimer’s Association expects the number of American’s with dementia to triple from the reported 5 million cases in 2014 by 2050. With a rise in this cognitively impaired population there is reason to look closely at the needs of persons with dementia living in residential facilities and whether or not they are being met. The main focus of residential facilities is to provide aid with physical needs. However, research shows that all people also have social and psychological needs that need to be met to have the highest quality of life possible. Other research shows that residents with dementia spend a majority of their days with little to no social interactions. This study aims to uncover what verbal and nonverbal behaviors, if any, Certified Nursing Assistants (CNAs) in residential care facilities find to be important when interacting with persons with dementia.
This study includes the analysis of 11 interviews of CNAs from local facilities and home health companies. Analysis of their responses uncovered very few observable verbal and nonverbal behaviors were actually discussed. What was more apparent was that attitudes and internal behaviors participants considered important drove the use of good verbal and nonverbal communication. Five themes were uncovered. They were: Observable Verbal and Nonverbal Behaviors, Valuing Personhood, Get on Their [Cognitive and Reality] Level, Be a Friend, and Compassion. Excerpts from the interviews are included for examples of how these themes presented themselves.
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Moore, Eugene R. "Staff organizational commitment as a predictor of staff perceptions of working alliances with delinquent youth." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280315.
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The relationship between staff organizational commitment and staff perception of working alliances with youth in juvenile justice settings was investigated. Staff of the North American Family Institute (NAFI) were the subjects of this investigation. Meyer and Allen's (1991) model of organizational commitment with dimensions of affective, normative and continuance commitments was used to investigate staff organizational commitment as an independent variable impacting perceptions of working alliances between staff and youth in juvenile institutions. Horvath and Greenberg's (1994) Working Alliance Inventory (WAI) was used to measure staff perceptions of working alliance. A significant positive correlation was found between normative commitment and perceptions of working alliance using Pearson correlation statistics. Affective commitment and continuance commitment did not correlate significantly with staff perceptions of working alliance. Regression of normative, affective, and continuance commitment with the dependent variable of working alliance showed only normative commitment as significantly impacting working alliance. Age, gender and ethnicity were not found to be significantly correlated with staff perceptions of working alliances.
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Schoeman, Daniel Wilhelmus. "The perceptions of principals on staff reduction in schools." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06042008-075813.
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Smolka, Jennifer. "Participant's perceptions of online staff development and learning tools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4175/.
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This study analyzed participants in an online professional development and certification program can to see if they could predict the learning value of individual distance education tools. The Texas Center for Educational Technology (TCET) funded by the Texas Telecommunications Infrastructure Fund (TIF) designed the Technology Applications Certification Program (TACP). In the TACP, students are offered four graduate level classes which, when combined, meet the standards for the State Board for Educator Certification (SBEC) Technology Applications certification. The four courses that comprise the TACP are Computers in Education, Introduction to the Internet, Multimedia in Technology Applications, and Introduction to Video Technologies. The first course started in January 2002 with approximately 706 participants in 40 cohorts across the state of Texas. The TACP combines two different worlds of technology training. Half of the coursework was completed through asynchronous content and discussions, while the remaining classes were hands-on classes in local district computer labs. These face-to-face meetings enabled learners to get hands-on training with direct assistance. Between the online and face-to-face segments, a variety of learning tools were introduced to the participants. Participants were surveyed through the online Snapshot Survey in January and again in September.
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Thegg, Sherrich Monsher. "Staff Member Perceptions of Bullying in an Afterschool Center." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3639.
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Peer-to-peer bullying negatively impacts over 20% of school-aged children annually. While much literature exists on bullying on school premises, peer-to-peer bullying outside of the classroom is still relatively understudied. Despite states' implementation of antibullying legislation, peer-to-peer bullying has continued in schools and other areas such as afterschool centers. The purpose of this qualitative study was to evaluate staff perceptions of peer-to-peer bullying in afterschool centers. It specifically investigated bullying and the hierarchical imbalance of power using Sidanius and Pratto's social dominance theory. The research questions were designed to investigate the staff members' knowledge of bullying at the Boys and Girls Club. A phenomenological approach was used and data were collected through one-on-one interviews of 11 Boys and Girls Club staff members. Data from the interviews were deductively coded and subjected to thematic analysis. Findings indicate that staff members do not have a uniform understanding of bullying behaviors, nor did they have a clear guidance on practices to minimize bullying which leads to continued peer-to-peer bullying at the Boys and Girls Club. Staff also reported that they have been offered little training on dealing with bullying behavior, nor are there clear policies in place to combat bullying behavior from participants in the afterschool program. Positive social change may be achieved by the implementation of recommendations to the Boys and Girls Club including mandatory antibullying training for staff and the creation and implementation of a comprehensive antibullying policy.
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Babiak, Katherine. "Managerial leadership in Canadian NSOs: Values and perceptions of senior staff leaders and their staff members." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9783.
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Leadership is a critical component of organizational effectiveness (Smith, Carson & Alexander, 1984), and often has the potential to impact on the success or failure of an enterprise. This study was designed to examine managerial leadership perceptions and values using an integrated theoretical approach in the context of Canadian National Sport Organizations (NSOs). The framework used, Yukl (1989), encompasses five primary components: leader traits, leader skills, leader behaviours, power bases for leadership, and transformational/charismatic leadership characteristics. Results indicated that there appeared to be a relatively high degree of agreement or harmony between senior staff leaders and staff members as to what "ideal" leadership ought to be in effective sport organizations. Some organizations showed a high degree of congruence between the leader "ideal" and the staff "actual" values, whereas others showed disagreement in responses. The same pattern of results was obtained when comparing "actual" and "ideal" leadership perceptions by staff members. Results also showed that congruence or incongruence in "actual" and "ideal" leadership values was generally consistent among staff members within each organization. This led the researcher to conclude that managerial leadership in these organizations appears to be contextual and organizationally specific. Additional findings were revealed from an analysis of ranking the data. Leader self-confidence, honesty, and willingness to assume responsibility appeared to be important for leader effectiveness. Conceptual and human skills were also ranked highly. The importance of a people-oriented style of leadership was emphasized. Knowledge appeared to be an important source of leader power, and the development and use of a vision appeared to be fundamental for managerial leadership effectiveness in sport organizations. (Abstract shortened by UMI.)
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Harmer, Alisa Adele. "Nonprofessional Healthcare Staff Perceptions Regarding Inmate Self-Injury in Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5345.
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Self-injury in correctional facilities is an increasing problem. Healthcare staff are tasked with responding to and treating self-injurious inmates. Research concerning the perceptions of prison self-injury depended on the experiences of professional healthcare staff and showed that specialized training reduced anxiety and altered perceptions. The perceptions of nonprofessional healthcare staff regarding inmate self-injury have not been studied. The purpose of this research was to understand the perceptions of inmate self-injury maintained by untrained healthcare staff through evaluation of their expressed experiences with self-injuring inmates. The research was based on the humanistic nursing theory. A phenomenological approach guided interviews of 8 healthcare staff having direct contact with inmates who self-injure. Participants had a past or present employment status with a State of Georgia Department of Corrections North Region correctional facility. Data were reviewed and coded to best reflect what it means to be a nonprofessionally trained healthcare member responding to inmate self-injury. Nonprofessional healthcare staff perceived that various experiences affected their level of ease and certainty, they operated as preservers of life and active listeners, felt that other healthcare staff held negative opinions, and were very helpful and supporting. Staff perceived that challenges prevented their success in managing self-injury. Last, nonprofessional staff perceived themselves as very helpful and therapeutic. This study promotes social change by encouraging staff to share knowledge, experience, and practical help with each other while building cohesive and collaborative relationships.
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Davies, Samantha. "Support staff undertaking pastoral roles : perceptions within the school settings." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535467.
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Blaauw, Lindiwe Ellen. "Principals' perceptions of the management of staff appraisal in schools." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1016080.
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Teacher appraisal has long been a contentious and contested area in educational management. The recent implementation of a new system of appraisal in Eastern Cape Schools has led to renewed interest in the role and management of appraisal. The objective of this study was to investigate principals' perception of the management of staff appraisal. An interpretive paradigm was adopted and the research is a case study of four secondary schools in Port Elizabeth. Two methods were used in collecting data, namely, questionnaires and interviews. The content comparative method was used to analyse the data. The findings of this study showed areas of continuities and discontinuities with the literature and the new document on appraisal. There is a clear understanding among the principals interviewed that staff appraisal should be used to assess individual teacher performance and that it should also be developmental. There is clear support from the principals on the involvement of other stakeholders. They see the process as transformative and participatory. They find it acceptable and are willing to be involved. However, the findings also indicate a lack of readiness on the part of the principals to fully embrace a fully participative and developmental approach to appraisal. On the strength of these findings I conclude the thesis by making recommendations for policy, principals, teachers and for future researchers in the field.
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Kazmierczak, Suasn. "Administrator and Staff Perceptions of a Secondary School Antibullying Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5360.
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Despite the increase in bullying behavior that has occurred among high school students, there is a lack of age appropriate intervention programs available to assist secondary administrators and staff with this problem. The purpose of this case study in 1 high school in a suburb of a major Mid-Atlantic city in the United States was to determine the perceptions held by secondary administrators and staff of an adapted antibullying program, originally created for use in elementary schools, in reducing the incidences of bullying behavior and feelings of strain. This study was also designed to explore how administrators and staff perceived if the bullying prevention program fostered prosocial behavior, and the extent to which the program reduced peer aggression, peer harassment, and strain. The conceptual framework was general strain theory described by Durkheim and Merton. The design for this case study included interviews with 5 teachers and 3 administrators who had been involved in implementation of the antibullying program. Open coding was used to organize and analyze the data for the emergence of significant concepts and patterns. Codes were formulated into four associated meanings or themes; relationships, student responsibility, positive culture, and trusting and supportive environment. The results indicated that school personnel were able to modify an existing bullying prevention program that has changed the culture of the school and the mindset of its student body while helping the students to alleviate strain and issues of aggression and harassment. The current research may affect social change by encouraging other secondary schools to assess their bullying prevention programs to determine if the material being used is age appropriate for secondary students and if the programs are indeed alleviating bullying behavior and strain in their students.
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Griffith, Jimmy L. "Perceptions of Homeless Shelter Staff Workers on Chronic Homeless Individuals." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3682.
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While researchers have identified the Housing First model of putting homeless persons into permanent housing as the best means of improving the quality of life for chronically homeless individuals, few studies have examined the perceptions of shelter staff workers on the barriers the homeless face in obtaining and maintaining long-term housing. This case study of 2 homeless shelters in New Jersey examined the relationship that fair and just democratic processes play in supporting or undermining Housing First. Data came from New Jersey's annual Point in Time counts of the number of homeless individuals and families and the causes and service needs of the homeless. Government reports were also analyzed, as well as from semi-structured interviews and focus group interviews with a purposive sample of 14 homeless shelter staff workers. The polarities of democracy model as described by Benet helped identify whether democracy was being served rightly and justly within these homeless communities. Information was analyzed by inductive coding and by identifying themes and patterns that emerged from the interviews. The primary finding of this study was that lack of available housing, lack of resources to gain access to housing, and lack of knowledge of resources that are available for housing acquisition and maintenance plays a role in causing individuals to become and remain chronically homeless. Social change implications include policy recommendations to local, state, and federal legislators to increase accountability in the allocation of funding for housing support and the development of a volunteer case management force to meet the service needs of the chronically homeless.
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Batto, Elizabeth Bernadette. "Staff Member Perceptions of a Behavior Student Support Team Approach." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/278.
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The implementation and sustainability of a positive behavior student support team (SST) were identified as a problem in a rural junior high school due to the number of discretionary alternative discipline placements that had occurred for students with disabilities. The purpose of this study was to understand the perceptions of faculty, staff, and campus administration regarding the use of a behavior SST to address discipline concerns in the classroom before they become problematic and result in a discretionary discipline placement. Response to Intervention and Positive Behavior Support provided the conceptual framework for this qualitative case study. Its research questions focused on faculty, staff, and campus administrators' understanding of the key elements of a behavior SST, the use of a behavior SST, and beliefs about the use of behavior SST. Data were gathered from 6 faculty, 2 staff, and 1 campus administrator through focus group interviews. Their responses were analyzed using open coding and thematic analysis. The results indicated that while faculty, staff, and campus administration were interested in using the process, they felt they were not sufficiently trained in the behavior SST process and lacked the time to collaborate as a team. The prime recommendation derived from the findings was that faculty, staff, and campus administrators need professional development on the key elements of the behavior SST process and behavior strategies that are used in a collaborative learning environment, such as a professional learning community. Implications for positive social change include improved teacher collaboration in a support team and ultimately improved student behavior and achievement.
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Walsh, Thomas Melvyn. "Attitudes and perceptions of staff in further education and health care regarding staff appraisal : a comparative study." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311164.
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Dettmann, Paul E. "Administrators, Faculty, and Staff/Support Staff Perceptions of MBNQA Educational Criteria Implementation at the University of Wisconsin Stout." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11212.
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This study focused on the University of Wisconsin Stout's (UW Stout) implementation of the Malcolm Baldridge Award (MBNQA) Criteria for Educational Performance Excellence. The study had two objectives: (1) to determine administrator, faculty, and staff/support staff perceptions and compare those perceptions; and, (2) to identify the positive and negative views each of the three groups held regarding the implementation process. The study design was a mixed method approach which used both qualitative and quantitative research methodologies. Administrators, faculty, and staff/support staff at UW Stout were randomly selected to participate in the study. The instrument used to gather information contained 26 quantitative, two qualitative, and three demographic questions.
Qualitative data were analyzed using analysis of variance with an alpha level established at .05. Results revealed significant differences in participants' perceptions for four of the seven MBNQA categories. Tukey Post-Hoc tests were performed for each of the significant categories. Post-Hoc tests for all four categories indicated that administrative participants had significantly more positive perceptions of MBNQA education criteria implementation than faculty or staff/support staff.
A content analysis of the qualitative data revealed five positive themes: (1) Recognition as a Center of Excellence, (2) Pride in Affiliation, (3) Positive Exposure/Marketing Opportunities, (4) Conduit for Continuous Improvement, and (5) Increased Communication. Analysis also revealed nine common negative themes: (1) Perceived Opportunity Costs, (2) Education/Training Needs. (3) A Lack of Continuous Improvement, (4) Increased Workload, (5) Disconnect Between the Award and the University Mission, (6) Campus Climate, (7) Increased Quality Expectations, (8) Decisions Being Made Without Following the Baldridge Model, and (9) Insufficient Employee Recognition.
Study findings may provide insight regarding employees' differing views of quality implementation at the university level. Results of this investigation may be useful to quality consultants who assist others in the establishment of institutional quality initiatives as well as higher education administrators who are considering MBNQA criteria implementation at their own institutions.Ph. D.
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Mak, Yau-kay Winnie. "The roles and training needs of staff in the Hong Kong Polytechnic : perceptions and implications for staff development /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18114325.
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Floyd, Andrea. "The Relationship Between Staff Perceptions of Principal Leadership and School Performance." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/500.
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The climate of a school can be defined as the set of internal characteristics that distinguishes one school from another and influences the behavior of its members (Hoy & Hannum, 1997). Schools with a positive climate have been shown to positively impact students (Hoy, 1972). A principal’s leadership style influences the climate that, in turn, impacts student performance.
In this work, the researcher investigated Miami-Dade County Public Schools in order to determine if there was a relationship between instructional staff members’ perceptions of their school’s principals, a derivative of the district’s school climate studies, and their schools’ grades.
Eight School Climate Survey items were inter-correlated. The smallest intercorrelation was .83, which is still a large intercorrelation, and the largest intercorrelation was .96. Pearson’s correlation analysis (Healey, 2004) was run to determine the relationship between schools’ earned points and averaged survey responses. Survey items 8, 9, 12 and 13 had weak (less than .30) positive correlations to schools’ earned points. Survey items 7, 10, 11 and 14 had moderate (above .30) positive correlations to schools’ earned points.
The researcher created a composite variable (Pallant, 2007) from all the School Climate Survey responses. This composite variable, titled Principal Leadership Score, allowed the researcher to determine that approximately 9% of the variance in the points earned by schools in 2009 can be accounted for by how teachers in this study perceived the leadership of their principals.
This study’s findings of a moderate positive correlation between teachers’ perceptions of principal leadership and school performance supports earlier research linking school climate and school performance. Due to the fact that the leadership of the principal affects, either positively or negatively, the learning and working environment of students and teachers, it is recommended that principals use the eight School Climate Survey items examined within this study as guides (Pepper & Thomas, 2002). Through focusing on these survey items, principals may be propelled to self-identify their leadership strengths as well as leadership weaknesses.
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Jang, Gail. "Latitude of choice among the institutionalized elderly : resident and staff perceptions." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28764.
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The establishment of intermediate care facilities in British Columbia, as well as the establishment of similar facilities throughout the rest of Canada, was and still is a well-intentioned approach to meet the long term care needs of the elderly. The practices and procedures adopted by long term care facilities, however, tend to inhibit the personal autonomy of residents (Thomasma, 1985). Specifically, a facility's practices and procedures tend to inhibit residents' latitude of choice regarding daily living activities. Residents' latitude of choice may also be lessened when nurses implement well-intentioned helping interventions based on their own motivations and goals, rather than those of elderly residents. Latitude of choice measures the extent to which an individual's perceived degree of choice includes activities of importance to him/her.
At present, there is limited research addressing both resident and staff perceptions regarding the autonomy (freedom of choice) of residents, particularly in relation to their daily activities. Accordingly, this study's purpose was to determine the institutionalized elderly residents' and their caregivers' perceptions of residents' latitude of choice regarding activities of daily living. From determining these specific staff and resident perceptions, significant differences were isolated.
This study was conducted in two intermediate care facilities located in a large city within the province of B.C. The data collection instruments in this study included selected
questions from Hulicka et al.'s (1975) revised Importance, Locus and Range of Activities Checklist, as well as a demographic data sheet developed by the researcher. Forty-five intermediate care 1 residents and forty-five nurses (Registered Nurses, Licensed Practical Nurses and Nurses' Aides) completed the study questionnaire and the demographic data sheet.
The researcher studied the residents' and staff's responses to the Importance, Locus and Range of Activities Checklist by using non-parametric techniques for statistical analysis. The researcher used these techniques to determine the existence and location of differences in perceptions among the residents and staff.
Significant differences exist in residents' and staff's perceptions when each group's importance ratings are combined with choice ratings. Isolation of the above importance and choice components for individual analyses indicate that the residents and staff had significantly different response patterns regarding a) the importance residents attach to daily living activities and b) the degree of choice residents associate with daily living activities.
The above findings indicated that residents' latitude of choice may not be realized to a greater extent if the staff do not attach a degree of importance to a particular activity(ies) similar to that attached by the residents. Residents' latitude of choice may not be recognized to a greater extent if staff do not perceive that residents associate "some" or "no choice" with an activity of particular importance to them.Applied Science, Faculty of
Nursing, School of
Graduate
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Stokes, Mulenga Henry. "Staff perceptions of the 'Hospital at Night' in an NHS hospital." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/20765/.
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The study explored staff perceptions of Hospital at Night (Hospital Night) following the implementation of the European Work Time Directive (EWTD). The study focused on the professional experiences of inter-professional working and learning. Initially the focus was on junior medical staff but later evolving into exploratory study of senior professionals particularly midwives. The Purpose of the EWTD was to ensure that patients were treated safely through reduction risk posed by fatigued junior doctors due limited sleep and rest when on duty. The purpose dichotomised into two goals exploring how compliance risks are managed and how senior professionals support strategy risks associated with Hospital Night. The scope of the study included 12 participating professionals from midwifery, nursing, radiography, laboratory science, anaesthesia, and the medical profession. The objectives were to: 1. Explore the experiences of professionals involved in the Hospital Night system. 2. Determine how participants describe the systems in place to maintain patient safety. 3. Investigate experience differences and similarities between professional groups. 4. Explore how participants describe their competences in team collaboration. 5. Describe how participants perceive the capability of the H N system in the Obstetric-Paediatric interface. Methods: The research tradition adopted was Grounded Theory. The data generation method was the in-depth discursive interview method. Key findings: The exploratory study made three inter-related contributions to professional learning within the organisation. These were the identification of unique learning needs arising from the Hospital Night initiative; the value of capturing and using information that arises from practice; and the recognition of opportunities to use incidents in the night for learning. Implications: The study shows how exploratory studies are best suited for investigating services after a change initiative. The study shows how the strategies used to address EWTD have generated crises at organisational, discipline, group and personal levels. Professional engagement could be improved through participation in various inter-professional learning activities.
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Radant, Kimberly Lynn Belec. "PATIENT-STAFF PERCEPTIONS OF A REAL AND IDEAL WARD TREATMENT ENVIRONMENT." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275271.
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Garner, Jennifer. "Nurture groups in secondary schools : perceptions of children, parents and staff." Thesis, University of East London, 2010. http://roar.uel.ac.uk/3698/.
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With the rising prevalence of children with Social, Emotional and Behavioural Difficulties (SEBD) in the secondary sector (Cooper & Whitbread 2007), many schools are establishing Nurture Groups (NGs), a government endorsed intervention (DCSF 2008; 2009; DfEE 1997; 1998; DfES 1999; 2002a). These were created by Boxall (1976) and are designed to emulate missed or deprived early childhood experiences. The intervention has been associated with Attachment Theory (Bowlby 1969; 1973; 1981). However, there is little research indicating that an intervention primarily targeted at infant schools can be applied effectively to secondary settings (Cooper & Tiknaz 2007; Cooke, Yeoman & Parkes 2008). Therefore, the main aim of this research was to explore how NGs are implemented into the secondary sector and whether they can be a beneficial intervention for children with SEBD. It examined the implementation of three secondary school NGs through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the NGs through individual interviews. The data were then analysed using thematic analysis (Braun & Clarke 2006). Findings showed that secondary school NGs can be a valued resource and have benefits for those within them. However, they have a different emphasis from those originally devised by Boxall (1976). This was felt to be influenced by the age of the children and subsequent attachment needs. Therefore, practitioners need knowledge of adolescent development and attachment theory to implement NGs successfully. They also need to consider carefully methods of communication and dissemination of NG aims and practices to school and home. Educational Psychologists are strategically placed to help secondary school NGs, due to their knowledge of child development, attachment theory and psychological tools/techniques to aid communication. They could also play an important role in supporting NG staff to fulfil their pivotal and challenging role in the lives of these children.
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Feather, Rebecca A. "Staff nurse perceptions of nurse manager behaviors that influence job satisfaction." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609150.
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The Bureau of Labor Statistics projected a shortage of registered nurses (RNs) growing to an estimated 581,500 by the year 2025 (an increase of 22 percent since 2008). Recent economical downturns have found many healthcare organizations experiencing a positive effect with the stabilization of nursing turnover. Once the economy begins to recover, however, experts predict the profession of nursing will still face the largest shortage in history according to projections by the American Nurses Association. Because lack of job satisfaction is a precursor to resignation, additional research regarding the identification of interventions that increase RN job satisfaction may result in retaining professionally qualified and prepared staff. This study proposed to identify through focus groups, staff nurse perceptions of nurse manager behaviors that influence RN staff nurse job satisfaction. A sample of 28 RNs, each participating in one of five focus groups, answered questions related to satisfaction with nurse manager behaviors. The investigator used qualitative content analysis to identify patterns within and across focus group data.
Major findings of the study resulted in the identification of two conceptual categories (manager behaviors supportive of RNs and RN's perceived disconnect of work issues from the manager's role) and three major themes related to supportive behaviors (communication, respect, and feeling cared for). The results suggest the following as staff nurse preferences for nurse manager behaviors: open and honest communication that involves listening, consistency, and confidentiality; an increased level of respect including fairness and recognition of a job well done; and the sense of feeling cared for as when a manager meets individual needs and supports staff as professionals. The investigator compared the categories and themes to previous tools used in healthcare, which indicate the need for further item and/or tool development as well as further research regarding RNs' perceived disconnect of work issues from the manager's role.
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Crawford, Grace Edith. "Associations Between Staff Willingness to Help and Client Challenging Behaviour; The Role of Staff Attributions, Emotions and CHent Perceptions of their Relationship with Care Staff." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525920.
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Fair, Tabitha Nicole. "Faculty and Staff Perceptions of Interprofessional Education: A Comparative Survey of Dental and Health Science/Nursing Faculty and Staff." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_hs_stuetd/6.
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Research has shown a strong correlation between oral and systemic disease; therefore, there is an increased need for collaboration between dental and medical professionals. The purpose of this study was to examine the current opportunities that exist for interprofessional education (IPE) at Nova Southeastern University (NSU), the perceived need for IPE for dental and health science/nursing students, the perceived advantages of an IPE program, the features that should be included in an IPE program, and the perceived administrative and financial barriers to increased interprofessional activities. This study surveyed graduate faculty and staff from NSU’s College of Health Care Sciences, College of Dental Medicine, and College of Nursing regarding their views on IPE. The study used the Health Professions IPE Survey. Responses were factor analyzed, which revealed two dimensions: Positive IPE Perception and NSU IPE. There was an overwhelmingly positive response to IPE for dental, health science, and nursing students as evidenced by component one (Positive IPE Perception); however, there was a more negative perception about IPE at NSU as evidenced by component two (NSU IPE), possibly due to financial and administrative considerations. Factor analysis of this data legitimizes the need for future survey development. Future research should examine enablers for IPE by eliciting faculty feedback. Faculty reluctance to engage in IPE activities can be addressed by designing faculty development programs based on Adult Learning Theory (ALT) concepts. Future IPE program development will need to include adequate institutional support, funding, faculty development, and faculty involvement in planning.
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Williams, Patricia E. "The perceptions of clinical psychology : a focus on the different ethnic groups." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/10204/.
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Introduction: The under-representationo f minority ethnic staff groups within the clinical psychology profession has been a serious area of concern for some time. Central to these concerns has been the questionable ability of the profession to adequately address, provide for and meet the needs of an increasingly diverse multi-racial and multi-ethnic society, for whom the utilisation of clinical psychology services are extremely poor. Literature review: The literature review indicated that minority ethnic groups were generally marginalized and excluded from clinical psychology services on a number of different levels, due to a combination of referral conventions, professional misunderstandings of psychological distress, the limitations of conceptual frameworks and cultural factors. Research report: Given the profession's lack of success in attracting and recruiting staff from minority ethnic groups, this thesis was undertaken to: (a) explore the perceptions of clinical psychology held by different ethnic groups, using psychology undergraduates as the target population and (b) investigated their intention or otherwise to pursue a future career in clinical psychology, using the Theory of Planned Behaviour (TPB) as a model. The results showed the TPB to be predictive of intention in all cases. However, for the minority ethnic groups, there were significantly more perceptions of disadvantage in pursing clinical psychology, as there were the factors that would deter them from entering the profession. Methodological limitations of the study, practical implications and directions for future research are discussed. Critical appraisal: An appraisal of the research process is presented, concluding with salient learning points for the future.
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Ledoux, Mary Beth. "Physical Restraints in Residential Facilities: Staff Members’ Perspectives." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363343108.
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Mundy, M. "Senior management perceptions of staff development provision in further education colleges in Wales." Thesis, University of South Wales, 1989. https://pure.southwales.ac.uk/en/studentthesis/senior-management-perceptions-of-staff-development-provision-in-further-education-colleges-in-wales(78520b4f-6f47-436b-bcc2-bdd46c84598f).html.
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The primary purpose of the research is data generation relating to management perceptions of staff development provision in Welsh FE institutions, with the subsidiary aim of identifying weaknesses and omissions in provision and suggesting methods for effecting improvements. After presenting an overview of factors contributing to the growth of staff development provision in FE (chapter 1), the current 'state of the art' is determined by an examination of relevant literature,(chapter 2). Four major themes are identified and employed as research guides and parameters - staff development policies, methods of needs analysis, approaches to provision and evaluation. The research methodology generates data of both a nomothetic and ideographic nature by means of pilot studies, questionnaire survey, case studies involving interviews and repertory grids and the design and testing of a staff development model, (Chapter 3). The investigation proceeds in four stages - a preliminary survey which assesses the accuracy of perceptions derived from the literature survey; a general survey of Welsh FE colleges by means of questionnaire analysis; the conducting of case studies in which college managers' perceptions are examined by interview and completion of repertory grids; the design and testing of a practical effective staff development model which focuses on specific weaknesses and omissions identified by the research, (Chapters 4,5,6,7 and 8). It is found, (Chapter 9), that current provision shows only modest advances when compared with staff development theory and practice highlighted in the literature. In particular college policies, needs analysis systems, approaches to provision are quite rudimentary and inappropriate, with systematic evaluation of provision non-existent. It is also found that deficiencies in practice are matched by similar deficiences in the manner in which current staff development provision is perceived by managers, as indicated by the interviews and repertory grid analyses. It is further found that a staff development model can be a useful tool for improving the understanding and planning of staff development and that it is possible to conduct a meaningful and productive evaluation of a college's provision by means of a practical effective model, having as its focus the principle of holistic evaluation.
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Watson, Karen Elizabeth. "Staff nurses' perceptions of their power bases in a nursing care setting." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28818.
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The purpose of this study was to describe staff nurses' perceptions of their power bases in their work environment. Power, the capacity to set conditions, make decisions and take action that influences others, is an increasingly important issue within the nursing profession. In the nursing literature, nurses have been encouraged to consider the power to influence nursing care as an attainable goal and a necessary element in the change process. Empowering staff nurses may become a strategy for coping with the nursing manpower shortage. However, research about nursing power has focused on the nurse manager and little is written about staff nurses' perception of their power.
A grounded theory research design was used to collect and analyze data. Data were collected through interviews of nine staff nurses in a 369 bed British Columbia community hospital. A comparative content analysis was used to analyze the data.
The findings showed that the staff nurse participants were able to recognize certain factors in their work environment that impacted on their sense of power. The nature of nurses' work and the communication of information were found to be the most significant factors. The communication of information was perceived to positively influence nurses' sense of power, while the nature of
nurses' work was found to limit nurses' sense of power. Nurses' lack of control over client care was found to contribute to a sense of powerlessness and was linked to units using team nursing.
The eight power bases outlined in Randolph's framework, were useful as a basis for describing the staff nurses' perceptions of their organizational power bases. The staff nurses studied were found to have the most affinity for referent, expert, information, and connection power bases. These nurses were found to have the least affinity for reward, coercion, legitimate, and resource power bases. Primary nursing was found to enhance legitimate power while team nursing was found to enhance connection power. The source of power most frequently mentioned by the nurse participants was personal power in relation to oneself. This did not fit into Randolph's framework and was not well defined. This has implications for nursing since support for the professional nature of nurses' work was found to strenghthen nurses' sense of personal power.
Knowledge about the perceptions described by the subjects in this investigation provides information to assist nurses' to identify power bases that they may not recognize. As well, increased understanding about staff nurses' perceptions of power should enable nursing administration to identify strategies for retaining nurses and enhancing client care.Applied Science, Faculty of
Nursing, School of
Graduate
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Sellick, Angelika. "Perceptions of success and support by refugee adolescent students and school staff." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30462.
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This ethnography was conducted in a sheltered literacy class for adolescent refugee students with interrupted schooling at a high school in Vancouver, B.C. A review of the literature identified a shortage of studies in Teaching English as a Second Language (TESL) dealing specifically with this population of students, particularly within a Canadian context. The review also identified that literature dealing more generally with refugee students and their schooling experiences did so from a deficiency-based perspective. Finally, it was noted that scholarly publications in TESL over the past several decades have operationalized success predominantly as academic achievement; arguably, this has potentially led to overlooking other forms of accomplishments. In response to the gaps identified in the literature, the present study sought to focus specifically on the perceived successes and support systems by one class of refugee students with interrupted schooling and school staff in a Canadian context. It also aimed to explore alternative ways of understanding success in school which goes beyond academics. Data was collected from twelve students and eight school staff members through semi-structured interviews and observation notes collected by the researcher over a period of ten months. The findings of the study were interpreted through the lens of Urie Bronfenbrenner’s (1979, 2005) ecological theory which situates positive human development within context, as well as the construct of resiliency and poststructuralist view of identity. The first main finding was that most participants did not speak about success as academic achievement, but rather as integration in school life, feeling competent, and forming relationships. A second finding was that while the staff members perceived the students as experiencing success in school, the student participants were hesitant to describe themselves as ‘good’ students. A third finding was that at this particular school, there existed a network of multiple and interconnected support systems which bolstered the students’ perceived successes and were bi-directional in impact.
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Cooke, Deborah. "Staff perceptions of awareness in people with moderate to late stage dementia." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/10372/.
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Dementia is a terminal brain disease which can be thought of as progressing through three stages: early, middle and late. Past research asserted that as dementia progressed, people lost the capacity for awareness of themselves, others and their situation. However, emerging research has suggested that individuals can retain some capacity for awareness until the end of the disease process (Clare, 2010). Clare (2010) postulated that awareness operates hierarchically at increasing levels of complexity. She proposed a framework from which awareness can be understood and researched and identifies the biopsychosocial factors that influence its expression (Clare, 2004). There is a lack of research investigating awareness as perceived by staff carers in specialist Elderly Mentally Infirm settings. Therefore, this current study utilises Clare’s (2010) framework to investigate staff perceptions of awareness in the moderate to late stages of dementia, using a Grounded Theory methodology. Understanding staff perspectives is important as responding appropriately to the needs of individuals with dementia is central to promoting quality care. This study found that some staff members in specialist EMI settings, who provide direct care for people in the moderate to late stages of dementia, perceive residents to be unaware of themselves, others or their context. These findings are discussed in relation to current literature and the implications for clinical practice and staff training are outlined. A methodological critique acknowledges limitations of awareness research and of the current study and it is concluded that further research on awareness is vital for improving person-centred care in dementia.
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Kenny, Sarah. "Care staff perceptions of adults with profound learning disabilities : contents and processes." Thesis, Open University, 2000. http://oro.open.ac.uk/58060/.
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Background and Aims This research dissertation attempts to elicit care staff perceptions of clients with profound learning disabilities and the processes involved in these perceptions. There is little research in the area of staff perspectives in this field. Clinical psychologists working in this field often have extensive contact with staff regarding clients, and conflict regarding perception of clients can arise. It is suggested that for psychologists to gain some insight into how staff perceive clients and the processes involved would help to facilitate understanding of, and co-operation, with care staff. Design and Participants A qualitative design was employed as the study was seen as exploratory and was investigating the personal experiences and perspectives of participants. Participants were nine direct care staff who worked in a variety of service settings. Measures Each respondent completed a written free response description of a client of their choice. This was followed by a semi-structured interview that aimed to explore the processes involved in staff perceptions of clients. Results Written descriptions shared some factors in common with free response description within the general population. However, novel categories included communication issues, behavioural difficulties and the disability itself The interviews suggested that there were complex processes operating that made it difficult for respondents to acknowledge the disability and still feel positive about the clients and the work. There was also a marked change over time described by respondents in their perceptions of clients. Implications It is suggested care staff need a forum for acknowledging and exploring difficult feelings. Clinical psychologists are well placed to facilitate this but must also be aware of their own problems regarding acknowledging and coping with profound disability. Awareness of the issues might also help psychologists to work more sensitively and productively with staff.
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Steele, Madeline. "Perinatal mental health : an exploration of staff perceptions and comorbid personality disorder." Thesis, University of Hull, 2018. http://hydra.hull.ac.uk/resources/hull:17127.
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This thesis portfolio comprises of three parts: Part one: a systematic literature review, in which the available research into personality disorders during the perinatal period is reviewed. A systematic search identified 11 studies for inclusion, the findings of which are reviewed in a narrative synthesis incorporating methodological critique. Conclusions are drawn and related to the wider literature, and implications for research and practice are highlighted. Part two: a qualitative study, in which the views of perinatal mental health staff were gathered to provide an insight into understanding of perinatal mental health problems and care. Three staff teams were interviewed using focus groups and thematic analysis was used to analyse the data, from which six themes emerged. These themes are discussed in relation to implications for practice and the wider research into perinatal mental health problems. Part three: appendices supporting the systematic literature review and qualitative study, including an epistemological statement and a reflective statement.
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Grice, Cheryl Denise-Roshell. "Diversity awareness perceptions among classified staff at a Midwestern Land Grant University." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8636.
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Doctor of EducationDepartment of Educational Leadership
Sarah Jane Fishback
Diversity is recognized by acknowledging individual differences. The term diversity can refer to an array of descriptors such as, race, religion, color, gender, national origin, disabilities, sexual orientation, age, level of education, geographic origin, economic status, family status, appearance/physical size and skill characteristics. Although there are multiple definitions of diversity, many include at least one or all of the attributes listed above. This qualitative study examined perceptions of classified employees regarding the level of diversity awareness among their workforce at a large Midwestern land grant university. The sample was purposefully selected from the population of classified support staff using both scores from Dahm’s (2006) Organizational Diversity Needs Analysis (ODNA) and responses to demographic questions. This survey was designed to measure diversity awareness in the workplace using the dimensions; cultural inclusion or exclusion, organizational inclusion or exclusion, workload, trust, sensitivity and affirmative action. Demographic information used to select the sample for this study included; age (Generation Y, Generation X and Baby Boomers), gender (male and female), and race and ethnicity (White and all others, for example: African American, Asian American, Hispanic and Native American). Semi-formal, one-on-one interviews were conducted with the participants by the researcher in this study. Additionally a theme emerged that expressed the “good old boy” system as being “alive and well”; differential treatment among staff who did not have the same or similar levels of education; positional power and situational occurrences whereby individuals who appeared different were treated unfairly or without respect by other staff, faculty or students at the university. Findings included a difference in perceptions about diversity awareness between Whites and non Whites. Whites fell into the following categories; 1) Many employees felt the current status of diversity awareness was sufficient, 2) an equal number of others felt that their needed to be an increase in diversity awareness initiatives among employees, 3) others felt as though diversity awareness was problematic or 4) the need did not exist for diversity awareness initiatives. Non White participants disagreed, all claimed to have been the victim of discriminatory behavior.
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Howcroft, Kerry. "A qualitative study of staff perceptions of men's experiences of sperm banking." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/31214.
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In 2000 alone 134, 272 men were newly with diagnosed with cancer in the UK. Treatments for neoplasms may result in sterility, and as such sperm cryopreservation is recommended for all men about to undergo treatment. Whilst research in the field of psycho-oncology is expanding the area of fertility preservation, and sperm banking in particular, has remained largely medically dominated. This study begins by reviewing the existing literature on the psychological implications of sperm cryopreservation for the oncology patient. Whilst scanty, research is available from the paediatric population, however there is an absence of research focusing upon the adult male. Interviews were undertaken with six healthcare professionals, four based within a reproductive medicine centre and two within oncology. Interviews focused upon exploring professional's perceptions of men's psychological experiences of sperm banking, and their perceived role in the process. The interview transcripts were analysed using Grounded Theory methodology, which also informed the data collection. A core category was developed termed 'negotiating threat'. This category details how sperm banking is used as a way of managing the threat generated by a diagnosis of cancer and possible infertility. A process model was also proposed containing four areas of negotiation, labelled: the threat and impact of existing attitudes, knowing enough, accessing and using supportive relationships, and coping and defence. Each area refers to a specific task encountered, and details how threat can also permeate sperm banking itself. The limitations of the study are discussed. Clinical recommendations made include the provision and development of training for staff and the possible introduction of a support group for men. Further research is required into the direct experiences of men and also into the difficulties for staff in suspending normed beliefs and attitudes regarding fatherhood.
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Hennessy, Claire Judith. "Users and staff perceptions of resettlement services for homeless people on Merseyside." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5854/.
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Olson, Rebecca. "Elementary school staff perceptions of guidance counselor roles and guidance program needs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsonr.pdf.
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James, Karen Anne. "The characteristics of inpatient self harm, and the perceptions of nursing staff." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/the-characteristics-of-inpatient-self-harm-and-the-perceptions-of-nursing-staff(075056bc-ce5d-4635-93d6-86c9f2502150).html.
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Background: Self harm is an increasingly common behaviour, associated with poor mental health, and an increased risk of death by suicide and other causes. It is one of the principle reasons for admission to inpatient psychiatric services, however very little is known about self harm on wards. Aims: This thesis set out to address a number of gaps in the literature identified following a systematic review of studies of inpatient self harm. Main aims were to describe the characteristics of self harming behaviour within a national sample of services, and to investigate perceptions of self harm and views of harm minimisation practices amongst inpatient nursing staff. Methods: Aims were addressed in two studies using a mixed methods approach. Study 1 investigated the characteristics of self harming behaviour within inpatient mental health services across the UK, through a cross-sectional documentary analysis of incident reports. Study 2 was a sequential explanatory study of nursing staff attitudes towards self harm, composed of two phases; Phase I measured staff attitudes and their relationship to staff characteristics, using the Self Harm Antipathy Scale, and Phase II was a qualitative interview study of staff understandings of self harm. Results: Inpatient self harm was more frequent within acute vs forensic services, largely took place in the private areas of the ward, during the evening hours, and constituted a wide range of behaviours of which cutting was the most common. Inpatient nursing staff generally demonstrated positive attitudes towards self harm, however being a healthcare assistant, or from a non-white ethnic group were associated with more negative attitudes, as were lower SF-36 scores. Staff differentiated between acts of ‘self harm’ and ‘attempted suicide’ using a wide range of criteria which differed between individual participants. Views of harm minimisation practices were mixed. Conclusions: Specialist training in mental health would be beneficial to all practitioners working with people who self harm, and should particularly focus on the interpersonal reasons for self harm. Amongst culturally diverse teams of staff there are likely to be multiple understandings of self harm, and those from high religiosity minority ethnic backgrounds may be less accepting of the behaviour. Use of the term ‘attempted suicide’ is problematic and should be avoided. A harm minimisation approach, whilst potentially beneficial to service users, will present significant challenges to some nursing staff.
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McConnell-Smith, Sharon Lacretia. "School Administrator and Staff Member Perceptions of a Teenage Pregnancy Prevention Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/757.
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Mississippi is among the states with the highest teenage pregnancy rates, and the study site is among the high schools with the highest teenage pregnancy rates in the state. The purpose of this qualitative case study was to identify successful practices and areas for improvement in the implementation of a teenage pregnancy prevention program (TPPP) at the study site based on the perspectives of school administrators and staff members. Bandura's social cognitive theory provided a conceptual framework for considering behaviors and the social contexts in which they occur. Twelve participants were interviewed, including 3 administrators and 9 staff members. Data were analyzed using open coding to identify themes. Findings indicated that, according to the perspectives of the 12 participants, the evidence-based TPPP positively influenced the students by providing a structured curriculum for classroom teaching; promoting small-group discussions; and implementing an abstinence approach to prevent teenage pregnancy, HIV, and STDs. Strengths identified included the use of various instructional techniques and a general support for communication. Areas for improvement included scheduling, school staff and parent buy-in, and knowledge about specific problems related to risk-taking behaviors. Social change implications of this study include increased awareness among adult stakeholders of practices that support successful implementation of a TPPP and enhanced ability to make positive decisions about sexual behaviors among students. School officials could apply the findings to strengthening the effectiveness of the school's TPPP. Students may benefit from improved TPPP instruction by being better prepared to prevent teenage pregnancy, HIV, and STDs.
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Beamon, Andrew Lee. "Staff Members' Perceptions of General Education Development Programs in Virginia's Correctional System." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6168.
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The Virginia Department of Corrections mandates that all offenders without a high
school diploma or general equivalency diploma (GED) are required to be enrolled in
GED programs offered in the prison system. However, these programs have shown
varying rates of success. Supported by the constructivist theory, the purpose of this
qualitative case study was to identify how correctional education staff members
perceived the effectiveness of the GED programs. Data from surveys and interviews with
9 educational correctional staff members were collected and analyzed for themes.
Findings indicated that (a) participants use computer software for effective instruction,
(b) offenders who were enrolled in correctional education programs successfully reenter
society after being released from incarceration, and (c) offenders' self-efficacy is related
to GED instruction. Findings may be used to improve GED programs to support
offenders in obtaining a GED and training to promote social justice by returning to their
communities more prepared to obtain jobs and contribute to the global economy.
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Rendleman, Connie Jean. "Experiences and Perceptions of Staff Providing Substance Use Disorder Treatment for Adolescents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7069.
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Substance Use Disorder (SUD) is associated with high mortality rates and remains a
public health concern in the United States. Although, numerous interventions are offered
for adolescents struggling with substance misuse, minimal research is available on the
effectiveness of treatments to reduce recidivism. Researching the most effective
treatment offered to adolescents is crucial to treatment adherence and recovery. The
purpose of this study is to determine the most effective SUD treatment for adolescent
patients by exploring the perceptions and experiences of treatment therapists providing
treatment. The trans-theoretical model was used with elements of the social cognitive
theory as a guide to, adolescent placement in treatment programs and behavior changes.
Twenty-three treatment therapists at Community Mental Health Centers from 23 counties
in the State of Indiana were interviewed using the Colaizzi phenomenological
methodological approach to obtain verification, validation, and validity for this study.
Results suggested that assertive post-discharge plans after SUD treatment, motivational
interviewing, cognitive-behavioral therapy, higher power faith for strength, and family
involvement was evidence of effectiveness. Seven themes emerged from 225 significant
statements. Among the dominant themes were understanding of SUD as a disease and the
importance of family involvement in the treatment process. The study findings have the
potential for positive social change to address the stigma of stereotyping of SUD through
educational campaigns.
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Bele, Lungile Lindile Primrose. "Perceptions of the university of Zululand academics towards science shops." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1693.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.
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Blurton, Louise. "Staff perceptions of service users with a diagnosis of psychosis who use cannabis." Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542287.
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The relationship between cannabis and psychosis is a debated topic in the media, academic literature and by government officials. The present study explored mental health professionals' views about the relationship between cannabis and psychosis, in an apparent absence of their views in the current debate. The researcher interviewed 11 participants who were psychiatrists or mental health nurses, from community and inpatient mental health services, in an inner-London borough. The results were analysed using a grounded theory method, from a social constructionist epistemological stance. The accounts of participants were related to their theoretical understanding of the relationship between cannabis and psychosis, their confidence in working with service users who use cannabis, and their personal views about cannabis use. In drawing the results together, professionals' views were clustered around three central themes; the authority of the biological model; confidence and managing anxiety; adopting the professional role. The clinical implications and recommendations for future research are discussed, along with a critique of the methodology and limitations of the study. The researcher concludes that the debate on cannabis and psychosis is not being actively debated by mental health professionals in the current study. Exploration of alternative models to that of the biological model may permit different voices and opinions to be heard; including the professional and the service user.
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Crossland, Tom Raymond. "Care-staff perceptions of challenging behaviour in adults with autism and learning disabilities." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:2473.
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This portfolio thesis has three parts. The first part is a systematic literature review, in which the theoretical, conceptual and empirical literature relating to care-staff perceptions of challenging behaviour in people with learning disabilities is reviewed. It aims to present an outline of a wide variety of factors that can affect how care-staff think about the challenging behaviour of their clients. Part two is an empirical paper, which explores the effect the diagnostic label autism has on the perceptions of challenging behaviour that care-staff, who work in learning disability services, hold. To achieve this, four different vignettes and a number of questionnaires were used to assess cognitive and emotional reactions to people who have been diagnosed with autism, or a learning disability. This study also used the data collected to test the concurrent validity of two new questionnaires, the Challenging Behaviour Perceptions Questionnaire and the Challenging Behaviour Representations Questionnaire. Part three is the appendices, which include various relevant materials that are reproduced, a reflective statement on the process of completing this portfolio plus additional information.
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Lee, Man-yee Anna, and 李敏怡. "Hong Kong teachers' perceptions towards teaching competition as a means for staff development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B5017681X.
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Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers’ performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards.
The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers’ performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance.
Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers’ views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization.published_or_final_version
Education
Master
Master of Education