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1
Takase, Miyuki. "Influence of public image of nurses on nursing practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1346.
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Many researchers believe that nurses live in a dual structure, encompassing both the social and nursing worlds. They contend that these two worlds have contrasting views toward nurses. This is, while nurses are guided to establish professional status, society still expects them to remain in a dependent role. This conflict is assumed to have a negative impact on nurses’ psychological and functional states (Kalisch & Kalisch, 1983 & 1987). However, this assumption has not yet been explored sufficiently. The aim of this descriptive correlational study was therefore to investigate the relationships among the public image of nurses, nurses’ self concept, personal and collective self-esteem, job satisfaction, and performance. A total of eighty registered nursing students were invited to participate in this study by completing seven types of questionnaires (see Appendix C). The data were analysed by Pearson correlation and One-Way Analysis of Variance. The results of this study supported contention of the contemporary nursing scholars that the stereotypical public image of nurses could negatively affect nurses’ self-concept, self-esteem, job satisfaction and performance. The results, however, also demonstrated that the professional socialisation and cultivation of nurses’ personal self-esteem would help to buffer the negative effects of the public stereotypes on nursing practice. Based on these findings, this study suggests countermeasures to deal with the negative impacts of the public stereotypes. These strategies include public education, monitoring the media, changing nurses’ attitudes, encouraging professional socialisation, empowering nurses, and boosting nurses’ self-esteem. This study is expected to help nurses overcome the potential effects of the public stereotypes. The results of the study are also dedicated to nurses who have endeavoured to facilitate the process of professionalization in nursing.
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Burrows, Elizabeth Ann. "Stress in qualified nursing staff and its effect on student nurses." Thesis, Bournemouth University, 1997. http://eprints.bournemouth.ac.uk/455/.
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The aim of this study was to investigate the relationship between the perceived stress in qualified nursing staff and the satisfaction of students with the clinical learning environment. The study consisted of three distinct phases. The initial phase was based on informal interviews with students (N=54) and qualified staff (N=23). Data collected from these interviews was used to develop and design three tools. The latter formed the basis of the second phase of the study - a quantitative survey. Respondents in this phase were pre registration students (N=162) from one school of nursing, and qualified staff (N = 105) from two district hospitals in the south of England. The final phase of the study was carried out using a grounded theory approach. Findings from phase two provided the focus areas for this phase of the study. A total of 13 qualified staff and 18 students were interviewed. Collection of data for the three phases spanned a two and a half year period. The overall findings, based on the results from all three phases of the study, suggest that satisfaction for students and stress in qualified staff is derived from the atmosphere in, and the organisation of, the working enyironment.These two aspects were unified by the style of leadership employed in the clinical learning areas. A participative leadership style, which employed an individualised approach to patient care, increased the satisfaction of students and qualified staff, and was associated with reduced staff turnover, sickness and absenteeism. Good social support and social integration strategies existed for nursing staff working in this area. Conversely there was much dissatisfaction of qualified staff and students in areas where authoritarian leadership styles were employed. There was an increase in staff turnover,sickness and absentee rates. Consequently a large percentage of bank/agency staff were employed. Recommendations include the need for training in participative leadership styles for all clinical managers, and the assurance of individualised patient care in clinical areas where students are allocated. Alongside this there is a need to monitor student satisfaction and qualified staff stress and job satisfaction on a regular basis.
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Sardani, Alexandra Vanta. "The social meaning of obesity : an ethnographic exploration of student nurses' care of obese patients in hospital settings." Thesis, Swansea University, 2014. https://cronfa.swan.ac.uk/Record/cronfa42600.
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The prevalence of obesity is increasing and due to its associated co-morbidities (WHO, 2011) obese people are at greater risk of being hospitalised. While it is evident that student nurses will increasingly be caring for obese patients, there has been a scarcity of studies exploring student nurses' conceptualisation of obesity and participation in obese patients' care. The aims of this study were to explore student nurses' care of obese patients and the meaning they assigned to obesity. I utilised an ethnographic approach that included 305 hours of participant observation of student nurses (n=11), qualified nurses (n=11), nurse managers (n=3) and health care assistants (n=10) in three hospital settings in Wales (orthopaedic, gynaecological-surgical, and respiratory). Data also included semi-structured interviews with student nurses (n=7), documentary analysis and the technique of drawing pictures. The thematic analysis generated three themes: 'student nurses' encounters with obese patients', 'constructing the meaning of obesity: the culture and context of care', and 'the consequences of student nurses' involvement with obese patients' care'. Student nurses found the intensity and frequency of their involvement with obese patients' care challenging, particularly in the areas of interaction, food and nutrition, physical care and moving and handling. Integral to their conceptualisation of obesity were student nurses' cultural norms and values, their limited knowledge regarding obese patients' care, professional socialisation, organisational constraints, and patients' contribution to their care. Student nurses felt disempowered because of the emotional and physical labour they experienced when caring for obese patients. In turn, they participated in the exercise of power over obese patients with both intended and unintended consequences. Equally important was the 'covert liking' (Johnson, 1997) that some students felt towards obese patients who engaged in empowering acts of care to compensate for others' controlling behaviours. The findings provided insights into the student experience of caring for obese patients and raised issues related to the role of culture and context of care in student nurses' conceptualisation of obesity. Drawing on Foucault's (1976) notion of power facilitated understanding of the significance of obesity-related discourses and associated power inequalities in clinical practice. Changes in nurse education and practice are proposed to ensure that nurses are adequately prepared to care for obese patients.
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Stadick, Amy C. "An interview with student and veteran nurses regarding their social interactions in the job-setting." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272770.
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This project presents an overview of the social interactions that play a role in the development of a work culture that many nurses find hostile. strong evidence that many factors are related to the nursing shortage contributing role in creating a hostile nursing work culture. These factors include patient workload, a lack of consistent mentoring, gender inequality, stealing, and educational disparity among nurses. Some proposed achieving a more cohesive work culture and providing more effects may require providing veteran nurses with training in the latest me It could also be helpful to provide strong leadership training, emphasize team building, develop more team cohesion over individualism, and aggressively recruiting men to alleviate the nursing shortage.Department of Counseling Psychology and Guidance Services
5
Pollastro, Brittany. "NCAA injured student athletes' perception of social support." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/855.
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Social support has a great impact on injured NCAA athletes' complete psychological and physical recovery. When individuals, such as the coach, athletic trainer, teammates, and family, incorporate social support in the recovery process the injured athlete's attitude and belief system is positively influenced. The coach and athletic trainer have been specifically researched and proven to be influential in certain types of social support, but the family has not been significantly studied in the past.
The purpose of this study is to evaluate the six different types of social support given by the family in comparison to the social support given by the head coach, athletic trainer, and teammates to the injured NCAA Dl athlete regarding the athlete's satisfaction level of each type of support provided, as well as how each support contributed to the athlete's recovery. An additional purpose is to examine the quality of the six different types of social support given by the family.
This study was carried out by a quantitative survey (Modified Form of the Social Support Survey) in which NCAA athletes from a private, Dl institution who met specific criteria were the subjects. The results were analyzed through inferential statistics using multiple one-way ANOV As. The results showed according to the athlete, the family and athletic trainer provided the highest levels of all six types of social support compared to the coach and teammates. The coach was the least influential in the social support network according to the athlete. In conclusion, the family provides an integral role within all types of social support. The family should be included in the rehabilitation process of the athlete for a healthy psychological and physical recovery of the injured NCAA athlete.
6
Rydlo, Cecilia. "Fighting for the otherness : student nurses' lived experiences of growing in caring." Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11557.
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In Swedish nursing education, student nurses should gain a bachelor degreein the main field of study. However, five designations of the main field ofstudy exist among the higher education institutions and the present thesisfocuses on the main field of study caring science. Former studies show thatthe acquisition of knowledge in caring by student nurses is characterized bytroubles, uncertainty and confusion. The aim was to describe how growingin caring is experienced by student nurses during education.The theoretical perspective was caring science with focus on caringscience didactics, while the epistemological frame constituted of a phenomenological lifeworld approach. Data was gathered with interviews andwritten narratives at different occasions during the education in order tograsp the general structure of growing in caring.The findings illuminated that growing in caring means a struggle forone’s own caring beliefs to exist and survive in a world filled with diverseexpectations of caring. Through recognizing expectations of caring, studentnurses discover the complexity of caring. In this complexity, they understand themselves as being different and the otherness appears. The otherness consists of unique beliefs about caring based on former experiences. Inorder to give evidence for the otherness, concepts from caring theories thatagree with one’s own caring beliefs are found, which transform the concepts from being meaningless to being essential in caring. The conceptsstrengthen the student nurses’ growth in caring and constitute a support intheir discussions about caring. In this struggle for gaining access with theirotherness, they become convinced that they can make changes for the patient and strength arises to fight for their otherness.The study showed that the otherness appears as the hub in the studentnurse’s world, which gains nourishment to discover paths to think, feel andact in a caring manner. This gives an incentive that innovative learningstrategies that both grasp the student nurses’ lifeworld as well as bringknowledge in caring into awareness for them are needed to be developed.
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Boyd-Flanagan, Sandra L. "A comparative study: Health care providers and student attitudes towards persons with HIV seropositivity or the definitive diagnosis of AIDS." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/430.
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Howard, David John. "Psychological, social and emotional changes experienced by student nurses undertaking the Project 2000 system of training." Thesis, Nottingham Trent University, 1999. http://eprints.lincoln.ac.uk/7343/.
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The research reported in this thesis examined the changes that students undertaking the Project 2000 (UKCC, 1986) course in nursing experience. It was carried out in one school of nursing in the Midlands over a period of 3 years and the various stages of empirical enquiry involved a total of 218 questionnaires, 10 interviews and 30 stress studies. A phenomenological methodology was adopted which incorporated a 3 stage mixed method approach. During the initial 2 stages complementary data were collected from two cohorts of students (cohort 1 n=40, cohort 2 n=19) to explore their experiences of the course and identify significant issues. To identify possible changes in their methods of studying the Revised Approaches to Studying Inventory (Tait & Entwistle, 1996) was used. Insight into other changes that occurred during the course was afforded by supplementing these data with demographic data and qualitative data obtained from interviews. Two main themes arose; Changes in Approaches to Studying and Psychological Distress. In the final stage of this research each theme was considered using quantitative methods. Two instruments were developed and data was obtained from 2 samples of students (n=76, n=30). These were analysed using descriptive and inferential statistical tests and the results compared with those from earlier stages of this research and the literature. Linking the findings of this research to other enquiries also suggests that these students are typical of all Project 2000 students at this time (Yin, 1994; Bassey, 1998). Therefore, this research contends that Project 2000 students are likely; in terms of approaches to studying: (a) to change their approach to studying from a Surface Approach in favour of a Deep Approach as they see the relevance of the theory to the practice of nursing; (b) to exhibit the pattern which is common in higher education that older students tend towards a Deep Approach to studying; in terms of confidence and ability in studying: (c) by the end of the first year of the course to show no difference in confidence or ability in studying which can be attributed to their academic qualifications on entry to the course; in terms of psychological distress: (d) to experience various intensities of distress during the course associated with: • the theory component of the course (due to perceptions of irrelevance of the “health” model taught, particularly during the CFP); • loss of control (concerning the administration of the course and also the adverse group pressure exerted by the Adult Branch students in the CFP); • clinical practice (due to perceptions of not being prepared for the “curative-illness” model during the CFP, a lack of clinical skills, and sometimes due to hostility from placement staff); • assignments (due to lack of co-ordination between the different modules and clinical experiences, and related problems of time-management); • financial pressures (often resulting in additional employment to supplement bursaries); and; in terms of personal development and personal relationships: (e) to become more self-aware, assertive and non-judgemental in professional settings; (f) to have a high chance of personal difficulties with spouses or partners, particularly those students between the ages of 25-34 years.
9
Rogers, Lynda. "Actioning curriculum change : a collaboration with student nurses to develop an introductory programme regarding aspects of loss, grief and bereavement." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396762.
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Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.
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Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.
11
Pollastro, Brittany. "NCAA injured student athletes' perception of social support : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/855.
Full textAbstract:
Social support has a great impact on injured NCAA athletes' complete psychological and physical recovery. When individuals, such as the coach, athletic trainer, teammates, and family, incorporate social support in the recovery process the injured athlete's attitude and belief system is positively influenced. The coach and athletic trainer have been specifically researched and proven to be influential in certain types of social support, but the family has not been significantly studied in the past.
The purpose of this study is to evaluate the six different types of social support given by the family in comparison to the social support given by the head coach, athletic trainer, and teammates to the injured NCAA Dl athlete regarding the athlete's satisfaction level of each type of support provided, as well as how each support contributed to the athlete's recovery. An additional purpose is to examine the quality of the six different types of social support given by the family.
This study was carried out by a quantitative survey (Modified Form of the Social Support Survey) in which NCAA athletes from a private, Dl institution who met specific criteria were the subjects. The results were analyzed through inferential statistics using multiple one-way ANOV As. The results showed according to the athlete, the family and athletic trainer provided the highest levels of all six types of social support compared to the coach and teammates. The coach was the least influential in the social support network according to the athlete. In conclusion, the family provides an integral role within all types of social support. The family should be included in the rehabilitation process of the athlete for a healthy psychological and physical recovery of the injured NCAA athlete.
12
Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.
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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.
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Brans, Suzanne. "Applying the social cognitive and sociological models of stigma to student attitudes towards major depression and bipolar disorder." University of Western Australia. School of Psychology, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0041.
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The aims of the current research program were to examine the social-cognitive and sociological models of stigma in relation to student attitudes towards an individual experiencing a mood disorder. Two experiments (Studies 1 and 2) sought to empirically distinguish between controllability and responsibility, both constructs of the attribution model which is subsidiary to the social-cognitive model of stigma. Despite manipulating controllability, participants were reluctant to attribute controllability of cause to individuals experiencing depression or bipolar disorder. The stability of beliefs about the controllability of cause for condition onset was consistent with research suggesting that the Australian public increasingly conceptualise mental disorders in terms of biochemical and genetic causal factors. These findings, in combination with past research linking biogenetic beliefs to negative attitudes, resulted in a change in focus of investigation in Studies 3, 4, 5 and 6 to explain why, contrary to the prediction of the attribution model, biogenetic explanations of mental disorders are associated with the proliferation of stigma. To measure causal beliefs, the Causal Belief Inventory (CBI) was developed in Study 3 and refined in Study 4. The correlational results examined in Studies 4, 5 and 6 found that genetic and biochemical causal beliefs were associated with a number of positive attitudes towards individuals experiencing a mood disorder and that genetic cause was associated with a reduced implicit bias against major depression. Furthermore, each study pointed to the centrality of judgments of differentness in determining affective responses and direct and proxy measures of behaviour. In contrast, manipulation of genetic and psychosocial cause in Study 5 found that causal condition largely failed to impact upon student attitudes. Mediator analysis did, however, find that beliefs about the stability of the vignette actor's condition fully mediated the relationship between the negative influence of genetic cause on proxy helping behaviour. Manipulation of psychosocial, genetic and biochemical cause with the inclusion of a non-depressed control in Study 6 resulted in more ambiguous findings. The combination of findings from Studies 1 to 6 suggest that focusing on the impact of the controllability of cause of depression onset on student attitudes is unwarranted. Instead researchers and public health educators should be examining models which facilitate the examination of the cognitive factors that mediate these relationships. Two such models, namely the social-cognitive and sociological models of stigma, were found to adequately fit the data. Recommendations for integrating these two models of stigma are discussed.
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Hill, Hazel Catherine. "Psychosocial support within the everyday work of hospice ward nurses : an observational study." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24356.
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Psychosocial support is said to be an inherent component of nursing care and a major focus of palliative care. Literature exists which outlines perceptions of the psychosocial needs of patients and how psychosocial support should be provided. However, there is a lack of empirical evidence on how psychosocial support is operationalised in practice. This study provides a valuable and substantial new contribution to the evidence on the psychosocial needs expressed by patients in a hospice ward and how nurses immediately respond to these needs within their everyday practice. A study gathering data via observations with matched interviews of patients and nurses, organisational, documentary, and demographic variables, was conducted over an eight month period. Thirty-eight nurses (registered and auxiliary) and 47 patients were included in a maximum variation sampling strategy. Data was analysed using constant comparative qualitative techniques. Patients expressed a wide variety of psychosocial needs, often only signalling them whilst receiving care for other reasons. Considering these needs in relation to Maslow’s (1943) hierarchy of needs suggests that in-patients more commonly express prerequisites to physiological care and ‘lower level’ safety needs rather than the more thoroughly researched and espoused ‘higher’ level psychosocial needs. The nurses reacted to these psychosocial needs with a range of responses which indicated a diminishing level of immediate support: ‘dealing’, ‘deferring’, ‘diverting’ and ‘ducking’. The majority of the nurses were observed using each of these responses at some point during data collection. A variety of the responses were used for each type and context of psychosocial need. These responses were influenced by the ward’s workplace culture. This study demonstrates a requirement for more thorough consideration of the true psychosocial needs of patients, which appear to vary dependent on the context of care. Consideration should be v given to workplace culture and its influence over psychosocial support, with nurses being supported to expand their response repertoire so that patients’ psychosocial needs are acknowledged more. Increasing nurses’ knowledge of the reality of psychosocial support through education and research will encourage formalisation of the place of psychosocial support in the planning, documentation and provision of care. This study shows that ward nurses can offer psychosocial support as an inherent component of their everyday work. Findings derived from this research indicate that developing an understanding of how patients express psychosocial needs in practice, through a consideration of Maslow’s (1943) hierarchy of needs, may increase recognition and support of psychosocial needs and enable nurses to respond more comprehensively.
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Milton, Damian Elgin Maclean. "Educational discourse and the autistic student : a study using Q-sort methodology." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6505/.
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With some notable exceptions (e.g. Jones et al., 2012), current guidance regarding best practice for the education of children on the autism spectrum often reflects a medical / behavioural model approach that seeks to remediate perceived deficits (Cumine et al., 1998, Hanbury, 2005, Hewitt, 2005, Worth, 2005, Hagland and Webb, 2009). Such advice can be contrasted with that given by autistic writers (Sainsbury, 2000, Lawson, 2010) often situating itself within a social model of disability. This study utilised Q-sort methodology (n = 60), followed by qualitative interviews (n = 6) to investigate the ideology and priorities of differing stakeholders, including autistic adults, parents of autistic children, practitioners and academics working in the field, and those occupying multiple positions, regarding the education of autistic pupils of secondary-school age. Eight factors were extracted through the PoetQ application for analysis. Two of these factors were dominant within the data-set. One represented a critical radical pedagogy frequently favoured by autistic adults, the other an approach akin to a Positive Behavioural Support (PBS) model often preferred by non-autistic parents. Practitioners and academics were found to hold a less-defined eclectic approach between these two main factors. The thesis concludes with a reflection regarding this ‘three-way dispositional problem’ and offers a number of recommendations for future research and practice.
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Naicker, Sumithrie Sasha. "Abortion: social implications for nurses conducting termination of pregnancies in East London." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1018254.
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Abortion is a highly controversial subject that has again come into the spotlight in South Africa due to the legalisation of abortion on demand in 1996. The results of various studies conducted since the Choice on Termination of Pregnancy Act 92 of 1996 was implemented, have indicated that abortion providers have met with a great deal of negativism and ostracism. This study focused on the implications of abortion work on nurses' social relationships with family, friends, colleagues and their communities. Recent literature was reviewed on the subject. The researcher however, found little information on this specific aspect of abortion. The study was conducted with abortion nurses from two government designated hospitals in the East London area responsible for abortion services. Thus, results cannot be generalised. This is a qualitative study that aimed at obtaining firsthand information regarding the personal experiences of abortion nurses. A non-probability sampling technique was used viz. criterion sampling. The Interview Guide Approach was used whereby in-depth, semi-structured interviewed were conducted with the guidance of a set of questions in the form of an Interview Schedule. The ten respondents were asked to share their recommendations as to possible measures that could address the challenges mentioned during their interviews. The researcher came to the conclusion that nurses' social relationships and lives are definitely impacted by abortion work. This impact is largely negative as the majority of respondents experience labelling, stigmatization and ostracism from family, friends, and their colleagues. Abortion nurses also experience a lack of social support, ambivalent feelings with regard to abortion, and a range of negative emotions ranging from stress and depression to frustration and anger. A number of repeat abortions are being done and there seems to be a general lack of contraception. The need exists for nurses to go to Value Clarification Workshops and also to get support in terms of compulsory, continuous, counselling. Separate wards should be set up for abortions whilst sex education should be included in school curriculums at both primary and secondary schools. Family planning and facts about the abortion process should also be included in these sex education programmes. Overall. the need exists for family planning initiatives to promote contraception and deter women from using abortion as a means of contraception. As this study reveals, conducting abortions has come at a great cost for the majority of nurses who lack social support and bear the brunt of anti-abortion sentiment expressed by significant others in their lives. The latter being the people who would normally be the one's they would turn to for help, counsel, support and assistance
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Tweedlie, Julie. "The experiences of student nurses (adult field) who encounter child abuse or neglect whilst on their first community placement : an interpretive phenomenological study." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36213/.
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The prevention and appropriate professional response to children at risk of or experiencing child abuse and neglect has been identified as a national priority within the United Kingdom. Nurses (adult field) are likely to come into contact with children during their professional career and need to have the skills to detect and refer children who they suspect are suffering or at risk of suffering significant harm. However, there remains a dearth of evidence examining how nursing students (adult field) are prepared and supported and what their experiences are when they encounter child abuse or neglect in the clinical area. Therefore, the intentions of this study were: Research aim: To explore the experiences of student nurses (adult field) when they encounter what they perceive to be child abuse or neglect during their first community placement. Research questions: · How do student nurses (adult field) interpret, respond and learn from their experiences of encountering perceived child abuse or neglect during their first community placement? · How well are student nurses (adult field) prepared for encountering abuse and neglect? · How can they be better supported? Hermeneutic phenomenology was employed to guide the research design and processes, including data collection and analysis. The data were collected using narrative-style in-depth interviews from a purposeful self-selected sample of nine first-year nursing students (adult field) who perceived they had encountered child abuse or neglect during a community placement. Ethical approval was gained from the University ethics committee. Mezirow’s theory of transformational learning was used as a framework for analysis. Three overarching themes were identified: 1) Encountering disorienting events, 2) Reflecting on responses, assumptions and pre-conceptions and finally 3) An expanded worldview. The first theme reflected the student nurses’ initial thoughts as they encountered actual or perceived situations involving child abuse or neglect as well as deprivation. The second theme encompassed the student nurses’ initial feelings and responses to the experiences they encountered. This included feelings such as shock, anger, frustration and fear. Finally, the third theme outlined how the students reflect upon their practice experience, developing professional and personal insights. This is conceptualised as a transformational learning episode. The students’ journeys were idiosyncratic with variations in educational growth and transformation. The findings of this study suggest that student nurses (adult field) who encountered perceived child abuse or neglect during their first community placement felt unprepared for these encounters and would have welcomed the opportunity to reflect on their experiences when they returned to university. This has implications for the BSc Nursing studies (adult field) in considering the preparation and support of student nurses before, during and after their first community placement.
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Whitney, Stuart Luhn. "THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ROLE STRAIN AND PREVENTATIVE HEALTH BEHAVIORS IN CRITICAL CARE NURSES." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276557.
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The purpose of the research was to describe the relationships between social support and role strain and preventative health behaviors. The sample consisted of 62 critical care nurses employed in three southwest acute care facilities. Subjects completed instruments measuring social support, role strain, and four preventative health care behaviors. Pearson correlations revealed significant positive relationships between social support and personal/household roles women perform and ways women handle stress. Additional significant negative relationships existed between marital/relationship roles women perform and leisure physical activities, a subset of preventative health behaviors. The parental roles, obligations, and responsibilities women perform were also significantly related with leisure physical activities. Conclusions drawn indicate that the critical care nurses did not perceive themselves susceptible to cardiovascular disease and therefore did not participate in preventative health care activities, regardless of perceived helpful social support and an absence of role strain.
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Spiro, Emma S. "Searching for community online: how virtual spaces affect student notions of community." Pomona College, 2007. http://ccdl.libraries.claremont.edu/u?/stc,15.
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Social networking sites and virtual spaces have flourished in the past few years. The author explores the impact of such social networking services on the local community at a small liberal arts college. The author investigates modern trends in community theory. Defining community has become more difficult in modern society, where community is no longer easily distinguished by geographical boundaries. From the background of modern community theory the author explores the designation of virtual spaces as “virtual communities.” Literature and research about virtual spaces indicates that they can provide many of the values thought be to inherent to community membership. The strong localized community on campus makes students hesitant in calling Facebook a “virtual community,” despite its strong integration with the face-to-face community itself. Facebook is seen as simply a tool. This thesis incorporates research on one specific case study: through mathematical and ethnographic research of Facebook.com, the author evaluates the opinions of students in considering virtual spaces as communities.
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Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.
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Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.
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張民選 and Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.
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Koeberg, Richenda. "Contextualising work-family conflict, social support and gender ideologies of professional/registered nurses in the Cacadu District, Eastern Cape." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017884.
Full textAbstract:
The focus of this study was to investigate work-family conflict, social support and gender ideologies of professional/registered nurses in the South African context, specifically within the Cacadu District (Eastern Cape). The study had four aims: (a) to investigate the construct validity of the measuring instrument, (b) to investigate the relationship between social support provided by family and family interference with work (FIW), (c) to ascertain the influence of shift work on perceived work-family conflict, and lastly, (d) to determine whether there is a difference between the number of children in households and nurses’ perceptions of work-family conflict. A quantitative research design was used in the study. The sample (N = 106) was taken from five district hospitals in the Cacadu District, Eastern Cape. The measuring instrument consisted of three scales, namely the Multi-dimensional Work-Family Conflict Scale (Carlson, Kacmar, & Williams, 2000), the Social Support Questionnaire (Sarason, Sarason, Shearin, & Pierce, 1987), and an adapted Gender Ideology Scale (Tsai, 2008). The results indicated that the construct validity of the Multi-dimensional Work-Family Conflict scale was satisfactory. However, analysis of the Social Support Questionnaire and Gender Ideology scales both suggested that these scales have not been validated for use with diverse samples outside the contexts in which they were developed. The results also indicated that there is a relationship between social support provided by families and behaviour-based family interference with work. Additionally, there appeared to be a difference between the shifts worked by nurses and their perceived work-family conflict, except for strain-based work interference with family. And lastly, the only significant difference between the number of children in the household and work-family conflict was reported for strain-based work interference with family. The implications of the results for future research suggest the importance of developing and validating work-family conflict, social support and gender ideology scales that are dependent on the context of the research. In so doing, the constructs of the scale are made meaningful. Additionally, the findings provide preliminary evidence of tailoring work-family initiatives that address the needs of the nursing profession and the context of healthcare institutions
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Stewart, David. "A quasi-randomised cohort study to assess the impact of an educational intervention on perceptions of knowledge of schizophrenia, aspects of explicit stigma and implicit stereotypes in student nurses." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602417.
Full textAbstract:
The main aim of this thesis was to develop and evaluate a theory and evidence-based "focused educational intervention", that could be delivered in less than two hours, to improve stigmatizing attitudes in a population of student nurses in the context of schizophrenia. Additionally the thesis reports the development of two new major measures to assess "explicit" aspects of stigma and "implicit" negative stereotypes. A shorter measure was also developed to record "perceptions of knowledge" in relation to schizophrenia. In order to overcome the methodological shortcomings identified in previous work a quasi-randomised cohort study was implemented using rigorous processes including randomisation, an "appropriate" control condition, and a follow-up assessment point three months after the main trial. Prior to implementing the main trial it was necessary to clarify the concept of stigma in relation to schizophrenia. The findings from a literature review and a series of focus groups elicited a new definition where stigma is seen as a broad mix of stereotypes, health beliefs, attributions, and negative emotional and behavioural reactions. It is argued that this more detailed description is more relevant and applicable to contemporary mental health and social care contexts than the earlier, broader theories of stigma found in the psychological and sociological literature.
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Blankenship, Chastity Lynn. "Student perceptions of race and gender representations within college textbooks." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4848.
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This study examines introductory textbooks images across a variety of disciplines, with particular focus on the ways in which race and gender are shown. This study goes beyond a basic analysis of textbooks, however, and also explores student perceptions of textbook images. My data show that compartmentalization of gender and race into certain themes still occurs within some textbooks. Specifically, white men were more likely to be depicted as hard workers and contributors to the field than any other race and gender. Despite these results, students seemed mixed on the importance of textbook images with many students focused on the extent their textbook was useful for class.ID: 030422889; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 144-152).
Ph.D.
Doctorate
Sociology
Sciences
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Parrent, Condoa M. "Resiliency and the successful first-generation community college student: Identifying effective student support services." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3630/.
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This study examined what differences in resiliency traits, if any, exist between successful and non-successful first and continuing-generation college students through the use of a survey. For the purposes of this study, first-generation students were those students whose parents have never attended college and continuing-generation college students were those students whose parents have attended some college. For the purposes of this study, the term successful was defined as those students who after being enrolled during fall 2005 re-enrolled for the spring 2006 semester and the term non-successful is defined as those students who after being enrolled fall 2005 semester failed to re-enrolled for the spring 2006 semester. A sample of 164 students was surveyed by collecting demographic data, resiliency traits, attitudinal characteristics, level of familial support, and reasons for dropping out of college. A sub-sample of 40 students participated in a face-to-face, in-depth interview. This study found that successful first-generation community college students possessed certain common qualities or resilient characteristics that include: 1) social competence, 2) problem-solving skills, 3) critical consciousness, 4) autonomy, and 5) sense of purpose. Through the face-to-face interviews common themes emerged. Many of the students used similar words to describe their feelings and experiences about beginning, continuing and withdrawing from college. Many of the first-generation college students expressed the lack of familial support once they enrolled. Common themes emerged for the continuing-generation college students in that each student was comfortable with the process of selecting a major, selecting courses to enroll in, and the amount of time they expected to devote to studying. The return rate for each of the four groups studied was limited and rigorous follow up efforts failed to increase the return rate. This is a fundamental limitation of the study, and the results can only be generalized to the institution studied. However, the findings in this study are consistent with the literature on retention and dropout rates for these students.
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Gormley, Jennifer Nicole. "The effects of coeducational versus single-sex physical education classes on student performance." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3402.
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This project was designed to examine the research regarding single-sex and coeducational physical education environments in middle and high school levels. It is intended to help secondary educators and administrators to reevalute their physical education programs with regard to achieving the optimal environment for both genders.
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Evans, Philip Richard. "Exams on Moodle : A mixed-methods study investigating student perception of usability when using Moodle's test function." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97169.
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The integration between Information and Communication Technologies (ICT) and the education field has led to the emergence of Learning Management Systems (LMS). Moodle serves as a platform for students to collaborate, access course material and take exams. This thesis investigates Moodle’s testing function using a mixed-method approach. 111 undergraduates responded to a survey relating to Nielsen’s usability attributes learnability, satisfaction and errors. Additionally, five students were interviewed. The qualitative data was thematically analyzed and indicated that students perceived Moodle’s testing function to be simple to use, though inflexible. Also, concerns were raised about the lack of visual hierarchy. Students suggested a more distinguished testing interface, the addition of a scratch-paper function, and automatic saving to prevent being timed out.
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Wilmot, Gregory Thomas Charlton. "Student-athletes' attitude formation towards sport or other Psychology services /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1569/.
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Zeisman, Gabrielle Shoshana. "First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/619.
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As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.
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Acharya, Manju Prava, and University of Lethbridge Faculty of Arts and Science. "Constructing cultural diversity: a study of framing clients and culture in a community health centre." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1996, 1996. http://hdl.handle.net/10133/29.
Full textAbstract:
Introduction
The clinical community in Western society has long practised medicine as organized by "two dominant principles: 1) the principle of essentialism which states that there is a fixed "natural" border between disease and health, and 2) the principle of specific treatment which states that having revealed a disease, the doctor can, at least in principle, find the one, correct treatment. These principles have served as the
legitimization of the traditional, hierarchical organization of health-care" (Jensen, 1987:19). A main feature of medical practices based on these principles has been to address specific kinds of problems impeding or decaying health. This research is centrally concerned with essentialism and the institutional fixation of problems as two important nodal points of Canada's biomedical value and belief system. More specifically, I hope to show in an organized way how these principles shape staff knowledge of client and culture in a community health centre (CHC) in Lethbridge, Alberta. My analysis is based on four guiding points: 1) that in our polyethnic society health care institutions are massively challenged with actual and perceived
cultural diversity and cross cultural barriers to which their staff feel increasingly obliged to respond with their services; 2) while the client cultural diversity is "real", institutional responses depend primarily on how that diversity is imagined by staff -often as a threat to a health institution's sociocultural world; 3) that problem-specific, medicalized thinking is central in this community health centre, even though its mandate is health promotion and this problem orientation often combines with medical essentialism to reduce
"culturally different" to a set of client labels, some of which are problematic; and 4) while a "lifestyle model" and other models for health promotion are at present widely advocated and are to be found centrally in this institution's (CHC) charter, they have led to little institutional accomodation to cultural diversity.
In this thesis my aim is to present an ethnographic portrait of a community health centre, where emphasis is given to the distinctive formal and informal "formative processess" (Good 1994) of social construction of certain perceived common core challenges facing the Canadian biomedical community today - challenges concerning cultural difference and its incorporation into health care perception and practice. I am particularly interested in institutions subscribing to a "health promotion model" of health care, a term I have borrowed from Ewles and Simnett (1992). Ewles and Simnett descrive the meaning of "health promotion" as earlier defined by WHO (World Health Organization): this perspective is derived from a conception of "health" as the extent to which an individual or group is able, on the on hand, to realise aspirations and satisfy needs; and, on the other hand, to change or cope with the environment. Health is, therefore seen as a resource for everyday life, not the objective of living; it is a positive concept emphasising social and personal resources, as well as physical capacities (Ewles & Simnett, 1992:20) Health is therefore concerned with "a state of complete physical, mental and social wellbeing, and not merely the absence of disease and infirmity" (Ewles and Simnett, 1992:6), I am interested in determing how threats to this defintion prevail in a community health centre's ideology of preventive care, and how that ideology encodes dimensions of diversity. I, however, want to go much further than this by exploring everyday staff discourse and practice, to understand how client cultural diversity is formed and informed by what staff do and say. How, in short,
do individuals based in a health promotion organization socially construct their clients as objects of institutional concern? We need, as Young (1982) suggest, "to examine the social condition of knowledge production" in an institutionalized health care service provision subculture. There are, I believe, also practical reasons for conducting this research. Over the past ten years the Canadian health care system increasingly has had to focus on two potentially contradictory goals: reducing costs, and lessening persistent inequalities in health status among key groups and categories of persons in the Canadian population. Many now argue that one of the most central dimensions of the latter - of perisistent health inequalities in Canada - is ethnocultural. Few would seriously argue, for example, that Canadian First Nation health statistics are anything but appalling. Moreover, radical changes in immigration patterns over the past three decades have greatly increased urban Canadian cultural diversity. Caring "at home" now assumes international dimensions (McAdoo, 1993; Butrin, 1992; Buchignani, 1991; Indra, 1991, 1987; Galanti, 1991; Dobson, 1991; Waxler-Morrison, 1990; Quereshi, 1989). A growing voiced desire to provide more pluralistic health care and health care promotion has become persistently heard throughout the clinical community in Canada (Krepps and Kunimoto, 1994; Masi, 1993). Even so, for many health professionals cultural difference evidently remians either irrelevant or a threat to the established order of things. Applied research on health care institutions undertaken to investigate how better to meet these challenges nevrtheless remains very incomplete and highly concentrated in two broad areas. One of these is structural factors within the institution that limit cross-cultural access (Herzfeld, 1992; Hanson, 1980). Some of these studies have shown the prevalence of a strictly conservative institutional culture that frequently makes frontline agency workers gate-keeprs, who actively (if unconsciously) maintain client-institution stratification (Ervin, 1993; Demain, 1989; Ng, 1987; Murphy, 1987; Foster-Carter, 1987; de Voe 1981). In addition, extensive research has been conducted on disempowered minority groups. This research has examined the frequency, effectiveness and manner with which ethnic and Native groups make use of medical services. Some institutional research on cross-cultral issues shows that under appropriate conditions health professional like nurses have responded effectively to client needs by establishing culturally sensitive hiring and training policies and by restructuring their health care organizations (Terman, 1993; Henderson, 1992; Davis, 1992; Henkle, 1990; Burner, 1990). Though promising, this research remains radically insufficient for learning purposes. In particular, little work has been done on how such institutions come to "think" (Douglas, 1986) about cultural difference, form mandates in response to pressure to better address culturally different populations and work them into the institution's extant sub-cultral ideas and practice (Habarad, 1987; Leininger, 1978), or on how helping instiutions categorize key populations such as "Indians" or "Vietnamese" as being culturally different, or assign to each a suite of institutionally meaningful cultural attributes (as what becomes the institution's working sense of what is, say, "Vietnamese culture"). This is so despite the existence of a long and fruitful ethnographic institutional research tradition, grounded initially in theories of status and role (Frankel, 1988; Taylor, 1970; Parson, 1951), symbolic ineractionism (Goffman, 1967, 1963, 1961), ethnomethodology (Garfinkle, 1975), and organizational subcultures (Douglas, 1992, 1986, 1982; Abegglen & Stalk, 1985; Ohnuki-Tierney, 1984; Teski, 1981; Blumers, 1969). More recent work on anthropological social exchange theory (Barth, 1981), on institutional and societal discipline (Herzfeld, 1992; Foucault, 1984, 1977), on the institution-client interface (Shield, 1988; Schwartzman, 1987, Ashworth, 1977, 1976, 1975), and on framing the client (Hazan, 1994; Denzin, 1992; Howard, 1991; Goffman, 1974). I also hope that this study makes a contribution to the study of health care and diversity in southern Alberta. Small city ethnic relations in Canada have been almost systematically ignored by researchers, and similar research has not been conducted in this part of Alberta. Local diversity is significant: three very large Indian reserves are nearby, and the city itself has a diverse ethnic, linguistic and ethno-religious population. Also, significant province wide restructuring of health care delivery was and is ongoing, offering both the pitfalls and potentials of quick institutional change. Perhaps some of the findings can contribute to making the future system more responsive to diversity than the present one.202 p. ; 29 cm.
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Starkey, Alicia Rochelle. "Relational Thriving in Context: Examining the Roles of Gratitude, Affectionate Touch, and Positive Affective Variability in Health and Well-Being." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4806.
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Social connection is important to one's health and longevity. However, not only do people need others to survive, we need others to thrive. Researchers call for deeper examination of the functions and processes through which our social partners help us to prosper and thrive, such as through increased physical health and well-being. Over three studies, I examined phenomena theorized to contribute to long-term thriving including positive emotions (i.e., gratitude and positive affect fluctuation), responsive support, affectionate touch, and physical health (i.e., sleep) within the context of nursing work (Study 1) and military relationships (Study 2 & 3). Study 1 provides support for the benefits of received gratitude expressions, an understudied component of gratitude interactions. Specifically, nurses receiving more thanks within their work week were associated with feeling more satisfied with their patient care and in turn positive physical health outcomes including higher sleep quality, for example. Thus, not only is feeling grateful important to well-being but receiving thanks from others benefits one's physical health as well. Study 2 extended research describing the impact of the dynamic and fluctuating nature of emotion and physical health to close relationships by examining how positive affect variability (intra-individual standard deviation) and instability (differences between each successive day's mood) promotes or hinders intimacy. The second study found that greater fluctuations in positive affect over time were associated with greater reports of closeness within military couples. Recent research indicates that variability in positive and negative mood contributes to reduced psychological and physical well-being; however, when applied to the study of close relationships, Study 2 suggests that variation in positive mood may instead benefit military couples. Finally, Study 3 investigated the degree to which affectionate touch enhances the interrelationships among negative event support, gratitude, and sleep within Veterans and their partners over time. Results offer limited support; however, one key finding indicates that Veteran daily reports of affectionate touch were associated with increased sleep quality for their spouses. In addition, Veteran reports of affectionate touch strengthened the degree to which spouses' perceived responsive support predicted Veteran grateful mood. Study 3 supports research showing that positive interactions with one's partner, such as physical touch and responsive support, contribute to sleep and positive relationship maintenance emotions, such as gratitude. Taken together, these studies offer support for the integral role our social connections play in thriving, particularly within the contexts of nursing and military relationships.
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Greer, Cathy. "Comparison of the prevalence of adult children of alcoholics between nursing and noncaretaking occupations." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897488.
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Theoretical speculation implies Adult Children of Alcoholics (ACOAs) are drawn in disproportionate numbers to caretaking occupations. This study compared the prevalence of ACOAs between nursing and noncaretaking occupations. A cover letter, demographic questionnaire, and Children of Alcoholics Screening Test (CAST) were distributed to a random sample of 196 registered nurses and 184 noncaretaking employees at a large metropolitan hospital. Seventy-nine nursing and 104 noncaretaking occupations respondents completed the questionnaires.Comparison of demographic data for nursing and noncaretaking occupations revealed similar composition regarding age, number of marriages, and race. There were more male, divorced, widowed, and first born respondents in noncaretaking occupations than in nursing.ACOAs were identified in 21.5% of nursing respondents and 19.2% of noncaretaking occupation respondents. Chi-square showed no significant difference between the proportion of ACOAs in nursing and noncaretaking occupations at the .05 level of confidence. Thus, the null hypothesis was not rejected. This study found ACOAs are not drawn in disproportionate numbers to nursing.School of Nursing
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Murray, Daphne. "The impact of divorce on work performance of professional nurses in the tertiary hospitals of the Buffalo City municipality." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/424.
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Divorce is a phenomenon that affects the emotional, physical and social wellbeing of the divorcees and those close to them. The situation becomes complicated if the affected person has a responsibility of providing caring and nurturing services to the sick, either as a manager or as a practitioner. The extent of how the impact of divorce affects the performance of professional nurses in their roles as carers and as managers was unknown. The nature and quality of services that they render to their patients, their coping strategies and the support systems were unknown. The purpose of the study was to describe and explore the impact of divorce on work performance of professional nurses at the East London Hospital Complex with the aim of ensuring high quality patient care. The objectives of the study were to: explore and describe the lived experiences of female divorced professional nurses with regard to the impact of divorce on their work performance; identify their coping strategies and their support systems. An exploratory descriptive and contextual qualitative research design was used. A phenomenological approach was used. The participants were twelve (12) divorced female professional nurses. The purposive and snowball sampling as non-probability sampling techniques were used. An interview guide was used to conduct the interviews. Audiotape was used for recording the data. Tesch’s steps (1990) of analyzing qualitative data guided the data analysis process. According to the lived experiences of the participants, divorce is traumatic and painful with emotional, physical, financial and social impact. It had a negative impact on the professional nurses’ work performance. The coping strategies included acceptance of the reality, studying, involvement with club and church activities. Support was available from the families, church, friends, and colleagues. Recommendations are that: the employee assistance program be marketed more effectively by hospital management and be included in the hospital, departmental and unit orientation programmes; that a dedicated psychologist, as well as preventive intervention programs, be made available to employees dealing with divorce.
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Iseminger, Candace Ann. "Student attitudes and feelings about standardized tests and parent observations of behavior during testing : a survey of third grade students and their parents." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4325.
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This study was a descriptive study of student attitudes toward standardized tests and parent observations of behaviors during the testing process. A total of 87 third grade students and their parents were surveyed. predominately white and middle class. The students were The school settings consisted of parochial elementary schools.
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Law, Nga Wing. "Performing identities: performative practices in post-handover Hong Kong art & activism." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/518.
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This is an autoethnographic account of the performative practices in the Umbrella Movement (2014, Hong Kong), a struggle that I myself and some fellow artists participated in. Instead of making a discursive analysis of postcolonial identity, this thesis focuses on performative practices and the performativity of artists and their activist counterparts in the Umbrella Movement. This thesis starts with an overview of the political situation in Hong Kong before relating it to the social turn in contemporary art practice and the performative turn in art and research practices. Instead of using performance as a metaphor for understanding cultural phenomena, I persevere with the notion of performance per se, of artists taking part in activism and examining the performativity involved in the process. As an artist/researcher, I have been seeking a research methodology that is compatible with the means and ends of activism being studied and can nourish a reflexive account on the performative practices of resistance in postcolonial Hong Kong. I propose a methodology of 'performative autoethnography' which accentuates the co-performative and intersubjective process as well as the non-textual aspects of embodied experience and of performing struggle in activism. Reviewing the performative practices on macro- and micro-levels, I borrow the term 'microutopia' to depict the imaginary space created by micro-performances used to cope with the discrepancies between utopian ideals and reality. Specifically, I examine the transformative power of some performative tactics employed in the Umbrella Movement: parodic performance of 'over-identification,' improvisation accomplished by collective connectivity and kinetic responsiveness of the performers, and the artist as an intersubjective mediator. Among these tactics, there are recurring claims and recurring forms that add up to a repertoire of protest. Through microutopian interventions staged at the site of protest, the identities of the multitude are constructed through critical engagement. I suggest that we use the concept of 'critical identities' to study how identities are constructed within an open-ended network of social relations, using a critical reflexive lens of performance studies at a precarious moment in which Hong Kong finds itself at a crossroads.
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Orkin, Kate. "The role of aspirations and identities in decisions to invest in children's schooling." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:ea4bcbb5-1c00-4111-bbb2-525f45f3fead.
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I demonstrate that household investments in children's education in Ethiopia are affected by parents' self-beliefs (such as their locus of control), parents' aspirations for children's educational attainment, children's conceptions of their roles and identities in the household and at school, and children's own preferences, all concepts not widely studied in development economics. Two empirical chapters report on a field experiment in which randomly selected adults watched documentaries about role models who were poor but succeeded in agriculture or small business. Six months later, parents' self-beliefs and aspirations for children's education were higher in the treatment than in the placebo and control groups. Enrolment of children in school, spending on education, saving and use of credit also increased. A third empirical chapter draws on longitudinal qualitative research to argue that children's preferences for their time allocation between work and school are strongly influenced by the desire to comply with valued identities as students and as independent earners and contributors to the household. The fourth chapter suggests that understanding children's preferences might improve predictions about their reaction to education policies. The literature predicts an increase in time in school will not improve test scores: children will reduce effort because they desire a limited amount of learning. I find a reform to lengthen the Ethiopian primary school day improves test scores. Although this could occur through many mechanisms, one possibility is that children do not prefer to limit their desired amount of learning. This suggests that better evidence on children's preferences might improve prediction of the effects of policies to alter school inputs. The conclusion reflects on whether the empirical relevance of concepts of self-beliefs, aspirations and identities implies that assumptions in standard models of decision-making in economics about the characteristics of beliefs and preferences ought to be rejected. I argue that these ideas can be captured by existing economic concepts of beliefs and preferences and by standard assumptions about these concepts. I suggest that, contrary to recent accounts building on human capital theory, self-beliefs should be viewed as beliefs, not non-cognitive skills. I consider aspirations as a type of preference, shaped by both objective constraints and self-beliefs. I consider identity as a preference for complying with a social role, but highlight that such preferences are often altruistic, rather than self-interested. In conclusion, I argue that economics should draw further on other social sciences, including psychology, to develop substantive theories of the formation and characteristics of beliefs and preferences. Doing so will suggest when it is appropriate to apply standard models and how their assumptions can be modified if their predictions do not hold.
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Levy, Simone Arielle. "Dangerous liaisons or critical alliances: student perceptions of community engagement at Rhodes University, South Africa." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/57411.
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Community Engagement (CE) in South Africa is an increasingly important feature of the relationship between the university and a broader community, and may aid in bridging the entrenched social divisions of this nation. This will only be possible if CE succeeds in uniting the knowledge production interests of the university and the broader community. Through CE, knowledge production and dissemination from within the university should be made more relevant and applicable because it is based on a relationship or engagement with a community. Based on the perceptions of student volunteers in a CE programme at a South African university, this thesis set out to ask whether or not students are transformed through university-community collaboration. This research examines the perceptions and motivations of student volunteers entering community partnership programmes. More importantly, it asks whether these engagements are merely a “weekend special” consisting of shallow engagements, which last only a few hours a week that provide institutional window dressing; or well-intended engagements through which students build meaningful relationships and experience learning opportunities that prepare them for real world civic participation. As this thesis focuses on the student perspective, it explores whether or not CE has an impact, both personally and educationally or academically, on the lives of individual student volunteers. The literature on CE argues that students’ participation in CE opportunities should enhance academic learning, personal growth and promote a sense of citizenship or civic responsibility. Based on the perceptions of a small group of student volunteers at one university, this thesis identifies possible successes and limitations of CE volunteering programmes in order to see if what is promoted in the literature or institutional policies is being experienced or achieved in practice at universities. I argue that students are indeed transformed through processes of CE, often in unexpected ways, and despite many difficulties. Therefore, if CE provides students with more holistic learning opportunities while attending universities for academic ends, it is important to look at in what ways this is achieved.
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Oluwaseun, Stella. "Understanding international student migration : the case of Nigerian Christian women students engaged in postgraduate studies in UK higher education." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35116/.
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This thesis explores the motivations and lived experiences of Nigerian Christian women engaged in postgraduate studies in UK higher education based on 20 semi-structured interviews. For this group of women, their educational quest abroad is happening at the phase in the normative life course when they are expected by Nigerian society to be wives as well as mothers. Such cultural expectations carry social sanctions for non-conformity. This thesis investigates the immense social pressures the women come under as their educational achievements are not considered as important as the fulfillment of their social roles in their home country, and the strategies/negotiations they engage in to gain and maintain support for their educational pursuit. Being that they are studying and living in an egalitarian society like the UK, the thesis also examines why the women remain attached to Nigerian patriarchal values. Using empirical data, the thesis attempts to challenge and critique the current debates on international student migration that portray it as an individualized process and international student migrants as a homogenous group. It argues that the participants’ motivations and migration experiences are gendered and embedded in social relationships and processes. Furthermore, the thesis claims that the set of women interviewees are not just engaged in academic study alone as the literatures tend to portray international student migrants, they are also family members (wives/mothers/daughters) and workers, who consciously juggle their multiple roles in an order that seems to prioritize their social roles above the rest. The thesis asserts that the women are not victims; rather they are agentic beings whose compliant attitudes to patriarchal gender structures and roles are rooted in their religious and cultural beliefs.
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Wolthers, Timothy James. "A case study of one special interest group moulding student attitudes through its school program : salmonids in the classroom." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28311.
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In public education, it is not possible to present school programs that will satisfy all the external groups from society. When an outside interest group perceives a need that is lacking in the schools' curriculum, it may petition the ministry of education or the local school board to include its need into the curricula. Another method to influence or insert its point of view is for the interest group to produce its own curriculum for a school program. This study investigated the impact of one outside interest group as it attempts to modify students' attitudes through its school program, Salmonids in the Classroom. Werner's description of editorial criticism permitted examination with a political perspective, of the resource package, Salmonids in the Classroom. The methodology of this analysis permitted a view of the goals and values espoused and hidden in a school program and how those goals and values were modified as they are passed from the program sponsors through the developers to the teachers. To determine the effects of the Salmonids in the Classroom Program upon student attitudes toward the salmonid resource, a Likert-type instrument using a slide show was used. To understand children's beliefs and attitudes about the salmonid resource, student interviews were conducted with some students after they were exposed to the Salmonids in the Classroom Program. This study confirms that a special interest group can sponsor a school program and modify student attitudes to be more supportive of the interest group's programs and goals. This study may be useful not only to teachers to assist in clarifying their role with the special interest group's school program, but it may also be useful to special interest groups who may be planning ways to influence the public through the school system.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Yang, Bin. "Life stress, social support, and problem-solving skills in depression, hopelessness, and suicide ideation for an Asian student population : a test of a model /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12042009-020043/.
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McNulty, McCoy Netreia Z. "Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699984/.
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The purpose of this qualitative study was to explore the association between student involvement and self-authorship among African American undergraduate students enrolled at a medium-sized, North Texas STEM-focused university. Self-identified African American undergraduate students at the university completed an online, researcher-developed survey focused on co-curricular involvement activities, degree of involvement in those activities, and perceived self-authorship indicators. From the completed survey pool (N = 49), 10 females and 5 males participated in follow-up focus group sessions. The survey data analysis was limited to descriptive statistics of student involvement and demographic data. Survey results showed that African American undergraduate students at the university were actively involved in co-curricular activities and generally satisfied with their involvement experiences. The focus groups provided a more in-depth picture of the involvement experiences showing that students believed that their commitment to co-curricular activities contributed significantly to their interpersonal and intrapersonal growth—characteristics of self-authorship. The survey and qualitative data combined suggested a positive association between the involvement of African American undergraduate students in co-curricular activities at the university and the development of self-authorship characteristics in those students. Findings from this study support the practice of intentional outreach to African American undergraduate students in order to promote their active involvement in campus activities and events.
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Tang, Sai-cheong, and 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.
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Ihenacho, Kelechi Nkeiruka, and Christina Nicole Burden. "The influence of gender scripts on African American college student condom use." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3329.
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This study examines how African American gender scripts influence condom use for disease and pregnancy prevention. One-hundred African American California State University, San Bernardino (CSUSB) students were selected to participate in this study. Fifty African American males and fifty African American females were surveyed for this study to be representative of the African American community on campus.
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Allison, Chelsea B. "Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157599/.
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The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.
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Vollet, Justin William. "Capturing Peers', Teachers', and Parents' Joint Contributions to Students' Engagement: an Exploration of Models." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3774.
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Building on research that has focused on understanding how peers contribute to students' engagement, this dissertation explores the extent to which peer group influences on students' engagement may add to and be contextualized by qualities of the relationships they maintain with their teachers and their parents. To focus on how each of these adult contexts work in concert with peer groups to jointly contribute to changes in students' engagement, the two studies used data on 366 sixth graders which were collected at two time points during their first year of middle school: Peer groups were identified using socio-cognitive mapping; students reported on teacher and parent involvement; and teachers reported on each students' engagement. In both studies, models of cumulative and contextualized joint effects were examined. Consistent with models of cumulative effects, peer group engagement, parent involvement, and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. Similarly, peer group influences on changes in students' engagement were stronger for students who experienced relatively low involvement from their parents. In both cases, these peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Both studies also used person-centered analyses to reveal cumulative and contextualized effects. Most engaged were students who experienced support from either both teachers and peers, or both parents and peers; the lowest levels of engagement were found among those students who affiliated with disaffected peers who also experienced either their teachers or parents as relatively uninvolved. Both high teacher and high parent involvement partially protected students from the motivational costs of affiliating with disaffected peers. Similarly, belonging to engaged peer groups partially buffered students' engagement from the ill effects of low teacher and parent involvement. These findings suggest that, although peer groups and teachers and parents are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
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Ånstrand, Melker. "Community-based tourism and socio-culture aspects relating to tourism : A Case Study of a Swedish student excursion to Babati (Tanzania)." Thesis, Södertörn University College, School of Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-715.
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This report is the result of the course, Environment and Development in the South, at University of Södertörn in Stockholm, Sweden. The report is about “new tourism” especially community-based tourism (CBT) and socio-cultural aspects relating to tourism. It is based on a literature study and a three weeks field course in Babati district in Northern Tanzania. The aim of this study is to describe how host peoples (communities) get affected especially, socio-culturally, by tourism. The aim is also to describe new tourism (especially CBT). A case-study of a Swedish student excursion to Babati is used as an example of how it affects a community (especially socio-cultural aspects) and if it qualifies as CBT.
The theory of the study is based on sustainable development (especially socio-cultural aspects) supported by the rules of World Tourism Organization (WTO) and United Nation Environmental Program (UNEP). The theory is connected to the principles of CBT and used in the analysis to judge if the Swedish student excursion qualifies as CBT.
The results show that the Swedish student excursion is in line with important principles of CBT, and therefore also in line with sustainable local development in some way. The major advantage with the excursion is the cross-cultural learning and the major problem is jealousness of benefit sharing according to the interviews done.
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Nylander, Robin. "Spelbaseratlärande i undervisningen. : Enkvalitativ studie om studenters syn på spelbaserat lärande i undervisningen." Thesis, Mittuniversitetet, Institutionen för data- och systemvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-38024.
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Spelbaserat lärande är ett exempel på ett område som intresset har ökatför under 2010-talet och forskning har påvisat positiva effekter medspelbaserat lärande. Pellas, et al. (2018) förklarar att det är svårt att hållastudenter motiverade och engagerade i klassrummen när de anser att lärarnas pedagogiskaval och lärandemetoder är tråkig och oinspirerande. Ett återkommande problem äratt det finns många studenter som av diverse anledningar inte genomför olikamoment inom kurser eller till och med hoppar av en pågående utbildning. Syftet med denna studie är att undersöka hurstudenter med tidigare erfarenhet av spel ser på spelbaserat lärande för attskapa ett underlag som kan användas som stöd vid implementation av denlärandemetoden. Studien baseras på en kvalitativmetod som innefattar semistrukturerade intervjuer med sex olika respondentersom valdes tack vare deras unika erfarenheter. Studien utgår från ettteoretiskt ramverk som består av kategorierna Motivation, Prestation, Attityd,Utmaningar och Nyttor. Frågor till intervjuerna baserades på teorin ochkompletterades med scenarion som innehöll specifika uppgifter från kurserrespondenterna deltagit i för att de skulle ha något att relatera till.Resultatet i studien visar att studenterna har en positiv syn på spelbaseratlärande i studierna och känner att det hade varit roligt att införa spelbaseratlärande i undervisningen. De menar på att det skulle kunna bidra till attmotivationen ökar och prestationen förbättras mende ser samtidigt utmaningar som kommer med spelbaserat lärande där utformningenav spelet tydligt pekas ut. Studenterna förklarar att ett spel bör varautformat för att vara anpassat tillaktuell målgrupp och för att kunna möta individens behov. Spelbaserat lärandehar visat sig ha en plats i skolbänken enligt den spelande generationeneftersom det faller naturligt för dem att interagera på det sättet.Game-based learning is an example of an area where interest has increased during the 2010s and research has shown positive effects with game-based learning. Pellas, et al. (2018) explains that it is difficult to keep students motivated and engaged in the classrooms when they believe that the teachers' educational choices and learning methods are boring and uninspiring. A recurring problem is that there are many students who, for various reasons, do not carry out various parts of courses or even skip an ongoing education. The purpose of this study is to investigate how students with previous experience of games view game-based learning in order to create a foundation that can be used as support in implementing the learning method. The study is based on a qualitative method that includes semi-structured interviews with six different respondents who were chosen due to their unique experiences. The study is based on a theoretical framework consisting of the categories Motivation, Achievement, Attitude, Challenges and Benefits. Questions for the interviews were based on the theory and were supplemented with scenarios which contained specific information from the courses the respondents participated in, in order for them to have something to relate to. The results of the study show that the students have a positive view of game-based learning in the studies and feel that it would be fun to introduce game-based learning in the teaching. They argue that it could contribute to increasing motivation and improving performance, but at the same time they see challenges that come with game-based learning where the design of the game is clearly pointed out. The students explain that a game should be designed to be adapted to the current target group and be able to meet the individual's needs. Game-based learning has proven to have a place in the school bench according to the gaming generation because it comes naturally to them to interact in that way.
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Darwich, Yosef, and Sanna Österman. "De sociala perspektivens betydelse hos barn och ungdomar där det finns misstanke om ADHD." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4338.
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Syftet med denna studie var att undersöka hur professionella inom elevhälsan på tre skolor samt en specialenhet inom barn och ungdomspsykiatrin förhåller sig till sociala perspektiv hos barn och ungdomar där det finns misstanke om ADHD samt hur ser möjligheterna och förutsättningar för ett sådant förhållningssätt. Hur ser elevhälsan och BUP på orsaksförklaringar för denna målgrupp där misstanke om ADHD föreligger. Studien har en kvalitativ forskningsansats och är baserad på sju semistrukturerade intervjuer med socionomer och psykologer inom elevhälsan och BUP. Analysen av resultatet har skett med nysinstitutionell organisationsteori. Resultatet visar att de professionella ansåg att det var av stor vikt att granska de sociala perspektiven vid misstanke om ADHD. De intervjuade kunde i sina respektive verksamheter urskilja en rad orsaksförklaringar i barn och ungdomars sociala miljö hos dem med ett beteende likt ADHD, utöver en neuropsykiatrisk förklaringsmodell. Faktorer som ansågs vara speciellt problematiska var uppväxtmiljö och en resurssvag skolmiljö som ställer högre krav på barn och ungdomars självständighet. Majoriteten av de professionella menar att möjligheterna och förutsättningarna för att anlägga ett socialt perspektiv i fall hos barn och ungdomar med beteende likt ADHD försvåras av organisatoriska och ekonomiska orsaker. Respondenterna utrycker att socionomens med sin yrkeskunnighet ej alltid ses som självklar när det kommer till misstanke och utredning av ADHD. Respondenterna menar att läkaren och till viss del psykologer har mandat att sätta diagnosen ADHD. Detta menar respondenterna har lett till en mer ensidigt tolkning av beteende likt ADHD där den neuropsykiatriska förklaringsmodellen i många fall dominerar när man misstänker eller utreder ett barn för beteende likt ADHD. De intervjuade önskar ett mer nyanserat perspektiv vid misstanke om ADHD där man kan utreda olika orsaksförklaringar i större utsträckning.The aim of the study was to examine attitudes of healthcare and support workers, in three Swedish primary schools and one special unit for child and adolescence mental health (BUP), towards the social aspects of children and adolescence with suspicion of attention deficit hyperactivity disorder (ADHD). The study further aimed to investigate to what extent the health services provide opportunities and favourable conditions for stimulating a social perspective when there is a suspicion of ADHD, and what explanations health services professionals give where suspicion of ADHD exists. The study was carried out using qualitative methods and was based on seven semi-structured interviews with social workers and psychologists within educational health and support services and BUP. The outcomes of the interviews were analysed using an organisational theory based on neo-institutionalism. The results showed that health services professionals considered the social perspective to be of high relevance when investigating cases of suspected ADHD. Interviewees from different operational areas were able to identify a number of potential causes to a behavior like ADHD in the children’s social environments in addition to the neuropsychological explanation model. A number of potential factors were identified by the interviewees, including the children’s upbringing environment and a lack of resources in schools, where higher and higher demands of independence are put on children and adolescence. A majority of the interviewed health care professionals pointed to a high degree of difficulty in applying a social perspective explanatory model to children exhibiting behaviour reminiscent of ADHD due to organisational and economic circumstances. The general view was that this was made difficult due to the lesser or greater influence of particular professional groups, leading to what the interviewees referred to as a one-sided interpretation of behaviour similar to ADHD favouring the neuropsychological model. The interviewees desired a wider perspective when a suspected case of ADHD emerges where one can utilise the different explanatory models to a greater extent.
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Anderson, Jennifer Anne. "Understanding Male Nursing Student Perceptions of the Influence of Gender| A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636207.
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In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.
The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.
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Ramirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.
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