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1
Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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Walls, J., Patricia M. Vanhook, and L. Odom. "School-Based Health: A University and Board of Education Partnership." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.
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Garner, Linda F. (Linda Faye). "The History of the Baylor University School of Nursing, 1909-1950." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330639/.
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This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took priority over the needs of students resulting in long hours and less than optimum learning conditions for students. External factors played a major role in the development of nursing education by determining the needs of society for nurses and thus for nursing education. Accreditation criteria established by state and national agencies determined the standards by which the School of Nursing was judged. National accreditation had more impact on the School since higher standards were required. The leadership of the School played a significant role in the development of the professional nursing program. Leaders who had educational preparation and vision for the future of nursing education with an educational institution rather than a service institution worked to establish an improved educational system in nursing.
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David, Marianne. "Proust's Madame Verdurin : a dissertation presented to the faculty of the graduate school of Yale University in candidacy for the degree of Doctor of philosophy /." Ann Arbor (Mich.) : University Microfilms International, 1992. http://catalogue.bnf.fr/ark:/12148/cb35524293p.
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Ramasasa, Teboho Kenneth. "Refining service-learning definition in a school of nursing at a university in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6845.
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Magister Curationis - MCurBackground: Service-learning links academic acquisition with community-based work within a partnership framework, which is underpinned by values such as respect, reciprocity, relevance and reflection. This pedagogy has its roots in the northern hemisphere, but has become popular with higher education institutions across the globe. According to Butin, service-learning became institutionalised in the USA after a critical mass of service-learning champions was reached in the 1990s. Hence, the majority of higher education institutions are now subscribing to the national organisation, Campus Compact, which is committed to broadening the footprint of service-learning in this sector. Within the South African higher education sector, “service-learning” as a term became known in 1996. There is, however, wide-spread disagreement as to what is meant by “service-learning”, or exactly what it is meant to accomplish. As a result, education institutions must define it for themselves. A School of Nursing at a university in the Western Cape has defined service-learning during a baseline study that was conducted at the school and this particular definition is, therefore, regarded as a work in progress. Aim: The aim of the study was to refine the preliminary service-learning definition developed during the baseline study by identifying the main concepts that should be included in the definition of service-learning for this School of Nursing.
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Daniels, Annelize. "The support of students by lecturers in the Nursing Foundation Programme at the University of the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/5013.
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Magister Curationis - MCurDue to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.
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Jeptha, Ingrid Daphney. "Throughput rate of nursing students in the Faculty of Health and Wellness Sciences at a university of technology." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1204.
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Thesis (MTech (Engineering))--Cape Peninsula University of Technology, 2008.The Peninsula Technikon and Cape Technikon merged at the beginning of 2005 and became the Cape Peninsula University of Technology (CPUT). The University consists of six faculties, namely the faculty of: Applied Sciences, Business Studies, Education, Engineering, Health and Wellness Sciences, and Informatics and Design. The high failure rate in the undergraduate nursing course in the faculty of Health and Wellness Science at CPUT, mooted this research due to the devastating impact student failure has on society as a whole. The academic selection criteria and its impact on throughput rates in particular as it pertains to undergraduate nurses enrolled for the 4 year B.Tech qualification, will become the subject of research scrutiny. Descriptive research will be conducted in this dissertation, which will take place in the social world, will be theoretical in nature using both phenomenological and positivistic research paradigms. Case study research will serve as the research method
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Strevy, Sonia R. "Communicating with difficult patients : nurses' perceptions." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865936.
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Communicating With Difficult Patients: Nurses' Perceptions Effective communication is paramount in any nurse-patient relationship. Nurses must develop good interpersonal skills with which to evaluate patient needs, provide therapeutic interaction and obtain mutual goals. The purpose of this study was to describe the variables present in nurses self reported communication with difficult patients.Imogene King provides the theoretical framework for this study using the concept of goal attainment as the basis. The Difficult Patient Assessment Tool (Podrasky & Sexton, 1988) was used to measure communication with difficult patients, along with the addition of an open-ended question. A convenience sample of 25 (40%) R.N.'s and L.P.N.'s from a community hospital in the Midwest was used. The procedures for the protection of human subjects were followed. Descriptive statistics were used to analyze the data.Findings of the study included that nurses perceive difficult patients as demanding, never satisfied, confused, frustrating, female, noncompliant, manipulative and uncooperative. Nurses reacted to the communication that takes place with the difficult patient, with feelings of frustration, incompetence, anger, disgust, anxiety, and at times, "O.K.". Nurses most frequently interact with difficult patients in informative, pragmatic, supportive, prescriptive and catalytic manners. The resulting transaction between the nurse and the difficult patient included feelings of frustration, fright, confusion and hurt.Conclusions were that difficult patients are perceived as making unrealistic demands on the nurses' time, and impair nursing interactions. Nurses' transactions resulted in both positive and negative reactions, depending on the situation, and the reactive patterns of the nurse. Nurses tend to take a more authoritative, rather than a facilitative role in interactions with difficult patients.Implications include the need for learned communication patterns which may or may not be effective in dealing with difficult patients. Effective communication skills involve not only acquired knowledge, but also knowledge of self and one's perceptions and values. Self knowledge of communication patterns, and how to improve on those patterns, might be helpful.School of Nursing
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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.
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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.School of Nursing
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Dionne, Marie-Pierre. "Does Work Experience Using Technology for College and University Nursing Students Influence the Nursing Informatics Competency Scores by the End of the 4th Year Program for One School in the Province of Ontario, Canada? A Cross-Sectional Design." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31352.
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The use of Information Technology (IT) in healthcare organizations is omnipresent. The nursing curriculum needs to include IT in order to prepare nursing students to acquire Nursing Informatics (NI) competencies before entering the workplace. The literature review suggests that pre-licensure nurses are ill prepared to enter the workforce because they lack some of the essential computer skills that employers are seeking when hiring new graduates (Fetter, 2009a; Gassert, 2008; Ornes & Gassert, 2007). The lack of defined competencies in NI is a worldwide problem (Chang, 2007; Fetter, 2009b; Staggers, Gassert, & Curran, 2001; Ragneskog & Gerdner, 2006). This thesis will examine two questions: 1) Do nursing students increase their NI competency scores progressively in their school program from year 1 to 4? 2) Do nursing students with work experience requiring the use of technology outside of the curriculum get higher scores for NI competencies than those without by the end of 4th year? A questionnaire was given to 176 nursing students asking them to rate their computer use and computer knowledge. The results were consistent for both independent variables of year of study and experience with technology in the work setting. There is no interaction present between variables; they each influence individually the total score for NI competencies for nursing students. The results show NI competencies progressively increasing over the four academic years. The nursing students scored higher still when they had technology experience in any work field on NI competencies. The combination of academic and work experience that uses IT provides nursing students with more opportunities to practice and assimilate their NI competencies before graduation.
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Nied, Alice M. "New Nurse Residency - An Evidence Based Approach." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/197.
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Nurse educators believe that their graduates are well-prepared for entry level positions in nursing. In the acute healthcare setting, new graduates are placed on virtually every type of nursing unit, including critical care. Employers have developed formal orientations to familiarize new graduate nurses new with the institution and its policies and procedures and to teach the things employers believe new RNs need to know but do not, either because they were never taught the material or they have not retained it.
The purposes of this project were to (a) examine the evidence relative to a disconnect between nursing education and nursing practice, (b) design a formal residency program for new graduates based on the evidence, and (c) implement and evaluate the residency program. Based on the evidence, a 16-week new nurse residency was developed in which Residents were each assigned both a Preceptor and Mentor to assist their progress. Weekly educational offerings were targeted at specific competency deficits identified by Residents, Preceptors and Mentors at the beginning of the residency program.
Seven out of the original 10 Residents completed the Residency. Pre-residency, the Residents were very confident of their clinical skills and abilities and this was unchanged post-residency. The Preceptors and Mentors were much less confident of the clinical skills and abilities of the Residents pre-residency. Post-residency, the confidence level of the Preceptors and Mentors was improved, but significantly so only for the Mentors.
It is imperative that nursing administrators be aware of the discrepancy between the confidence new nurses have in their own skills and the perceptions of the nurses who work side by side with them on a daily basis. Residencies for new graduate nurses are costly. Nursing administrators must make the determination if the benefits outweigh the costs. They may find the results of not having a residency are far more costly.
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Armstrong, Angela. "Dermoscopy : An Evidence-Based Approach for the Early Detection of Melanoma." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/382.
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The purpose of this project was to evaluate the effectiveness of a practice-based dermoscopy training program for dermatology healthcare providers in order to improve their technique of performing clinical skin exams for the early detection of melanomas. The overall incidence of melanoma continues to rise. More than 75% of all skin cancer deaths are from melanoma. Advanced melanoma spreads to lymph nodes and internal organs and can result in death. One American dies from melanoma almost every hour (American Cancer Society [ACS], 2009). Early diagnosis and excision are essential to reduce morbidity and to improve patient survival. This one-group before-and-after study design utilized a convenience sample of three dermatology healthcare providers (DHPs). The primary investigator conducted a retrospective review of the pathology logs for each provider. The time frame for the review was a three-month period in 2010, which represented the same time frame that the study was conducted in 2011. The DHPs participated in a four-hour training workshop that included pattern analysis recognition using dermoscopy. Following the workshop, each DHP was given a DermLite 3Gen DL100 to use in practice when performing clinical skin examinations. All DHPs completed a data collection sheet to document their pattern of decision making with and without a DermLite. The outcome of interest was the use of dermoscopy by DHPs to demonstrate an increased detection of melanoma when compared to naked-eye examination. The outcome was evaluated 12 weeks postworkshop training. There were 120 evaluations made with the DermLite as compared to the naked eye. The overall agreement was 0.52, AC1 coefficient (95% CI) was 0.36 (0.30, 0.42), p < .001, and kappa coefficient (95% CI) was 0.27 (0.20, 0.43), p < .001. Overall, the risk of lesion under exam being suspicion for skin cancer was higher on 27.5% (33 out of 120) of the evaluations and lower on 20.8% (25 out of 120) evaluations. The risk of lesion was evaluated the same on 51.7% (62 out of 120) of the evaluations. This is an indication of “Poor” agreement between the two methods. The diagnosis and disposition made using DermLite compared to naked-eye results for both coefficients provided an “Intermediate to Good” agreement between the two methods in assigning diagnosis and disposition. This indicates that there is no difference between DermLite and naked-eye evaluations. More studies are needed in order to provide better evidence on the value of dermoscopy in clinical practice at the Dermatology and Laser Center. Future projects should be more explicit regarding the methods used and lesion selection in order to better understand the benefits of dermoscopy.
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Bree, Caroline. "Lesbian mothers: queer families the experience of planned pregnancy : a thesis presented in partial fulfilment of the requirements for the degree of Master of Health Science (Midwifery), School of Nursing and Midwifery, Auckland University of Technology, New Zealand, 2003." Full thesis. Abstract, 2003.
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Daniels, Daryl Keith. "African-Americans at the Yale University School of Medicine 1810-1960 /." 1991. http://ymtdl.med.yale.edu/theses/available/etd-02052004-085604/unrestricted/text-T113+y125908.pdf.
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McDonnell, Katherine Lindsay. "Supporting Father Involvement Project from research to action : a project based upon an investigation at University of California, Berkeley, Yale University Child Study Center and Smith College School for Social Work /." 2009. http://hdl.handle.net/10090/9905.
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Lai, Ren-Yi, and 賴壬依. "Investigation into the Application of Mind Map for the Students of School of Nursing at Technological University." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71215294703463716424.
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碩士高雄醫學大學
護理學研究所
101
The application of mind maps is useful to assist nursing students in organizing the patients’ problems with figures. To understand the current implementation of mind maps and the learning experiences of students in clinical nursing practice at one technological university, a retrospective and descriptive study was proceeded with past three-years data including the questionnaire of the learning experiences in mind maps, the overall evaluation of clinical nursing practice, students’ reflection in the nursing practice and the final reports of mind maps. A total of 178 questionnaires of learning experiences in mind maps, 61 from two-year program and 117 from four-year program, were collected. Of which 70.2% (125) students had learning experiences of mind maps in clinical practice. Most of mind maps were applied in case studies (29.3%) and reading reports (28%). In the use of teaching strategies, most students perceived that teachers are familiar with the application of mind mapping; teachers use examples to stimulate the direction of thinking; and teachers have introduced classification or induction methods of the concept. The students had made great progress in the analysis of organization (35.6%) and inductive classification (31.7%). Of 73.6% students agreed that mind maps can enhance the logical thinking skills in nursing, 63.2% of the students satisfied the learning outcomes of mind maps. 26.4% of students felt the pressure while learning mind mapping. From “student’s reflection in the nursing practice”, the students suggested a progressive process design which teach the concepts and practice the thinking process before operating the mind maps. It could reduce the pressures from clinical practice and learning new material. For future study, the teacher should plan mind mapping training courses before the clinical nursing practice, integrate it into nursing education step by step, and improve the concepts and software skills of mind maps for teacher and students.
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Fan, Chiao-Jung, and 范巧榕. "HIV/AIDS knowledge, attitude, practices and their associated factors among students at school of nursing in a medical university of Taipei." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/69326563909652114784.
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博士臺北醫學大學
保健營養學研究所
104
Background: In the past five years in Taiwan, there have been few studies on nursing undergraduate students’ knowledge (K), attitude (A) and practices (P) toward people with HIV/AIDS. The prevalence of HIV/AIDS in Taiwan increases every year, but health care staff are still not enough, especially nurses. If nurses had adequate knowledge of HIV/AIDS and were willing to care for HIV/AIDS patients with a positive attitude, the quality of health care would be better. Purposes: The purposes of this study included 1. To investigate KAP of HIV/AIDS of the nursing undergraduate students in Taipei Medical University 2. To determine sources of HIV/AIDS knowledge, and 3. To analyze the students’ characteritics associated with KAP. 4.To analyze if HIV/AIDS KAP are correlated with one another. Methods: In this study, the questionnaire used for data collection is comprised of four parts: 1. socio-demographic data and other characteristics, 2-4. the scales of HIV/AIDS KAP. The questionnaires were filled anonymously. Ethical approval was granted by Office of Human Research & Development in Taipei Medical University. Results: Valid questionnaires were collected from 195 students which represented a response rate of 82.3%. Kuder-Richardson reliability of the K scale was 0.829, Cronbach α values of the A and P scales were 0.852 and 0.957, respectively. The mean score of K was 16.9±4.9 (maximum score: 30). The mean scores of A and P were 136.9±15.3 (maximum score: 185) and 125.4±16.4 (maximum score: 165). High school lectures (57.4%) and university lectures (55.9%) were the main sources of HIV/AIDS K followed by internet (51.3%) and medical magazines (51.3%). “Year in university” was associated with K and A. “Age” was also associated with K. “If accept homosexuals” was associated with A and P. “HIV/AIDS status of family, neibors and friends” was associated with P. “Taking college course on HIV/AIDS” could influence K. “Interested in the course of HIV/AIDS and nutrition” and “Willing to take the HIV/AIDS and nutrition course” were the associated factors of KAP. “Desire to be a nurse” could be associated with A and P. “Ideal workplace if you become a nurse” was the associated factor of P. The three components of KAP were significant correlated with one another. Conclusion: Some nursing undergraduate students need to improve HIV/AIDS KAP. “If accept homosexuals” was associated with KAP Keywords: Nursing undergraduate students, AIDS, homosexual
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Biyane, Gideon. "Students' perception of space at the Central University of Technology (Bloemfontein) and Free State School of Nursing Campuses : an exploratory study." Thesis, 2007. http://hdl.handle.net/10530/315.
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A thesis submitted in partial fulfilment for the Degree of Masters in Counselling Psychology in the Department of Psychology, University of Zululand, 2007.Institutions of higher learning are faced with ever decreasing space to and from classes, libraries, offices and other facilities. This exploratory study was concerned with the perception of space by students as they constitute the majority in the institutions of higher learning. Two institutions Central University of Technology (Bloemfontein) and Free State School of Nursing campuses were involved in this study. There were 150 subjects who participated in the study, 70 were males and 80 were females. The age range of the participants was 18 to 38 years. The 150 sample of students who participated in the study, 50 were from Free State School of Nursing while 100 were from Central University of Technology. Students' perception on providing space for others was that students seem to be disrespectful of other people's space and the results were statistically significant (p<0.001). With regard to the behaviour displayed by students on campus in relation to space, about sixty nine (69.3%) of the respondents, agreed that they had been asked by other students to give space while about fifty four percent (54.7%) agreed that they were asked by lecturers to give space. Statistically this was approaching a level of statistical significance (p<0.020). Interesting results (52%), suggest that among the cultural groups in the South African context, Blacks seem to be poor in space perception.
National Research Foundation
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Hill, Judith A. "College students' preference for the receipt of health services a descriptive study : a research report submitted in partial fulfillment ... Master of Science Community Health Nursing ... /." 1990. http://catalog.hathitrust.org/api/volumes/oclc/68796231.html.
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Chamusri, Somsaowanuch. "What underpins success in a health promoting school in Northeastern Thailand? : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing at Massey University." 2008. http://hdl.handle.net/10179/817.
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A Health Promoting School (HPS) approach is now widely accepted internationally, with a focus on children’s health, the school curriculum, and whole school environment. In Thailand, the health and well-being of children is a fundamental value. HPS programmes have been implemented in schools as a strategy to focus on young people’s health. A number of barriers to successful HPS have been identified. While there is international evidence to show the steps and the key factors in creating successful HPS, little is known about successful HPS in the Thai context, in particular, in Northeastern Thailand which has been classified the poorest region. Ethnographic methods were used to examine what understanding of the meaning of HPS is necessary for a successful school, and how all those involved acted from the adoption of the HPS programmes by the local school until it achieved HPS status. A rural school which was successful in a HPS programme was selected, in Mahasarakham province, Northeastern Thailand. The data were obtained through participant observation, ethnographic interviews, and ethnographic records, and data analysis took place simultaneously with data collection. In this study, Lofland’s strategy for the analysis of the structure of human interaction was used. A variety of techniques for improving and documenting the credibility of the study such as prolonged engagement, persistent observation, and triangulation were used. This research revealed that the informants’ views reflected diverse understandings of the meaning of HPS. Those views were based on their experiences of HPS which differed according to the degree of participation, different levels of knowledge about HPS, and in the roles they played in the implementation of HPS in the school. Thai culture and school ethos influenced the success of HPS. Community participation was also crucial in supporting the school’s achievement. Key factors that underpinned success are identified. Implications of the findings for the HPS programme, health professionals, the school and community are discussed.
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"The role of organizational culture and barriers to reporting medication administration errors as predictors of perceived percentage of medication administration errors reported by registered nurses." Tulane University, 2007.
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Henkin, Katherine. "Understanding interprofessional education : a multiple-case study of students, faculty, and administrators." Thesis, 2014. http://hdl.handle.net/1805/4032.
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Indiana University-Purdue University Indianapolis (IUPUI)Although interprofessional education (IPE) opportunities can help prepare students for future practice and patient-centered care, many health professions students in the country are not educated in an environment with opportunities to learn with, from, or about students from other health professions. With upcoming curricular changes at the Indiana University School of Medicine (IUSM) and the Indiana University School of Nursing (IUSN), IPE remains at the forefront of these changes in both schools. To date, few studies have explored student, faculty, and administrators’ conceptualizations of IPE prior to formal implementation. Additionally, previous studies have not compared IPE conceptualizations across these groups. This multiple-case study explores and compares how groups of stakeholders from the IUSM (Indianapolis) and the IUSN (Indianapolis) conceptualize IPE. Data collection included the examination of discipline-specific public documents and one-on-one interviews (N=25) with pre-licensure students, clinical faculty, and administrators from each school. Coding and extraction of themes transpired through within-case and cross-case analysis and data supported the following findings: the ‘business of medicine’ may prevent IPE from becoming a priority in education; stakeholders’ conceptualizations of IPE are shaped through powerful experiences in education and practice; students desire more IPE opportunities at the institution; stakeholders at the IUSN have a long-standing investment in IPE; and the institution requires a ‘culture shift’ in order to sustain IPE efforts. The findings suggest that IPE belongs in all education sectors and IPE efforts deserve reward and reimbursement. The findings also insinuate that leadership, roles, and team training education belong in IPE and IPE culture requires all individuals’ (e.g., student, faculty, administrators, patients) commitment. Importantly, the institution must continue IPE development, research, and dissemination. These findings can help shape curricula as time progresses, increase the likelihood of developing a successful new curriculum, and prompt ongoing reflection about IPE. This information can influence how institutions approach IPE and may lead to a more successful and informed IPE curriculum in the first years of implementation. And, hopefully what is learned through IPE will be translated into healthcare practice environments.
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Sousa, Sandra Cristina Santos. "Consistência na indexação em Bibliotecas Universitárias de Enfermagem-Saúde em Portugal." Master's thesis, 2012. http://hdl.handle.net/10400.14/13209.
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Em áreas como a saúde, o número de publicações científicas, é cada vez maior devido ao avanço exponencial da ciência. Estas publicações tem o papel de disseminar o conhecimento, que tem uma função essencial nas instituições de ensino superior, tais como as escolas de enfermagem, quer como centros de pesquisa e investigação, quer como responsáveis pela forma actualizada e multidisciplinar de profissionais de saúde capazes de evidenciar uma prática informada e validada.
A indexação tem aí o seu papel fundamental, justificando a partir de se conhecer melhor o contributo das bibliotecas universitárias no acesso à informação e à documentação. Com esse propósito, pretende-se neste estudo medir a consistência da indexação nas bibliotecas das escolas de enfermagem/saúde públicas existentes em Portugal.
Foi definido como amostra a totalidade das escolas de enfermagem/saúde públicas (N=21), as quais foram analisadas em dois momentos diferentes. Para proceder ao estudo do processo de indexação foi utilizado um inquérito. Para a medição da consistência de indexação procedemos à selecção nas respectivas bases de dados de um documento livro e de uma publicação periódica existente na totalidade da amostra, comparando os termos usados pelas diferentes bibliotecas universitárias para a indexação do mesmo documento
Os resultados obtidos relativamente à consistência da indexação foram de 21.1 % para a publicação periódica e de 18.9 % para o livro, o que na sua totalidade perfaz uma consistência de 20.9 % atribuída às bibliotecas, valor que consideramos baixo, mas que vai de encontro dos estudos analisados por Zunde e Dexter (1969) que evidenciam valores entre de 10% a 80%, dependendo estes dos parâmetros em que a indexação é efectuada e a medida de consistência utilizada.
Relativamente ao estudo do processo de indexação, todas as hipóteses foram rejeitadas, pelo que verificamos que a nossa variável dependente - consistência da indexação - não sofre alterações com factores como a formação, tipo de documento, anos de experiência como indexador, o que nos abre outros caminhos de investigação, de forma a encontrar procedimentos adequados para o aumento da consistência verificada neste estudo.In areas such as health, the number of scientific publications is increasing due to the exponential advancement of science. These publications have the role of disseminating knowledge, which has an essential role in higher education institutions, such as nursing schools, both as research and investigations centres, and as responsible for the updated and multidisciplinary way health professionals are able to demonstrate an informed and validated practice. That’s where indexing has its fundamental role, justifying from knowing better the contribution of university libraries in access to information and documentation. For this purpose, this study aims to measure the consistency of indexing in libraries of nursing/ public health schools existing in Portugal. It was set to sample all nursing/public health schools (N = 21), which were examined in two different times. To proceed to the study of the indexing process an investigation was used. For the measurement of the consistency of indexing, we use the selection in their document databases and a document book of regular publication in the whole sample, comparing the terms used by different university libraries for the indexing of the same document. The results obtained with regard to indexing consistency were of 21.1% for periodic publication and 18.9% for the book, which in its totality makes a consistency of 20.9% allocated to libraries, a value we consider low, but that goes against the studies analyzed by Zunde and Dexter (1969) which highlight values between 10% to 80%, depending on these parameters on which indexing is performed and the consistency measure is used. With regard to the study of the indexing process, all hypotheses were rejected, so we can see that our dependent variable -consistency of indexing - does not change with factors such as training, document type, years of experience as an indexer, which opens other research paths, in order to find appropriate procedures for the increased consistency checked in this study.
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Wang, Hsiao-Lan. "Shoulder Pain after Neck Dissection among Head and Neck Cancer Patients." Thesis, 2009. http://hdl.handle.net/1805/1995.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Shoulder pain was constantly reported as a problematic symptom causing dysfunction and quality of life interference after neck dissection in head and neck cancer patients. Due to a lack of conceptual framework and inconsistency of instrument selection, a comparison among previous studies was almost impossible, making it difficult to understand the phenomenon. The current study applied the University of California, San Francisco School of Nursing Symptom Management Model. The purposes of the study were to (a) describe the symptom experience of shoulder pain at 1 month after neck dissection, (b) describe the relationships among symptom experience of shoulder pain, functional status, and quality of life, and (c) identify the contextual variables, concurrent symptoms, and/or adherence predicting symptom experience of shoulder pain, functional status, and/or quality of life. This was a descriptive study with a convenience sample of head and neck cancer patients. The data were collected via a medical record review, a self-administered survey, and a physical examination. The data from 29 patients were entered for descriptive statistics, Pearson correlations, and multiple regressions. At 1 month after surgery, 62% of patients reported they had shoulder pain at some point within a week. Their shoulder pain was from mild to moderate. Fifty-nine percent complained that shoulder pain bothered them about the moderated level. In the final model, symptom experience, shoulder pain, was significantly correlated with one outcome, active shoulder abduction, but not the other, total quality of life, generic quality of life, and head and neck quality of life. Active shoulder abduction was significantly correlated with three quality of life measures. Adding significant predictors of symptom experience and outcomes into the final model, there is a potential that the model would be useful to guide treatment strategies. Treatment for myofascial pain of the levator scapulae could relieve shoulder pain after neck dissection and improve head and neck quality of life. Those with level V dissection were high risk populations of developing shoulder pain. Risk factors of quality of life, which were depression, loss of sensation, and radiation would describe how an intervention could change or unchange the patient’s life.