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1
Aaron, David. « Therapists' experiences of therapeutic mistakes ». Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/2923/.
Texte intégralRésumé :
Introduction: In contrast to the extensive literature on related areas such as therapeutic boundaries, alliance and ruptures, little empirical research has been conducted on therapeutic mistakes. Existing research based predominantly on case studies and observations have focused on systems for categorising mistakes. Empirical research on therapeutic mistakes has focused on supervisors’ and clients’ perspectives. This study is the first to explore therapists’ experiences of therapeutic mistakes. Method: Seven psychological therapists were interviewed using semi-structured interviews on their experience of therapeutic mistakes in therapy sessions. Interviews were transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Initially, individual transcripts were analysed separately, resulting in a number of themes for each participant. A group analysis was then conducted across participants, yielding super-ordinate themes and sub-themes, based on their psychological relatedness. Results: A seven-stage process was identified across participants’ accounts (including participants’ experience of before the session, in the session, the emergence of a problem, in the midst of the problem, ‘The aftermath’, making sense and ‘How I’m left’), detailing the experiential themes for participants at each stage. Some of the main themes that emerged were a sense of ‘something brewing’, feeling criticised by their client or self-criticism, relief and recovery, reflecting on roles and responsibility and pre-occupation with the mistake. Four key findings were presented including participants’ complex constitution of mistakes, the role of emotion in participants’ experiences of mistakes, participants’ on-going meaning making process and participants’ experience of mistakes as an interpersonal negotiation. The findings also suggested a difference between how participants constituted mistakes in principle (more aligned with the literature on boundary transgressions and categorisations of mistakes) and the mistakes they shared in their accounts (which reflected more ordinary and minor mistakes, e.g. administrative errors or sharing an interpretation that was not well received).
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Weierbach, Florence M., et Jerrilyn S. Brehm. « Evaluating Nurse Managed Primary Care Clinic Experiences in Appalachia ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7395.
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Helgesson, Emil. « Evaluating User Experiences of Mockup Data created through Regex ». Thesis, Umeå universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184482.
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The purpose of this study is to evaluate the possibility of having a library function capable of creating SQL inserts. The values for the inserts were created through regex. The study is conducted through a user study where the test participants tested three methods to create inserts for SQL, including the library function. The results show that the test participants performed on average the worst in terms of time while using the library function. When analysing the results manual insertion was preferred for a few inserts and the web-client was the preferred method for many inserts. This study indicated that the library function does not simplify the creation of SQL inserts under the circumstances of this study.
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Wernersbach, Brenna M. « Healthy Sexuality : Evaluating a Psychoeducational Group Promoting Knowledge, Communication, and Positive Experiences ». DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1525.
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The present study examined the state of healthy sexuality among college students and the influence of a psychoeducational group on related constructs. Healthy sexuality is comprised of multiple constructs, including accurate knowledge, positive attitudes, risk reducing behaviors, open communication among partners, and self-efficacy for creating desired experiences and preventing unwanted experiences. Sexuality-related knowledge, attitudes and values, and behaviors were measured prior to and following the four-session intervention. Additionally, prior sexuality education at the familial and school-based levels was assessed and compared to the designed intervention. Fifty-six young adults participated in the groups, with topics covering sexual anatomy and response, communication, safer sex practices, and preventing unwanted experiences. Assessment prior to the designed intervention exemplified the wide variety of educational experiences and sources that young adults have, contributing to great variation in sexual knowledge, attitudes, behaviors, and self-efficacy. Participants reported varying levels of satisfaction with their sexuality education prior to the intervention, but satisfaction was unrelated to knowledge accuracy. Attitudes, values, and behaviors were similar to national samples. Assessment following the intervention demonstrated significant improvement in many of these areas, indicating that college students are likely to benefit from continued sexuality education. The level of interest for participation in the study indicates young people's interest in increasing healthy sexuality in their lives. It is hoped that the designed intervention may continue to be made available to young adults and tailored to meet their needs and desires as appropriate.
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Anderson, Erin Lorene. « Developing Key Sustainability Competencies through Real-World Learning Experiences : Evaluating Community Environmental Services ». PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.
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This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments.
This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation.
The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
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Thorley, Melanie Daphne. « Evaluating D/deaf learners' experiences of notetaking support in higher education utilising a transformative framework ». Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/15247/.
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The aim of this study was to ascertain the experiences of D/deaf university learners who had been supported by a notetaker at some point during their studies. Whilst the number of D/deaf learners attending university is steadily increasing, notetaking support continues to be an under-researched area. The two primary research questions examined the current state of notetaking provision in higher education and what, from the perspectives of the co-researchers (D/deaf learners), comprised a successful and positive experience of being supported by notetakers. A transformative framework (Mertens 2010) was adopted to guide the data collection, foregrounding the voices of the learner and influencing the study as it was acknowledged that the co-researchers were the experts on the subject. Two sequential methods were utilised, firstly an electronic forum (n=7) which then contributed to the second phase, an electronic questionnaire (n=30). The findings showed that whilst the majority of the co-researchers’ experiences were positive, there was evidence of poor and variable practice which confirmed the need for common guidelines. The anonymous forum and questionnaire enabled the co-researchers to discuss and/or contribute their experiences in a non-threatening, and non-judgemental environment as suggested by Balch and Mertens: Focus groups for deaf and hard of hearing can be highly productive on even the most sensitive issues (1999:265). The intended outcome of the study was the development of the Notetaking Optimising Thorley Effectiveness Information and Guidelines – NOTE IaG which provides information for D/deaf learners, their teaching staff, notetakers and their non-D/deaf peers. An unexpected yet positive outcome of the study was the creation of a NOTE template which encourages D/deaf learners to add to, and personalise their notes provided by their notetakers.
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Mollon, Lea, et Janet Cooley. « Evaluating Design Improvements to a Preceptor Performance and APPE Assessment Tool Using Pharmacy Student Focus Groups ». The University of Arizona, 2014. http://hdl.handle.net/10150/614234.
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Class of 2014 AbstractSpecific Aims: The final year of the Doctor of Pharmacy program at the University of Arizona is comprised of seven 6-week Advanced Pharmacy Practice Experiences (APPEs). Students evaluate rotations via voluntary anonymous, web-based assessments at the end of each rotation. The purpose of this study was to evaluate an original and a modified assessment tool using pharmacy student focus groups to determine if student feedback via the assessment tools accurately reflected opinions of rotation content and preceptor performance. Methods: Two moderators conducted tape-recorded focus groups with fourth-year pharmacy students using 10 standardized prompts. The first focus group included 5 students from the class of 2013. Based on data from that session, the assessment tool was modified. The second focus group included 5 students from the class of 2014 to evaluate the outcome of these modifications. Session transcripts and notes were used to construct thematic analysis tables and draw conclusions. Main Results: Focus group data revealed feedback via both assessment tools was not completely honest because of concerns about anonymity. The Class of 2013 felt limited by evaluating only their primary preceptor. The Class of 2014 stated that some revisions to the evaluation tool, such as item-specific comment boxes and separate evaluative sections for rotation site, preceptor, and rotation experience were helpful; however, they found the assessment tool lengthy, leading to survey fatigue. Conclusion: Student feedback from either assessment tool was not completely reflective of true attitudes of rotation experiences. Continued improvements to the tool and its delivery may provide more accurate feedback for quality improvement purposes.
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Russell-McKenzie, Elisabeth. « Evaluating student teaching experiences at urban and suburban field sites : Relationship to teacher efficacy, preparedness, and commitment ». Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35125.
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Educational PsychologyPh.D.
Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment.
Temple University--Theses
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Baker, Kerrie. « Evaluating diagnostic tools in the assessment of autism and parental experiences of the assessment and diagnostic process ». Publisher site Archived version, 2004. http://nla.gov.au/nla.arc-82601.
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Thesis (MA)--University of Western Sydney, 2004.Title from title screen (viewed on 1 April 2008). "This thesis is presented in partial fulfilment of the requirements for the degree of Master Of Psychology (Clinical), University Of Western Sydney. 31st March 2004". Includes bibliographical references.
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Ardebili, Ranna, Hilary Boles, Amanda Grear, Janet Cooley et Sandi Thoi. « Evaluating an APPE Assessment Tool Using Electronic Surveys to Assess Preceptor Attitudes and Implementing Improvements to More Accurately Measure Student Achievement ». The University of Arizona, 2016. http://hdl.handle.net/10150/613852.
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Class of 2016 AbstractObjectives: (1) To assess preceptors’ attitudes regarding the usefulness of the web-based assessments in evaluating rotation students. (2) To determine which assessment tool (original versus modified) provides more in-depth feedback for the evaluation of students. Subjects: Preceptors for 4th year students completing their Advanced Pharmacy Practice Experiences (APPE) in a variety of pharmacy settings. Methods: Electronic surveys anonymously collected ratings of preceptor attitudes toward the original and modified APPE assessment tools. Data on the usefulness, strengths, and limitations of both tools were analyzed through thematic analysis. Results: Surveys assessing preceptor attitudes towards the original assessment tool (46 responses) and modified assessment tool (29 responses) were collected and analyzed. Similar representation was seen across all rotation settings, with an average of 7 years of precepting experience. Preceptor attitudes were more positive towards the modified tool. More preceptors “strongly agreed” or “agreed” that they were able to effectively evaluate students with the modified tool compared to the original tool (83% vs. 63%). Additionally, more preceptors “strongly agreed” or “agreed” that the modified tool incorporated all necessary competencies (79% vs. 48%) and aided student growth by addressing deficits compared to the original tool (73% vs. 50%). Conclusions: APPE preceptors perceived both the original and modified assessment tools as effective, favoring their brevity and ease of use. However, preceptor attitudes were more positive towards the modified tool. The methods utilized in this study can be implemented again for future updates of the APPE assessment tool.
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Parsons, Gail Elizabeth. « Exploring the experiences of osteoarthritic patients awaiting hip and knee arthroplasty : informing and evaluating the effectivess of a health maintenance intervention ». Thesis, University of the West of England, Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573501.
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ABSTRACT Name: Gail Elizabeth Parsons Date: August, 2011 Title of thesis: Exploring The Experiences of Osteoarthritic Patients Awaiting Hip And Knee Arthroplasty: Informing and evaluating the effectiveness of a health maintenance intervention. Aim of the study To explore the lived experiences of patients with severe osteoarthritis of the hip and knee joint whilst awaiting primary joint replacement surgery. To utilise findings from interviews and evidence-based literature to develop a health maintenance clinic (HMC) intervention, followed by its evaluation. Methodology A mixed method design was adopted: an exploratory approach incorporating descriptive phenomenology consisting of unstructured interviews with participants awaiting their hip or knee replacement surgery, followed by a randomised control trial (RCT) to compare the existing preoperative assessment service with a health maintenance clinic intervention. Setting and sample A purposeful sample of 6 people with osteoarthritis awaiting joint replacement were interviewed. In addition, a sample of 250 people (mean age 73 years) were recruited via an orthopaedic out-patient department for the RCT following referral to the waiting list for hip or knee replacement surgery. Outcome measures The Western Ontario and McMaster Osteoarthritis Index (WOMAC) tool was used at the time of referral to waiting list and again during the preoperative assessment appointment. The Hospital Patient Satisfaction Index (HP SI) was administered at the preoperative assessment appointment. Number of surgery postponements was also recorded. Results Six themes emerged from the interview data: living and coping with pain; not being able to walk and move around; coping with every day activities; how others see me; help, advice and support whilst awaiting surgery; effect upon family, friends and helpers. The RCT revealed; no significant difference between the total WOMAC scores between the two groups. Participants attending the HMC (experimental group) were significantly more satisfied with their care. There was no relationship between satisfaction and WOMAC scores. There was a significant difference in the number of postponements of surgery between groups, with a greater proportion of participants proceeding to surgery in the experimental group. Conclusion The interview data generated new knowledge of the experiences, concerns and symptoms of individuals waiting for primary hip and knee replacement surgery. Health maintenance provision 'tailored' to the individual was revolutionary at the time of the study. Patient satisfaction was significantly high and the number of postponements of surgery was significantly less for those attending the clinic.
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Bressler, Jordan Lynn. « EVALUATING THE EXPERIENCES OF FCS COOPERATIVE EXTENSION AGENTS USE OF POLICY, SYSTEMS AND ENVIRONMENTAL STRATEGIES TO REDUCE OBESITY IN RURAL COUNTIES ». UKnowledge, 2019. https://uknowledge.uky.edu/foodsci_etds/70.
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High rates of obesity are seen across the country with rural areas disproportionately affected. Based on the socio-ecological model, policy, system, and environmental approaches targeted at the population level have the potential to create more sustainable health behavior change than individual level approaches. Historically, the Cooperative Extension Service (CES) has provided direct education related to healthy eating and active living in response to high obesity rates. Utilizing the resources and infrastructure of the CES, the Centers for Disease Control challenged CESs across the country to implement PSE strategies in counties with obesity rates greater than 40% through the CDC 1416 High Obesity Project. This qualitative study examined the experiences of Family and Consumer Science (FCS) Cooperative Extension Agents in conducting PSE strategies in addition to their direct education roles within their rural counties in an effort to reduce the high prevalence of obesity. Semi-structured, in-depth interviews with ten FCS Extension agents from Kentucky and Tennessee were conducted upon completion of the project and were analyzed thematically. These FCS agents encountered several barriers while implementing PSE strategies including inadequate training and poor communication regarding responsibilities and available resources. In addition, FCS agents found PSE work to be overwhelming and time consuming. Agents felt that support from project staff and their community partners allowed them to be successful. Findings from this study will be used to better prepare FCS agents in other rural counties across the country to conduct PSE work in an effort to reduce obesity prevalence in their communities.
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Wenz, Alison. « Experience music museums : the importance of evaluating audio technologies when delivering musical experiences to visitors / ». 2004. http://library2.jfku.edu/Museum_Studies/Experience_Music_Museums.pdf.
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Del, Real Viramontes José Reyes. « Evaluating the transfer culture at a Texas public university through the experiences of community college transfer student’s ». Thesis, 2014. http://hdl.handle.net/2152/28263.
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In Texas, the majority of first time college students use the community college as an entry point into higher education. However the number of students who eventually transfer to a four-year university and in particular to the state’s flagship institution, is not comparable to the amount of students who enter the system of higher education through the community college. Using the Transfer Receptive Culture framework (Jain, Herrera, Bernal, & Solorzano, 2011) and through the experiences of seven community college transfer students, this study examines the transfer culture at a Texas public university. This study aims to contribute to the literature by examining the first study that looks into the institutional culture necessary to transfer to an elite university such as Transfer Student University. Findings suggest that the university should improve the outreach, orientation /transition programs, academic/social support services, as well as support the creation of a transfer student community on campus.text
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LIN, HUI-WEN, et 林慧雯. « Evaluating The Association Between Long-term Achievements And Learning Experiences In Mathematics : A Case Study Of Students In A Junior High School In New Taipei City ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/93544929127118694873.
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碩士國立臺北大學
統計學系
100
Mathematics is an important foundation in scientific education. It is considered as the cornerstone in the development of science, technology, and critical thinking. Mathematics education is, without doubt, of great importance in terms of basic education. However, one of the few courses that are given up by the students is usually mathematics. To be able to find a suitable strategy to improve students’ achievement in mathematics, this research surveyed 199 students from the 7th grade and 279 students from the 8th grade of a junior high school in New Taipei City to evaluate long-term factors that influence the students’ achievements in mathematics. This research collected the mathematical achievement and the learning experience in mathematics for 2 consecutive semesters. Specifically, the mathematical achievement included two aspects, average grade in mathematics and the self-evaluation on mathematics. The learning experience in mathematics was measured by a questionnaire including 60 questions. By examining the relevance between the students’ long-term achievements in mathematics and learning experiences, controlling the background-factor variables, this research aims to identify the significant variables affecting the students’ performance in mathematics. Factor analysis was used to reduce the number of questions, while the association between students’ performance in mathematics and learning experiences were assessed by the general linear model and generalized linear model for the longitudinal data. According to the findings of this research, the significant factors affecting the students’ long-term mathematics performance and self-performance assessment are cram school,parents’ level of education,the number of siblings, number of the baseline value of anxiety for difficulties in learning mathematics and of confidence in learning mathematics. Long-term tutoring students appear to have better achievements in mathematics. Parents’ level of education has stronger influence over the early stages of the students’ learning process. As time goes by, parents’ level of education would have less influence on the students’ performance in mathematics. Students with lower level of anxiety and higher level of learning confidence at baseline have higher performance in mathematics. Other significant factors that affect the students’ long-term grade in mathematics include gender, grade, living conditions, part time job, anxiety concerning mathematics exams at baseline, anxiety measurement scale concerning mathematics exams, after-school study of mathematics. On the contrary, other significant factors affecting the students’ long-term self-assessment include time being spent on learning, parental support in learning mathematics, anxiety for difficulties in learning mathematics. To have a more effective improvement in studying mathematics, the school teacher should identify students who do not have consistent results in terms of the long-term grades in mathematics and self-evaluation and use a proper intervention to improve their grade or self-confidence.