Дисертації з теми "Health care educators"
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Sills, Margaret Vivienne. "Adult perceptions of influences on personal health and change : a study of health educators and non-health educators." Thesis, King's College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284803.
Повний текст джерелаBeal, Maryann. "Serving Students with Neurological Disorders: A Manual for Educators." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194131.
Повний текст джерелаMalemute, Charlene Louise. "Goal setting education and counseling practices of diabetes educators." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/c_malemute_121509.pdf.
Повний текст джерелаTitle from PDF title page (viewed on Feb. 11, 2010). "Program in Nutrition and Exercise Metabolism." Includes bibliographical references.
Chapman, Joanne L. "Knowledge and attitudes of sexuality in the elderly among educators of health care professionals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1208.
Повний текст джерелаBliss, Kadi R. "Health Educators as a Think Tank: Recommendations to Improve Health Care Reform Proposals and Potential Roles for the Profession." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/452.
Повний текст джерелаVillanueva, Celeste G. "An exploratory case study about interprofessional simulation-based learning for a team of health care educators." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3741617.
Повний текст джерелаThis prospective, exploratory, single case study is about health care simulation as a learning approach for faculty to develop as teams of interprofessional facilitators. The research was aimed at understanding how simulation-based team training, designed around an interprofessional theme, promotes both teamwork and interprofessional facilitator competencies among participants representing 6 health care professions (medicine, nursing, occupational therapy, physical therapy, physician assistant and pharmacy). The central research question asked how faculty attitudes, knowledge, and skills/behaviors in the areas of teamwork and interprofessional education (IPE) facilitation are characterized after experiencing a faculty development workshop designed as interprofessional simulation based team training (IP-SBTT). Four sub-questions focused inquiry into the workshop’s: use of TeamSTEPPS®, unique instructional design, impact on the peer-to-peer attitudes of faculty, and impact on faculty’s personal perspectives about simulation-based learning (SBL).
The examined case was the shared experiences of 9 faculty who participated in a 2-day, 14-hour workshop conducted in a university based simulation center. The workshop entailed immersion in team-based scenarios involving IPE issues. Learning objectives focused on facilitation skills. Data from multiple sources included video recordings of all activities, media material, observation notes/tool, surveys and a focus group interview. An iterative analysis of the evidence employed the use of HyperRESEARCH, qualitative data analysis software for video and text. Twelve key findings are based on triangulation of the frequency of coded behavioral markers on 12.5 hours of video, quantitative and qualitative data from post-simulation survey data, as well as focus group interview results.
Triangulation via analysis using 3 theoretical constructs lead to the study conclusions which are presented in 3 thematic clusters: (a) IP-SBTT enhances attitudes of mutual trust and team orientation, and the knowledge achievement of shared mental models; (b) the TeamSTEPPS framework is an effective approach to developing teams of IPE facilitators, and the Tension Triangle framework closely aligns with SBL components; and (c) Interprofessional-Meta-Simulation Based Team Learning (IP-M-SBTL) fosters an increased awareness of the emotional vulnerability associated with SBL, and enhanced self-reflection skills, increasing competence in interprofessional facilitation. The IP-M-SBTL model for faculty development is strongly recommended for building teams of interprofessional facilitators.
Martin, Penelope Dawnette. "The development of a model of emotional support for undergraduate nursing students working in mental health care settings." Thesis, University of Western Cape, 2013. http://hdl.handle.net/11394/3246.
Повний текст джерелаThe mental health care environment is a stressful environment because of the environment, perceived unpreparedness of students and the emotional demands placed on the students which are inherent in the nature of the work. The use of the self as a therapeutic tool also presents challenges for students. Whilst researchers have identified supportive interventions and strategies to address students support needs in mental health care settings, these interventions/strategies focus on meeting clinical learning objectives with the assumption that if the student learning needs are met, they will feel emotionally supported. Literature and experience indicates that it is imperative that in this field of study, students should be prepared to cope emotionally with the demands of mental health work. The aim of this research was to develop a model of emotional support for student nurses working in mental health care settings. A theory-generating design based on a qualitative, explorative and descriptive research approach was used to achieve the aim of the study. Purposive sampling was employed to select participants namely: students, educators and clinical staff who met the eligibility criteria. A sample of 40 students, nine educators and nine clinical staff who worked in the four psychiatric hospitals and community mental health clinics in the Western Cape participated in the study. Data collection was by means of focus group interviews (students) and indepth individual interviews (educators and clinical staff). Data was analysed by means of Tesch’s method of content analysis. The model was developed by means of the four steps of the theory generation process. Step one was concept development which consisted of two sub-steps namely concept identification and concept definition. A total of 22 concepts were identified which was further synthesised into six main concepts. The main concepts which were used to develop the model were: positive self-concept; positive work environment; academic and professional development; effective communication; formal and informal supportive interventions and collaboration between the Higher Education Institution and the mental health care setting. Step two of the theory generating process was model development. These main concepts were placed in relation with each other which formed an emotional support model for students working in mental health care settings. Step three was model description. The model was described using the three phases of interpersonal communication namely orientation phase, working phase and the termination phase. A visual application of the model which depicts the main concepts, the process and the context was shown. Step four dealt with the development of the guidelines for the implementation of the emotional support model. A critical reflection of the model was done using five criteria for model evaluation according to Chinn & Kramer. Trustworthiness of the data was ensured by means of applying Guba’ model of truth value, applicability, consistency and neutrality. Reflexivity was used by the researcher to further enhance trustworthiness. Permission to conduct the study was obtained from the relevant authorities. The ethical principles of respect for human dignity, beneficence and justice were applied throughout the study. Limitations were identified and ecommendations for nursing practice, education concluded the study.
Finnane, Julia M. "Exploring partnerships between early childhood educators and parents to promote healthy eating to children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103985/4/Julia_Finnane_Thesis.pdf.
Повний текст джерелаDoneski, Amanda Lea. "Evaluating the Self-Efficacy of Novice Educators in Nursing and Allied Health Care Programs as It Pertains to Faculty Development." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637426.
Повний текст джерелаThe purpose of this quantitative study was to evaluate the self-efficacy of novice nursing and allied health educators as it pertains to their overall desire to enhance their knowledge of educational instruction. Many nursing and allied health faculty transition from clinical practice to teaching with little to no formalized knowledge in education (Cangelosi, 2014; Gresham-Anderson, 2015). Bandura’s (1977a) theory of social learning and self-efficacy was utilized as the theoretical framework for the study. This study was guided by four research questions used to investigate how the self-efficacy of nursing and allied health professionals changed as participants became more experienced educators, the types of learning opportunities the contributors participated in, and the supports and barriers novice educators faced when making the transition from being a practitioner to becoming a teacher. A survey was utilized to gain the data needed. A total of 202 surveys were sent to allied health personnel in higher education institutions in a Midwest state. The results were analyzed using descriptive statistics. In the findings, most of the survey respondents noted their self-efficacy was lower when entering the teaching field as compared to working in their designated allied health field. However, by participating in self-directed learning, professional development, and mentoring, the survey respondents noted self-efficacy increased as they became more skilled as instructors. Implications for practice included providing a formalized orientation process, investment in faculty development, as well as mentoring for novice teachers. Future research studies could gain a more comprehensive understanding of the barriers novice educators face when transitioning from clinical practice to academia and the steps taken to improve self-efficacy.
Williams, Jimmie R. "Beliefs Concerning Role of the Nursing Service Administrator in Hospitals as Expressed by Chief Executive Officers, Nursing Service Administrators, and Nurse Educators." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2829.
Повний текст джерелаPranoto, Yosephin A. "PERCEPTION STUDY OF DIETITIANS, NUTRITION STUDENTS, AND EDUCATORS: POTENTIAL IMPLEMENTATION OF NUTRITION-FOCUSED PHYSICAL EXAMINATION (NFPE) IN INDONESIA." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555104409578584.
Повний текст джерелаPirtle, Jody Marie. "Collaboration Among Families, Educators, and Medical Professionals to Create a Rural Medical Home for Children with Special Health Care Needs and Disabilities." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/283632.
Повний текст джерелаKlatt, Suzanne. "They're just kids: Residential educators' frustration and hope expressed as action." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1367600530.
Повний текст джерелаChan, Engle Angela. "A rift in nursing education and practice on a landscape of curriculum and health-care reform, diploma nurse educators' professional identities in question." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58946.pdf.
Повний текст джерелаDonkin, Rosemary. "The role of the health educator in facilitating process improvement in health-care settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ53612.pdf.
Повний текст джерелаChau, Sally Pik-Yuk 1964. "Evaluation of a structured myocardial infarction teaching program coordinated by one designated patient educator." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278087.
Повний текст джерелаMeyer, Ilse S. "The dual role of a clinical educator as mentor and assessor : influence on the teaching-learning relationship." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85784.
Повний текст джерелаENGLISH ABSTRACT: At the core of clinical education, within the allied health professions, is the teaching-learning relationship between the clinical educator and the student which is reinforced by and grounded in the explanatory theories of socio-constructivism, experiential learning and positioning. A good teaching-learning relationship is fundamental to the success of the students’ learning in the clinical environment. Clinical educators fulfil a dual role as mentors and assessors to students. The purpose of this study is to explore the students’ and clinical educators’ perceptions of the dual role of a clinical educator of students in the physiotherapy clinical environment, and how the perceptions of both parties influence the teaching-learning relationship. By following a phenomenological qualitative research approach with an interpretivist paradigm the researcher obtained data from focus groups and individual interviews. Data analysis involved a contextualised interpretive content analysis paradigm. The perceptions of the participants in the teaching-learning relationship, their particular expectations, challenges and preferences, reflect their experiences and are presented in the findings of the study. The findings of this study are comprehensively discussed and recommendations are made to transform the teaching-learning relationship by repositioning the participants (both students and clinical educators) in order to enhance the quality of the clinical learning experience within the physiotherapy clinical environment.
AFRIKAANSE OPSOMMING: Die onderrig-leerproses-verhouding tussen die kliniese dosent en die student vorm die kern van kliniese onderrig, ondersteun deur en op grond van die verduidelikende teorieë van sosiale konstruktivisme, leerervaring en posisionering, vir verwante gesondheidsberoepe. Die onderrigleerproses- verhouding word daarom beskou as die grondslag vir die sukses van leergeleenthede, aangesien die kwalitiet van die verhouding deurslagggewend is om studente se leerproses in die kliniese omgewing te ondersteun. Kliniese dosente speel ‘n dubbele rol as mentors en assessore vir studente. Die doel van die studie is om studente en kliniese dosente se sienings van die dubbele rol van ‘n kliniese dosent van studente binne die kliniese onderrigveld van fisioterapie in die kliniese omgewing te ondersoek, asook hoe die persepsies van albei partye die onderigleerproses- verhouding beinvloed. Die data word verkry van fokusgroepe en individuele onderhoude deur ‘n fenomenologiese kwalitatiewe navorsingsbenadering met ‘n interpreterende paradigma te volg. Die data is ontleed volgens ‘n kontekstuele interpreterende inhoudsontledingsproses. Die persepsies van die deelnemers aan die onderrig-leerprosesverhouding, hul spesifieke verwagtinge, uitdagings en voorkeure as drie breë temas van hierdie tesis, weerspieël hul ervarings en word weergegee in die bevindings van die studie. Die navorsing bespreek hierdie bevindings en doen regstellende aanbevelings oor die bevindings. Hierdeur kan die onderrig-leerproses-verhouding, deur herposisionering van albei partye (studente sowel as kliniese dosente), getransformeer word en die gehalte van die kliniese leerervaring in die fisioterapeutiese kliniese omgewing verbeter word.
Kalunga, Moto Jean Bosco. "The effect of a peer education programme on peer educators of the HIV/AIDS unit of the Cape Peninsula University of Technology (CPUT)." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2337.
Повний текст джерелаCurrently, the world faces many challenges such as a food shortages, fossil fuel depletion, floods, earthquakes, recession, wars, and climate change. It also faces diseases such as Human Immune Deficiency Virus /Acquired Immune Deficiency Syndrome /Sexually Transmitted Infections and Tuberculosis (HIV/AIDS /STI and TB). This study focused on HIV/AIDS/STI and TB, and the impact of changes in sexual behaviours of student peer educators as a result of peer education programmes offered by the HIV/AIDS Unit at the Cape Peninsula University of Technology (CPUT). Although young people today have a better understanding of risky sexual behaviours, HIV remains a health problem among the youth in South Africa. HIV/AIDS is a disease that affects all sectors of the population- rich and poor, young and adult, educated and uneducated. Tertiary institutions are places where many young female and male students live independently, unsupervised by their parents or guardians, in either private accommodation or student residences. Under these circumstances it may be expected that some students will explore and experience intimacy in their relationships. Hence, universities could play a vital role in shaping students’ attitudes and behaviours towards relationships, safer practices, and respect for others. Given the current absence of a cure or vaccine for HIV/AIDS, peer education should appear as an important tool in HIV prevention strategy. It draws on several well-known behavioural theories and many researchers view peer education as an effective behavioural change strategy. A formal structured Peer Education Programme was initiated and implemented at the HIV/AIDS Unit at Cape Peninsula University of Technology (CPUT) since 2004. This initiative was in line with one of the twelve strategic objectives of the HIV/AIDS Unit at the CPUT. This study therefore, aimed to assess the reflexive effect that the Peer Education Programme had on student peer educators who volunteer their services at the HIV/AIDS Unit at CPUT. It further attempted to assess the effect of the Peer Education Programme on changes in sexual behaviours that could occur amongst student peer educators. The purpose of this programme was to explore peer educators who were based in the HIV/AIDS Unit applying their acquired knowledge and skills; so that they may become role models for their peers by practising what they taught, and not taught what they proposed to practice. The study furthermore, forms on how effective the Peer Education Programme of CPUT’s HIV/AIDS Unit is in changing sexual behaviours of the student peer educators.
Hill, Jillian. "Process evaluation of the healthkick action planning process in disadvantaged schools in the Western Cape." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1351_1299225304.
Повний текст джерелаIn this study a process evaluation of the action planning process of the HealthKick programme in disadvantaged primary school settings in the Western Cape was conducted. A qualitative methodology was adopted to best determine the experiences of the participants and the underlying factors involved. Four schools were randomly selected to participate. Four focus group discussions were conducted with educators, and four in-depth interviews were conducted with principals and champions at schools, (champions are either an educator or school governing body member selected to be the driver of the project at each school, as well as the liaison person between the school and the HealthKick project team). Semi-structured interview guides were used to steer the discussions. Interviews and focus groups were audio taped and transcribed verbatim. The data was thematically analysed with the assistance of Atlas ti computer software. The results of this study indicated that the action planning process did not take place as designed by the project team. Several challenges were identified and experienced by participants. The results further indicated that the challenges of time, workload and competing priorities were intrinsically linked. Positive experiences were also reported and various enablers to the process were identified, such as the facilitation process, the receipt of the resource toolkit as well as the complementary nature of the HealthKick curriculum to the normal academic curriculum.
Cronin, Jane. "The care perspective in medical ethics education: Perceptions of physician-educators." 1995. https://scholarworks.umass.edu/dissertations/AAI9541091.
Повний текст джерелаMolefe, Ntombi Tshadi. "A mental health approach to assist nurse educators in coping with change." Thesis, 2012. http://hdl.handle.net/10210/6613.
Повний текст джерелаNurse educators have a multifaceted and ambiguous professional as well as personal role. They teach nursing theory, accompany student nurses in the clinical area and are expected to carry out research. Very few — in the nursing colleges — are actually involved in scientific study and relate this to unavailability of resources like sponsorship and time, to support such efforts. Added to this is their personal role as spouse or partner, as parent, as significant other and as friend. Faced with the challenges of the change from curative to the primary health care approach to health services delivery, and according to provincial legislation, the restructuring and rationalisation of health services, induding rationalisation of nursing colleges, the nurse educator is negatively affected by these changes and gets stressed. As a result of the complex and changing social, economic and political dimate, these challenges pose a threat to the nurse educator, who perceived herself as being unable to cope. Change occurs continuously in nursing, and therefore in nursing education, because of the dynamic health care system. Change, for better or for worse, can be stressful. It puts big demands on a person's ability to cope. The nurse educator in this changed climate, being unable to cope, gets stressed, and if any stressful situation is allowed to progress to distress, the health — mental, physical and spiritual — of the nurse educator might be adversely affected. Supporting the nurse educator to cope with this change may help her to accept the dynamic changes taking place around her. Learning to cope will not only give nurse educators control over their lives and well-being, but would leave them free to concentrate on helping themselves and others and teaching student nurses. The purpose of this research was to generate and describe a support approach and to describe guidelines to operationalise the support approach, for the psychiatric nursing clinical specialist to utilise for the nurse educator who is working in a nursing college that is earmarked for rationalisation, in order to promote, maintain and restore mental health as an integral part of health. Based on the above discussion, the following questions were addressed in this research: How do nurse educators experience life in all its dimensions? What support do they think they should receive? What approach can be described to support the nurse educator? What guidelines can be described to operationalise the support approach? A qualitative, explorative, descriptive and contextual research design was followed. The research was conducted in four phases with a pilot study preceding the first phase of the research. In phase one, phenomenological interviews were conducted with seven nurse educators to explore their experience of life in all its dimensions. Data was analysed according to Tesch's method. Based on the results of analysed data, fear and uncertainty, anger and hope/hopefulness were the identified themes. In phase two, focus group discussions were held with the same group of nurse educators to explore their views on what could be done to support them. Selfmanagement, justice and fairness and enrichment were the identified themes. In phase three themes from phase one and phase two were utilised to form a bridge, leading to the description of an approach to support nurse educators. Phase four dealt with the description of guidelines to operationalise the support approach. Recommendations and limitations of the research were also discussed.
Piccininni, Joseph John. "A Qualitative Examination of Health Care Professionals' Experience as Patient Educators: Cases from Canadian Chiropractors." Thesis, 2010. http://hdl.handle.net/1807/24851.
Повний текст джерелаNtsele, Nompi. "The experiences of the nurse educators following the rationalization of nursing colleges in Gauteng." Thesis, 2010. http://hdl.handle.net/10210/3333.
Повний текст джерелаThe rationalization of nursing colleges was implemented to change the manner in which the state institutions were administered for the purpose of improving service delivery, reduce state expenditure and maximize the utilization of these state institutions by making them accessible to all eligible users. The nurse educators’ experiences in this regard had to be explored and described because people react differently even to the best of intentions. The following research questions that gave direction to the research study were formulated. • What are the experiences of the nurse educators following the rationalization of the nursing colleges in Gauteng? • What are the supportive guidelines that can be formulated to assist the nurse educators cope in the nursing college that has undergone the rationalization process? The purpose of the research was to describe the supportive guidelines that might assist the nurse educators cope in the receiving nursing college that had undergone the process of rationalization. The objectives that would enable the fulfillment of the research purpose were formulated. The objectives of the study were: • To explore and describe the experiences of the nurse educators in a nursing college that has undergone the process of rationalization. • To conceptualize the experiences of the nurse educators • Describe the supportive guidelines to assist the nurse educators cope in the nursing college that has undergone the process of rationalization. A qualitative, contextual, exploratory, descriptive and phenomenological research design was used to address the research questions and objectives (Mouton 1998). The study was conducted in two phases. Phase one focused on the description and exploration of the nurse educators’ experiences following the rationalization of nursing colleges in Gauteng. Phase two focused on the conceptualization of findings and the description of the supportive guidelines. The method of selecting the participants of the study was purposive so that participants who met the criteria could be included in the study. The sample was obtained from the target population of thirty six nurse educators who were deployed from the nursing colleges that were closed down and those who were employed in the nursing college before the implementation of the rationalization of nursing colleges in Gauteng. A pilot study of four nurse educators was done. The four nurse educators were not included in the focus group interview. Twelve nurse educators from General Nursing Science, Midwifery, and Psychiatry and some of the managers (HOD’s) participated in the study. Community Nursing Science nurse educators were not available due to work commitment outside the nursing college. A focus group interview (Krueger 1994) was conducted within ethical considerations. Audio tapes were used to capture the data. Field notes of the gestures and emotions expressed by the nurse educator during the interview were taken. Tech’s (in Cresswell 1994) protocol to systematically process the contextual data was utilized. Trustworthiness was maintained to ensure credibility of the study (Lincoln & Guba 1985.) The two categories, seven sub categories and the related themes that emerged from data analysis were conceptualized and supported by relevant literature. The two main categories were positive experiences and negative experiences. The sub-categories of the positive experiences were: sharing of resources, empowerment of the nurse educators, collaboration of the receiving nursing college with the community to improve nursing education and acquisition of trans- cultural knowledge. The sub- categories of the negative experiences were: fear, perceived behavior of the authorities concerned with rationalization of nursing colleges in Gauteng and aspects pertaining to racial issues. These categories and their related themes were conceptualized and supported by relevant literature. Guidelines that would assist the nurse educators cope in the receiving nursing college were formulated. It is recommended that the authorities concerned with the rationalization of nursing colleges in Gauteng and the management of the receiving nursing college should consider the guidelines to assist the nurse educators cope in the receiving nursing college and in future rationalization of the nursing college. In conclusion, the study has sheared light on the importance of conducting a research before implementing a major change such as rationalization of state institutions to ensure sustenance of the objectives of the change. The employees’ wellbeing should be considered because the success of the rationalization depends on them. Rationalization of institutions, whether public or private, requires effective management to facilitate a reasonable integration process.
Vis, Louise. ""We sow the seed": perspectives of health educators at the Institute of Family and Community Health in Durban in the 1940s and 1950s." Thesis, 2004. http://hdl.handle.net/10413/7932.
Повний текст джерелаThesis (M.Med.Sc.)-University of KwaZulu-Natal, 2004.
(12873187), Mee Yong Ho. "The study of Queensland nurses' attitude and behaviour towards computerisation in the workplace." Thesis, 2004. https://figshare.com/articles/thesis/The_study_of_Queensland_nurses_attitude_and_behaviour_towards_computerisation_in_the_workplace/20069591.
Повний текст джерелаThe purpose of this thesis is to analyse the attitude, intention and behaviour of Queensland nurses towards computerisation in their workplace using quantitative and qualitative survey methods. It also identifies possible mediators and moderators of this relationship using the Theory of Reasoned Action in a path model. Other moderating variables such as age group, previous computing experience, computing ability, computer usage, educational levels and gender were used in this study.
The Theory of Reasoned Action is used by Fishbein and Ajzen to predict volitional behaviour and to assist in understanding psychological determinants. One thousand questionnaires were distributed to registered nurses in Queensland and 330 (33%) valid responses were received. A qualitative telephone survey (n = 40) was also employed to validate the quantitative survey. The results of this study found that positive attitudes were found to influence the intention of nurses to use computers in the workplace.
Although normative beliefs and motivation to comply were found to have a direct influence on subjective norm, subjective norm was not found to be significantly associated with one's intention to perform the behaviour. However, a positive outcome evaluation and behavioural beliefs were found to be directly associated with one's behaviour which were mediated through positive attitudes. It was also demonstrated that all positive intentions produced positive behaviour (action of using computers at work).
The study demonstrated the positive effect of prior computing experiences before starting nursing and the effect of high computer usage frequency on one's intention. An inverse effect was demonstrated between nurses who had good experiences with computer and their intention to use computer. In addition, the study found that older, less educated female nurses demonstrated a higher intention to use computers in the workplace. The qualitative study also supported the quantitative study. The qualitative study provided the researcher with reasoning as to why nurses behave a certain way towards computerisation in the workplace. It was used as a reasoning tool to confirm some of the respondents' actions.
This research has its own limitations. It was conducted in late 1999 and computerisation has since then penetrated Australian hospitals to a greater extent than ever before. In addition, the survey tool could also be tested for its construct and criterion related validity. This would improve the sensitivity of the survey tool. Notwithstanding that, the results from this study would significantly benefit management in the identification of groups of nurses who are likely to resist the computerisation process in the workplace.
Parag, Armita. "Educators perceptions of teaching learners about HIV/AIDS and of schools as care-giving centres for orphans and vulnerable children : the case of an urban secondary school in Durban." Thesis, 2009. http://hdl.handle.net/10500/3121.
Повний текст джерелаSociology
MA (Social and Behaviour Studies in HIV/ Aids)
Mampane, Johannes Ntshilagane. "Psychosocial problems and needs of educators infected with HIV and/or affected by HIV and AIDS in selected Johannesburg inner city schools." Diss., 2011. http://hdl.handle.net/10500/4849.
Повний текст джерелаSociology
M.A. (Social Behaviour Studies in HIV/AIDS)
Meunier, Véronique. "Perceptions et besoins du personnel des services de garde en milieu scolaire québécois en lien avec le contexte du repas à l’école et la promotion de saines habitudes alimentaires." Thèse, 2017. http://hdl.handle.net/1866/19152.
Повний текст джерелаContext: Since 1985, the main objective of the Association des services de garde en milieu scolaire du Québec (ASGEMSQ) has been to improve the quality of child care services in schools so that each child could develop in an environment that contributes to its well-being and growth. In partnership with Québec en forme, ASGEMSQ joined a national movement searching to promote healthy lifestyles and initiated actions leading to the development of environment conductive to healthy eating and physical activities in school child care services. To this end, child care providers definitively play a decisive role. Objective: The main objectives of this research are to study the perceptions of school-age child care providers in Quebec with regards to the meal period and the factors that may impair its development, as well as to identify their training needs in nutrition. Methodology: During fall 2014, an electronic survey was sent to 1655 child care providers from Quebec schools. Descriptive statistics and chi-square tests were conducted (SPSS, version 17.01). Results: In total, 624 responses were obtained, a 38% response rate. The meal context appears to be a relatively pleasant moment for the majority of children and educators. Different obstacles had statistically significant relationship with the perception of the meal context as being enjoyable for the majority of children, namely failure from parents to comply with instructions regarding lunch box content, children personal eating pace, the need to appropriately support children with special needs, non-compliance to the school code of conduct and the general attitude of the school's staff. The results show considerable interest from child care providers in various nutrition training activities. Moreover, specific training themes have a statistically significant relationship with obstacles related to a favorable meal context and to certain characteristics of the environment likely to impact them. Conclusion: The data confirm training needs and the importance to support partnerships with school and parents so that the meal context represents enjoyable moments. Elementary school day care is an environment to be documented. It constitutes a living environment that a majority of children experiment on a daily base. In collaboration with child-care center managers, school principals and parents, actions can be planned to create environments that support the adoption of healthy lifestyles. This transversal study conducted in Quebec's elementary schools contributed to the study on the importance of the environments on overall healthy lifestyles.
Dalais, Lucinda. "Perceptions of body weight and health risks among primary school educators in the Western Cape, South Africa." Thesis, 2012. http://hdl.handle.net/11394/3963.
Повний текст джерелаThe global problem of overweight and obesity is disturbing judging by the World Health Organization 2008 statistics which estimate that 1.4 billion and 500 million adults are overweight and obese. Thus, as a major risk for non-communicable diseases (NCDs) which are the foremost cause of disability and death, the problem of obesity needs to be addressed not only globally but in South Africa as well. South Africa’s burden of disease includes NCDs and causes of death of diseases such as diabetes (3%), cardiovascular diseases (CVDs) (11%), cancer (7%) and chronic respiratory diseases (3%). The HealthKick study is a school-based nutrition and physical activity intervention programme in the Western Cape, S.A., aimed to promote healthy behaviours such as healthful eating and physical activity in children, parents and teachers to reduce the risk of non-communicable diseases. During the formative phase of the study it emerged that educators were at high risk for NCDs because of their high levels of obesity. This study therefore aimed to describe primary school educators’ perceptions regarding body weight, related health risks and barriers to weight management. A qualitative approach was used to collect data and included focus group discussions (FGDs), and in-depth individual interviews (IDIs). In addition anthropometric measurements were taken. Four schools were purposively selected and a total of thirty one male and female educators participated in the seven focus group discussions and four in-depth interviews from the four schools. Male FGDs and IDIs and female FGDs and IDIs were conducted separately. The focus group discussions and in-depth interviews were digitally recorded and transcribed verbatim. Thematic data analysis was conducted with the use of ATLAS ti 6.1 computer software.The results of the study indicate that educator perceptions regarding their own body weight varied slightly from the actual. Positive and negative weight loss experiences and feelings regarding their own body weight were expressed. Educators appeared knowledgeable about overweight/obesity and its health risks for particular NCDs. Several personal barriers were identified by the educators; however, of particular interest were the barriers relating to the school environment, identified barriers included lack of time, heavy workloads and school responsibilities. Several factors for consideration emerged relating to implementing an educator weight management programme in the schools. These included: the involvement of the department of education (DOE), the type of activities planned and the time of implementation.
Masakona, Reginah. "Enhancement of clinical teaching for undergraduate students in primary health care facilities / Reginah Masakona." Thesis, 2014. http://hdl.handle.net/10394/10761.
Повний текст джерелаMCur, North-West University, Potchefstroom Campus, 2014
Sauls, Berenice Lee-Ann. "Implementation and evaluation of a health education programme on chronic diseases of lifestyle in high schools learners in the Northern Cape." 2013. http://hdl.handle.net/11394/3889.
Повний текст джерелаNon-communicable disease (NCD’s) accounts for 80% of the deaths in low and middle socio-economic countries. Emphasis should be placed on the prevention of behavioural risk factors for chronic diseases like alcohol consumption, physical inactivity and smoking to control health risk behaviours in order to lower the amount of deaths caused by NCD’s. In South Africa adolescents indulge in behavioural risk factors that may increase their risk for subsequent chronic diseases of lifestyle. Adolescents should be primary targets for preventative interventions as prevention interventions are usually targeted at healthy individuals. Health education taught in the early years of life is believed to influence the health decisions that individuals make later in life. Health education programmes are currently being implemented worldwide but not many are evaluated to determine the effect of the programme. Thus the aim of this study is to implement and evaluate a health education programme on chronic diseases of lifestyle in a high school in the Northern Cape province of South Africa.
Gesinde, Bukunmi. "An Avatar Video Intervention on Type 2 Diabetes for Women of Color Using Brief Motivational Interviewing: Predictors of Self-efficacy Post-video for Performing the American Association of Diabetes Educator’s Seven Self-care Behaviors." Thesis, 2019. https://doi.org/10.7916/d8-m87f-bm10.
Повний текст джерелаDe, Villiers Elsabe. "Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province." Thesis, 2010. http://hdl.handle.net/10500/4715.
Повний текст джерелаEducational Studies
Thesis (D. Ed. Education Management))