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Sinasac, Patricia A. "Residential aged care health workers' knowledge, attitudes and confidence in providing care to a person with a stoma : a needs analysis for education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104436/1/Patricia_Sinasac_Thesis.pdf.
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This study of residential aged care health workers’ knowledge, attitudes and confidence in providing care to an older person with a stoma was conducted to identify characteristics of the learners and educational needs to effectively provide stoma care. The findings will be valuable to inform development of an educational program aimed at aged care health workers’ to give appropriate and confident stoma care to residents.
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Josefsson, Karin. "Municipal elderly care : implications of registered nurses' work situation, education, and competence /." Doctoral thesis, Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-668-9/.
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Frenkel, Heather Frances. "A health education intervention to improve oral health among institutionalised elderly people : a randomised controlled trial." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/479da1aa-9043-4d6e-8177-3846bb16cefc.
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Liao, Karen Lih-Mei. "Preparation for menopause : development and evaluation of a health education intervention for mid-aged women." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/preparation-for-menopause--development-and-evaluation-of-a-health-education-intervention-for-midaged-women(bd25d302-3953-4bcc-87ac-ab3ef2930152).html.
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This thesis examines the multi-disciplinary literature on menopause, develops and evaluates an intervention to prepare mid-aged women for the menopause transition. The literature review suggests that the intervention should aim to increase knowledge of menopause, counter overly negative attitudes, and promote health-enhancing behaviours, framed in a biopsychosocial perspective. Forty-five-year-old women registered at five general practices were targeted for the research. One hundred and seventy-eight women were sent baseline questionnaires assessing knowledge and beliefs about the menopause, and a number of healthrelated beliefs and behaviours. Sixty per cent (N=106) of the women responded. Overall, health-related behaviours were not inter-correlated, nor were health beliefs strong predictors of health behaviours. A number of relationships were found which have implications for health services for mid-aged women. The women appeared to have a low level of awareness of empirically derived information about menopause. Beliefs about menopause were complex and multi-faceted, and not necessarily congruent. Intention to use hormone replacement therapy was related to a disease model of menopause, depressed mood and a poorer sense of personal control over the experience of menopause. An as-sociation between smoking and earlier menopausal changes was found. A complex relationship between lack of exercise, greater body mass index, low self-esteem and perceived barriers to regular exercise was also evident. Fifty women subsequently participated in a health education intervention in the form of two small group sessions. Fiftyone women acted as control. The post-intervention assessment was carried out three months later, and the follow-up assessment a year later. A third group of women (N=44) was contacted for the first time at follow-up, to control for the effects of completing questionnaires by the first control group. Knowledge improved and fewer negative beliefs were expressed after the intervention. The proportion of smokers in the intervention group decreased, as did the proportion of women intending to use hormone replacement therapy, though these changes did not reach statistical significance due to the sample size. These changes were maintained at the 1-year follow-up. These outcome measures were unchanged for the control group. The results are discussed with reference to previous findings for mid-aged samples. The implications for further research are drawn. A range of suggestions for further development of health promotion services for mid-aged women are made.
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Paton, Grace. "Governmentality and professional/familial relationships : a Foucauldian study of the dispositif of education and care for Scottish children aged one to two years." Thesis, University of the West of Scotland, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627908.
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The research aimed to explore the role of professionals and family members who support the education and care experience of Scottish children aged one to two years who are considered to be ‘at risk’ in Scottish Government early intervention policy statements. It employed a feminist poststructuralist paradigm based on the Foucauldian concepts of governmentality and subjectification and a genealogical approach to literature review. The small-scale ethnographic case study was set in the Baby Room of a Scottish early childhood education and care (ECEC) centre where these children were allocated funded places. Ten children were placed in the role of ‘boundary objects’ and data collection focused on human and non-human elements of the dispositif of the nursery placement and its impact on each child’s experience. Methods associated with multi-sited ethnography were employed. These included semi-structured interviews with associated professionals and family members and observation of practice in the Baby Room. In addition, content analysis of cultural objects, including guidance documents, artefacts and the architecture of the setting, allowed exploration of non-human actants. In analysis of data, situational analysis and the listening tool were utilised as complementary tools. Findings indicated that the discursive practices recommended in official practice advice varied within and across government documents. Ways of parenting and of practising early childhood education and care professionally were individualistic and situated, often resisting government promoted discourses. It was concluded that the Scottish Government tactic of provision of a funded place for ‘at risk’ Scottish toddlers was unlikely to be successful in achieving its totalising and individualising aims. The tactic allowed society to benefit at the expense of women. Low levels of investment and a focus on measurable outcomes impacted on the nature of service provision and pedagogical approach, with ‘normalcy’ valued over care and relational working. The study concluded by suggesting that the Scottish Government might consider investment in universal, more democratic ECEC provision and in the development of professional education to take account of EU conceptualisation of competence, thus avoiding the marginalisation of women.
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Bull, Alister William. "The insights gained from a portfolio of spiritual assessment tools used with hospitalised school-aged children to facilitate the delivery of spiritual care offered by the healthcare chaplain." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4529/.
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A Spiritual Assessment Tool (SAT) for use with a child by a healthcare chaplain, requires a clear conceptual construct in order to convey a child’s spiritual profile to other professionals. The design of the tool, allied to the manner in which a chaplain engages with a patient, allows a child to easily share information which can be interpreted in terms of this construct. This thesis creates a new and accessible conceptual framework to describe the spirituality of children in a paediatric setting. It achieves this through the design and development of a portfolio of sorting cards and storyboards, referred to as a Spiritual Assessment Tool (SAT). The SAT encourages children to share information about their healthcare journey which is then interpreted in terms of the new framework. In addition, it identifies the competences required by a healthcare professional to obtain and interpret this information. In doing so, it necessarily discusses the wider implications of the theological insights which arise. The research involved the filming of interviews conducted with children aged between 6 and 13 years old in an acute paediatric healthcare setting. During these interviews sorting cards depicting different aspects of the children’s lives were used in conjunction with storyboards, in order to discover how the children described their lives while in hospital. The design of the SAT developed through two distinct stages before reaching a final model that achieved the goals of this thesis In order to describe and share the information expressed with other healthcare staff, a framework was developed to enable interpretation of how a child constructs meaning. This framework required a terminology that could clearly communicate the complexities of how children understand the meaning of their lives in the context of the hospital setting. By engaging with child development theory and the data gathered from the interviews, the term “connectedness” was adopted to better encapsulate the conceptual construct of what had, in the past, been described as “childhood spirituality”. The term draws four dimensions from the field of child development which help professionals to profile a child’s perspective of their lives while in hospital:; the momentum of connectedness; the awareness of connectedness; the resilience of connectedness; and the evaluative nature of connectedness. These dimensions take account of the contextual disruption experienced by the children and the way in which their level of development contributes to the perspective of their lives while in hospital. The theological implications the concept of ‘connectedness’ and the methodology of its application underline the dynamics of the competences involved. These can be applied in integrated theological reflective practice. The “Zone of Proximal Connectedness” (ZPC) is used to describe the space of an encounter between a healthcare professional and a paediatric patient when four features are present; hospitality, liminality, the significant other, and the co-construction of meaning. The ZPC forms the foundation for gathering information that serves as the basis for better spiritual care. The research findings provide insight into the dynamics required for a healthcare chaplain to relate to a child and to engage in integrated theological reflective practice which relates to the ZPC. The nature of the encounter outlined in this thesis, requires the quality of ‘mutuality’ to be present between assessor and child. The nature of the encounter outlined in this thesis between an assessor and a child requires the quality of ‘mutuality’. The presence of the quality of mutuality in this context, reveals that inThe implications of mutuality reveal that in the Christian Faith our concept of God’s nature involves a greater sense of mutuality. The wider implications of this reflection for the Christian faith and our understanding of God, Jesus and the Church are identified as an area for future theological exploration.
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Glasgow, Lashanda B. "Associations Between Sex and HIV Testing, HIV Risk, and HIV Risk Perception Among a National Sample of Adults Aged 65 Years and Older." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank162142623355138.
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Santos, Camila Medeiros dos. "Autocuidado e processo educativo de idosos com doenças crônicas não transmissíveis que demandam cuidados de enfermagem no domicílio." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/838.
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O objeto da investigação foi o autocuidado de idosos que convivem com doenças crônicas não transmissíveis e que demandam cuidados de enfermagem no domicílio, com enfoque para o processo educativo em saúde e enfermagem no âmbito da temática da educação e promoção da saúde desenvolvida pelo enfermeiro em contexto assistencial multiprofissional de atenção à pessoa idosa. Objetivou-se compreender como as ações educativas e de autocuidado terapêutico contribuem para a autonomia dos idosos com doenças crônicas não transmissíveis, buscando identificar o conhecimento que possuem acerca da doença, seus tratamentos e cuidados de promoção da saúde e prevenção de complicações; identificar as necessidades de educação em saúde para o autocuidado do ponto de vista dos idosos que convivem com doenças crônicas não transmissíveis; compreender como o idoso aplica os conhecimentos de promoção da saúde e prevenção das complicações das doenças crônicas resultantes de práticas educativas; e discutir sobre a contribuição da enfermagem em contexto assistencial multidisciplinar na manutenção e promoção do autocuidado na área da atenção à saúde do idoso. Adotou-se aporte metodológico da Teoria Fundamentada nos Dados. Desenvolveu-se em duas etapas, no período de novembro de 2012 a dezembro de 2013, envolvendo dois cenários distintos: ambulatório de Geriatria e Gerontologia de um hospital público de ensino de Minas Gerais, no qual os participantes foram selecionados, e o ambiente domiciliar, após a seleção e contato prévio com os mesmos. Incluiu-se doze idosos residentes no município sede da pesquisa. Utilizou-se a visita domiciliar com observação participante, registro de notas em diário de campo, entrevista semiestruturada e, para a edição textual dos dados empíricos, o programa OpenLogos®, permitindo-se a codificação e interpretação. Emergiram trinta e cinco códigos que compuseram quatro categorias: “O autocuidado do idoso com doença crônica não transmissível em contexto domiciliar”, “Tornando-se conhecedor de si mesmo”, “Necessidades de educação terapêutica do idoso com doença crônica não transmissível” e “Apoio e suporte ao idoso com doença crônica não transmissível”. As categorias apontaram que à medida que o idoso desenvolve uma doença crônica, surge a necessidade de que aprenda a se autocuidar no âmbito terapêutico, em casa. Diante da vivência deste idoso na prática do seu autocuidado terapêutico, tornou-se evidente o conhecimento desse indivíduo no que permeia aspectos relativos à promoção da saúde e prevenção de agravos. Situações positivas e negativas vivenciadas apontaram para necessidades de educação terapêutica e busca por apoio e capacitação pelos idosos. Nessa dinâmica de movimento, tem-se que as orientações ao idoso quanto ao seu processo saúde e doença contribuem para a realização das ações de autocuidado desenvolvidas no domicílio. A atuação do enfermeiro através das práticas educativas, do planejamento de cuidados individualizados, com vistas ao apoio e educação, contribui para que o idoso se torne reflexivo e ativo no seu autocuidado terapêutico.
The object of research was the self-care of elderly who lives with chronic non-communicable diseases and require nursing care at home, focusing on the educative process in nursing and health under the theme of education and health promotion developed by nurses in the context of multidisciplinary health care to elderly people. This study aimed to comprehend how the educative and therapeutic self-care actions may contribute to the autonomy of elderly people with chronic non-communicable diseases, aiming to identify their knowledge about the disease, its treatments, care for health promotion and complications prevention; identify the needings of health education for self-care from the perspective of elderly people who lives with chronic non-communicable diseases; understand how the elderly applies knowledge of health promotion and complications prevention of chronic diseases resulting from educative practices; and discuss about the contribution of nursing care in a multidisciplinary context in maintenance and self-care promotion in the area of elderly health care. It was adopted the methodological approach of Grounded Theory, which was developed in two stages, from November 2012 to December 2013, involving two different scenarios: outpatient from Geriatrics and Gerontology of a public teaching hospital in Minas Gerais, in which participants were selected, the home environment after selection and prior contact with them. Twelve elderly residents in the county seat of research were included. It was used the home visit with participant observation, recording notes in a field journal, semistructured interview and the OpenLogos ® program for textual editing of empirical data, which allows the encoding and interpretation. Thirty five codes emerged which comprised four categories: "Self-care of elderly patients with chronic non-communicable disease in the family context", "Becoming knowledgeable of yourself", "Therapeutic Education needs of elderly patients with chronic non-communicable disease" and "Support and assistance to the elderly with chronic non-communicable disease". The categories indicated that as the elderly develops a chronic illness, the need arises to learn to take care of themselves in the therapeutic context, at home. Given the experience to the elderly in the practice of their therapeutic self-care, it became evident the knowledge of this individual in which permeates aspects related to health promotion and prevention of disease injuries. Positive and negative situations experienced pointed to the need of therapeutic education and search for support and training for the elderly. In this dynamic movement, the guidelines for the elderly about their health and disease process have contributed for the achievements of self-care actions developed at home. The work of nurses through educative practices, the planning of individualized care, with a view to the support and education, helps elderly to become reflective and active in their therapeutic self-care.
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Uusimaki, Sirkka-Liisa Marjatta. "Pre-service teacher education and the development of middle school teacher identity : an exploratory study." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/34438/1/Sirkka-Liisa_Uusimaki_Thesis.pdf.
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This research study investigated the factors that influenced the development of teacher identity in a small cohort of mature-aged graduate pre-service teachers over the course of a one-year Graduate Diploma program (Middle Years). It sought to illuminate the social and relational dynamics of these pre-service teachers’ experiences as they began new ways of being and learning during a newly introduced one-year Graduate Diploma program. A relational-ontological perspective underpinned the relational-cultural framework that was applied in a workshop program as an integral part of this research. A relational-ontological perspective suggests that the development of teacher identity is to be construed more as an ontological process than an epistemological one. Its focus is more on questions surrounding the person and their ‘becoming’ a teacher than about the knowledge they have or will come to have. Hence, drawing on work by researchers such as Alsup (2006), Gilligan, (1982), Isaacs, (2007), Miller (1976), Noddings, (2005), Stout (2001), and Taylor, (1989), teacher identity was defined as an individual pre-service teacher’s unique sense of self as a teacher that included his or her beliefs about teaching and learning (Alsup, 2006; Stout, 2001; Walkington, 2005). Case-study was the preferred methodology within which this research project was framed, and narrative research was used as a method to document the way teacher identity was shaped and negotiated in discursive environments such as teacher education programs, prior experiences, classroom settings and the practicum. The data that was collected included student narratives, student email written reflections, and focus group dialogue. The narrative approach applied in this research context provided the depth of data needed to understand the nature of the mature-aged pre-service teachers’ emerging teacher identities and experiences in the graduate diploma program. Findings indicated that most of the mature-aged graduate pre-service teachers came in to the one-year graduate diploma program with a strong sense of personal and professional selves and well-established reasons why they had chosen to teach Middle Years. Their choice of program involved an expectation of support and welcome to a middle-school community and culture. Two critical issues that emerged from the pre-service teachers’ narratives were the importance they placed on the human support including the affirmation of themselves and their emerging teacher identities. Evidence from this study suggests that the lack of recognition of preservice teachers’ personal and professional selves during the graduate diploma program inhibited the development of a positive middle-school teacher identity. However, a workshop program developed for the participants in this research and addressing a range of practical concerns to beginning teachers offered them a space where they felt both a sense of belonging to a community and where their thoughts and beliefs were recognized and valued. Thus, the workshops provided participants with the positive social and relational dynamics necessary to support them in their developing teacher identities. The overall findings of this research study strongly indicate a need for a relational support structure based on a relational-ontological perspective to be built into the overall course structure of Graduate Pre-service Diplomas in Education to support the development of teacher identity. Such a support structure acknowledges that the pre-service teacher’s learning and formation is socially embedded, relational, and a continual, lifelong process.
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Lucchetti, Alessandra Lamas Granero. "Avaliação de estratégias de ensino sobre “Geriatria e Gerontologia” na graduação em medicina." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4952.
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Introdução: O envelhecimento populacional é uma realidade mundial e essa rápida transição demográfica traz novos desafios à medicina. Nesse contexto, a incorporação do ensino da geriatria torna-se uma necessidade no ensino médico. Entretanto, ainda são poucos os estudos que avaliam o quanto essas intervenções poderiam repercutir na formação do estudante de medicina. Trazer evidências científicas sobre o ensino médico nessa área pode auxiliar na definição de estratégias didáticas em geriatria, necessárias a um efetivo processo ensino-aprendizagem e baseadas em evidências. Objetivo: Avaliar o impacto de diferentes estratégias educacionais sobre o tema “Geriatria e Gerontologia” ao longo da graduação no desenvolvimento de competências do estudante de medicina perante o idoso. Método: Foi realizado um estudo de intervenção em educação (desenho pré-pós teste com grupo controle não randomizado) em diferentes períodos do curso de medicina da Universidade Federal de Juiz de Fora. No primeiro período foram comparadas novas estratégias educacionais breves (oficinas “vivência do envelhecimento” e “mitos do envelhecimento”) em relação a uma turma controle (não submetida à intervenção). No quinto período, duas diferentes estratégias educacionais incorporadas a uma disciplina teóricoprática de geriatria (flipped classroom/sala de aula invertida e aulas expositivas) foram comparadas a um grupo controle (que não teve a intervenção). Todos os alunos foram avaliados quanto à sua atitude perante o idoso (Maxwell-Sullivan, UCLA geriatric atittudes, Neri), empatia (Maxwell-Sullivan), conhecimento (Palmore, conhecimentos cognitivos) e no grupo submetido às intervenções foram avaliadas ainda as habilidades (mediante a utilização de uma avaliação com paciente padronizado) e a opinião dos estudantes sobre a disciplina. Os dados foram avaliados por meio de estatística descritiva e com a utilização de teste t ou ANOVA para medidas independentes (comparação entre grupos) e teste t ou ANOVA para medidas repetidas (para avaliação em diferentes momentos). Resultados: Foram avaliados 230 alunos do primeiro período, que foram divididos em 72 do grupo “controle" - GC, 82 do grupo “vivência do envelhecimento" - VE e 76 do grupo “mitos do envelhecimento" - ME). Comparando-se cada grupo no pós e pré intervenção, o grupo VE teve piora da atitude geral, menor índice de conhecimento e um maior negativismo, porém com aumento da empatia. Já o grupo ME, teve melhora da atitude geral, maior conhecimento e maior positivismo. Na comparação entre essas diferentes estratégias, o ME teve maior atitude e conhecimento em relação aos grupos VE e grupo “controle”. No quinto período, foram avaliados 243 estudantes, sendo 77 do grupo “controle” – GC (sem exposição a geriatria), 83 do grupo exposto ao método tradicional (TR) e 83 do grupo exposto ao método flipped classroom (FL). Apesar do grupo TR e FL terem apresentado grande aumento no conhecimento, atitudes e habilidades em relação ao GC e comparando-se antes e após a intervenção, o grupo FL apresentou maior ganho de conhecimento dos estudantes e um aumento na atitude comparado com o TR. Não houve diferença na avaliação de habilidades com paciente simulado. Os estudantes submetidos a FL sentiam-se mais preparados para atender o idoso, julgavam ter um maior conhecimento e avaliaram melhor o formato da disciplina em relação ao grupo tradicional no questionário de avaliação da disciplina. Conclusão: O presente estudo mostra que estratégias breves ou mais longas no ensino da geriatria podem impactar o conhecimento, atitude, empatia e a percepção a respeito das mesmas pelos estudantes, dependendo da forma com que são oferecidas. Esses resultados mostram a importância de aferir as estratégias educacionais no ensino médico para que seja possível verificar de que forma, em quais situações e em que contexto tais atividades são mais efetivas, orientando suas escolhas no decorrer do processo ensino-aprendizagem.
Introduction: The aging of the population is a global reality and this rapidly demographic transition brings new challenges to medicine. Within this context, the implementation of geriatric teaching in medical education is needed. However, few studies have already investigated how these educational interventions may impact the medical student training. New scientific evidence in this field can help in choosing new evidence-based educational strategies aiming an effective teaching-learning process. Objectives: To investigate the impact of different educational strategies on the subject “Geriatrics and Gerontology” in the development of medical students’ competences towards older people in different moments of undergraduate training. Methods: An educational intervention-based study (pre-post test design with a nonrandomized controlled group) was carried out in different undergraduate moments at the school of medicine – Federal University of Juiz de Fora (Brazil). In the first semester of the medical course, brief new educational strategies (“Experiencing aging/Aging game” and “myths of aging”) were compared to a control group (not submitted to any intervention). In the fifth semester of the medical course, during a theoretical and practical “Geriatrics and Gerontology” subject, two educational strategies (flipped classroom and traditional lectures) were compared to a control group (not submitted to any intervention). All students were evaluated through their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes, Aging semantic differential), empathy (Maxwell-Sullivan) and knowledge (Palmore and cognitive knowledge). In the groups submitted to the intervention, we have also evaluated their skills (through a standardized patient assessment) and their opinions/satisfaction with the activities. Data was analyzed using descriptive statistics, t-test or ANOVA for independent samples (comparison between groups) and t-test or ANOVA for repeated measures (comparison between different moments). Results: A total of 230 students were assessed in the first semester of the course and were divided in the following groups: 72 in the control group – CG, 82 in the “experiencing aging” group – EA and 76 in the “myths of aging” group - MA. Comparing pre and post test scores, EA group had a greater negativism and a worsening of attitude and knowledge, but an improvement in empathy. On the other hand, the MA intervention was associated with an improved attitude, knowledge and a positive view about aging. Comparing these different strategies, MA showed better attitude and knowledge in relation to EA and the control group. In the fifth semester, a total of 243 students were assessed, 77 in the control group – CG, 83 in the group exposed to traditional lectures (TR) and 83 exposed to the flipped classroom method (FL). Although both intervention groups showed a great increase in the attitudes, knowledge and skills comparing pre/post intervention and in comparison to the CG, the FL group showed higher knowledge and attitude than the TR group. We found no differences in the skills using a standardized patient. In addition, students in the FL intervention, felt more prepared to interview an older person, felt they had more knowledge and rated higher the discipline in comparison to the TR group. Conclusion: The present study shows that brief or long-term educational strategies in the teaching of geriatrics can impact the knowledge, attitude, empathy and students’ satisfaction, depending of the way these strategies are offered. These data highlight the importance of assessing the outcomes of educational strategies in medical teaching to ascertain in what manner, situations and settings these activities may be more effective in the teaching-learning process.
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Mostade, S. Jeffrey. "Components of internalized homophobia, self-disclosure of sexual orientation to physician, and durable power of attorney for health care completion in older gay men." Connect to this title online, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=kent1100874865.
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Wikby, Kerstin. "Nutritional Intervention in Elderly People Admitted to Resident Homes." Doctoral thesis, Linköping : Linköpings universitet, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7470.
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Di, Santo Aurelia. "Multi-age groupings in early childhood education, the affordances and opportunities of a multi-age child care model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ53468.pdf.
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Bayer, Cherie Lei. "Adults' Strategic Assistance During Toddler Disputes Occurring in a Mixed-Age Group Care Setting /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396027713.
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Wilson, Theresa M. "The Effects of Gender, Age, Education, and Risk Tolerance on Credit Card Balances." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1209148205.
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Rochon, Sophie. "Age and presence of chronic conditions, education and the health system reform : impact on utilization of health care services by the Canadian elderly." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79806.
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This study examines the importance of age, education, and the health system reforms in the mid 1990's on the utilization of five health services: specialists' visits, family doctor visits, non-physician health professional visits, hospital use, and home care services. The analysis focuses on the Canadians 45 and over, and uses data from the National Population Health Survey.Results. Age per se has only a minor effect on utilization; the relative high utilization rates observed among the aged relate to the use of services by people with chronic conditions, whose prevalence is higher among the aged. Education has little impact on use of services among the aged. The reforms had only significant effect for four services. They increased utilization of non-medical health professional consults, and increased probability of consulting a specialist. They reduced length of stay, and decreased the number of visits made to family doctors.
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Ko, Yili 1963. "The relationship of age, gender, education, state trait anxiety, and stress among NICU parents." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/558190.
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Iglesia, Fredrick. "Christian education for elementary age children in residential care facilities which house between 35 and 125 children." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Francis, Lauren Maree. "The relationship between assigned age group and child care teachers' staffing patterns, educational level, wages and benefits an exploratory analysis /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2007. http://proquest.umi.com/pqdweb?did=1342740551&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Barbosa, Ana Luísa Balonas. "Supporting direct care workers caring for people with dementia: exploring the effects of a psycho-educational intervention." Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/17535.
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Doutoramento em Gerontologia e GeriatriaThere is widespread recognition of the need to provide more person-centred care to the increasing number of people with dementia being cared for in aged-care facilities. The bulk of this care is provided by direct care workers who experience high levels of stress, burnout and job dissatisfaction. Inadequate training in dementia care, high workload or a non-supportive leadership, have been shown to negatively impact these workers’ emotional wellbeing and to compromise the provision of person-centred care. Psychoeducational interventions, by including both illness-specific information and support for stress-reduction, can benefit care workers and care provision, yet, there has been little attempt to examine the effects of such interventions in the context of formal caregiving. Thus, the purpose of this study was to design, implement, and evaluate a person-centred care-based psycho-educational intervention for direct care workers caring for people with dementia in agedcare facilities. Specifically, this experimental study aimed to assess the effects of the intervention on direct care workers: (i) perceived stress, burnout, and job satisfaction; (ii) person-centred communicative behaviours; (iii) and quality of interactions with residents with dementia. Also, the medium-term efficacy of the intervention was assessed, and a qualitative study of the factors that were relevant to the success or failure of the intervention was undertaken. A pretest-posttest control group design was used. Four aged-care facilities were randomly assigned to an experimental group (psycho-educational intervention) or control group (education-only intervention). Data were gathered at baseline, two weeks and six months after the intervention, through self-administered instruments, video-recordings of morning care routines and semi- structured interviews. Results suggested limited although promising support for the impact of a psycho-educational intervention on direct care workers. There was evidence that the intervention could assist in reducing these workers’ burnout and modest positive findings were found on several person-centred communicative behaviours (e.g., involvement and laugh). However, the study did not confirm the efficacy of the intervention on perceived stress and job satisfaction, with a decline in six month follow-up being noticed for both variables. Several factors were reported to inhibit or facilitate the impact and sustainability of the intervention, including the: nature of the intervention itself; the organisational context; care workers and managers’ attitudes and behaviours; and residents’ level of disability. The results of this study provide preliminary evidence of the effectiveness of psycho-educational interventions on direct care workers and provide indications of how these might be developed in the future. Findings highlight the importance of seeing these initiatives as an important stimulus for change but are also suggestive of the need to broaden their focus to include residents, residents’ family, organisational and societal factors in order to achieve more positive and long-lasting changes in the quality of care.
A necessidade de prestar cuidados mais centrados na pessoa a um crescente número de pessoas com demência admitidas em estruturas residenciais tem sido amplamente reconhecida. Os cuidados nestas estruturas tendem a ser prestados por ajudantes de ação direta que apresentam elevados níveis de stress, exaustão e insatisfação profissional. A insuficiente formação na demência, a sobrecarga de trabalho ou ausência de uma liderança suportiva, representam alguns dos fatores com impacto no seu bem-estar emocional, podendo comprometer a prestação de cuidados centrados na pessoa. As intervenções psico-educativas, ao integrar informação acerca da doença e apoio emocional, podem ter efeitos benéficos no bem-estar dos ajudantes de ação direta e na prestação de cuidados, todavia, esta abordagem tem sido pouco estudada junto de cuidadores formais. Assim, o presente trabalho teve como objetivo desenhar, implementar e avaliar uma intervenção psicoeducativa, baseada no cuidado centrado na pessoa, para ajudantes de ação direta que cuidam de pessoas com demência em estruturas residenciais. Especificamente, este estudo experimental visou avaliar a eficácia da intervenção: (i) no stress percebido, exaustão e satisfação profissional dos ajudantes de ação direta; (ii) nos comportamentos comunicacionais dos ajudantes de ação direta; (iii) na qualidade das interações dos ajudantes de ação direta com as pessoas com demência. Adicionalmente, foram analisados os efeitos a médio prazo da intervenção e realizado um estudo qualitativo acerca dos fatores relevantes para o seu (in)sucesso. O presente estudo envolveu um desenho do tipo pré-teste pós-teste com grupo de controlo. Quatro estruturas residenciais foram aleatoriamente alocadas ao grupo experimental (intervenção psico-educativa) ou de controlo (intervenção educativa). Os dados foram recolhidos antes, duas semanas e seis meses após a intervenção através de instrumentos de autopreenchimento, vídeogravação dos cuidados manhã e entrevistas semiestruturadas. Os resultados sugerem um impacto limitado mas promissor da intervenção junto dos ajudantes de ação direta. Observou-se uma redução dos níveis de exaustão e resultados modestos mas positivos em vários comportamentos comunicacionais (por exemplo, envolvimento e riso). No entanto, não se observaram resultados significativos ao nível do stress percebido e satisfação profissional, verificando-se um declínio aos seis meses em ambas as variáveis. Vários fatores foram apontados como inibidores ou facilitadores do impacto e sustentabilidade da intervenção, incluindo: a natureza da própria intervenção; o contexto organizacional; as atitudes e comportamentos dos ajudantes de ação direta e da liderança; e o nível de dependência das pessoas com demência. Os resultados deste estudo oferecem dados preliminares acerca da eficácia das intervenções psico-educativas junto de ajudantes de ação direta e informação relevante para o seu desenvolvimento futuro. Destacam a importância de ver estas iniciativas como um importante estímulo para a mudança, sugerindo a necessidade de ampliar o seu foco às pessoas com demência, seus familiares, organização e sociedade de forma a alcançar mudanças mais consistentes e positivas na qualidade dos cuidados.
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Etienne, Leslie K. "A Historical Narrative of the Student Nonviolent Coordinating Committee's Freedom Schools and their Legacy for Contemporary Youth Leadership Development Programming." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1332873568.
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Shackelford, Katya A. "Complexities of Participation: Education and Authority in Primary Care Patient-Provider Interactions in the age of the Internet." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/72.
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This thesis is about primary care medicine in the United States today. Specifically, I look into primary care providers’ experiences working with patients in the context of the public’s current access to extensive health and medical information online. In this thesis, I discuss and analyze my conversations with physicians, nurse practitioners, and a physicians’ assistant about their objectives in primary care, the challenges they face, and their perceptions of patients’ ability to seek out information on their own. I explore providers’ educational emphasis in primary care consultations, and argue that this focus on education informs their views of patients’ independent research and involvement in care. I further argue that regardless of my informants’ enthusiasm about patient involvement and the merits of patient-education, these providers still hold and express a strong authority over medical knowledge and decisions. Thus in looking at the influence of what could be seen as a democratization of medical knowledge through public access and the Internet, it seems that the limitations of such access are still great in U.S. medical practice.
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Datar, Ashlesha. "The impact of changes in kindergarten entrance age policies on children's academic achievement and the child care needs of families." Santa Monica, Calif. : Rand, 2003. http://www.rand.org/publications/electronic/ed.html.
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Bratsch, Mary E. Vernon-Feagans Lynne. "Rural African American families' child care placement examined through child age, economic, education, social support, and geographic isolation measures /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1833.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education Early Childhood, Intervention and Literacy." Discipline: Education; Department/School: Education.
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Oliveira, Aline Azevedo de [UNIFESP]. "Conhecer para intervir: educação em saúde para cuidadores informais de idosos no Programa de Atenção à Saúde do Idoso – Envelhe-Ser – na cidade de Varginha/MG." Universidade Federal de São Paulo (UNIFESP), 2009. http://repositorio.unifesp.br/handle/11600/9247.
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Publico-00370.pdf: 1575217 bytes, checksum: e0d6c20f043901187ef8250a7463092e (MD5)O presente estudo justifica-se diante da rápida mudança do perfil demográfico brasileiro, com o aumento do número de idosos e, conseqüentemente de seus cuidadores, expondo o despreparo do setor público a esta nova realidade, sendo necessária a adoção de medidas que possam combater iniqüidades e desenvolver ações sob um olhar multidimensional. Além disso, a literatura aponta a importância de capacitação de recursos humanos para a assistência dessa população, tanto no âmbito profissional como no domiciliar, e a carência de um consenso sobre a educação de cuidadores e pouca produção sobre os programas na área de saúde do idoso. Nesse sentido, este trabalho procura investigar o processo de educação em saúde para cuidadores de idosos no Programa de Atenção à Saúde do Idoso – ENVELHE-SER - em Varginha - MG, apresentando assim a importância de se conhecer as reais necessidades dos cuidadores e os desafios enfrentados pela equipe multiprofissional central, visando a proposta de diretrizes para elaboração e implantação de grupos de atenção e apoio para cuidadores de idosos informais.. Neste contexto, a pesquisa tratou-se de um estudo quantitativo/qualitativo com foco no processo de educação em saúde para cuidadores de idosos, sob a ótica da equipe multiprofissional central e dos cuidadores de idosos inseridos no Programa de Atenção à Saúde do Idoso – ENVELHE-SER – na cidade de Varginha - MG. Para tanto, optou-se pela aplicação da entrevista semi-estruturada aos cuidadores informais de idosos compreendendo questões que possibilitaram conhecer o perfil dos idosos dependentes e cuidadores, a provisão de cuidados e a educação em saúde desenvolvida pelo programa. Posteriormente, utilizou-se a técnica de grupo focal com os profissionais da equipe do programa, conhecendo sob a visão deles a educação em saúde para cuidadores de idosos. Após a análise de dados, foi possível propor diretrizes para os grupos de atenção e apoio aos cuidadores de idosos a partir de 3 diretrizes referentes aos próprios cuidadores de idosos, aos profissionais de saúde envolvidos e as estruturas do setor público para tanto.
The study justifies itself due to the rapid change of the brazilian demographic profile caused by the increase of the elder’s population and additionally its caretakers, exposing the public sector’s lack of skills to tackle this new reality, being necessary the assumption of measures which can fight unfairness and develop actions under a multidimensional viewpoint. Moreover, the literature points out the importance of human resources qualification to look after that population either in the workplace or in their homes, the lack of agreement about the caretakers education and the low production of programs of elder’s health care. In this regard, this assignment investigates the education for elder caretakers of the Elder’s Health Care Program – ENVELHE-SER – in Varginha/MG, presenting the importance of knowing the actual caretakers’ needs and the challenges faced by the multi professional central crew aiming the proposal of policies for creation and implantation of attention groups and support for the informal elder’s caretakers. In this context, the research consists of a quantitative/qualitative study focusing on the process of the health education for elder’s caretakers under the point of view of the multi professional central crew and the elder’s caretakers of the Elder’s Health Care Program – ENVELHE-SER – of the city of Varginha/MG. To achieve it, a semi structured interview was applied to the informal elder’s caretakers which consists of questions that allowed to disclose the profile of the dependent elders and caretakers, the care provision and the process of health education of the program. Furthermore, the focal group technique was applied by the program crew professionals which allowed knowing their outlook on health education for elder’s caretakers. After data analysis it was possible to draw policies for the attention groups and give support for the elder’s caretakers from 3 proposals referred to the elder’s caretakers themselves, to the healthcare professionals in question and to the public sector structures required.
TEDE
BV UNIFESP: Teses e dissertações
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Solomon, Mark Deon. "Capability theory, school dropout, exclusion and inclusion. The case of Youth Care School." University of the Western Cape, 2014. http://hdl.handle.net/11394/8471.
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Magister Educationis - MEdThe study was prompted by the need to look at alternative options to mainstream education for learners who are too old for their grade, who have opted out of the education system but find themselves wanting to re-access the education system. Mainstream schooling seems a difficult option for many learners who would like to complete their basic education but find that they have problems fitting in the multi-age classroom. If they are too old for their grade, they are at risk of dropping out. Following a review of the literature around access, re-access, over-age, dropout, exclusion, inclusion, capability and a methodological approach to the study, the analysis will focus on the Youth Care School, a school for age-inappropriate learners as a form of intervention. This is a day school operating independently from the Western Cape Education Department, taking on learners who are too old for their grade, who would otherwise be on the streets. The theoretical perspective of the study will focus on the capability theory and alternative schools as forms of capability development.
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Pringle, Yolana. "Psychiatry's 'golden age' : making sense of mental health care in Uganda, 1894-1972." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2efdc4c7-5465-4ef8-abec-4f3328ca9c50.
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This thesis investigates the emergence of an internationally renowned psychiatric community in Uganda. Starting at the beginning of colonial rule in 1894, it traces the changing nature of mental health care both within and beyond the state, examining the conditions that allowed psychiatry to develop as a significant intellectual tradition in the years following Independence in 1962. This ‘golden age’ of psychiatry saw Uganda establish itself as a leader of mental health care in Africa, an aspect of history that is all the more marked for its contrast with the almost complete collapse of mental health care after the expulsion of the Asian population by Idi Amin in 1972. Using a wide range of new source material, including interviews with psychiatrists, traditional healers, and community elders, this thesis pushes the history of psychiatry in Africa beyond the examination of government policy and colonial hegemony. It brings together the history of psychiatry with the histories of missionary medicine, medical education, and international health by asking what types of people, institutions, and organisations were involved in the provision of mental health care; how important the growth of Makerere Medical School was for intellectual and institutional psychiatry; and how ‘African’ mental health care had become by the end of the period. It presents a history of mental health care in a country that has tended to be overshadowed by Kenya in the historiography, yet whose engagement with medical missionaries and efforts to advance medical training meant that the trajectory of psychiatry came to be quite different. Focusing in particular on the significance of western-trained Ugandan medical practitioners for mental health care, the thesis not only analyses African psychiatrists as historical actors in their own right, but represents the first attempt to examine the development of psychiatric education in Africa.
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Gibson, Heather D. "An oral hygiene education program based on an assessment of the oral health needs of children ages four to seven in Guastatoya, Guatemala." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2707.
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Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains ix, 92 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 45-46).
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Theiss, Diana L. "Promoting Educational Well-Being for Foster Care Youth in Lucas County, Ohio: Exploring the Impact of Race, Age, and Service Provision on the Development of Human Capital." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268077502.
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Trusiak, Marlène. "Hypertension Awareness and Health Care Access/Use in Black Women with Hypertension." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4821.
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Black women in the United States have a high prevalence of hypertension and suffer the most complications of cardiovascular disease. Black women, though aware of the dangers associated with hypertension, have limited opportunity to access health care and or change their lifestyles. The purpose of this quantitative cross-sectional study was to test if there was a significant difference in hypertension awareness, health care access/use, and lifestyle modifications in Black women prior to and post implementation of The Patient Protection and Affordable Care Act, as compared to women of other races. The behavior modification theory guided this study. Secondary data from the National Health Interview Survey for the years 2009 to 2013 for women ages 20 - 65 were analyzed using logistic regression analysis. According to the study results, there was no association (p values > 0.05) among variables age, education, income, length of employment, and hypertension awareness, health care access/use, and life style modification among Black women in the United States, as compared to women of other races. The findings from this study may allow researchers and policy makers to develop more culturally significant health services for Black women. These findings could create positive social change by targeting programs that promote hypertension awareness leading to effective lifestyle changes in Black women.
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Taylor, Marian. "Infant Mortality Among African American Women Compared to European American Women in New York City." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3841.
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The birth of low weight babies in the United States has not had a meaningful decline for the last 10 years.It continues to be a major predictor of fetal-infant mortality. In addition, the rate of low birth weight infants among African American women continues to be twice that of European American women. Low birth weight babies may experience breathing problems, vision problems, diabetes, hypertension, and cerebral palsy. The purpose of this study was to examine why the high infant mortality rate persist among the African American communities of Southeast Queens, New York City as compared to European American communities in the Borough of Queens, New York City.This was a quantitative retrospective study with a correlational design that utilized secondary data derived from vital records maintained by the New York City Department of Health and Mental Hygiene. The investigation was guided by the ecological model as the theoretical framework to collect, assess, and analyze the data. Logistic regression was used to predict the association of risk factors to infant mortality. Low birth weight, preterm birth, late or no prenatal care, and smoking during pregnancy were risk factors associated with a high mortality rate among African American women. Positive social change implications for this study include the development of a social intervention that will be culturally based for the diverse communities of Southeast Queens, New York City. There will be a collaborative effort in implementing the evidence-based interventions involving interested stakeholders.
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Yamonn, Nyo. "Examination of the Association between Patient Empowerment and Diabetes Management among an Urban African American Population by Gender, Age, Socioeconomic Status and Education Level." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/iph_theses/83.
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Diabetes mellitus is a significant problem in the United States with the burden being greater in the African American population. Because diabetes is complex and costly, the importance of self-care management changes the disease management paradigm from “provider-centered” to patient-centered”. Empowerment is a possible solution for barriers to better diabetes management. Patient empowerment is helping patients discover and develop the inherent capacity to be responsible for their own life. Although patient empowerment is a valuable philosophy, there are gaps between the philosophy and actual practice. There are limited studies addressing the effectiveness of patient empowerment at improving diabetes management. Therefore, this study examined the association of patient empowerment and diabetes management by gender, age, socioeconomic status and education level by using the data from the Patient Empowerment to Improve Diabetes Care intervention conducted in the Diabetes Clinic of the Grady Health System (GHS). In this study, diabetes management was measured by glycated hemoglobin (HbA1c) level which shows the average blood glucose level over the past two to three months. Patient empowerment was measured by two standardized tools which were the Diabetes Empowerment Scale-Short Form and Patient Activation Measure. In this study, patient empowerment scores measured by these tools were not associated with HbA1c level in African American diabetes patients of the Diabetes Clinic of the GHS. Further study is necessary to understand the association between patient empowerment and diabetes disease management by using different measures of patient empowerment, different levels of disease management, and measurement in different settings.
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Bija, Yanelisa. "Determinants of under-five mortality in South Africa: A logistic regression." University of the Western Cape, 2019. http://hdl.handle.net/11394/6985.
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Magister Philosophiae - MPhilWhile several interventions have been implemented over the past decade to combat child mortality, under-five mortality remains a challenge especially in Sub-Saharan Africa. Global-ly, child mortality has decreased to half from 12.7 million in 1990 to 5.9 million per year in 2015. Despite these remarkable gains, more than 16,000 children are dying daily in the world (World Health Organisation, 2015). Previous studies on child survival have examined the contributing factors of child deaths and HIV/AIDS epidemic and socio-economic differentials such as the level of education, type of place of residence,and mother’s occupational status were identified as the contributing factor towards the high rate of under-five mortality. How-ever, there is a paucity of studies focusing on the impact of socio-economic and demographic factors on under-five mortality. Hence this study aims to explore the impact of socio-economic and demographic factors on under-five mortality in South Africa. There are underlying factors or background determinants (including direct and indirect) of under-five mortality. These factors influence under-five mortality in South Africa, and the direct causes are called proximate determinants or demographic factors. The conceptual framework of Mosley and Chen (1984) was adopted to explore the ways of influence of the underlying factors on under-five mortality in their study of determinants of child survival.
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Colwell, Kelly L. "Disseminating the Cost of the Empty Chair: Improving Healthcare Access and No-Show Rates Through Age and Disease-Specific Education in the Pediatric Asthma Patient Populations." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1495470628183933.
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Loots, Reginald. "Factors associated with malnutrition amongst children six months to five years of age in a semi-rural area of the Western Cape." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3079.
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Thesis (MTech (Health and Science))--Cape Peninsula University of Technology, 2019Malnutrition is a global concern and particularly in children. It impacts negatively on mortality, morbidity, educability and productivity, and it affects millions of children in South Africa. As part of our Millennium Development Goals set by the Department of Health and WHO, it is vital to combat malnutrition by eradicating extreme poverty and hunger. Malnutrition is regarded as a change in nutritional status that carries the penalty of illness, dysfunction or death. Child malnutrition poses one of the biggest challenges in South Africa according to the WHO and has been well documented over the past 20 years. A lack of knowledge from parents or caregivers on the nutritional needs of children and the levels of poverty contribute to childhood malnutrition; the extent of hunger has also been associated with low energy intake, low micronutrient intake and poor income levels. This affects growth patterns negatively. Thus, this study aims to examine the key factors that are causing malnutrition in children in a semi-rural community in the Western Cape. A combination of both qualitative and quantitative research approaches were used. Qualitative data were collected through group interviews and quantitative data were collected through a self-administered questionnaire from 105 parents and caregivers. Thematic content analysis was used for qualitative data analysis and SPSS was used to analyse the quantitative data. The results revealed that the associated factors to malnutrition amongst children six months to five years of age included obesity, underweight, stunting, severe acute malnutrition and moderate acute malnutrition. The results further indicated that the majority of households were single mothers with low income and a poor educational background. This study recommended that health education and health promotion should be done at all heath facilities with regular intervals as well as within the community. Authorities should provide a platform for all clinicians to go for regular updates and to participate in continuous development programmes to combat malnutrition. The findings of this study could contribute to the existing body of knowledge with regard to the factors that contribute to malnutrition. The results could improve health care practices in the communities of the Western Cape and the South African context at large.
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Scott, Lesley Dalene. "Consumer testing of the preliminary paediatric food- based dietary guidelines, among English- and Afrikaans-speaking mothers, for healthy children aged 1 – 7 years in the city of Cape Town, South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2302.
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Thesis (MNutr (Human Nutrition))--University of Stellenbosch, 2006.PROJECT AIM The aim of this qualitative cross-sectional descriptive study was to test the comprehensibility of the preliminary Food-Based Dietary Guidelines for healthy children aged 1-7 years. Objectives included assessing exposure to Food-Based Dietary Guidelines, assessing comprehension of the proposed Paediatric Food-Based Dietary Guidelines (perceptions, interpretation and understanding of terminology, concepts and descriptions), and assessing whether the guidelines can be used in meal planning. METHOD The proposed study was submitted to the Committee for Human Research, Faculty of Health Sciences, Stellenbosch University, and was subsequently approved. Focus group discussions were used to collect data. The discussions were facilitated by the investigator in either English or Afrikaans, according to a predetermined discussion guideline. Mothers with children aged 1-7 years old voluntarily participated in the study. With permission from the Department of Education, mothers were contacted via randomly chosen pre-primary schools, crèches and playgroups. Focus groups were formed on the basis of language and socio-economic status (SES), using randomly selected suburbs to represent lower, middle and upper SES groups. Sixteen focus groups were conducted: 2 pilot groups, 1 English and 1 Afrikaans lower SES, 3 English and 3 Afrikaans middle SES groups, and 3 English and 3 Afrikaans upper SES groups. RESULTS A total of 76 mothers participated in the study. On the whole, the mothers understood the proposed Paediatric Food-Based Dietary Guidelines as intended by the Paediatric Working Group. The rationale behind the guidelines was not always known, but grasped once explained. No substantial differences were found between English and Afrikaans data. Differences were found between SES groups, with the highly educated upper SES groups having a better understanding of the nutritional information than the other groups. In all groups, mothers suggested that slight changes be made to the wording of the guidelines, and that examples and additional information be given along with each of the guidelines. Overall they agreed that the proposed guidelines might prove to be useful. CONCLUSION The proposed Paediatric Food-Based Dietary Guidelines were well received by the mothers in the focus groups. The target population which would most benefit from these guidelines would be the less educated, lower SES groups, as more highly educated mothers seem to already have greater exposure to nutritional information. This study shows that once the guidelines have been modified, they may be used as a comprehensive guide for nutritional education.
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Pundik, Svetlana. "EFFECT OF OLDER AGE ON THE RISK OF HEMORRHAGIC COMPLICATIONS AFTER INTRAVENOUS AND/OR INTRA-ARTERIAL THROMBOLYSIS FOR ACUTE ISCHEMIC STROKE." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1207236995.
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October, Kezia Ruth. "An investigation into the correlates of family resilience in an impoverished rural community in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6347.
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Magister Artium - MA (Psychology)Families in South Africa are faced with manifold hardships that negatively impact the family as a unit. However, there are a variety of protective factors that have been identified as meaningful resources that facilitates healing and growth within a family unit. The study aims to investigate whether age, gender, employment status and level of education significantly predicts family resilience. The study utilised secondary data compromised of (N=656) participants from a low socio-economic rural community in South Africa. Family resilience views the family as a functional system of which provides positive adaption to family members who have experienced stressful events. Walsh's key processes in family resilience is outlined, highlighting a multi-level developmental systems orientation. The study utilised a multiple regression analysis consisting of four predictor variables namely, age, gender, employment status and level of education to assess whether these variables predict high levels of family resilience. The model found that amongst the four predictor variable, only employment status significantly predicted family resilience.
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Zhang, Min H. "The Effect of Change in Medi-Cal Dental Coverage on Dental Care Utilization Among Medi-Cal Beneficiaries." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6045.
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One of the most important factors in accessing dental care is having dental insurance. For people with low incomes, Medicaid is the main source of health insurance. Medi-Cal is California’s Medicaid program. Adult dental services were mostly eliminated in Medi-Cal in 2009 due to the economic downturn and partially restored in 2014. The objective of this study is to evaluate the effect of change in Medi-Cal dental coverage, specifically the partial restoration of adult dental coverage in 2014, on dental care utilization among Medi-Cal beneficiaries. The partial restoration significantly increased the utilization rates in dental clinics from 2014 to 2017 (22% in 2017 vs. 12% in 2013) for the overall population. However, the magnitude of increase differs in different age groups and ethnic groups. More statistically significant findings show greater utilization rates among beneficiaries of 19-64 than 65-74 and 75+ years old. Also, more significant findings show lower utilization among Black than White, Hispanic or Asian beneficiaries. The partial restoration significantly reduced the dental related ER visits among Medi-Cal beneficiaries from 2015 to 2017. However, the reduction is largely seen in beneficiaries of 19-64 years old in the ethnic groups of White and Black with reductions of 20 and 15 visits per 1,000 enrollees respectively in 2017 comparing to 2013. The dental related ER visits were lower for Hispanics and Asians, and remained very low among those 65 years old and above. In addition, the partial restoration resulted in increases in participation of dental care providers in the Medi-Cal program.
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Metzger, Ina Lynn. "Relations among program sponsorship, population and quality of DESE funded after- school programs in Missouri on children's social competence and academic achievement /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036845.
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Prosser, Trish. "Utilization of health and medical services: factors influencing health care seeking behaviour and unmet health needs in rural areas of Kenya." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/46.
Full textAbstract:
There are many factors that influence health and health care seeking. Although many of these factors are similar across populations, exactly how they interact and influence the actions of people is often unique to a population in the context of the environment they live in. The current study, a population-based cross sectional survey, identifies three specific geographically diverse populations in rural areas of Kenya, to gain information regarding overall influences on health care seeking, and also information specific to each geographical area to directly target the health needs of the individual population living there. Participants of the survey were interviewed for personal information and details regarding their activities in response to their health and ill-health. The subsequent data was then analysed to determine which factors affected the use of health and medical services within the study areas and whether the study participants believed their health needs were being met.
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Singer-Berntsson, Jenny. "Frihet eller förtryck : - En vetenskaplig essä om komplexiteten i det demokratiska arbetet inom skola och fritidshem." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43171.
Full textAbstract:
In this essay I explore complexity of democratic praxis in compulsory school and after school age-educare. I use reflective writing and set off from a personal story and dilemma with a purpose to gain greater understanding on: - why I as a teacher seems exclude ore furthermore - perceived as racist -when I set out on praxis democracy and equality. I also aim for a greater understanding in how freedom and upbringing are to be connected in democratic praxis as it seems to be a paradox. The theorizing is based on Michel Foucault and postcolonial theory on power, freedom, racism, and subject positions. The reflective writing combined with theorizing helps me to gain a greater understanding of the dilemma. I come to realize that I need to take personal responsibility on my actions and create ethical and moral principles against oppression. I also need to be responsive to make changes when needed. By being responsive I will be able to se my shortcomings and therefore make necessary changes when needed. By theorizing I realized that I had not completely knowledge about how to understand racism and therefore I made mistakes.I denna essä använder jag mig av ett reflekterande skrivande och en tolkande hermeneutisk ansats för att försöka utveckla en förståelse av hur det kommer sig att jag i min praktik som fritidslärare utövar en exkluderande didaktik och ytterligare för att försöka förstå hur fostran och frihet kan tänkas höra samman. Jag utgår från ett dilemma som visar på komplexiteten i att fostra i demokratiska värderingar eftersom det kan upplevas som motsägelsefullt i att fostra i en värdering i relation till en annan. I dilemmat framkommer även att min praktik upplevs som rasistisk trots att jag har intentioner om att förmedla en etik i linje med demokratiska värderingar och allas lika värde. Min undersökning tog avstamp i ett socialkonstruktivistiskt perspektiv via Foucault och postkolonial diskurs om makt, subjekts positionering och rasism. Detta eftersom jag tänkte mig att fostran kan ses som en subjektiv praktik som syftar till att forma eleverna efter önskade värderingar och för att få syn på hur det kommer sig att jag upplevs som rasist Genom den skrivande reflektionen fick jag syn på och utvecklade min förståelse i relation till dilemmat. Där den ”nya förståelsen ” visade på att jag måste ta ett personligt ansvar och vara lyhörd men också att jag hade en dålig förförståelse kring hur rasism manifesteras. Det jag kom fram till var att jag behöver ta ett personligt ansvar för att formulera en etik och moral som motverkar förtryck och jag behöver vara lyhörd för att få hjälp med att se mina egna tillkortakommanden. Genom att vara lyhörd ges jag möjligheten att kunna korrigera min praktik så att den stämmer överens med min praktik.
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Ruggieri, Dominique Grace. "An Investigation of Parents' Perceptions of BMI and BMI-for-age, School-Based BMI Screening Programs and BMI Report Cards: Using Framing Theory and Perceptual Mapping Methods to Develop a Tailored BMI Report Card for the School District of Philadelphia." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/185961.
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Public HealthPh.D.
School-based body mass index (BMI) screenings seek can improve parents' recall about their child's weight, increase concern about excess weight, and correct parents' misperceptions to help them make informed decisions about their child's health. However, schools have questioned parents' understanding of and attitudes about BMI, and have expressed concern about parents' reactions to BMI reports. Using a sample of school nurses (n=7) and parents/guardians (n=125) from the School District of Philadelphia (SDP), this research addressed these concerns by clarifying: 1) parents'/guardians' perceptions and knowledge about BMI; 2) the challenges schools face in communicating with parents/guardians; and 3) the messages that can be communicated to parents/guardians to help them understand their child's BMI-for-age category and why their child's BMI is measured in his/her school. The research used framing theory and perceptual mapping methods to study and improve communication about BMI to parents/guardians in the School District. The four-phase study design incorporated qualitative (focus groups and semi-structured in-depth interviews) and quantitative (cross-sectional survey) methods to assist in the development of an evidence-informed BMI report card template for the SDP. Messages were constructed to meet the needs of four distinct groups of parents/guardians that emerged from the factor and cluster analyses - "Passive Parents," "Neutral Parents," "Confident Advocates" and "Active Worriers." Although each cluster of parents/guardians had their own unique perceptions and varying degrees of assuredness and confidence related to BMI concepts, the majority of parents/guardians in this study shared common favorable perceptions about BMI measures, school-based screening programs and BMI report cards.
Temple University--Theses
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Hatla, Boitumelo Reneilwe. "The impact of government grants on poverty in Sharpeville / Boitumelo Reneilwe Hatla." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8514.
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South Africa, like international countries, has been experiencing an increase in the levels of poverty over the years. Poverty affects vulnerable groups of society more intensely and these groups include children, the old, disabled people and women, especially those who are single parents. This dissertation studies the role social grants have on the level of poverty in households of Sharpeville. This study focuses on two areas namely the theoretical background of poverty and social grants; and what the impact is of income from social grants. The South African government provides its citizens with eight different social grants to help those in need and/or vulnerable. From these social grants only six are investigated for the purpose of this study. These grants include the old age grant, child dependency grant, foster care grant, child support grant, disability grant and the war veteran grant. Poverty is defined as the inability to attain a minimal material standard of living by the World Bank. The different indicators used in this study to profile poor households in Sharpeville include the Household Subsistence Level (HSL) as the poverty line, the poverty gap ratio, the headcount index and the dependency ratio. This dissertation shows that poverty within the township has increased over the five years. And to do this the results from the data survey conducted in 2009 are compared to the results from Sekatane‘s 2004 data. The poverty gap ratio and the headcount index for the township in 2009 were estimated at 0.86 and 0.654 respectively. In the year 2004 the headcount index was estimated at 0.431 indicating a 22.3 percent increase in the number of people living in poverty. This means that an estimated 5 477 households in Sharpeville, in 2009, were regarded to be poor When government grants are excluded from the household‘s income within the township both the poverty gap ratio and the headcount index decrease to 0.93 and 0.705 respectively. This means that when government grants are excluded from households‘ income within Sharpeville, the depth of poverty within household‘s increases. The income from government grants might be regarded as minimal, however it assists in moving households further from the poverty line. This study recommends that activities within the informal sector should be encouraged as this will increase employment opportunities for those unemployed in the township. As the vast majority of the unemployed people have skills from trading/retail sector; employment creation should be focused in this sector. Lastly, the income threshold used in the means test equation to check affordability of social grant applicant should be decreased as people meeting the current criteria are already living in dire poverty.Thesis (M.Com. (Economics))--North-West University, Vaal Triangle Campus, 2011
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Laviola, Elaine Cardia. "O bebê, sua educação e cuidado em discursos de mães de camadas médias." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/17404.
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Previous issue date: 2010-06-22Conselho Nacional de Desenvolvimento Científico e Tecnológico
This doctoral thesis is linked with the Center of Studies of Gender, Race and Age (Núcleo de Estudos de Gênero, Raça e Idade NEGRI) of the postgraduate studies program in Social Psyhcology from the Pontifícia Universidade Católica de São Paulo (PUC-SP), as part of the collective research project which focus on the discourse made by adults about their babies, their upbringing, education and care. This thesis' objective is to describe and interpret the discourse of eight mothers of babies, professionally active, with a university degree, belonging to the urban middle class and living in the city of São Caetano do Sul, in the state of São Paulo, about the baby and their perception of what they consider adequate methods od upbringing, education and care not only for their own children, but also for other babies. We assumed that, in the interviewees' discourse, the perception of the small child as fragile, immature and dependent would prevail. This view links the baby, first and foremost or exclusively, to the domestic realm, sustaining its invisibility in the social level and in public context, making it difficult for its rights for education to be completely fulfilled by the policies of education of children ages 0-3. We adopted the theoretical approaches offered by the new studies on childhood, which attempt to break away from the adult-centered and naturalizing concepts, as well as the academic production of the French researchers Bloch and Buisson (1998,1999), on the process of choice of couples of methods of child upbringing and education, analyzed by them, from the perspective of relations between generations as well as gender relations. Based on the use of content analysis techniques we present the results, which confirm our initial hypothesis, around five interpretative axles: the interviewees' social contexts; perceptions of the baby and the toddler; methods of upbringing, education and care for babies; the government and the society's responsibilities; and aspects related to the relations between generations
Esta tese de doutorado vincula-se ao Núcleo de Estudos de Gênero, Raça e Idade (NEGRI) do Programa de Estudos Pós-Graduados em Psicologia Social da Pontifícia Universidade Católica de São Paulo (PUC-SP), integrando o projeto coletivo de pesquisas que vem focalizando discursos proferidos por adultos sobre o bebê, sua educação e cuidado. Seu objetivo foi descrever e interpretar discursos de oito mães de bebês, inseridas profissionalmente, com formação universitária, pertencentes às camadas médias urbanas e residentes no município paulista de São Caetano do Sul, sobre o bebê e suas concepções sobre o que consideram adequado em termos de modalidades de educação e cuidado não só para seus filhos, mas também, para outros bebês. Partimos da hipótese de que prevaleceria, nos discursos das entrevistadas, uma concepção de criança pequena, considerada frágil, imatura, dependente, que vincula o bebê, prioritária ou exclusivamente, ao espaço doméstico, sustentando sua invisibilidade no plano social e em contexto público, dificultando que seus direitos à educação sejam plenamente contemplados pelas políticas de Educação Infantil. Adotamos os aportes teóricos proporcionados tanto pelos novos estudos sobre a infância, que procuram romper com concepções adultocêntricas e naturalizantes, quanto pela produção acadêmica das pesquisadoras francesas Bloch e Buisson (1998, 1999) sobre o processo de escolha de casais por modalidades de educação infantil, analisado, por elas, a partir da perspectiva das relações intergeracionais e de gênero. Com base na utilização de técnicas de análise de conteúdo apresentamos os resultados, que corroboram nossa hipótese inicial, em torno de cinco eixos interpretativos: os contextos sociais das entrevistadas; concepções sobre o bebê e a criança pequena; modalidades de educação e cuidado para bebês; responsabilidades do Estado e da sociedade; aspectos intergeracionais
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Tam, King Wa. "Labour, social and health outcomes of immigrants in Australia : effects of language proficiency using the IV approach." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60256/1/King_Wa_Tam_Thesis.pdf.
Full textAbstract:
Language has been of interest to numerous economists since the late 20th century, with the majority of the studies focusing on its effects on immigrants’ labour market outcomes; earnings in particular. However, language is an endogenous variable, which along with its susceptibility to measurement error causes biases in ordinary-least-squares estimates. The instrumental variables method overcomes the shortcomings of ordinary least squares in modelling endogenous explanatory variables. In this dissertation, age at arrival combined with country of origin form an instrument creating a difference-in-difference scenario, to address the issue of endogeneity and attenuation error in language proficiency. The first half of the study aims to investigate the extent to which English speaking ability of immigrants improves their labour market outcomes and social assimilation in Australia, with the use of the 2006 Census. The findings have provided evidence that support the earlier studies. As expected, immigrants in Australia with better language proficiency are able to earn higher income, attain higher level of education, have higher probability of completing tertiary studies, and have more hours of work per week. Language proficiency also improves social integration, leading to higher probability of marriage to a native and higher probability of obtaining citizenship. The second half of the study further investigates whether language proficiency has similar effects on a migrant’s physical and mental wellbeing, health care access and lifestyle choices, with the use of three National Health Surveys. However, only limited evidence has been found with respect to the hypothesised causal relationship between language and health for Australian immigrants.
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
Full textAbstract:
Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Marquez, Christine Garrido. "As políticas multissetoriais e integradas do Banco Mundial no Brasil: a infância como capital humano do futuro." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/7361.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This research integrates the project of Public Policy and Education of Children in Goiás: history, concepts, projects and practices developed by the Center of Studies and Research of Childhood and its Education in Different Contexts (NEPIEC) which is inserted in the research line: Education, Teaching Professionalization, Educational Work of the Postgraduate Program in the School of Education of the Federal University of Goiás. Propositions of multisectoral policies and integrated development of Early Childhood of the World Bank for developing countries have been investigated, which involve interconnected actions in education, health, nutrition, social protection (child protection and social assistance) and basic sanitation, in order to understand how this process has been set up in Brazil as of the 1990s. A documentary and literature research was carried out and we propose as reference of analysis historical and dialectical materialism. The starting point being a survey called State of the Art on the studied subject, in order to map out the academic and scientific production in the field, to enable a look at the production, observing the evolution of research, its features, focus and gaps. Presenting the multiple aspects of the organizational structure of the World Bank and its development policy propositions on Early Childhood supported in the six Education Sectoral Documents and the eight publications produced from 1974 to 2014 by the International Organization, which were formulated to instruct the political debate with governments, development partners and civil society in developing countries, including Brazil. The strategic entry points of investment have been analyzed, classified into four themes based on: 1) programs based on Early Childhood Development Centers focusing on school readiness; 2) residential programs based on behavioral change in relation to health, nutrition and child care; 3) communication / media campaigns aimed at families with young children on child health, nutrition and overall development; and, 4) conditional cash transfer for families with small children. It is concluded that the World Bank since its inception in 1944, besides project financing, policy-making, technical assistance to governments, also plays an important role in the meeting, synthesis and dissemination of knowledge about the specific development issues covering its extensive practice area, including the development of Early Childhood, services in the area and around the world. Since the seventies, the World Bank references the relevance of the adoption of multisectoral and integrated programs designed for Early Childhood, with the theoretical support based on the political theory of human capital, which seeks the reproduction and accumulation of capital, as opposed to a project that aims to guarantee full rights the children in Brazil.
Esta pesquisa integra o projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, desenvolvido pelo Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos (NEPIEC) e está inserida na Linha de Pesquisa: Formação, Profissionalização Docente, Traballho Educativo do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Investigamos as proposições de políticas multissetoriais e integradas de Desenvolvimento da Primeira Infância do Banco Mundial para os países em desenvolvimento, os quais envolvem ações interligadas no campo da educação, saúde, nutrição, proteção social (proteção à criança e assistência social) e de saneamento básico, a fim de compreender como este processo tem se configurado no Brasil, a partir dos anos de 1990. Foi realizada uma pesquisa documental e bibliográfica e propomos como referencial de análise o materialismo histórico e dialético. A metodologia de pesquisa abrange a constituição do Estado da Arte acerca da temática em estudo, com o propósito de mapearmos as produções acadêmicas e científicas na área, possibilitando um olhar sobre a produção, observando a evolução das pesquisas, suas características, foco e as lacunas existentes. Apresentamos os múltiplos aspectos da estrutura organizacional do Banco Mundial e as suas proposições políticas de Desenvolvimento da Primeira Infância apoiadas nos seis Documentos Setoriais de Educação e nas oito publicações produzidas no período de 1974 a 2014 pela referida Organização Internacional sobre a temática, as quais foram formuladas para instruir o debate político com governos, parceiros de desenvolvimento e a sociedade civil dos países em desenvolvimento, inclusive com o Brasil. Analisamos os pontos de entrada estratégicos de investimento, classificados em quatro eixos temáticos baseados em: 1) programas baseados em Centros de Desenvolvimento da Primeira Infância com foco na prontidão escolar; 2) programas domiciliares baseados na mudança de comportamento em relação à saúde, à nutrição e aos cuidados parentais; 3) campanhas de comunicação/mídia destinadas a família com crianças pequenas sobre saúde infantil, nutrição e desenvolvimento global; e, 4) transferência condicionada de renda para famílias com crianças pequenas. Com base na pesquisa realizada, conclui-se que o Banco Mundial desde sua criação, em 1944, além do financiamento de projetos, formulação de políticas, da assistência técnica a governos, desempenha um papel relevante na reunião, síntese e disseminação do conhecimento sobre os temas específicos de desenvolvimento que abrangem sua extensa área de atuação, inclusive sobre o desenvolvimento da primeira infância e serviços na área em todo o mundo. Desde os anos setenta, o Banco Mundial referencia a relevância da adoção de programas multissetoriais e integrados dirigidos à primeira infância, tendo como base de sustentação teórica das políticas a teoria do capital humano, que busca a reprodução e a acumulação do capital, em contraposição a um projeto que objetive a garantia dos direitos plenos da criança no Brasil.
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Lawrence, Janet J. "Exploring the Effect of Aged Care Education on Quality of Care." Thesis, 2019. https://vuir.vu.edu.au/41798/.
Full textAbstract:
Despite changes in legislation and increased funding and monitoring, there have been problems related to the quality of care in the aged care sector in Australia for several decades. An appropriately qualified aged care workforce is considered the key to improving aged care practices. Therefore, this study aims to understand the reasons for the ongoing problems in the aged care sector that relate to aged care education.
Since the 1990s, many studies have focused on care practices in nursing homes, now known as Residential Aged Care Services (RACS). The terms nursing homes and rest homes are still used in other countries. However, few studies examined the influence of aged care education on care practices in RACS. This thesis examines these issues considering John Dewey's (1859–1952) conceptual framework of pragmatism, which is employed in this qualitative study. The framework uses a mixed methods approach, including qualitative data from interviews and quantitative data from an online survey and document analysis of published documents. The document analysis includes the Department of Education and Training's aged care training packages and the Quality of Care Principles 2014.
The findings from the interviews were corroborated with the content analysis from the published documents and the descriptive analysis from the online survey. The results were presented in the context of aged care literature and current practices in aged care. Managers and care workers discussed five main themes: (1) the need for consistent models of care; (2) the need for a better understanding of working within a legislative framework; (3) the need to broaden educational topics on chronic health conditions, documentation and elder abuse; (4) the development of soft skills to meet the challenges of working in an aged care environment; and (5) the need for an application of knowledge through simulation and experiential learning by qualified mentors with experience and knowledge in aged care.
The conclusion presents a critical discussion of the results from a pragmatist perspective. It suggests a new pedagogical aged care education model Democratic Experiential Learning Aged Care Education Model that incorporates Dewey's writings on democracy and experiential learning.
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Carpenter, Patricia A. "The development, practice and education of kinlein associates." Thesis, 1997. http://hdl.handle.net/1957/33882.
Full textAbstract:
This study documented the history of the development and practice of the
kinlein associate. Consumer dissatisfaction with health care, nursing unrest, and
increased demand for long-term care-givers were the antecedents for a paradigm shift
to "caring with" persons based upon the theory of esca developed by
M. Lucille Kinlein. Interested people wanted to learn how to offer care from this
perspective, and informal classes were held in several locations across the nation.
The study focused on identifying the teaching methods used by the founder,
Miss Kinlein. The methodology was deemed important in an attempt to assure that
future kinlein associate teachers reflect the original educational processes and style
when Miss Kinlein is no longer teaching. Her methods were considered important for
kinlein associate teachers to prepare kinlein associates for practice.
To determine Miss Kinlein's teaching methodology, qualitative research was
conducted by observing her teaching, face to face interviews with students and
kinleiners interested in teaching, and material gathered from the founder, Institute of
Esca/Practice of Kinlein, and the Detente Homer, Alaska. Modeling, coaching, and
directed inquiry were the primary methods used by Miss Kinlein and Mrs. Raymond,
kinleiner of reference at the Homer Detente, in teaching kinlein associates. It was
important to ground their teaching in educational theory and the contemporary
interest in constructivism philosophy. Principles were extracted from several articles
regarding constructivist philosophy/theory and were aligned with principles from the
theory of esca used by Miss Kinlein. The parallels between the theory of esca and
constructivism were striking.
The study concluded by recommending Miss Kinlein and her student teachers
examine the constructivism philosophy relative to the kinlein philosophy and theory of
esca. The result of this examination may open kinleiner interest to explore similar,
new ideas and serve as a spark for an intellectual/philosophical interchange among
professional kinleiners and educators. Specific recommendations were given
regarding immediate attention to kinlein associate curriculum, videotaping Miss
Kinlein teaching various levels of courses, and developing a course on assisting
students in moving in esca in learning.Graduation date: 1998