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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.
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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.
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Kattenbraker, Mark S. "Health education research and publication : ethical considerations and the response of health educators /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1481660811&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Rader, Martha Cardwell. "Collaborative research : experiences of allied health professionals /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583620668.
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Landers, Denise, and mikewood@deakin edu au. "Improving primary school health education through action research: A case study." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.102258.
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Limited research has been conducted concerning the actual practice of health education in Victorian schools.
This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a small action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries.
The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices.
During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small authentic action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.
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Tsang, Woo Che-moy Betty. "A participatory action research : the effectiveness of a health education/promotion programme." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438758.
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Lee, John Won. "An examination of the effectiveness of community-based participatory research projects in producing intended health outcomes /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276993.
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Clements, Andrea D., and P. W. Myrick. "Requirements for Education on the Protection of Human Research Subjects: Implications for Educational Researchers." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7213.
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Bruce, Rebecca. "Barren River District Health Department Health Education/Risk Reduction Demonstration Projects." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2172.
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In July 1980, the Barren River District Health Department (BRDHD), serving eight counties (combined population approximately 204,000) in Southcentral Kentucky, was selected as a demonstration site under the auspices of the federal Health Education Risk Reduction (HERR) Program. With continued HERR funding for eight years, the BRDHD developed several successful health promotion projects. Major components of these projects include: 1) community health promotion, which serves to identify high -risk groups in the community and provide them with health education-health promotion services, 2) school health education which included the development of a preschool health education curriculum, 3) teacher education workshop, which instructs primary and secondary public school teachers in health education methods, 4) smoking cessation. and 5) a large industrial wellness program. This study reports on an eight year program evaluation of the HERR demonstration. Overall, the program evaluation suggests an increase in health knowledge and some attitude and behavior change for many of the participants ii BRDHD programs.
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Fisher, Christopher M. "Assessing sexual health information & resource provision in Indiana youth-serving community-based organizations utilizing community-based participatory research methods." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378347.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.<br>Title from PDF t.p. (viewed on Jul 8, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6149. Adviser: Michael Reece.
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Howe, Mary Kathleen. "Addressing angiostrongyliasis on Hawai'i island with research, education outreach, and host control." Thesis, University of Hawai'i at Hilo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10234800.
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<p> Hawaii Island has the highest incidence of rat lungworm disease (RLWD) of all the Hawaiian Islands and the mainland United States. The relatively recent introduction of the semi-slug <i>Parmarion martensi,</i> an effective intermediate host, and the wide-spread use of rainwater catchment systems may play a role. Studies were designed to investigate the ability of drowned gastropods to shed larvae, the location in a water column where larvae would most likely be found, the potential for larval passage through a 20µm filter, and the ability of the larvae to survive outside the slug/snail host. Whole <i>P. martensi</i> shed many, viable <i> A. cantonensis</i> larvae with >90% of larvae found in samples taken from the bottom of the water column, suggesting they may settle near the bottom of a catchment tank. Larvae that were able to pass through a 20µm sieve could not survive acid, were active for at least 56 days outside the slug host, and tested positive for RLW by qPCR. Larvae that could not pass through a 20µm sieve were able to survive HCl-pepsin, were active for at least 21 days, and tested positive for RLW. First stage larvae can survive gut acid when swallowed after migration from the lungs but cannot withstand acid immersion again until they become third stage larvae.The study results merit further investigation into the potential link between poorly maintained rainwater catchment systems and the high incidence of RLWD on Hawaii Island, and the studies clearly demonstrate the need for control of hosts of <i>Angiostrongylus cantonensis.</i> </p><p> Hawaii’s remote location makes food security an important issue. State-wide efforts to promote the Grow Local, Eat Local movement are reflected in the growing number of residential gardens, small farms, farmers’ markets, school and youth garden projects, and the recent passage of the Farm to School Bill. However, efforts to educate farmers, food handlers, and consumers about rat lungworm disease and the need for disease prevention and host control has not been similarly supported. In collaboration with five partner schools on Hawaii Island, the University of Hawaii, Daniel K. Inouye College of Pharmacy’s Hawaii Island Rat Lungworm Working Group worked with students and teachers to develop an integrated pest management plan for school garden projects. Integrated pest management allows for the careful consideration of applications available to control a pest event and chooses those practices that are least harmful to human and environmental health. These best practices include preventative cultural practices, monitoring, mechanical control, biological control, and the responsible use of pesticides. Students were intensively educated about RLWD, the parasite’s life cycle, and prevention measures. Using best management practices, we set up traps and collected data on gastropod species abundance, and shelter-type capture rate. Integrating STEM curriculum makes the project attractive to schools as it supports student academic success. Adoption of this management project by the many school and youth garden projects in areas of RLWD can exponentially increase community awareness, encourage control efforts, and potentially map disease risk.</p>
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Ramstetter, Catherine. "Participatory Action Research to Assess and Enhance Coordinated School Health in One Elementary School." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276537211.
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Guinan, Emer M., Emer M. Barrett, Freda Neill, et al. "Attitudes to Interprofessional Education Among Health Science Students Engaging in a Multidisciplinary Workshop Series." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/2.
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Introduction: Interprofessional education (IPE) provides an opportunity for students from single-professions to interact with other disciplines. Student attitude to IPE can impact engagement and change in attitude may provide an indicator of the impact of IPE. This study examines pre-workshop attitudes to IPE and change in attitude following a series of three IPE workshops.
Methods: Preworkshop attitudes were examined using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The IEPS was repeated at the start of Workshop 1 and at the end of Workshop 3. Data were analyzed using linear regression analysis and linear mixed methods for repeated measures.
Results: 405 students participated (pre-workshop n=122; workshop 1 n=244; workshop 3 n=236). Pre-workshop attitudinal scores were high. While male gender and studying medicine negatively predicted attitude across some domains, previous experience of a joint patient treatment session on clinical placement positively predicted attitude in the domain of Perception of Actual Cooperation (standardised Beta 0.283, p=0.005). Attitude to IPE improved across all domains of the IEPS from online preparation to the end of workshop 3 (pCompetency and Autonomy, and in the domain of Perceived Need for Cooperation improved only following online preparation, while the domain of Perception of Actual Cooperation improved following both online preparation and participation in the workshops.
Discussion: The results presented reflect positively on student readiness for IPE. Attitudes were further improved following engagement in a structured series of IPE workshops.
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Calderone, Carli E. "Stem Cell Research: Science Education and Outreach." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1268751337.
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Kwedi, Sylvie Anne. "Evaluation of Capacity for Best Practice of Clinical Vaccine Research in Western Kenya." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1010.
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African institutions that perform health research need to continuously evaluate their practices in order to ensure compliance with international standards of good clinical practice (GCP). This mixed-methods study, undertaken at one clinical research site in Western Kenya, was an evaluation of GCP compliance at the site, research participants' satisfaction with research procedures, and research participants' comprehension of informed consent. The qualitative portion of the study involved audit of the site's compliance with GCP standards. The quantitative portion was an assessment of participant satisfaction and informed consent comprehension, undertaken through interviews with a sample of 297 participants. Thematic analysis of the qualitative data showed that the site's performance conformed with GCP standards. Descriptive statistical analysis of the quantitative data showed that the majority of study participants were content with study procedures. A majority understood those parts of the informed consent process related to study duration and purpose but not those parts of the informed consent process related to the purpose and benefits of the study. Univariate chi square analysis showed no statistically significant differences in the level of satisfaction by age, occupation, or level of education, and there were no statistically significant differences in the level of informed consent comprehension by duration in the study or staff levels of experience. Implications for positive social change include guiding future health research capacity-building efforts in Africa toward better compliance with GCP standards and development of higher quality of informed consent procedures.
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Killea, Anita M. "Addressing school mental health in a texas public school district| An action research study." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601242.
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<p> According to the Centers for Disease Control (2013), every year an estimated 13 to 20% of children in the United States suffer from mental health disorders. School mental health services developed to address the learning barriers experienced by these children achieve variable rates of success (Adelman & Taylor, 2011; Center for School Mental Health, 2011). Reasons for this variability include lack of integration of these initiatives into comprehensive school reform efforts (Adelman & Taylor, 2011), lack of inclusion of school mental health staff in the school improvement planning process (Nastasi, Varjas & Moore, 2004), and lack of consideration of the local school context in their selection and implementation (Ringeisen, Hendersen & Hoagwood, 2003). A group of 15 school teachers and mental health staff of a small Texas school district conducted this action research study about the status of its school mental health services. Individual interviews of the participants served as the initial basis for group meetings during which participants identified weaknesses in their mental health services, prioritized issues to be addressed, and developed an action plan to be presented to school administrators, and the Board of Education. Consistent with the findings of other research studies on school mental health (Center for School Mental Health, 2011), the three main areas of concern identified by the group included poor role clarification among school personnel responsible for mental health functions, lack of teacher training about mental health disorders and related classroom management strategies, and unclear policies and procedures. The process and outcome of the study support the use of participant action research as a method to aid in the development of locally relevant school mental health programs.</p>
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Kuhn, Michael, Alexia Prskawetz, and Uwe Sunde. "Health, education, and retirement over the prolonged life cycle: a selective survey of recent research." Austrian Academy of Sciences, 2014. http://dx.doi.org/10.1553/populationyearbook2014s001.
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Wright, Kristina Michelle. "Improving Health Literacy Assessments in Pediatrics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6154.
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Low health literacy (LHL)--when patients do not understand their treatment or medications--has been linked to poor healthcare outcomes. Nurses need to know how to assess health literacy (HL) and teach pediatric patients and their families to help ensure that patients and family members can understand and follow health education messages. Evidence-based HL tools were obtained from a literature search and used to create a nursing staff education program on pediatric patient HL assessment and education. The project answered the practice-focused question that asked whether a staff education program on HL assessment and management would improve nursing knowledge of HL for pediatric patients and families. Piaget's theory was used to guide the development of the education program on age-specific literacy needs; Kotter's theory of change was used to inform the plan for using HL assessment, which was presented to 34 participants in the local practice setting. Participants were randomly chosen from local professionals in nursing education and participation was voluntary. A panel of 3 experts, including a nurse expert on HL, reviewed and approved the education program, quiz questions, and participant survey. Pretest results (N = 32) showed a mean score of 6.53, and the posttest mean score was 7.66. Results of the paired t test showed significant improvement (t = -4.378, p = .000) in participant knowledge of HL after the education program. The project findings can promote positive social change through improvement in nurses' knowledge about HL and health outcomes for pediatric patients.
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Williams, Sarah Louise. "Promoting children's mental health at a whole-school level using action research." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4712/.
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This study aimed to explore school staff’s, parents’ and children’s understanding of mental health and identify what risk and protective factors affect children’s mental health. The key aims were to gain information about how mainstream primary schools promote children’s mental health, and to explore children’s, parents’ and school staffs’ understanding of children’s mental health and factors which promote or demote development. All of the schools who responded to the questionnaire considered that mental health promotion should be carried out by specialist. The findings from this initial survey suggested that to achieve the active involvement of school staff, further support was required to enable school staff to feel competent, confident and knowledgeable in this field. The participants in the action research phase of this study identified a number of factors within the individual, the micro, exo- and the macro-systems which they believed affected children’s mental health. The integrated MacDonald and O’Hara Ten Element Map (1998) and Bronfenbrenner’s bioecological model (2005) which consider the individual to be at the centre of and embedded in a number of environmental systems, afforded effective frameworks for exploring the school community’s understanding of children’s mental health, for conceptualising the findings from a bioecological perspective, and for planning action steps through which to enhance the impact of schooling on children’s mental health.
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Curran, Jeffrey. "BUILDING RESILIENCE AND COMMUNITY CAPACITY: THE SACHIGO LAKE WILDERNESS EMERGENCY RESPONSE EDUCATION INITIATIVE." Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2210.
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The Sachigo Lake Wilderness Emergency Response Education Initiative represented a
partnership between Sachigo Lake First Nation in northern Ontario Canada, and medical
professionals and university researchers from outside the community. This study was one
component of a larger community-based participatory research program to develop locally
relevant first response training to address the isolation from emergency healthcare in Sachigo
Lake. The aim of this qualitative study was to complete a formative evaluation to understand
how a five-day comprehensive training course implemented in May 2012: (a) met the local needs
of Sachigo Lake; and (b) fostered resilience and community capacity. The results of this study
describe the unique features of delivering first aid training in a remote context and illustrate the
intrapersonal and interpersonal impacts of the program. Health promotion through community based
first aid education is a model with potential to improve emergency care in the absence of
formal emergency medical services.
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Fischer, Zellers Darlene. "Developing an organizational understanding of faculty mentoring programs in academic medicine in major American research universities." Thesis, University of Pittsburgh, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573265.
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<p> This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation in higher education, yet little is known about why certain practices are favored or thought to be more effective than others, as differentiated from mentoring programs in the business sector. The original conceptual framework of this qualitative multiple cross-case study was based upon faculty mentoring program success factors gleaned from the literature being grouped by one of three perspectives of organizational behavior theory, i.e., structural, political, or symbolic, and examining these variables through the perspective to which they were assigned. Using this approach, very few organizational similarities were found among the twelve faculty mentoring programs in this study. However, by reversing the conceptual framework, and examining each program variable from the three organizational perspectives, six multi-dimensional organizational themes emerged that transcend the program variables: commitment, expectations, responsibility, accountability, community, and transformation. Three of these themes are evident across all organizational perspectives: commitment, expectations, and responsibility. Accountability is evident from a dual structural/political perspective. Community is evident from a dual structural/symbolic perspective. And, transformation is evident from a dual political/ symbolic perspective. Although specific “how to” advice is limited, this study provides support for a multi-dimensional theoretical framework for academic organizations to optimize formal faculty mentoring relationships. This study demonstrates that maximizing these six dimensions within a faculty mentoring program, to the fullest potential within organizational constraints, provides the ideal faculty mentoring program format for that particular academic culture. This model also situates these six dimensions within an academic culture, which allows faculty development professionals to identify the organizational domains that exert the most influence over these dimensions within their faculty mentoring programs. The redesign of how organizational behavior theory was applied within this study revealed a new organizational understanding of faculty mentoring programs within academic cultures. This discovery provides a promising new direction for further study. </p>
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Weijer, Charles. "Selecting subjects for participation in clinical research : an empirical inquiry and ethical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ30414.pdf.
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Jamieson, Jen. "Adolescents, education and farm animal welfare." Thesis, Royal Veterinary College (University of London), 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572485.
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Hammond, John A. "Doing gender in physiotherapy education : a critical pedagogic approach to understanding how students construct gender identities in an undergraduate physiotherapy programme in the United Kingdom." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/27739/.
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Gender in physiotherapy education is somewhat ambiguous. Physiotherapy is historically a women’s profession, yet in recent decades there has been a growing proportion of men. The mass media portrays a masculine sporty image of physiotherapy, which notably ignores the presence of women. Previous research in physiotherapy education has shown gender differences in student preferences for work and career pathways. Gender differences in attainment in practice components of the course have also been demonstrated, with men doing less well than women and more likely to fail. As a physiotherapy educator faced with these issues, the aim of this study is to explore the significance of gender in students’ constructions of identity. Social constructionism was adopted as an underpinning theory in this professional practice research involving students from one cohort of undergraduate physiotherapy students at a university in the south east of England. Nine male and female participants were interviewed at the beginning of their second year and were asked to record stories about their experiences both on and off campus throughout the academic year using a digital recording device. Data from the interviews and audio-diary narratives were analysed using Judith Butler’s theorisation of gender as ‘performative’ to understand how gender identities were constructed. Foucauldian and critical pedagogical perspectives were employed to further interrogate the gender discourses that emerged. The findings indicate that gender was rarely explicitly discussed; yet participants’ gender identities were constantly negotiated through relationships that were not limited to the university and clinical settings. A range of discourses of masculinity and femininity were identified illustrating a profound gender orthodoxy in physiotherapy education that simultaneously demanded acceptance, assimilation or resistance. As a consequence, students in this study used a number of discursive strategies in the struggle to be recognised within physiotherapy education and practice. The implications from these findings raise questions about gender tensions and contradictions in the physiotherapy programme under scrutiny and about the pedagogic practices that reinforce them. In this context, there is a need to raise awareness amongst peers and managers of the possible sites of gender inequalities within this curriculum. Also, gender needs to come ‘out of the closet’ and be debated within the classroom and the wider social spaces inhabited by students in order to develop more nuanced understandings of gender within physiotherapy and healthcare. Finally this research indicates the need to provide more inclusive spaces within the curriculum for reflecting on the complexity of identity construction and for challenging its institutional forms.
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Crawford, Cecelia L. "Using a collaborative center for integrative reviews and evidence summaries to narrow the education-practice-research gap." Thesis, Western University of Health Sciences, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557774.
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<p> The overarching purpose of this dissertation project was to design a collaborative center for integrative reviews and evidence summaries (CCIRES) to advance the state of the art and science of nursing knowledge and narrow the education-practice-research gap. The CCIRES program was created as a web-based platform embedded in the Kaiser Permanente Southern California infrastructure. The specific purpose of this project was to implement CCIRES via that infrastructure, and evaluate the implementation, structures, processes, and usability of CCIRES. The Diffusion of Innovations was the theoretical framework, as supported by the Model of Diffusion in Service Organizations and the Colorado Patient-Centered Interprofessional Evidence-Based Practice Model. These theoretical perspectives and models informed the structures and processes for the design, implementation, and evaluation of the CCIRES innovation. The literature captured the history of the education-practice-research gap and the use of translational research to support evidence-based nursing practice. A rigorous methodology involving formative and summative evaluation structured data collection and analyses. Four expert members of CCIRES comprised the sample targeted for voluntary participation in the SWOT web-based survey and construction of a logic model providing the data outcomes. NVIVO was the qualitative software program chosen for SWOT data storage and management. The SWOT analysis identified nine individual themes, with three themes spanning all categories and four themes populating four separate categories. These data results allowed deep examination of the essential core functions needed to achieve CCIRES' goals and succeed as a program. Group consensus during a webinar meeting was the data analysis technique for the construction of the 2012 CCIRES logic model. CCIRES members analyzed the alignment of multiple model components to understand the gaps, commonalities, and interrelated elements needed for a successful academic-service partnership program. Secondary outcomes included increased membership, website design, increased evidence review competencies, development of resources, and tool testing. CCIRES' goal of narrowing the education-practice-research gap facilitates the delivery of meaningful knowledge into the caring hands of professional nurses. CCIRES next bold step is to partner with other influential groups seeking to increase the breadth, depth, and rigor of the evidence. By heeding this call to action, CCIRES can translate, diffuse, and disseminate 21<sup>st</sup> Century nursing knowledge that has meaning for the two people who seek it and need it most—the nurse and the patient.</p>
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Young, Adam Stephen. "Advancing the Human Condition: How Clinical Research Inspired and Prepared Me for Medical School." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1210015918.
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Weierbach, Florence M., Mary Kay Goldschmidt, E. Cha, Rebecca Sutter, and C. Sutter. "Merging Education and Practice Program Grants with Community Based Participatory Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7382.
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Laattoe, Nariman. "An exploration of community partners' experiences of a 4th year medical students' community-based research and health promotion course." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11724.
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Includes bibliographical references.<br>The shift to a primary health care (PHC) led curriculum, and the need for graduates to work in a transformed district health system, requires that students in the health professions acquire skills in community-based research and health promotion. Over the past nine years, the School of Public Health and its three divisions of Primary Health Care (PHC), Public Health (PH) and Family Medicine (FM) in the Health Sciences Faculty at the University of Cape Town (UCT) have placed medical students in communities for eight-week rotations. During this time they undertake a community-based epidemiology project, followed by a health promotion intervention, in collaboration with community partners. The purpose of the research project was, primarily, to explore the benefits, if any, of this model of teaching for community stakeholders.
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Jackson, Marcus Thomas. "Conceptualising radiography knowledge and the role of radiography educators : perspectives and experiences of a radiography education community." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/27737/.
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The diagnostic radiography curriculum and the process of its enactment are under researched in the United Kingdom. To date, there have been no published studies which have investigated the curriculum and the role of radiography educators from the multiple perspectives of radiography students, university radiography educators and clinical radiography educators, that is, a radiography education community. Accordingly, this study describes the perceptions and experiences of a radiography education community in relation to three research questions: 1. How does a radiography education community conceptualise the radiography knowledge and skills required of a diagnostic radiographer? 2. How does a radiography education community conceptualise the role played by university based and clinically based radiography educators in helping the radiography student acquire radiography knowledge and skills? 3. How does the community in this study compare with Lave and Wenger’s theoretical constructs of a situated learning, legitimate peripheral participation and Communities of Practice (CoP)? The epistemological foundation of the study is constructivism and the overarching methodology is a case study conducted within a single higher education institution and three of its associated clinical practice partner settings. The primary data collecting method comprised semi-structured interviews, supplemented by a critical review of germane literatures, government policy and the curriculum guidance provided by the relevant professional and statutory bodies. The theoretical framework in which the study is situated is based upon Lave and Wenger’s theories of situated learning, legitimate peripheral participation and communities of practice. The findings of the study reveal a radiography education community which is lacking any unifying pedagogic discourse. In particular, there is an absence of opportunities for cross-community working, especially in collaborative curriculum development and the process of its enactment. This is further compounded by the community’s narrow interpretation of what a curriculum should comprise. Currently there is a clear focus on knowledge content and curriculum as a product which fails to take into account praxis and the social context in which learning takes place. These findings have been summarised by a representation of the enacted curriculum as compared with the ‘ideological’ function of a radiography curriculum. Specific developments required of the curriculum include: (i) placing a greater emphasise on the vocational relevance of radiography knowledge; (ii) gaining a better understanding of tacit radiography knowledge; (iii) ensuring greater familiarity with the curriculum and (iv) enhancing the standard of clinical supervision. The radiography education community in this study evidences both convergence and divergence with Lave and Wenger’s theoretical constructs of situated learning, legitimate peripheral participation and community of practice. Within the context of radiography education the study also highlights the consequence of power relationships, the complexity of learning in and across multiple communities of practice and the importance of individual learner biographies, all of which are underdeveloped in Lave and Wenger’s theoretical discourse. These findings have been summarised in a proposed theoretical model for a radiography education community of practice. Three specific pedagogic and managerial inferences may be drawn from this study which will require staff development and consideration of how the diagnostic radiography programme is managed across the community. Firstly, context, process and praxis need to be carefully considered in the collaborative development, design and implementation of the curriculum. Secondly, the university and clinical educators need to reflect on their own learning and teaching skills by engaging more fully with pedagogy. Thirdly, communication across the radiography education community of practice must be improved.
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Williams, Meagan Sampogna. "Perceptions Among Women on Education for Health Information Management Career Advancement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5292.
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The increased use of technology has affected almost every aspect of how data are collected, stored, retrieved, and analyzed across the health care system. The health information management (HIM) workforce in the United States is predominantly composed of women. With HIM employment rising by 2020, additional education of the current workforce is a necessity. This qualitative phenomenological study evaluated women working with HIM associate degrees and RHIT certifications to determine their perceived need for advanced education for career advancement. This study used the social cognitive career theory (SCCT) to determine how women in HIM perceive needs based on self-efficacy, expected outcomes, and goals. The research questions evaluated education type, subject matters, and ability to advance. The study recruitment process included the use of HIM online research forums resulting and narrative inquiry data collection from 22 personal interviews across 19 states in the Unites States. Colaizzi's data analysis strategy demonstrated themes of HIM education access, barriers, preparedness, and role interests. The data gathered showed need and interest in further education directly correlated to time remaining in career and role aspirations. Recommendations for further research include evaluation of advanced HIM education needs in a male population or individuals with post-graduate education. To affect positive change, dissemination of this study's findings to HIM leaders may create awareness and rationale for women to obtain technology and data related advanced education. In addition, this study may influence educational institutions to promote HIM as a field of study and fill the anticipated gap in HIM field expertise in the coming decade.
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Hopkins, Laura C. "Examining the Potential Protective Effect of Structured Programming on Child Weight during the Summer Months through Intervention and Observational Research." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1510055469050897.
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Johnson, Debbi R. "Emotional Intelligence and Public Health Education: A Prescriptive Needs Assessment." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/14.
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Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program.
Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students.
Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.
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Bonnett, Heather R. "Exploring the Relationship between Ego Development and Mental Health." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485514857559271.
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Reale, Vanessa Nobile. "Integrating health promoting principles into the context of a standards based high school : an autobiographical action research case study." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:13617.
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This thesis documents the evolution of a research journey which remains a work in progress. The primary goal of this study was to collaboratively create and lead a health promoting high school. This study has two distinct but intertwined areas of focus: action research fieldwork conducted to design and infuse health promoting principles into the context of a traditional, standards based high school, and the documentation and reflection of the professional practice and leadership strategies used to implement the study. This thesis documents the efforts of a school leader to respond to the array of information and research generated by governmental agencies, professional publications and mainstream media suggesting the need for public school educators and school leaders to address national public health goals and the health needs of children within the school setting. Driven by the dearth of literature related to leading health promoting schools in conjunction with the abundance of compelling research citing the health needs of children and the connection of health to lifelong wellness, this study sought to work collaboratively with students, staff, district administrators, and members of the community to integrate health promoting principles into a traditional, standards based culture. Throughout the study intertwined phases of collaborative action research and reflective professional practice were supported by a continual infusion of a multidisciplinary array of literature resulting in the design and implementation of eco-holistic approaches to promoting health and well-being for staff and students within my school. The outcomes of this study far exceeded my expectations. For example, the collaborative creation of a site specific coherent, conceptual, health promoting framework for the high school which integrated standards based initiatives and health promoting principles was viewed as a significant milestone. Additionally, the voices of students whose predominant involvement drove the actions and design of the study resulted in creating substantial change to the health, physical education and nutrition as well as to support services leading to an improved school mission and health promoting school culture. This study has responded to the growing need for school leaders to address the needs of the whole child and the whole school by creating a foundation and framework for change which aligns with standard based expectations and the goals of a democratic society at large. The documentation of leadership strategies utilized for this whole school approach fill a perceived gap in the literature and may have the potential to inspire and assist other aspiring health promoting school leaders gain the courage and confidence to create the deep changes and disruption to the 'status quo' required to infuse health into whole school improvement initiatives.
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Sperber, Jodi. "Patient Driven, Patient Centered Care| Examining Engagement within a Health Community Based on Twitter." Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010835.
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<p> Today’s emerging patient centered health movement is focused not on a specific condition or demographic, but rather on shifting the balance of power and enabling access to information to drive decision-making in healthcare. This takes place through electronic health records as well as more generalized sources. The uptake of social media is contributing to an innovation in patient centered healthcare: information and support on a global scale is coming not only from the formal healthcare system, but also within online social networks. Today, through computer-mediated interactions, patients are not only seeking information, they are curating and sharing information. Subsequently, patients are also creating information, establishing a novel ecosystem of engagement that has the potential to disrupt the current healthcare system. </p><p> This dissertation explores an online health community, BCSM (which stands for “breast cancer social media”), established using Twitter, a largely public and searchable social media platform. Drawing primarily from social network theory, disruptive innovation, and ecological systems theory, this research identifies essential characteristics within the community that may inform future development and support for patient centered healthcare. To conduct this research, a blended approach of netnography – referring to the approach of ethnography applied to the study of online cultures and communities – and in-depth interviews with BCSM participants were employed. </p><p> Data collected via interviews and tweets using the hashtag #bcsm provide evidence of clinical support, emotional support, information sharing, and knowledge translation. Underpinning this activity is the opportunity to associate not only with peers, but also with individuals of varying roles (including patients, providers, advocates, researchers, and caregivers). As evidenced by the data collected, educational opportunities flow in both directions. </p><p> This work contributes to the larger corpus of health-related literature in the identification and naming of a significant community element that has seen little focused attention: cross-peer engagement, a term used to highlight the interaction amongst individuals of differing status, ability, or rank. This research also documents the formation of microspurs, defined as relationships that form as a result of community participation. These come in many forms and range from expanding a personal support network to participation in federal policy work. Findings suggest that the future of healthcare will not revolve around hospitals and bounded systems. Instead, patients will demand an expanded set of entry points for health information sharing, knowledge transfer, condition management, and general support.</p>
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Buchanan, Farmer Melani. ""When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research." Thesis, California Institute of Integral Studies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117897.
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<p> Girls in early adolescence today face numerous challenges to their positive and successful growth into happy, productive, and powerful women. These challenges may include peer pressure, racism, family issues, school navigation, and poor self-image. The purpose of this action research study was to examine the potential of a weekly wellness program for girls in the 5th through 8th grades. Research was conducted with 13 early adolescent girls utilizing interviews, observations, and participant journal reflections and incorporating interactive lessons and physical activity. In particular, the research examined how lessons with a focus on the effects of healthy behavior positively affected the participants. Participants were encouraged to reflect on experiences and individual challenges, and were taught strategies that allowed them to connect the mitigation of those challenges to the physical activities they participated in. Results indicated 3 areas of importance among all participants: having connections with individuals in their life, understanding a sense of wellness and maintaining that wellness through the challenges presented to them, and creating and reaching new goals in life. Classroom educators, social workers, recreation managers, and planners are encouraged to foster and implement wellness programs that include physical, nutritional, social, and emotional education for early adolescent girls in all communities.</p>
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Mostert-Wentzel, Karien. "Development of standards for undergraduate community physiotherapy education in South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/32938.
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Introduction: Education of physiotherapists still fails to meet the health and social needs of society. One instrument to steer change in health sciences education is a re-designed curriculum. The overall intent of this study was to develop standards of competencies, teaching and learning strategies, and assessment, for an undergraduate community physiotherapy curriculum in South Africa.
The grounding for this research was pragmatism. The Six-step model for curriculum development and the Clinical Prevention and Population Health Curriculum framework guided the research process and main analysis. Methods : A sequential mixed method design was used. First, a two-phase parallel situation analysis was conducted which included a qualitative document analysis of community physiotherapy curricula of the eight physiotherapy university departments in South Africa and a review of health policy documents. The experience of 12 purposively selected physiotherapists who had completed a compulsory community service year was qualitatively explored through interviews within an appreciative inquiry stance. In phase 2, input was gained from physiotherapists, from all ecological levels, on the community physiotherapy curriculum through a Delphi study. Three rounds were used. Round 1 explored the roles of physiotherapy in community health, round 2 quantified consensus in overarching competency domains, and round 3 gathered learning and teaching, and assessment, strategies to gain these competencies. Results : All eight universities had gaps in their community physiotherapy curriculum and were variedly aligned with South African health policies and health profile. Graduates need to be able to provide physiotherapy over the lifespan, to conditions mirroring the quadruple burden of disease, in settings varying from hospitals to homes of clients, with emphasis on health education and promotion within an interprofessional team. They must be prepared for suboptimal practice environments and to utilise the compulsory community service year as a gateway in professional development. Graduates need resilience to cope during the year and awareness about the importance of identifying a mentor in the frequent absence of a profession-specific supervisor. Community physiotherapy needs three core knowledge and skill sets; i.e. clinical physiotherapy, population health and community development. Consensus of 70%+ was gained on competency criteria in the domains of the following professional roles: clinician, professional, communicator and collaborator, scholar, health promoter, public health practitioner, community developer (change agent), and manager/leader. Service-learning was identified as a strategy to develop these roles supported by learning and assessment portfolios. Reflection in different formats – essays, presentations, case analysis, projects such as community wellness programmes, diaries - is a core activity to facilitate learning. A range of complementary strategies were suggested that included direct observation, role-play, and journal clubs. Core to assessment for professional competencies is for the students to be able to give evidence of their own learning (e.g. in a portfolio or oral examination) and to get frequent formative feedback. Conclusion : The physiotherapy profession is important for improving the health status of the South African population. Physiotherapy students should be educated to take on relevant professional roles through the application of appropriate educational standards. The study recommends that the curriculum standards be implemented and evaluated and that the application of complex theory in the further development and implementation of the curriculum be investigated. Lastly, future research in the generic professional domains, such as public health and community development, should be interprofessional in nature.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2013<br>Physiology<br>Unrestricted
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Bailey, Di. "Being with, as opposed to, doing to : a contribution to mental health research to transform education and practice." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/63109/.
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My substantial, original contribution to mental health research, education and practice spans 17 years, from the mid 1990s to the present day. It is a journey on which I consider I am still travelling, during which the landscape of mental health services and the workforce that delivers them has changed in an unprecedented fashion. It has been a privilege to have contributed to this metamorphosis which began with my research into diversion schemes for mentally disordered offenders (MDOs) moving onto interdisciplinary mental health education/training and workforce redesign. Latterly, my to contribution promoting service user-led research has revisited the care and treatment for MDOs, focusing on the effectiveness of participatory action research (PAR) for effecting improvements in care delivery for individuals with complex mental health needs.
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Welch, Tiffany M. E. "Assessing the need for enhanced mental health services on a college campus| An appreciative action research inquiry." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3709670.
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<p> College counseling centers have adapted through the years to operate in an environment that has undergone frequent changes since such services were first implemented, over 100 years ago. As counseling centers continue to be faced with an increase in the number of students who need mental health services, as well as a continued increase of fiscal pressures that make providing adequate services difficult, both the students and staff must seek new ways of improving current services. Therefore, the utilization of an appreciative action research inquiry (AARI) involved the engagement of university staff, faculty, and students in developing a task force, which looked at ways to improve the current mental health services based on input obtained from individual interviews with the stakeholders: students, faculty, and staff. A qualitative method of data collection consisted of unstructured individual interviews of the members of the task force, a member-check, and field notes. Utilizing epiphanic data analysis proved best. This AARI project explored collaboratively the strengths and weaknesses of the current mental health services currently offered on campus. The AARI provided opportunities for stakeholders to advocate for improvements to the current mental health services on campus as well as recognize the existing strengths. Identified needed improvements that emerged from the date included increased advertisement of the available services, increased education about the need for mental health services, and the necessity for increased awareness of overall mental health services on campus. </p>
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Clements, Andrea D., G. Marion, C. Blankenship, and C. Burkitt. "Education 2000: Improving Technology and Professional Development--A Five-County Consortium." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/7319.
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Reynolds, Angela A. "Elementary school principals' knowledge and perceptions of research-based substance abuse and violence prevention programs." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2391.
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The Safe and Drug-Free Schools and Communities Act of 2002, which operates under the No Child Left Behind Act of 2001, requires school districts to implement substance abuse and violence prevention programs to prevent or reduce substance use/abuse and violence and to decrease risk factors and increase protective factors that contribute to healthy child development without providing adequate funding to implement the mandate. The inadequacy of funding does not support the most effective strand of programs: community and family-based or environmental programs. An on-line survey of 43 elementary school principals was conducted to establish their knowledge and perceptions of the implementation of science-based substance abuse and violence prevention programs. The responses produced mixed results. The participants reported generally positive experiences with the implementation process of research-base prevention programs, but they admitted a lack of skill regarding implementation of community and family-focused research-based prevention programs due to their inexperience with the environmental programs. The participating principals also stated that they experienced frustration with the lack of time and the lack of funds to properly implement the research-based prevention programs. The administrators indicated they were knowledgeable about these research-based substance abuse and violence prevention programs; however, some of their responses revealed their lack of knowledge in distinguishing the difference between actual research-based programs that are on the State Board of Education's approved list and other prevention programs that are marketed. The elementary school principals in this study generally reported positive perceptions of the implementation of research-based substance abuse and violence prevention programs, including the following advantages that were supported by the literature: science-based substance abuse and violence prevention programs prevent or reduce substance use/abuse and violence and student discipline problems, and these programs increase protective factors and decrease risk factors in the lives of students and/or their families. Stated disadvantages about the amount of time required to implement the research-based prevention programs, the lack of training, and the inadequacy of funding yielded some negative perceptions. Recommendations for educational administrators include providing extensive training for site principals and teachers in prevention science and in identifying at-risk students and their needs for prevention services. In addition, administrators were encouraged to collaborate more with their communities in an effort to provide the more meaningful and effective environmental strand: community and family-oriented research-based substance abuse and violence prevention programs.
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Volk, Deborah. "Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207857505.
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Garcia-Jardon, Mirta. "Perception of integration in the MBChB III programme at Walter Sisulu University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79901.
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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Since the SPICES (S: student centred; P: problem-based learning; I: integration; C: community based/hospital based; E: electives; and S: systematic apprenticeship based) model of medical curriculum was proposed by Harden, most medical schools worldwide have introduced curriculum changes toward a paradigm shift in teaching and learning. Walter Sisulu University (WSU) introduced such changes in 1992 when problem-based learning (PBL) was implemented in the medical school. This research assignment examines the level of horizontal integration within the WSU Bachelor of Medicine and Bachelor of Surgery (MBChB III) programme. The purpose of the study was to determine the students’ and tutors’ perceptions of integration in the curriculum.
A cross-sectional descriptive survey was designed and piloted in 2009 and the questionnaire was then administered to MBChB III students who agreed to form part of the study. The tutors’ opinions on integration were also explored. A questionnaire on integration using a five-point Likert scale, was administered to both the students (12 questions) and the tutors (six questions). Six open-ended questions on integration were added to the students’ instrument and one to the tutors’ instrument, for qualitative analysis and to assist in triangulation. In addition, semi-structured interviews were conducted with the tutors individually.
As a result of the survey, it seemed that all the students were “satisfied” or “very satisfied” with the level of integration of content and learning. All the tutors were aware of the need for integration, but some were not familiar with how the learning environment could be modified to enhance students’ approach to integration.
MBChB III students at WSU highly valued the integration of learning and teaching during tutorials. Thirty-three per cent of the tutors, though, believed that integration increased their workload. All the tutors thought that integration facilitated students’ learning skills and promoted student engagement, learning and interaction with faculty.<br>AFRIKAANSE OPSOMMING: Sedert Harden die SPICES-model as mediese kurrikulum voorgestel het, het die meeste mediese skole in die wêreld kurrikulumveranderings ingevoer as ʼn paradigmaskuif in onderrig en leer. (S – studentgesentreerde; P – problemgebaseerde leer; I – integrasie; C – gemeenskaps-/hospitaalgebaseer; E– keusevakke; en S – gebaseer op sistematiese vakleerlingskap.) Die Walter Sisulu-universiteit (WSU) het in 1992 sulke veranderings aangebring toe probleemgebaseerde leer (PBL) in die mediese skool geïmplementeer is. Hierdie navorsingswerkstuk ondersoek die mate van integrasie in die Baccalaureus in Geneeskunde-program en Baccalaureus in Chirurgie-program (MBChB III) aan die WSU verder as die PBL-tutoriale kan vorder. Die doel van die studie was om te bepaal wat studente en studieleiers se persepsies oor die integrasie van die kurrikulum is.
ʼn Beskrywende deursnee-opname is in 2009 opgestel en ’n loodsstudie is gedoen. Die opname is weer gebruik met MBChB III-studente wat ingestem het om aan die studie deel te neem. Studieleiers se menings oor integrasie is ook ondersoek. ʼn Vraelys oor integrasie volgens 'n vyfpunt Likert-skaal, is aan die studente (12 vrae) sowel as die studieleiers (ses vrae) gestel. Ses oop vrae oor integrasie is by die studente se instrument gevoeg en een by die vraelys vir die studieleiers ter wille van kwalitatiewe ontleding en triangulasie. Daarbenewens is ʼn semigestruktureerde onderhoud met elke studieleier individueel gevoer.
Na afloop van die toepassing en ontleding van die opname was al die studente “tevrede” of “baie tevrede” met die vlak van integrasie van leer, met begrip en met die vlak van integrasie van inhoud. Al die studieleiers was bewus van die behoefte aan integrasie, maar sommige was nie vertroud met hoe die leeromgewing aangepas kan word om die studente se benadering tot integrasie te bevorder nie.
MBChB III-studente aan die WSU het 'n hoë waarde geheg aan die integrasie van leer en onderrig tydens tutoriale. Drie-en-dertig persent van die studieleiers het egter geglo dat integrasie hulle werkslading verhoog. Al die studieleiers was van mening dat integrasie die studente se leervaardighede fasiliteer en die studente se deelname, leer en interaksie met akademiese personeel bevorder.
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Ferguson, Kaethe Post. "Impact of Technology on Rural Appalachian Health Care Providers: Assessment of Technological Infrastructure, Behaviors, and Attitudes." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1071.
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The Internet offers potential for reducing professional isolation of Appalachian health care providers by enhancing access to medical information and facilitating contact with colleagues. However, there is a gap in the knowledge of current computer and Internet access in Appalachia, and in the technology-related behaviors and attitudes of health care professionals there. This study examined Internet-related access and behaviors of Appalachian family physicians and advanced practice nurses.
A survey was mailed to 429 graduates of East Tennessee State University's family medicine residency and advanced practice nursing programs currently in practice in southern and central Appalachia. Demographic information was collected from ETSU graduate records. The Dillman survey method included a pre-notice letter, two survey mailings, and post card and telephone follow-ups. Two hundred sixty-four providers (61.5%) returned surveys. Data were analyzed using SPSS.
Respondents were similar to the total population in gender, provider discipline, age, and percentage in rural practice. Workplace computer access was common; 59.6% had sole access and 40.2% shared access. Internet access was: 82.7% broadband, 13.5% dial-up, and 2.4% no access. Although rural providers were more likely than urban to have slower dial-up access, they regularly used the Internet. Over 75% of providers accessed the Internet at home for work; 34% reported dial-up and 66% broadband home connection. Although 50% used the Internet for continuing education in 2004, most preferred in-person workshops or print-based modes of continuing education; 58.9% e-mailed daily and 80% accessed medical information via the Internet regularly. Other Internet uses included accessing online journals and patient information, receiving professional association updates, filing insurance, and writing prescriptions. The Internet is ubiquitous in Appalachia; health care providers access it for a variety of professional activities daily. Telemedicine was not a popular technological innovation. Of those 20.8% reporting telemedicine availability in the practice, few used it. When presented with a list of possible benefits of telemedicine, 41.1% selected "none of the above".
Although many technological innovations are used regularly by Appalachian health care providers, barriers to the use of new technologies lie more in attitudes than in technology access.
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Trepte, Renata Flores. "O que as experiências do Programa Mais Médicos fazem falar? narrativas do fazer e do aprender pesquisa numa perspectiva menor." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163943.
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Esta dissertação é fruto da inserção da pesquisadora na Rede-Observatório do Programa Mais Médicos, cujas pesquisas permitiram conhecer além do que os objetivos de um projeto são capazes de prescrever. Composta por narrativas, esta dissertação tem por objetivo tornar visíveis os conhecimentos evocados pela experiência de pesquisa que tendem a não compor os relatórios finais e que não são reconhecidos como produções científicas. Trata-se, então, da visibilidade da dimensão micropolítica do fazer pesquisa e do conhecimento sobre a implantação do Programa, de fragmentos sobre o pesquisar e sobre o próprio Programa Mais Médicos. É com inspiração nas produções brasileiras no campo da Saúde Coletiva, nas proposições de pistas metodológicas da cartografia, na Análise Institucional de Lourau, na narratividade de Benjamin, na Esquizoanálise de Gilles Deleuze e Félix Guattari, entre outras obras e autores, buscando disjunções e interfaces entre eles, que esta dissertação constrói seu alicerce teórico. Flanando por Brasília, pelos interiores das salas da universidade e pela imensidão da Floresta Amazônica, as narrativas que compõem esta dissertação foram construídas a partir de quatro cenas-narrativas, que buscam apontar o desvio do majoritário na ciência, descolar a produção de conhecimento de uma subordinação ao cartesiano. As cenas-narrativas tornaram visíveis efeitos do Programa Mais Médicos na produção de cuidado e no cotidiano de trabalho das equipes de saúde, que os indicadores epidemiológicos não conseguiram revelar, bem como dimensões do fazer pesquisa que são apreendidas em ato.<br>This work is the result of the researcher’s participation in the Observatory-Network of the More Doctors Program (Rede-Observatório do Programa Mais Médicos), whose studies allowed me to encounter more than what the objectives of a project can prescribe. Composed by narratives, this work aims to make visible the knowledge evoked by the research experience which tend not to compose the final reports and which is not recognized as scientific production. It regards, therefore, to the visibility of the micropolitical dimension in research practices and the knowledge about the implementation of the Program, fragments of the act of researching and of the More Doctors Program itself. It is inspired by Brazilian productions in the field of Saúde Coletiva (Public Health), the cartography’s indications of methodological tracks, Lourau’s Institutional Analysis, Benjamin’s narrativity, Gilles Deleuze and Félix Guattari’s schizoanalysis, among other works and authors, pursuing disjunctions and interfaces between them, that this work builds its theoretical grounds. Wandering through Brasília, the interiors of university rooms or the immensity of the Amazon Forest, these narratives aim to indicate a detour from the majoritary in Science, liberating the production of knowledge from a subordination to the Cartesian.
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Purvis, Lisa Anne. "From Dar Es Salaam To Dartmouth: A Case Study Of The Experiences Of Fogarty Aids International Training And Research Program Fellows At Dartmouth College." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/478.
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From Dar es Salaam to Dartmouth: A Case Study of the Experiences of Fogarty AIDS International Training and Research Program Fellows at Dartmouth
Lisa Purvis, EdD Candidate, MPH, MBA
Background
The United States (US) is a major host nation to international college students and scholars who study a variety of disciplines (Farrugia & Bhandari, 2014). Beginning in the last decade, the demand for global health training has risen (Kanter, 2008; Kerry, Ndung'u, Walensky, Lees, Kayanjas, & Bangsberg, 2011).
Since 2000, Geisel School of Medicine at Dartmouth has been one of 26 US universities participating in a global health training program, funded by the National Institutes of Health, Fogarty International Center's AIDS International Training and Research Program (AITRP). The Fogarty AITRP annually trains scholars (Fogarty Fellows) and focuses on building HIV/AIDS research and medical capacity in low- and middle-income countries through advanced training. Along with the economic, social, and cultural assets that international students bring, are key challenges in students' transition, assimilation, and acculturation. It has been observed that many of the Dartmouth Fogarty Fellows have experienced issues in matriculating at Dartmouth.
Purpose of Research
Little data exists on the experiences of international students studying global health in the US. Using a case study of the Fogarty Fellows at Dartmouth, this qualitative research project sought to examine their unique transition and assimilation experiences as international graduate students. A secondary purpose of the case study was to identify ways to improve students' experiences. Berry's theory of acculturation provided the theoretical framework for the project (Berry, 1997).
Research Approach
A qualitative approach was used, guided by Action Research methodology. Action Research focuses on problem-solving and it is typically defined as a reflective process of progressive problem-solving led by an individual(s), who is part of the community of practice, to address issues and solve problems (Bargal, 2008).
Research Methods
To gain a fuller understanding of the issues and to identify solutions to problems of acculturation that may already exist, in-depth interviews took place with 22 participants: 1) 10 alumni of the Fogarty Program at Dartmouth College; 2) 5 MPH faculty at Dartmouth; 3) 2 MPH administrators; 4) 4 Dartmouth Fogarty Program administrators; and 5) the Fogarty International Fellows Program Officer at NIH. Field research also took place in Tanzania, the home country of the Fogarty Fellows at Dartmouth, to understand the Tanzanian context.
Findings
Recommendations for program improvement included formalizing the program at several milestones; providing comprehensive pre-matriculation information; using technology to orient Fellows to their new environment; formal mentoring and networking; cross-cultural training with students; and orienting the faculty to the program and the needs of international students. Colleges and universities need to understand the unique experiences and the student support needs of the international student. Future research at the 25 Fogarty AITRP US-based sites is recommended before implementing any of the Dartmouth-based recommendations.
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Sansom, Karen. "Indicators of Academic Success in a Medical Record Technology Program & Their Relationship to Attainment of a Passing Score on the Accreditation Examination." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2810.
Full textAbstract:
During the selection and retention process in a medical record technology program, it is advantageous to identify those students who will fulfill the program's course requirements, as well as subsequently pass the accreditation examination. Graduates of such a program at Wbstern Kentucky University were studied to identify these demoaraphic and academic indicators. Using a stepwise multiple regression analysis, the variables of high school grade point average (GPA), college GPA, and composite ACT score were found to be significantly related to medical record GPA. Using the maximum Rsquare improvement technique, the variables of high school GPA, college GPA, age entering the program, English ACT score and number of credits at graduation were found to be significantly related to overall college GPA at graduation. Multiple regression analysis indicated that high school GPA and composite ACT score were found to be the best predictors of overall performance on the accreditation exam, though the relationship was not significant. Using the discriminant analysis technique, several variables were found to be significant in determining which students will pass the exam and which students will fail. Based on information age when entering the program, and number of medical record core courses repeated contributed significantly to the model. The model was applied to the actual data with a pass/fail accuracy rate of 82% for all students and a rate of 84% for those students passing the exam. Based on additional information after graduation, the variables of medical record GPA, composite ACT score, age when entering the program, and number of credits received at graduation contributed significantly to the model. The model was applied to the actual data with a pass:fail accuracy rate of 78% for all students and a rate of 89% for those students failing the exam.
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Collett, DeShana Ann. "THE INFLUENCE OF RACE AND SOCIOECONOMIC STATUS ON ROUTINE SCREENING PRACTICES OF PHYSICIAN ASSISTANTS." UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/13.
Full textAbstract:
Health disparities in minorities and those of low socioeconomic status persist despite efforts to eliminate potential causes. Differences in the delivery of services can result in different healthcare outcomes and therefore, a health disparity. Some of this difference in care may attribute to discrimination resulting from clinical biases and stereotyping which may provide a possible source for the persistence of health disparities. Health disparities may occur because the delivery of services at some level is inadequate. Disparities resulting from the quality and quantity of care delivered by a practitioner result in differentiated delivery of healthcare, thus unequal health outcomes. The purpose of this study is to evaluate and identify potential disparities in routine screening practices of physician assistants.A randomized sample of practicing physician assistants in Kentucky were analyzed (N= 112) to determine if the race or socioeconomic status of a patient influenced their likelihood of offering different routine screening recommendations and screening test recommendations. Clinical vignettes were created with only the race and socioeconomic status of the patient modified, resulting in four separate vignettes. Through the use of a survey instrument, participants were randomly assigned to one of four written clinical vignettes. Statistical analysis using a MANOVA revealed that the race of a patient had a statistically significant multivariate effect on differences in screening recommendations and race and socioeconomic status had significant multivariate effects on screening test recommendations.Study results suggest that race and socioeconomic status continues to be a significant factor in the prevalence of healthcare disparities. More importantly, this study reveals that Physician Assistants may provide differentiated care based on a patient’s race. Limitations and future directions for this study may be used to examine PA educational curriculums for the inclusion of health disparities and possible continuing medical education opportunities for practicing PAs.
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Christie, Angelica Ellman. "Implications of a Health Careers Exploration Program for Minority Student Matriculation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4357.
Full textAbstract:
Organizations that deliver programs to promote the entry of students from marginalized populations into the U.S. health workforce often struggle to demonstrate the effective achievement of outcomes, and face diminishing fiscal resources. This study was an empirical examination of the extent and manner that a statewide, precollege, health careers exploration program fostered the matriculation of underrepresented minority students into health degree education programs. Schneider and Stevenson's aligned ambitions framework provided the theoretical foundation. The research questions for this study examined the relationship between program participation and the successful health degree matriculation of racial minority students based on the extent of participation, the type of participation, and the extent and type of participation controlling for gender, profession, and region using a quantitative trend analysis of archived program data and longitudinal, preexisting matriculation data. Completion of the analysis used sequential logistic regression. The selection criteria for study included high school students who participated in the program between 2006 to 2010 and who subsequently enrolled in college (N = 246). No statistically significant relationships between program participation and matriculation into health care education programs were found resulting in the recommendation to reassess and revise data collection and analysis processes for future official program evaluation. The resulting white paper recommends that Area Health Education Consortium (AHEC) career exploration program designers create continuous and effective review and evaluation processes to ultimately enable the positive social impact of a more representative number of students from marginalized populations into the U.S. health workforce.
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Caye, Michea. "Formative Research and Community Resilience: A Case of Under Addressed Youth Problem Gambling." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1323893906.
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Smith, Matthew L. "Instrumentation in Health Education and the Adolescent Health Risk Behavior Survey (AHRBS) Instrument." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-174.
Full textAbstract:
This journal article format dissertation examined aspects of survey research methodology in health education. In the first study, the author examined articles published in Health Education and Behavior, Health Education Journal, Health Education Research, and International Electronic Journal of Health Education to assess if authors report survey instrument characteristics and results of psychometric property tests for data collected with survey instruments. In the second study, the author examined the validity and reliability of data collected from 1,992 Indiana middle and high school students with the Adolescent Health Risk Behavior Survey (AHRBS) instrument. The AHRBS instrument was created using the Biopsychosocial Model (BPSM) theoretical framework and investigates the relationships and influences of adolescents? intrapersonal and normative perceptions on alcohol, tobacco, and other drug (ATOD) use. In the third study, the author used reliable measures for the data to conduct mediation analyses to examine the effects of adolescent perceptions of their social environment, such as perceived peer disapproval, perceived parental disapproval, and perceived peer behavior, on adolescent lifetime inhalant use in the presence of the theorized mediator variable, characteristics of the peer group.
The author concluded the following: (1) published articles in the four health education journals inconsistently reported survey instrument characteristics or results of psychometric property testing for the data collected with survey instruments; (2) systematically eliminating items due to their limited contribution to scale reliability for these data using exploratory factor analyses, confirmatory factor analyses, and calculating internal consistency reliability shortened the AHRBS instrument by 41.18% and improved the reliability of measures for these data; and (3) the effects of perceived peer disapproval, perceived parental disapproval, and perceived peer behavior on adolescent lifetime inhalant use were significantly mediated by characteristics of the peer group as theorized by the BPSM.
Findings of this dissertation have implications for the field of health education. First, survey instrument characteristics and internal reliability coefficients for data collected with instrument scales should be reported in published manuscripts. Second, researchers should examine the validity and reliability of data collected with survey instruments. Third, only reliable measures for the data should be used in statistical analyses.