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1
Freehill, Janice A. Hines Edward R. "Student commitment and participation in a residence hall recycling program." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604370.
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Thesis (Ph. D.)--Illinois State University, 1995.Title from title page screen, viewed April 21, 2006. Dissertation Committee: Edward R. Hines (chair), Floyd B. Hoetling, Kenneth H. Strand, Lemuel W. Watson. Includes bibliographical references (leaves 139-149) and abstract. Also available in print.
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Loescher, Friedhelm R. "A training program for residence hall assistants at a Bible college." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Meban, Margaret. "I'm doing what artists do!, a case study of an artist-in-residence program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ42716.pdf.
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Foster, Gayla Catherine. "The history of the Artist-in-Residence Program of the State Arts Council of Oklahoma /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
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Clark, Brian. "Is Belongingness the Key to Increasing Student Wellness and Success? A Longitudinal Field Study of a Social-Psychological Intervention and a University’s Residential Communities." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20718.
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Institutions of higher education are replete with programs designed to position incoming undergraduate students to successfully persist toward a degree and to do and be well along the way. This longitudinal field study of incoming students’ transitional year focused on outcomes associated with two common types of program: bridge programs and living-learning programs. Bridge programs are intended to boost achievement and persistence of structurally disadvantaged (e.g., low-income) students to close the gap between them and their more advantaged peers, usually with some combination of financial and academic support. Living-learning programs are intended to generally promote achievement and persistence through the intentional formation of communities in which groups of students live together in wings of residence halls and engage in curricular and/or cocurricular activities together. Social-psychological interventions have been inspired by critiques that such programs inadequately support students who are at a structural disadvantage. Specifically, critiques have argued that financial and academic support are insufficient, that students also need psychological support. To strongly test that claim, I replicated one of these interventions within a bridge program and examined whether it affected students’ wellness and success at the end of their transitional year, over and above the bridge program itself. I also examined whether living-learning programs contributed to students’ wellness and success over and above living in conventional residence halls, and whether either of those two types of residential groups differed from students living off-campus.
Results from the intervention did not fit the theoretical framework on which it was based, the same framework contextualized in the bridge program, or an alternative framework on which other similar interventions are based. Results regarding residential groups suggest that living-learning communities did not augment wellness or success, at least at the particular institution under study. Rather, living on campus generally is associated with a greater sense of social-belonging, higher life satisfaction, more extracurricular activity, and taking advantage of campus resources. Practical advice and recommendations for administrators and researchers are outlined in the Discussion.
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Sanders, Jordan Hamlett. "Eye to Eye| A Look at Two Artists-in-Residence In an Urban After School Art Program." Thesis, Corcoran College of Art + Design, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1556756.
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The scope of this thesis is to examine the potential benefits artists-in-residence offer students in community based after-school art programs. This thesis looks at two artists-in-residence who participated in the same after school program in southeast Washington, D.C., between the years of 2011 and 2013. The ArtReach After School program was developed by the Corcoran Gallery of Art's community education department and serves as the basis for research contained herein. Research focuses on the ways artists' residencies benefit youth and adolescents through aiding in the development of life skills. Data was collected through personal interviews with the resident artists, program directors, and students who participated in the residency. Researchers also observed interactions between students and resident artists on field trips and classroom observations. Based on the widely accepted theories of developmental psychologists Erik Erikson and Howard Gardner, it was found that artist residencies do nurture experiences that aid in the development of life skills such as critical thinking, collaboration, and peer-interaction in youth and adolescent learners. After-school art programs provide an environment suited for embracing these skills that are commonly outweighed by the need to raise test scores in traditional public schools. This thesis explores the potential of one after-school art program that has successfully implemented an artist residency program.
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Nascimento, Debora Dupas Gonçalves do. "A residência multiprofissional em saúde da família como estratégia de formação da força de trabalho para o SUS." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/7/7137/tde-03092008-114039/.
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Trata-se de pesquisa qualitativa que tomou como objeto de estudo a formação dos profissionais da saúde para o SUS, na modalidade Residência Multiprofissional em Saúde da Família (RMSF). Os objetivos foram: identificar a concepção de competência que orienta a prática pedagógica dos preceptores do curso; identificar as competências profissionais referidas por trabalhadores das equipes da Estratégia Saúde da Família como necessárias no cotidiano de sua prática profissional e construir um perfil de competências para orientar a formação profissional na modalidade residência. Como categoria conceitual e analítica, utilizou-se a competência, tal como definida por Perrenoud, ancorada na concepção de trabalho em saúde de Mendes-Gonçalves e de trabalho em equipe de Peduzzi. O estudo foi desenvolvido em um curso de RMSF de uma instituição de ensino da cidade de São Paulo que tem como parceira uma instituição filantrópica responsável pela gestão de Unidades Básicas de Saúde da ESF. A população foi composta por preceptores do curso e profissionais da saúde que desenvolvem suas atividades profissionais na Estratégia Saúde da Família. A amostra foi constituída pela totalidade dos preceptores (15 participantes) e pelos profissionais por eles indicados como competentes no cotidiano da prática na ESF (8 participantes). Utilizou-se a entrevista semi-estruturada como instrumento de coleta de dados e, para análise dos dados empíricos, a técnica de análise de discurso proposta por Fiorin e adaptada por Car e Bertolozzi. Os discursos foram decompostos em frases temáticas e essas, em conhecimentos, habilidades e atitudes, segundo os quatro pilares da educação preconizados por Delors. Em seguida, à luz do referencial teórico, procedeu-se à recomposição desses conhecimentos, habilidades e atitudes em competências, classificadas nas áreas de domínio propostas por Witt: valores profissionais, comunicação, trabalho em equipe, gerência, orientada à comunidade, promoção da saúde, resolução de problemas, atenção à saúde, educacional e em ciências básicas da saúde pública e coletiva. A construção desse perfil de competências revelou, entre outros aspectos, a necessidade de pensar a formação na RMSF a partir de uma perspectiva ampliada do processo- saúde doença dos indivíduos, assim como refletiu as competências e ações que devem ser desenvolvidas por todos os profissionais no contexto da ESFIt\'s a qualitative research that had as the object of study the formation of healthcare professionals for SUS, in the Multiprofessional Residence in Family Health (MRFH) modality. The aims were to: identify the competence conception that guides the pedagogical practice of the course\'s preceptors; identify the professional competences referred by staff workers of Family Health Strategy (FHS) as necessary in the routine of their professional practice and build a competence profile to guide the professional formation in the residence modality. As the analytical and conceptual category, it was used the competence, as it was defined by Perrenoud, grounded in the conception of working in health by Mendes-Gonçalves and team work by Peduzzi. The study was developed at a course of MRFH of a teaching institution in the city of Sao Paulo, which has partnership with a philanthropic institution responsible for management of Health Basic Units of FHS. The population was made up of the course preceptors and healthcare professionals who develop their professional activities in Family Health Strategy. The sample was made of the totality of preceptors (15 participants) and by the professionals who were recommended by them as competent in the practice routine at the FHS (8 participants). It was used a semi-structured interview as instrument for data collection and the technique of analysis discourses proposed by Fiorin and adapted by Car and Bertolozzi for empirical data analysis. The discourses were decomposed in theme sentences and those, in knowledge, skills and attitudes, according to the four pillars of education professed by Delors. After that, following the theoretical referential, it was made the rearrangement of those knowledge, skills and attitudes in competences, classified in domain areas proposed by Witt: professional values, communication, team work, management, guided to community, health promotion, problem solving, attention to health, educational, and in basic science of public and collective health. The build up of this competence profile revealed, among other aspects, the need of thinking the formation in MRFH from a broad perspective of the health-disease process of the individuals, as it reflected the competences and actions that must be developed by all the professionals in the context of the FHS
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Lawrie, Joshua D. "The effectiveness of the Multicultural Advisor Program at Ball State University." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285591.
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Training staff to better meet the needs of a diverse study body is an important component of housing and residence life programs. This study at Ball State University identified the role and effectiveness of the Multicultural Advisor Program and provides suggestions on how to improve. Six focus groups allowed the researcher to explore the Multicultural Advisor Program from Resident Assistants, Multicultural Advisors, Hall Directors, and students perspectives during fall 2003 semester.Department of Educational Leadership
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Ribeiro, Marco Tulio Aguiar Mourao. "AvaliaÃÃo de implantaÃÃo de programa de residÃncia em medicina de famÃlia e comunidade de larga escala em capital do Nordeste." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7505.
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A EstratÃgia SaÃde da FamÃlia (ESF) vem sendo implementada hà quinze anos em vÃrias cidades do paÃs com repercussÃes na melhoria da qualidade da atenÃÃo à saÃde da populaÃÃo. No entanto constata-se um descompasso entre as necessidades existentes para o mÃdico que atua na AtenÃÃo BÃsica à SaÃde (ABS) e da sua formaÃÃo mais adequada. A expansÃo da oferta das vagas em Programas de ResidÃncia de Medicina de FamÃlia e Comunidade (PRMFC/F) nÃo acompanhou o ritmo da expansÃo da cobertura populacional da ESF. Observa-se uma iniquidade, na distribuiÃÃo dos programas no paÃs, com uma concentraÃÃo destes no sudeste e sul. Esta tendÃncia à paradoxal à distribuiÃÃo da cobertura populacional das equipes da ESF e reflete a ausÃncia de uma polÃtica de direcionamento de recursos pela necessidade de profissionais dentro do territÃrio nacional. A Secretaria Municipal de SaÃde de Fortaleza/CE em 2006 implantou o PRMFC/F que hoje conta com 76 Residentes. Apesar de seu pouco tempo de existÃncia, este programa apresenta algumas peculiaridades: trata-se do primeiro de larga escala, implantado em grande capital do paÃs, de forma concomitante com a expansÃo da rede de serviÃos da ESF e com taxa de ocupaÃÃo maior que a mÃdia nacional. Este processo recente de implantaÃÃo do PRMFC/F em Fortaleza/CE à o foco deste estudo. ApÃs extensa revisÃo bibliogrÃfica observa-se uma lacuna no conhecimento reforÃando a relevÃncia deste estudo. Como objetivo geral propÃe-se avaliar o processo de implantaÃÃo de um PRMFC/F de larga escala em municÃpio de grande porte populacional. Considerando os objetivos desta investigaÃÃo serà realizado um Estudo de Caso, de carÃter exploratÃrio, com nÃveis analÃticos imbricados e combinaÃÃo de AvaliaÃÃo Normativa e Pesquisa Avaliativa sobre componentes e aspectos da implantaÃÃo do PRMFC/F em Unidades de SaÃde da FamÃlia de Fortaleza/CE. Constatou-se que houve um investimento da gestÃo municipal para expandir e fortalecer a ABS no municÃpio, e este cenÃrio foi favorÃvel à implantaÃÃo do programa. Observou-se que para a maioria dos indicadores de estrutura, processo e resultado o PRMFC/F foi implantado e de acordo com os padrÃes normativos. Foram observadas poucas diferenÃas quanto ao grau de implantaÃÃo do PRMFC/F entre as seis Secretarias Executivas Regionais de Fortaleza. Este estudo possibilitou a formulaÃÃo de algumas hipÃteses e sugestÃo para estudos posteriores sobre temÃtica tÃo relevante para o contexto atual da Medicina de FamÃlia e Comunidade e AtenÃÃo PrimÃria à SaÃde no Brasil e no mundo.The FamilyÂs Health Strategy (ESF) has been implemented for fifteen years in various cities around the country with repercussions in the qualityÂs attention improvement to populationÂs health. Notwithstanding thereÂs a mismatch between the existing necessities to the phisician who work at the ―AtenÃÃo BÃsica à SaÃde, or ABS ( Basic Attention to Health), and its more adequate formation. The expansion of jobs on offer at the Family and CommunityÂs Medicine Residence Program (PRMFC/F) did not follow the expansion pace seen at the ESFÂs populational covering. An iniquity can be observed in the programÂs distribution around the country, with a concentration of them more specifically in the countryÂs south and southeast. This trend is paradoxical to the distribution of ESFÂs teams populational coverage and reflects the absence of a resource direction politics for the need of professionals inside national territory. The Fortaleza Health Department implanted the PRMFC/F, which nowadays has 76 members in its staff. Despite its short period of existence, this program presents some peculiarities: itÂs the first one on a large scale implanted in a capital city, concomitantly with the expansion of ESFÂs network of services, and with a occupation tax higher than the national average. This recent PRMFC/F implantation process in Fortaleza, Cearà is the theme of this study. After an extensive bibliographical review, a lacuna can be observed at the knowledge reinforcing the relevance of this study. As a main objective, it proposes to evaluate the implantation process of a PRMFC/F on a large scale at a city of large populational presence. Considering the objectives of this investigation, a Case Study will be accomplished, in exploratory character, with imbricated analytical levels, and a combination of Normative Evaluation and Evaluative Research over PRMFC/F implantation components and aspects at Family Health Units in the city of Fortaleza, CearÃ. It was found that there was an investment by the cityÂs government to expand and improve ABS ( Basic Attention to Health) in the city, and that this scenario was favorable to the implantation of the program. It was observed that for the majority of structure, process and result indexes, the PRMFC/F was implanted, and according to normative patterns. Few differences have been observed as to PRMFC/FÂs implantation level among the six FortalezaÂs Regional Executive Departments. This study has enabled the formulation of some hypothesis and suggestions for future studies on such a relevant theme to Family and Community Medicine, and Primary Attention to HealthÂs (Primary Care) current context in Brazil and all over the world.
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Barak, Karen L. "Coordination of program communication between departments of residence life and student activities at four year public institutions in an upper midwest region /." Connect to online version, 1988. http://minds.wisconsin.edu/handle/1793/45287.
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Ricci, Tamra Marie Carleton University Dissertation Psychology. "Evaluation of attendant services in a university milieu." Ottawa, 1992.
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Borst, Andrew John. "Evaluating academic and student affairs partnerships: the impact of living-learning communities on the development of critical thinking skills in college freshmen." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/927.
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This dissertation was the first study to estimate the direct and indirect effects of living-learning community (LLC) participation on a standardized measure of critical thinking using a multi-institution longitudinal research design. It is possible that despite being lauded nationally as an effective institutional intervention, LLCs may simply cluster students predisposed to be more engaged with their environment, more academically prepared, and more open to growth compared with traditional residence hall peers. Recent studies have demonstrated a positive relationship between LLC participation and self-reported growth in critical thinking. The findings of this study demonstrate markedly different conclusions from previous LLC studies exploring the outcome of critical thinking. The results of this study suggest that net of academic ability and background and institutional characteristics, students who participated in LLCs did not demonstrate greater gains on a standardized measure of critical thinking than their peers in traditional residence hall environments.
To investigate the relationship between LLC participation and growth in critical thinking, I performed secondary data analysis from the 2006, 2007, and 2008 cohorts of the Wabash National Study of Liberal Arts Education - a longitudinal study of teaching practices, programs, and institutional structures that support liberal arts education. From the initial 53 colleges and universities in the WNSLAE study, I selected a sub-sample of 19 institutions with formal LLC programs to make a more conservative estimate of the reliability of participation in an LLC. The final sub-sample included 435 (25%) students in the experimental group (students participating in LLCs) and 1,282 (75%) students in the control group (students living in traditional residence halls).
This study makes four important contributions to the literature on LLC. First, the longitudinal nature of the WNSLAE data allowed for an estimate of growth during the first-year of college and controls for students' self-selection into the experimental or control groups. Second, the critical thinking module of the Collegiate Assessment of Academic Proficiency allowed for an objective measure compared to previous studies that use students' self-reports. Third, this was the first multi-institution LLC study to include liberal arts colleges in the sample. LLCs at liberal arts colleges did not demonstrate a differential impact compared with LLCs at regional and research universities on students' growth in critical thinking. Finally, post hoc analysis did not demonstrate conditional differences of LLC impact between students background, institutional characteristics, or the degree of faculty and peer interaction.
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Brito, Solange Aparecida da Silva. "Estágio remunerado, formação, profissionalização e precarização do trabalho docente: um estudo a partir do Programa "Residência Educacional"." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/8428.
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The research presented is linked to the Graduate Program in Education Strictu Sensu and objectively reveal the relations of paid internship with the processes of training , professionalization and casualization of teaching , and to the context of this study , we define the internship paid guided by the law 11.788/2008, which regulates the stage for students . This is a qualitative study, which considers the dynamic relationship between the real world and subject, in a indissoluble link between objectivity and subjectivity - this inherent to the subject that can not be quantified in their actions . The proposed methodology consists of literature search and field research from document analysis and content analysis in a dynamic correlation of both. Research about professionalization and casualization of teaching, have shown that the same factors that is favor professionalize teaching work their can be favor factors of precariousness and accordingly the dynamics of paid internship The Residency Educational Program established by the State Department of Education of São Paulo , as the locus of questioning the paid internship , from document analysis and content analysis , one can see that the practice proposed in this program meets the improvement in indices of systems of avaliation of student learning , especially on SARESP , focusing on the public schools that present as more vulnerable . The Residency Educational Program employs the practice of stage features instrumentation technique that the graduates of the paid internship , develop actions from a Activies Plan that is directly linked to the learning difficulties of the classes where do the stage , and there is also the prediction of support and assistance to professors . While the possibility formative research indicates that the program does not dialogue with the Curriculum Guidelines of undergraduate courses and both the action of the trainee as your listing, closes the purpose of the program , not the training itself , but guaranteed to solve the difficulties of student learning of public schools .
A pesquisa ora apresentada está vinculada a Programa de Pós-Graduação em Educação Strictu Sensu da UFSCar - Sorocaba e objetiva evidenciar as relações do estágio remunerado com os processos de formação, profissionalização e precarização do trabalho docente, sendo que para o contexto desse trabalho, buscamos a definição para estágio remunerado pautada na Lei 11.788/2008, que regulamenta o estágio para estudantes. Trata-se de uma pesquisa qualitativa, a qual considera a relação dinâmica entre o mundo real e os sujeitos, num vínculo indissociável entre objetividade e subjetividade – esta inerente ao sujeito que não pode ser quantificado em suas ações. A metodologia proposta compõe-se de pesquisa bibliográfica e pesquisa de campo a partir de análise documental e análise de conteúdos numa dinâmica de correlação entre ambas. As pesquisas sobre profissionalização e precarização do trabalho docente, vêm demonstrando que os mesmos fatores que profissionalizam o trabalho docente favorecem sua precarização e nesse sentido a dinâmica do estágio remunerado pode ser mais um desses fatores. Tendo o Programa Residência Educacional instituído pela Secretaria Estadual de Educação de São Paulo, como lócus de problematização do estágio remunerado, a partir da análise documental e análise de conteúdos, pode-se perceber que a prática proposta no referido programa vem ao encontro da melhoria nos índices dos sistemas de avaliação de desempenho da aprendizagem dos alunos, em especial o SARESP, tendo como foco as escolas públicas estaduais que se apresentam como mais vulneráveis. O Programa Residência Educacional emprega à prática do estágio características de instrumentalização técnica de forma que os licenciandos, do estágio remunerado, desenvolvam ações a partir de um Plano de Atividades que esteja diretamente ligado às dificuldades de aprendizagem das turmas onde ele cumpre o estágio, sendo que há, ainda, a previsão de apoio e auxílio aos professores titulares. Enquanto possibilidade formativa a pesquisa indica que o programa em questão, não dialoga com as Diretrizes Curriculares dos cursos de licenciatura e que, por sua vez, tanto a ação do estagiário quanto seu perfil, encerra como finalidade do programa, não a formação docente propriamente dita, mas a garantia de resolver as dificuldades de aprendizagens dos alunos das escolas públicas estaduais.
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Nascimento, Murilo César do. "Geoepidemiologia da dengue no município de Alfenas, MG." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-01112011-154254/.
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A incidência de dengue no Município de Alfenas-MG foi estudada, entre os anos de 2001 e 2010, por meio de estudo transversal, utilizando variáveis referentes à pessoa, tempo e lugar dos casos autóctones de dengue, cujas informações foram obtidas no Sinan; as variáveis socioeconômicas foram disponibilizadas pelo IBGE e dados cartográficos foram cedidos pela Prefeitura Municipal. Na análise descritiva utilizou-se a análise multivariada e a análise espacial para descrever o perfil epidemiológico dos casos e a distribuição espacial das residências segundo bairros urbanos, áreas do Programa Saúde da Família e setores censitários de agrupamentos socioeconômicos distintos. Observou-se uma heterogeneidade da distribuição espacial dos casos e a ausência de padrão das densidades espaciais. Os principais aglomerados de casos foram identificados em áreas descobertas pela Estratégia Saúde da Família, apesar de as distribuições de frequência terem sido semelhantes nos extratos socioeconômicos; tais características podem estar associadas à dinâmica da circulação viral na localidade, considerando-se a mobilidade interna e o fluxo humano, além da atuação gradativa das Equipes de Saúde da Família no Município.The incidence of dengue in Alfenas-MG was studied between the years 2001 and 2010, through cross-sectional study, using variables related to the person, time and place of autochthonous cases of dengue, whose information was obtained in the Sinan, the socioeconomic variables were provided by IBGE and map data were provided by City Hall. In the descriptive analysis we used multivariate analysis and spatial analysis to describe the epidemiological profile of cases and spatial distribution of second homes urban neighborhoods, areas of the Family Health Program and census tracts of different socioeconomic groups. There was a heterogeneity of the spatial distribution of cases and the absence of spatial pattern of densities. The main clusters of cases were identified in areas uncovered by the Family Health Strategy, despite the frequency distributions were similar across socioeconomic strata, such features may be associated with the dynamics of viral circulation in the locality, considering the internal mobility and the human stream, and graded the performance of the Family Health Teams in the city.
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Redman, Pam. "Effectiveness of a Critical Care Nurse Residency Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3201.
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The importance of nurse residency programs is addressed in the literature; however, a review of residency program outcomes and effectiveness is needed. Guided by Roy's adaptation model and Deming's plan-do-check-act model, the purpose of this quality improvement project was to assess the current state of a longstanding critical care nurse residency program in meeting organizational goals and objectives and to recommend modifications to the program related to external factors, internal challenges, and educational deficits of nurses entering the program. A review of the evidence-based literature and feedback from focus groups of leadership stakeholders were used to develop recommendations for residency program improvement. Using qualitative analysis of the focus group data, three common themes emerged related to external factors: financial resources, patient acuity, and generational differences that influence nurse satisfaction with the residency program. Three additional themes emerged related to organizational barriers to satisfaction with the program: preceptor availability and development, limited training hours due to productivity standards, and leader time to support novice nurses. Reality shock when starting to practice in the high acuity critical care area was the most frequently reported educational deficit among new nurses. Recommendations for program improvement included obtaining feedback from residency program participants and preceptors, initiating preceptor development pathways, reinstituting a dedicated cost center for nurse residents' training, and using competency assessment tools to customize training plans for residency program participants. This project has the potential for social change by increasing job satisfaction and retention of new nurses and improving health outcomes in critical care patients.
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Krehbiel, Riley M. "Getting the College Experience: Exploring the Effect of the Residential Component of the Upward Bound Summer Program." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248458/.
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Upward Bound is a federally funded program designed to help low-income and first-generation high school students become college graduates by providing them with academic enrichment, financial aid information, and relevant educational experiences. Many Upward Bound programs throughout the country include a 6-week summer program when participants stay in residence halls on a university campus. The Upward Bound program at the University of North Texas is one such program. The goals of this research project are to understand how the residential component of the summer program affects the experience of participants in Upward Bound and the possible benefits it may have towards meeting the overall goals of the program. Participant observation during the 2016 UNT Upward Bound summer program and interviews with participants, RAs, program alumni, and organizational leaders uncovered the ways in which the residential component benefits and enriches the experience of participation in Upward Bound.
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Franklin, Tammy Lea. "Educating Nurses About Nurse Residency Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6562.
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Educating Nurses About a Nurse Residency Program
by
Tammy Lea Franklin
MSN, Walden University, 2012
BSN, Oklahoma City University, 2010
Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Nursing Practice
Walden University
May 2019
The problem addressed in this project was the challenges related to retention of new graduate nurses. This includes Registered Nurses (RNs), Licensed Practical Nurses (LPNs), and Bachelor of Science Nurses (BSNs) on two medical/surgical units in an acute care facility. The purpose was to work with a project team to develop an education module and accompanying resources to present to new medical/surgical BSNs, RNs, and LPNs through a 3-month nurse residency program. The framework guiding the project was Duchscher's transition shock which guides the stages of doing, being, and knowing for new graduate nurses as they move from classroom to the bedside. The project question was: Will an educative process specifically designed to implement a 3-month nurse residency program for new graduate RNs, and LPNs in the two medical/surgical units increase retention rates when compared to data 1 year pre-intervention? The educational modules included 6 2-hour concept based sessions delivered biweekly over a 3-month period by the medical/surgical specialty coordinators. Results showed positive and statistically significant results of a 17% turnover rate of new graduate medical/surgical nurses compared to a 33% turnover rate specific to the medical-surgical new graduate nurses 1 year pre-intervention. The project contributed to positive social change by providing education that increased retention, job satisfaction, and provided professional socialization.
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Hannosh, Jason. "A survey to Evaluate the Need of a Pharmacy Resident Teaching Certificate Program for Pharmacy Residents in Arizona." The University of Arizona, 2009. http://hdl.handle.net/10150/623993.
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Class of 2009 AbstractOBJECTIVES: The purpose of this study was to determine if there is a perceived need to offer a teaching certificate program to pharmacy residents in the state of Arizona. METHODS: This cross-sectional, descriptive study utilized a web-based, electronic survey to gather data from Arizona pharmacy residents and residency program directors. Residents who were part of the Class of 2008 or 2009 were included in the study. The survey asked the respondents to rate the value of a pharmacy certificate program on a 6-point Likert scale. Data on the current activities for residents in the programs, resident confidence levels on performing specific tasks, topics of modules for a certificate program, the quantity and length of the modules, and interest in participating in a program were also collected. RESULTS: There was a 50% response rate for both pharmacy residents (n=17) and residency directors (n=12). The respondents indicated that there was a perceived value to a teaching certificate program (p<0.0001) and 28 stated that they would participate in the certificate program if one was offered (p<0.0001). Seven of the nine proposed module topics for the program were positively received by the respondents, with “How to be a Preceptor” ranked highest (p<0.0001). Overall, a teaching certificate program of 4 to 6 modules (p=0.006) between 46 to 60 minutes in length (p<0.0001) was most appealing to the respondents. CONCLUSIONS: Arizona pharmacy residents and residency program directors who participated in this survey showed a positive interest in a teaching certificate program.
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Bird, Michele Marie. "Evaluation of a nursing residency program." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/808.
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Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.
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Towe, Aaron, Brent Baker, and Sarah Gach. "Assessing Knowledge, Behavior, and Attitudes of Family Medicine Residents toward Opioid Prescribing in Rural South Central Appalachia Residency Program." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/147.
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Intro: Opioids and their role in medicine, their use and abuse, have become a topic of intense scrutiny and interest over the last several years. Since 1999, the number of opioid overdose deaths has quadrupled, while the amount of prescription opioids sold in the U.S has increased by the same factor. Federal lawmakers, law enforcement, pharmaceutical companies, and investigative journalists have all become involved in what is often called “the opioid epidemic”, a stage where the issues of pain management, drug abuse, regulation, and autonomy are in seeming opposition. Physicians are uniquely positioned on this stage, both as healers and healthcare providers, professionals tasked with managing pain, preventing and treating addiction and overdose, and advocating for the needs of the population they serve. Paradoxically, issues related to pain management, addiction, and abuse are widely underrepresented in the educational curricula of most physicians’ formal training. This study aims to assess the attitudes and knowledge related to opioids in family medicine residents in a rural Appalachian residency program; as well as measure how these attitudes and knowledge change in the cohort after a limited course of education in issues surrounding opioid use, prescription, and abuse. It is our hope that this intervention will edify the residents, and they will feel more prepared to confront issues surrounding opioids as they move forward in their careers.
Methods:
Residents were given a ten-item questionnaire that assessed their knowledge of current Tennessee and Virginia state laws with regards to the prescription of opioids: The questionnaire also included an open-ended question where residents were asked to express how they felt about prescribing opioids: opinions they had formed, things they learned, things that they wished were different. Responses were uniquely identified by a paired code that abstracted the identity of the respondent from subsequent analysis. After anonymous collection of the completed questionnaire and open-ended response, a 30 minute didactic session was administered by the authors outlining common issues with opioid prescriptions, an overview of current TN and VA state law regarding opioid prescription, clinic policy, and discussion with residents of current thinking regarding best practices. The questionnaire was then administered again, responses were anonymously gathered and paired with their pre-didactic identification number. The responses were then analyzed to assess the impact of the didactic on understanding of current opioid prescribing law, and the open ended responses were examined for common themes in residents’ perception of prescribing opioids while in residency.
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Conclusions:
In general, short and focused didactic education regarding current state laws regarding opioid prescription appears to benefit residents understanding of how to prescribe opioids appropriately. Residents generally find the processes surrounding opioid prescription challenging, medically and emotionally, and are interested in more education about the topic.
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Sillman, Kathryn V. "Examining the Role of Residency Content Coaching in an Urban Teacher Residency Program." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:104987.
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Thesis advisor: Marilyn Cochran-SmithThe clinical experience of future urban teachers is increasingly regarded as one of the most important aspects of teacher preparation (NCATE, 2010; NRC, 2010). However, there is widespread agreement that further knowledge must be acquired on what constitutes rich clinical experience, and on the influence of such learning opportunities especially in urban, high-needs contexts (Anderson & Stillman, 2013; Levine, 2006; Picus, Monk, & Knight, 2012). This dissertation aims to increase our understanding of clinical experience. Based on sociocultural and socio-constructivist perspectives, and drawing on Lave and Wenger’s (1991) theories of learning within communities of practice, this dissertation employed qualitative research methods to examine the phenomenon of content coaching during an urban teacher residency program. This dissertation argues that residency content coaching provided a context within which residents could integrate what they were learning about “ambitious teaching” (Lampert & Graziani, 2009; Newmann & Wehlage, 1993) into their own practice through ongoing negotiations with their coaches. Coaching interactions were by and large responsive to individual resident’s learning needs, and guided residents to begin to place their students’ learning at the center of decision-making when planning, teaching, and assessing. The dissertation further investigates the actual and aspirational characteristics of coaching in this context. Overall findings suggest that content coaching addresses several persistent problems of traditional pre-service fieldwork supervision (Darling-Hammond, 2010; Featherstone, 2007), and offers a more coherent approach. Consequently, this dissertation contributes to our collective understanding of clinical experience in preparing teachers to teach ambitiously in urban classrooms
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Ajanaku, Abiola Olatokunbo. "Systematic Review of Nurse Residency Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4771.
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The first 2 years of a new graduate nurses career can be stressful and traumatic. Many new graduates leave the profession within their first 2 years of employment. Organizations have sought to implement programs that will promote new graduate job retention. Nurse residency programs (NRPs) are programs geared toward fostering and nurturing new graduates once they begin their nursing careers. Residency programs can last anywhere from 3 months to 1year, depending on the nursing specialty. A key component in retaining new graduates is to facilitate a successful transition into nursing practice. This project served as a systematic review regarding the current state of NRPs and best practices to assure a successful implementation. A total of 44 articles met the inclusion criteria identified for the project. Analysis of each article used Melnyk and Fineout-Overholt's 7 levels of evidence. Benner's novice to expert theory served as the theoretical framework for this project. This systematic review revealed variety in the length and type of NRPs. Best practices include the usage of the University Health System Consortium (UHC)/ American Association of Colleges Nursing (AACN)
or Vizient model. NRPs may differ in curriculum however each program supports the increase in NG retention and job satisfaction as well as new graduate improved competence and confidence. Assuring that new graduates receive a successful orientation and transition into practice will promote positive social change within the organization, improved new graduate competence, and, ultimately, quality patient outcomes.
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Allen, Casandra. "Strategies to Develop a New Nurse Residency Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6507.
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The ongoing shortage of registered nurses is a nationwide phenomenon. Many factors contribute to the dissatisfaction and stress of new graduate nurses during the initial transition phase of their career. The lack of peer and leadership support is among the many factors that lead to constant turnover. New nurses entering the workforce are caring for patients with more complex health problems. The Commission on Collegiate Nursing Education (CCNE) has developed standards for accreditation of entry-to-practice nurse residency programs (NRP). The purpose of this DNP project was to propose a formal evidenced-based nurse residency program to the stakeholders of an acute care hospital based on the CCNE standards. The Iowa model of evidenced-based practice was used to outline this formal residency program, and Benner's novice to expert theory guided its development. Eight organizational stakeholders participated in the presentation of the proposal for the evidenced-based nurse residency program. A questionnaire based on the standards for accreditation of entry-to-practice nurse residency programs was used for evaluation. The majority of respondents indicated that the standards presented in the presentation were consistent with the requirements of accredited NRPs. For the three primary categories, program faculty, institutional commitment and resources, and management of patient care delivery, 89% of participants indicated an excellent rating on a four-point scale on the questionnaire. The proposed education, once implemented, could result in social change by ultimately improving work satisfaction, improved retention, improved quality of care, and ultimately improved patient health outcomes.
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Rys, Gregory Paul. "Nurse Practitioner Residency Programs: An Educational Journey." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2056.
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Primary care is in a state of crisis due to the lack of clinicians and increasing numbers of insured patients. Encouraging more students to go directly through school for their doctor of nursing practice degree and nurse practitioner (NP) certifications is one proposal to alleviate this crisis. However, this approach would deliver graduates with minimal leadership and clinical experiences directly into practice. One resolution to mitigate this concern would be an NP residency program. Evaluating the knowledge and attitudes of stakeholders prior to the implementation of a NP residency program is an important first step to this implementation plan. The purpose of this project was to assess the knowledge and attitudes about NP residency programs of 2 stake holders: administrators and NPs at a rural upstate New York health care system, Bassett Healthcare, and to compare responses of those fiscally with those clinically oriented. Using literature less than 6 years old about NP residencies, a 28-question survey tool was created to assess knowledge and attitudes of NP residency programs. Content validity was established by 6 hand-selected NPs and administrators who had expert knowledge of residency programs. Once validity was established, the tool was distributed to a convenience sample of NPs and administrators at Bassett Healthcare Network via e-mail. The sample included 20 administrators and 44 NPs. A Mann-Whitney U test revealed no statistical differences between the 2 groups on any item. However, a majority of both groups felt the programs should be mandatory for all NPs. This project may be the first step in formation of a NP residency program that could alleviate transitional stress, decrease turnover, and produce better clinically-prepared NPs, thus benefitting the profession and society.
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Boyer, Susan. "Impact of Nurse Residency Program on Transition to Specialty Practice." Thesis, American Sentinel University, 2016. http://hdl.handle.net/10919/73486.
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While academic nursing programs teach the concepts and theory of providing care, these programs cannot provide sufficient experiential learning to prepare the nurse for all that might be faced in diverse clinical practice settings. As a result, each nurse faces transition to practice hardships with the first nursing role and again each time the clinical setting changes. The Specialty Nurse Residency intervention offers support and instruction during the crucial transition period. Efficacy of the intervention is evaluated based on data analysis from pre and post-intervention survey responses. This quantitative, descriptive study solicits feedback from experienced staff to answer the question: Are the positive outcomes of the Specialty Nurse Residency program reproducible in specialty units other than the Burn ICU as evidenced by preceptor, manager and educator feedback before and after program implementation? The intervention engages new-to-specialty nurses within an evidence-based support system that validates competence and development of clinical reasoning skills. Preceptor development and support are key elements of intervention and program delivery, as these crucial staff members safeguard program and learner success.Doctorate of Nursing Practice
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Roberts, Elizabeth W. "Development of a Nurse Residency Program in Perinatal Nursing." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7730.
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Staffing turnover created a challenge for the women’s services department of a hospital in the southern United States, potentially compromising care for women and infants during childbirth. The gap in practice was the lack of a structured nurse orientation/residency program for nurses new to perinatal nursing, which requires specific competencies not learned at the prelicensure level of education. The guiding practice-focused question was whether a multidisciplinary team could develop a formal evidence-based perinatal nurse residency program that would meet the needs of on-boarding and support for the new nursing hires at this facility. A team of experienced nurses, which included two nurses from labor and delivery, high risk antepartum, mother baby, and assistant nurse manager developed a comprehensive program, which included defined competencies, didactic materials, detailed simulations, and evaluation tools. A multidisciplinary team of six nurses, and the assistant nurse manager achieved consensus on the quality and comprehensive nature of the program plan using the Appraisal of Guidelines for Research and Evaluation Instrument II assessment tool. The implications of this project to bring about positive social change include the potential for improved nursing care for patients during childbirth as a result of increased nurse knowledge and mentoring support. Improved retention might also contribute to stable teamwork and peer support. This project has the potential to improve both physical and psychological outcomes for women and infants in the perinatal period.
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Morgan, Merri. "Improving New Nurses' Transition to Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3906.
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Almost 30% of new nurse graduates leave the position within the first year of practice, and almost 60% leave within 2 years. When new nurse graduates do not effectively transition into practice, nursing satisfaction is affected, and additional costs are incurred by their organizations through continual hiring of nurses. The purpose of this project was to develop a comprehensive, evidence-based nurse residency program (NRP) for new nurse graduates working in a 16-bed intensive care unit (ICU) of a 160-bed community hospital in the mid-Atlantic region of the United States. Using a team approach, Rosswurm and Larrabee's model of evidence-based practice was used to guide the project design, which included a pretest followed by 10 educational sessions. The plan concluded with a posttest to assess knowledge gained. The curriculum focused on 3 key areas identified by the Commission on Collegiate Nursing Education: leadership, patient outcomes, and the professional role of the nurse. Evaluation of the curriculum was completed by 3 Master of Science in Nursing-prepared content experts using a dichotomous scale. An average score revealed that the content met the objectives of each session. The experts also conducted a content validation index (CVI) of each pretest/posttest item using a Likert scale that ranged from 1 (not relevant) to 4 (highly relevant). The scale-CVI average, or the average CVI of all items, was .99; the universal agreement scale-CVI, or universal agreement of all items was .98, meaning there was high agreement across raters. Nurses who participate in the nurse residency program will be better able to transition into practice in the ICU as they provide care for today's complex patients, thereby positively impacting social change in their role as nurses as well as impacting patient, family, and organizational outcomes.
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O'Donnell, Anne E. "Effective mentoring in physical therapy : approaches for residency training." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/hpd_pt_stuetd/13.
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PURPOSE: This study aimed to investigate how physical therapy mentors instill clinical judgment and competence during residency training. The researcher investigated effective mentoring behaviors and techniques in physical therapy residency training. SUBJECTS: Participants included physical therapy residency faculty, physical therapy residents currently enrolled in U.S. residency programs credentialed by the American Physical Therapy Association (APTA), and resident graduates (ie, within the past 2 years) from APTA programs. METHOD: A quantitative survey design was used to gain information about effective mentoring behaviors and techniques of physical therapy residency faculty who foster clinical expertise in physical therapy residents. Two online surveys were created: one for residency program faculty and one for current and past residents. RESULTS: Findings revealed that most mentors felt confident to mentor residents based on their past experiences instructing students and mentoring residents in physical therapy. Most mentor respondents had not taken APTA's Credentialed Clinical Instructor Program (CCIP), and fewer had taken Advanced CCIP (ACCIP). Mentor respondents who had taken both courses felt that CCIP was less helpful in mentoring residents than was ACCIP. Findings indicated important resident benefits, mentor behaviors, and characteristics of mentor-mentee relationships in residency programs. Results revealed mentoring and teaching strategies that were most effective for different stages of residency programs. CONCLUSIONS: These findings will help guide residency program faculty in effective mentoring practices and have added to the literature about how mentoring methods impact development of clinical expertise in physical therapy residents. These results (a) revealed a need for advanced training specific to mentoring residents, (b) can be used to determine what mentoring behaviors and techniques work best with residents, and (c) can serve as a basis for further developing residency training curricula. RECOMMENDATIONS: Further investigation is needed to determine which components of mentoring help residency faculty feel prepared to mentor residents. Further development and testing of mentor training programs are warranted. Additional research using qualitative methodology and this study's findings related to important resident benefits, mentor behaviors, and characteristics of mentor-mentee relationships in residency programs is necessary. Further research is also needed to investigate how reflection is used in mentoring in residency programs.
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MOTA, Raquel Barros Andrade. "Programa de residência multiprofissional integrada em saúde: uma avaliação da política de educação permanente em saúde no HC/UFPE a partir da inserção dos egressos no mercado de trabalho de 2012 A 2015." Universidade Federal de Pernambuco, 2017. https://repositorio.ufpe.br/handle/123456789/20013.
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Um dos principais objetivos dos Programas de Residência é formar profissionais para atuarem nas áreas consideradas prioritárias do SUS, em uma clara preocupação do legislador da Política de Educação Permanente em Saúde em garantir para a saúde pública o desenvolvimento de profissionais especializados nas clínicas de interesse para a população em geral. Nesse sentido, a política em questão se importa com o retorno social da política pública ao investir na qualificação de profissionais que possam, posteriormente, atuar nas áreas de atenção à saúde de maior relevância pública e maior interesse social. Assim, a presente pesquisa pretendeu avaliar como a inserção dos residentes egressos do Programa de Residência Multiprofissional Integrada em Saúde do HC/UFPE no mercado de trabalho reflete o objetivo da Política Nacional de Educação Permanente em Saúde em formar profissionais especializados para o SUS. Metodologicamente, este trabalho constituiu-se de três momentos: pesquisa bibliográfica, pesquisa documental e estudo de caso. Os dados foram colhidos por meio de questionário eletrônico, respondido por residentes egressos que concluíram o referido Programa de Residência entre 2012 e 2015. Concluiu-se que o Programa em questão trouxe ganhos para seus egressos, expressos especialmente pela possibilidade de inserção no mercado de trabalho, ao possibilitar rever os caminhos para a formação profissional, na perspectiva de um trabalho mais integrado, com trocas de saberes, e, sobretudo, com maiores possibilidades de inserção no mundo do trabalho de profissionais aptos a oferecerem atenção à saúde qualificada. A atuação profissional dos residentes egressos do Programa de Residência Multiprofissional Integrada em Saúde do HC/UFPE na especialidade adquirida varia em função das demandas do mercado de trabalho, com os egressos permanecendo em ambientes multiprofissionais, porém atuando em diversos tipos de função, como, por exemplo, a gerência e a docência. Eles são absorvidos, em sua maioria, pelas vagas ofertadas pelo SUS, que ainda se apresenta como o maior empregador na área de saúde, mesmo que oferecendo vínculos de forma precária tendo em vista que a maioria dos egressos encontra-se sob o regime celetista.
One of the main goals of the residency programs is to train professionals to work in the priority areas of SUS in a clear concern of the legislature of Permanent Health Education Policy to ensure public health professionals to develop their practice in clinics of interest to the general population. In this sense, the policy in question cares about the social return of public policy investment in the qualification of professionals who can later act in the health care areas wich has most public relevance and greater social interest. Thus, the present study intended to assess how the integration of graduated residents of the Integrated Multidisciplinary Health Residency Program from HC/UFPE in the labor market reflects the objective of the National Policy of Permanent Health Education to train professionals for the SUS. Methodologically, this work is consisted of three stages: bibliographical research, documentary research and study case. Data were collected through an electronic questionnaire, answered by graduated residents who completed the Residency Program between 2012 and 2015. It was concluded that the program in question brought gains for its graduates, especially expressed by the possibility of insertion in the job market by enabling review the avenues for vocational training with a view to a more integrated work, knowledge exchange, and, above all, greater ability to enter the world of work professionals able to offer attention to qualified health. The professional performance of graduated residents of Integrated Multidisciplinary Health Residency Program HC/UFPE in the acquired specialty varies depending on the demands of the job market with graduates remaining in multidisciplinary environments, but acting on different types of function, for example, management and teaching. They are absorbed mostly by the vacancies offered by the SUS, which still presents itself as the largest employer in the healthy area, even offering precariously bonds given that most of the graduates is under the CLT regime.
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Elius, Ian M. "Re-engineering graduate medical education an analysis of the contribution of residents to teaching hospitals utilizing a model of an internal medicine residency program /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001258.
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Stenvall, Michael. "Hip fractures among old people : their prevalence, consequences and complications, and the evaluation of a multi-factorial intervention program designed to prevent falls and injuries and enhance performance of activities of daily living." Doctoral thesis, Umeå : Univ, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-870.
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Wallace, Rick L. "Clinical Medical Librarian Effectiveness in an ETSU Medical Residency Program." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/8797.
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Esmail, Dinez Diamond. "Development of a Graduate Nurse Residency Program in Women's Services." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4138.
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Graduate nurses' transition from school to the work place is challenging and often leads to burnout. There was no graduate nurse residency program in women's services at the practicum facility. As a result, this facility had been unable to recruit or hire graduate nurses in the women's services unit. The purpose of this project was to develop a nurse residency program in women's services to address the lack of formal orientation for new graduate nurses at this facility. A graduate nurse residency program will provide further training for nurses to care for a more complicated population of pregnant women. Theoretical support for this project was Duchscher's, theory of transition, which suggests that allowing graduates time to adjust within a context of support allows them to develop their thinking and practice and helps them move through the stages of professional role transition. The project included a review of literature, development of a nurse residency plan, all materials needed to operationalize the program in the institution, and plans for implementing and evaluating the program over time within the context of institutional challenges, goals, and strengths. Collaboration with institutional stakeholders helped to ensure the contextual relevance of the program and ongoing administrative ownership to provide momentum for the program to move forward following delivery of the products of the DNP project to the institution. In sum, the products of this project comprise a turn-key solution to the institutional need for a graduate nurse residency program in women's services. Social change implications include possible improvement in the recruitment and retention of graduate nurses as well as the consistent development of competent and safe practitioners who will improve maternal and newborn outcomes at the facility.
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Navarro, Robert L. Hines Edward R. "Students' attitudes and behaviors toward residence hall recycling." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064521.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 21, 2006. Dissertation Committee: Edward R. Hines (chair), Phyllis McCluskey-Titus, Kenneth H. Strand, Sandra L. Little. Includes bibliographical references (leaves 159-166) and abstract. Also available in print.
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Duffy, Sandra Lee. "PEDIT-- a resident structure editor for PROLOG." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9833.
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Korenstein, Alyssa. "Predictors of Primary Care Career Choice: A Review of AMCAS Applications of Four Graduating Classes at a New Medical School." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/623466.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.The United States (U.S.) is currently facing a shortage of primary care physicians, an issue particularly salient in Arizona. The purpose of this project is to investigate predictors of students entering primary care specialties that may be apparent from their American Medical College Application Service (AMCAS) applications, in order to best serve the needs of the physician workforce. We hypothesized that factors such as female gender, older age at application (“non‐traditional” students), and being raised in a rural/underserved community background may be predictors of students who choose primary care fields. AMCAS applications are completed by aspiring medical students and contain demographic information including gender, age, race, languages spoken, and family/community characteristics. Data provided also include academic factors such as college major, grade point average (GPA), and Medical College Admissions Test (MCAT) scores. Other subjective data reported by applicants include descriptions of extracurricular activities and a personal statement. The National Resident Matching Program (NRMP) is the system used by graduating students during the last semester of medical school to match students with their choice of specialty and the residency program wherein they will spend an additional three years, minimum, in training. Based on the Association of American Medical Colleges (AAMC) designations, we are considering primary care to be Family Medicine, Pediatrics, Internal Medicine, and Medicine‐Pediatrics. We examined data from AMCAS applications of all 149 students who graduated from the University of Arizona College of Medicine‐Phoenix between 2011‐2014, and compared to their NRMP match outcomes. Comparisons were made between non‐primary care versus primary care‐overall, as well as Family Medicine alone versus all other matches given the increasing rate of specialization within Internal Medicine and Pediatrics. Multiple logistic regression revealed two predictors of primary care career choice compared to non‐primary care: having more siblings (P=.003) and non‐physician parents (P=.017). Specific to Family Medicine, several predictors were identified compared to the non‐Family Medicine cohort: a slightly greater percentage of earned community college credits (P=.03), lower MCAT physical science (P=.009), higher MCAT verbal scores (P=.02), and lower paternal education (P=.003). Our analyses suggest having a greater number of siblings and non‐physician parents may predict primary care career choice. Specific to Family Medicine, academic factors including community college enrollment and MCAT scores may be of predictive value. Though the exact implications behind these findings are unclear, it is important to continually examine such data as medical schools can shape admissions selection criteria targeted at increasing the number of graduates seeking careers in primary care.
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Dietrich, John F. "A descriptive comparison of public two-year college residence hall programs." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39819.
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Bolima, Anna Ngwisah. "Implementation of a Nurse Practitioner Residency Program in Critical Access Hospitals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/5679.
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Access to health care in rural communities is challenged by workforce shortages. Nurse practitioners (NPs) have been filling the gap created by physician migration into specialty areas. Flex hospital legislation allows critical access hospitals (CAHs) to staff the emergency department with NPs without on-site physicians. NP education often lacks emergency and trauma curriculum, resulting in gaps in practice expectations and significant role transition stress and turnover. The purpose of this project was to construct from the scholarly literature a transition-to-practice residency program to support NP's in providing emergency department care in the CAH. The limbo to legitimacy theory guided the design and implementation of this project. Expected outcomes from this project include increased quality of care, increased patient safety, increased NP job satisfaction, and decreased turnover. The quality improvement initiative engaged an interprofessional team of 8 institutional leaders who designed the residency program and curriculum modules and the secondary products necessary to implement and evaluate the project. The project expands the understanding of the on-boarding needs of rural NPs and produces outcome data to evaluate results. Recommendations include collaboration between health care organizations and institutions of higher learning to promote postgraduate emergency care education leading to post-masters certificate or Doctor of Nursing Practice with emergency care subspecialization.
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Russett, Brent W. "The Residency Program of the Wesleyan Church| A Study with Recommendations." Thesis, Northeastern Seminary, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786922.
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There is a significant leadership leap that must take place when one enters ministry after graduating from college with a ministry degree. Many do not navigate this leap well. In the hope of helping graduates make this leap and in order to develop strong young leaders, the Wesleyan Church has promoted the development of two year residency programs. The main promotion came at the General Conference of the Wesleyan Church when Kevin Myers from 12Stone Church gave a keynote address advocating for this kind of ministerial development.
While the residency program was promoted and set in motion, no one has monitored its development or efficacy. This dissertation set out to find where the program exists in the Wesleyan Church. It then looks at two questions: Are people graduating from the residency program better prepared for ministry that those who have recently graduated from college? Are people going through the residency program being prepared for ordination?
This study was able to identify 22 Wesleyan Churches that operate or are about to run a residency program. Fifteen of these churches are networked with 12Stone and use their curriculum. From these 22 churches I was able to interview 13 Program Supervisors. As of September 2017 these programs have 57 residents. Surveys were returned from 30 of these residents. The information obtained through these interviews and surveys led to six conclusions and five recommendations. Amongst the conclusions are that graduates of the residency program are better prepared for ministry than those coming out of college. The study also concluded that residency programs give their residents the possibility of developing and demonstrating the competencies need for ordination in the Wesleyan Church. This study recommends that the Wesleyan Church continues to promote the residency program.
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Murphy, Robert John. "Assessing Laboratory Administration Instruction As Part Of An Outcomes Based Learning Program For Pathology Residents In ACGME Accredited Programs In The United States." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/48428.
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Educational AdministrationEd.D.
In the 1990's the Accreditation Council for Graduate Medical Education (ACGME) recognized a need to fully integrate learning outcomes assessment into the accreditation process for resident physician training programs. ACGME leaders had concluded that by increasing emphasis on curricular development and by evaluating student performance through measurement of learning outcomes, the accreditation process would become a more reliable predictor of the residency program's success. In 1994 the ACGME created an initiative that would transform the current accreditation model of minimum threshold requirements towards a student performance based model of improved learning outcomes based on curricular development. responsible for the accreditation of over 8037 physician residency training programs in the United States. One hundred fifty of these programs provide training in the specialty of pathology and its anatomic and clinical sub-disciplines (AMA , 2007). Concurrent with the beginning of the ACGME Outcomes Project (1994) , four major pathology education groups in North America entered into a collaboration to improve the quality of pathology resident training. Their focus encompassed improvements in both clinical and managerial skills . The findings of this joint study culminated in the publishing of the Graylyn Conference Report in 1995 (Smith et al., 2006). One of the major recommendations in the report was that resident training in clinical laboratory administration should be improved. National leaders in pathology education felt that these changes were necessary to accommodate the evolving role of the pathologist as a clinical and administrative leader in a rapidly changing health care delivery setting. Prior to this current investigation, no studies appear to exist that provide an in-depth analysis of the perceptions of the residency directors about the need of expanded training in laboratory administration. This quantitative study has evaluated the amount of time and priority given to managerial training, the inclusion of administration topics in the curriculum and the extent of learning outcomes assessment in administration that residency program directors believe are being linked to successful professional performance in recent graduates .
Temple University--Theses
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Newman, Morgan. "Improving Nurse Mentor Retention Through the Use of Nurse Residency Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3908.
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Graduate nurses beginning their nursing career require a collaborative relationship with an expert nurse mentor to make this transition successful. However, high turnover among these experienced nurse mentors is causing a problematic gap in knowledge transfer, experience, and expertise in the nursing workforce. This project investigated whether nurse mentors who mentored in a Nurse Residency Program (NRP) remained with the organization longer and were more satisfied with their mentoring experience than nurse mentors who mentored outside of a NRP. The diffusion of innovations theory was used to support the project and process of dispersing information on the outcome of the project. Sources of evidence for the project included case-cohort studies, systematic reviews obtained via an exhaustive literature review, and the collection of nurse mentor retention and satisfaction data through the use of a cross-sectional survey. Data were assessed from 214 registered nurses at a hospital in Rapid City, South Dakota and divided into 2 groups: nurse mentor and NRP mentor. When compared to nurse mentors, 10% more NRP mentors reported being employed in their current position with the intent to remain employed for 10 or more years as well as being very satisfied with their mentorship experience, supporting the project question. This project substantiates the need for experienced nurse mentors to prepare new graduate nurses coming into the profession. Contribution to positive social change is as a result of mentorship in nursing that functions as a means of retaining both new graduate and experienced nurses simultaneously.
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Allred, Delayne, Laura Helmly, and Amanda Stoltz. "IMPROVING CODING BEHAVIORS AMONG PHYSICIANS IN A RURAL FAMILY MEDICINE RESIDENCY PROGRAM." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/164.
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Appropriate coding is a daunting task for new physicians just entering the world of medical practice. This is mostly due to the ever-changing standards for reimbursement, and the constant demand on provider time from an ever-growing number of patients to serve from a primary care perspective. It has been shown that family physicians lose up to 10- 20 percent of reimbursement each year because of incorrect coding. Physicians are the ones responsible for appropriately coding their work and documentation so that the clinic can be fairly reimbursed. In the East Tennessee State University Family Physicians of Bristol residency program, there is a strong tendency for most physicians to under-code the majority of office visits to a 99213, despite the fact that their documentation of these visits reflects coding at much higher levels. The goal of this project is to provide more intensive education to resident physicians on the requirements for coding, and thus change behaviors that led to continued under-coding. Researchers in this project utilized aggregate data collected in the course of the usual practice of business to show the present state of coding behaviors as broken down by resident, and then re-assessed these numbers after the presentation of more intensive education regarding appropriate coding. Education was provided in a variety of formats, including 4 short lectures at didactic sessions over the course of several months, as well as handouts for residents to keep with them at nurses’ stations containing guidelines for coding. Data analysis is currently underway. It is expected that the implementation of the educational program will have led to a statistically significant increase in appropriate coding within the clinic. This result has important implications regarding education to improve appropriate coding and reimbursement, particularly for small clinics operating in rural regions that are at the highest risk of harm from under-reimbursement due to inaccurate coding.
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Lo, Jessica Bui. "Impacts Of An Artist Residency Program Informed By Social Action Art Therapy." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/289.
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This research explores the impact of a three day Artist Residency Program at a K-8th public school on a Native American Reservation. The program is evaluated through a lens of Social Action Art Therapy and aims to uncover how this program impacted a community— including teachers, students, and parents, and facilitators. The researcher examined social action literature, social action art literature, social action art therapy literature, as well as social action with Native Americans literature. The researcher used a qualitative approach, specifically an Inquisitive Case study, in which data was collected through the researchers notes. These notes then informed the creation of a survey that was given to teachers as well as the Artist Residency program facilitators. Next, the researcher conducted interviews for further examination of the impact. All the data was placed into an organizing table in which four main themes and three minor themes emerged. The resulting data themes include: 1) Art illuminated the students Native American Hoopa identity and culture, 2) art increased student participation, facilitated storytelling, and conversations about the student’s feelings and art provided a sense of agency, 3) art created and strengthened bonds among the students, teachers, parents and facilitators and facilitators were seen as role models for the students, and 4) the facilitator’s desire to be involved in similar art therapy social action projects increased as they were personally and professionally impacted by the Artist Residency Program. Three minor themes include: a) Some teachers found new ways to integrate art in their classroom, b) the foreign art medium choice increased risk taking, engagement, creativity as well as provided students with new skills, c) some changes noted, more time needed to see larger change. These themes were then examined in the context of art therapy social action literature and findings suggested positive impacts of the social action art therapy informed Artist Residency program.
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Johnson, Leigh, Jodi Polaha, K. Stone, Todd Leibowitz, M. Briggs, M. Goodman, L. McAllister, and L. Graves. "Medical Scribes in a Family Medicine Residency Program: An Implementation Outcomes Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6553.
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Rush, Mary Catherine, Todd DO MSMS Leibowitz, Katherine DO Stone, Jodi PhD Polaha, and Leigh MD MPH Johnson. "Medical Scribes in a Family Medicine Residency Program: An Implementation Outcomes Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/129.
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The implementation of Electronic Health Records (EHR) has improved medical documentation in terms of accuracy, team communication, and ease of ordering tests and prescriptions; however, charting in an EHR strains the provider/patient relationship and contributes to physician burnout. Medical scribes are a promising potential solution to these problems. Our study aims to demonstrate that implementation of scribes into a medical residency program positively affects provider/patient satisfaction and improves quality and efficiency of EHR documentation. Our study evaluated the effectiveness and utility of scribes in a residency training program utilizing the established implementation framework “RE-AIM,” or Reach, Effectiveness, Adoption, Implementation (quality), and Maintenance. During the study’s initial “Training Phase,” 11 first and second-year Family Medicine residents conducted scribe-facilitated patient visits. Patient and provider satisfaction ratings were collected, note quality was evaluated, and time to note closure was measured. During the subsequent “Choice Phase,” residents were given the option of whether to utilize scribes, and the same data measures were collected. Resident satisfaction ratings during the Training Phase showed an average score of 6.03 (on a 1-7 scale where “7” = “strongly agree” with positive statements), and a pilot sample of 9 patients showed an average patient satisfaction rating of 4.77 (on a 1-5 scale where “5” = “strongly agree” with positive statements). Scribe-facilitated notes coded for quality had an average score of 3.375 (on a 1-5 scale where 5 is “extremely” high quality). Finally, residents’ average time to note closure was decreased by more than 8 hours in scribe-facilitated visits. During the Choice Phase, all 11 participating residents requested scribe-facilitated visits, again with very high patient satisfaction scores (4.67 on a 1-5 scale) as well as high clinician satisfaction scores (6.06 on a 1-7 scale). Choice Phase note quality and note-closure time are currently being assessed. These results demonstrate that scribes improve clinician and patient satisfaction, as well as quality and efficiency of EHR documentation. Limitations include a small sample size of clinicians and patients. Further research is needed with larger sample sizes to determine whether scribes in a medical residency program represent a sustainable and effective intervention.
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Click, Ivy A., Jeri Ann Basden, and Fred Tudiver. "A Multidimensional Study of No-Show Rates in a Family Medicine Residency Program." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6415.
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Mastroianni, Donna Ann. "A case study of the New Haven Residents' Training Program." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32795.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The New Haven Residents' Training Program [NHRTP] was formed in 1988 as part of a collective bargaining agreement between Yale University and Local 34 Federation of Clerical and Technical Employees. The program operates as a collaborative of Yale, Local 34, and Gateway Community Technical College. This dissertation research began by posing the following research questions: (1) What are the cultural elements of the NHRTP, relative to the program's methods for surviving in and adapting to its external environment? (2) Of these cultural elements, which directly affect how the program is administered? (3) What are some specific examples of how these cultural elements influence the way the program is administered? The qualitative case study method was used to answer the major research questions, using Edgar Schein's theory of organizational culture as a research framework. Data was collected over a seven-month period through observations on-site at the NHRTP office; interviews of university, union, and college staff members involved in the administration of the program; and review of program and partnership documents. The shared basic assumptions of the group (one aspect of the group's culture) were identified when the data demonstrated sufficient continuity and repetition of response. But as data collection progressed it was accentuated that the program functions in a notably relaxed manner, in contrast to publicly-funded job training program standards, and the research question evolved to: Why does the program's external environment, Yale University, allow it to operate in the notably relaxed manner that it does? The response to this evolved research question is addressed in the context of two predominant characteristics identified during data collection: (1) the program's lack of data collection procedures, and (2) the interpersonal relationships between program staff and students and between program staff and Yale University human resources staff. An examination of the significance of the primary and secondary effects of these program characteristics shows that Yale University allows NHR TP to function as it does because it serves as evidence of a successful working relationship between Local 34 and the university.
2031-01-01
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Goulart, Leandro Jekimim [UNESP]. "Estudo de caso de uma extensão de middlewares de TV digital interativa para suporte a aplicações residentes não-nativas." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/98672.
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Made available in DSpace on 2014-06-11T19:29:40Z (GMT). No. of bitstreams: 0
Previous issue date: 2009-07-27Bitstream added on 2014-06-13T20:19:46Z : No. of bitstreams: 1
goulart_lj_me_sjrp.pdf: 1065777 bytes, checksum: d51b5d665c42eb528918982e19434970 (MD5)Ao longo dos últimos anos diversos sistemas de TV Digital foram desenvolvidos em todo o mundo, com destaque para o sistema de TV Digital norte-americano (ATSC), europeu (DVB), japonês (ISDB) e brasileiro (SBTVD). Todos estes sistemas diferem entre si em algum aspecto, mas todos apresentem muitas semelhanças conceituais e estruturais, o que permitiu a construção de plataformas de aplicações e serviços interativos comuns ou interoperáveis entre estes sistemas. Em todos estes sistemas, ambientes de aplicação foram desenvolvidos com o objetivo de oferecer serviços interativos através das redes e receptores de TV Digital. Diversos tipos de aplicações são definidos, com variações sobre o acoplamento ou não com o conteúdo audiovisual, a origem da aplicação (nativa ou do broadcast), entre outros aspectos. Este trabalho traz uma nova proposta, a de aplicações residentes não-nativas, um grupo de aplicações que adicionadas e removidas por usuários, executando no topo das APIs disponibilizadas pelo middleware, mas não associadas aos canais de TV Digital. É discutido então uma proposta para desenvolvimento destas extensões, o cenário escolhido para o estudo de caso, composto por implementação de referência de middleware (OpenMHP) e aplicação (Quizlet), o estudo de caso com os dados coletados, discussão e novas propostas. Os resultados são realizados com base na compatibilidade desta implementação de referência com as aplicações MHP existentes.
Not available.
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Robinson, Diana Lynn. "Outdoor nature program for Azalea Trails Girl Scout Resident Camp." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2553.
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This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.
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Harrison, Debra A. "Outcome Comparison of an Evidence-Based Nurse Residency Program to Other Orientation Models." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/410.
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The purpose of this evidence-based project was to compare one-year outcomes for newly licensed Registered Nurses (NLRNs) in three organizations within the same healthcare system. All three have lower than nationally reported turnover and strategies for NLRN retention. Only one is using a Nurse Residency Program (NRP).
NRPs are recognized as an effective strategy to retain newly licensed registered nurses (NLRNs) in their first year of employment (Institute of Medicine [IOM], 2010; The Advisory Board, 2007; Spector, 2007). The Commission on Collegiate Nursing Education (CCNE) (2008) defines an NRP as a series of learning sessions and work experiences that occur continuously over a 12-month period designed to assist NLRNs as they transition into their first professional nursing role.
This cross-sectional, descriptive study utilized the Casey-Fink Graduate Nurse Experience Survey and intent to stay questions to collect data on NLRNs at one year post hire. Results indicated no statistically significant differences between the three sites and the subscales of the survey. There was a trend of a more positive score for professional satisfaction with Site A. Turnover was also similar between sites and lower than the reported 10% average, with Site A at 2%, Site B at 5%, and Site C at 4%. There was a statistically significant difference between Site A and C in the intent to stay in their current position, with Site A longer than Site C.
The study supports the literature and evidence that a NRP is an effective strategy to decrease first year turnover. Further study is needed related to the effectiveness of the components of the NRP, length of time for mentorship, and the impact of accumulation of cohorts.