Дисертації: "Training providers"

1

Paek, Jeeyon. "A study of training program characteristics and training effectiveness among organizations receiving services from external training providers." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118351733.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 177 p.; also includes graphics (some col.) Includes bibliographical references (p. 145-153). Available online via OhioLINK's ETD Center

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2

Chua, Merlyn. "Training for Advanced Practice Providers in a Heart Failure Unit." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6187.

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Information from anecdotal interviews at a practicum site indicated a lack of training for advanced practice providers (APPs) in core competencies critical for effective practice in a heart failure (HF) unit. The goal of this project was to assess the APPs' verbal reports and develop HF unit-specific training for APPs. The practice-focused question examined whether unit-specific training for HF APPs improved knowledge and skills in HF management. The Johns Hopkins nursing evidence-based practice model and Knowles's adult learning theory were used to create a survey, a focus group, and a pre/posttest assessment of knowledge and skills gap. Descriptive and inferential statistics could be used to analyze pre/post survey data, and thematic analysis could be used to analyze focus group data. Assessment data could be used to develop a targeted HF program based on identified skill deficiencies. The implications of this project related to social change are the potential to increase APPs' knowledge, job engagement, and retention. The program could affect length of stay and 30-day readmission of patients in the HF unit.

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3

Noreuil, Margaret B. "Education and Training on Social Networking Websites for Mental Health Providers." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811142.

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Social networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown.

This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study.

Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.

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4

Crosse-Wynn, Claudia LPC. "Training Satisfaction of Behavioral Health Providers Treating Older Adult Substance Use." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6884.

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Substance use disorders among the baby boomer generation are steadily increasing, but knowledge and training satisfaction regarding older adult substance use disorders among behavioral health providers (BHPs) has not been explored. Using the Kirkpatrick evaluation model, this quantitative study involved an examination of the knowledge and training satisfaction of four behavioral provider groups: addiction counselors, licensed professional counselors, marriage and family therapists/social workers, and psychologists. Each participant (N = 154) completed a demographic questionnaire, satisfaction questionnaire, and the Alcohol and Older Adult Questionnaire to measure knowledge level on older adult substance use disorders. The results showed that licensed professional counselors held significantly higher levels of knowledge than any other BHP group. There were no significant differences between BHPs regarding satisfaction with training on older adult substance use disorders. No relationship was found between BHP satisfaction and BHP knowledge scores, even when considering the number of years, a BHP was licensed. Therefore, the findings of this study may encourage more training for BHPs aside from licenses professional counselors as well as future research on BHPs treating older adult substance use disorders.

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5

Ayres, Soledad Tarka. "Providing providers abortion training for physicians in the United States, 1920-2007 /." [New Haven, Conn. : s.n.], 2008. http://ymtdl.med.yale.edu/theses/available/etd-11212008-105544/.

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6

Meyer, Aja M. "Pediatric healthcare providers' screening practices : impact of training on early identification of autism." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001687.

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7

Montoya, Karen. "Youth sexual exploitation training curriculum for child welfare service providers| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590136.

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The purpose of this project was to write a grant proposal seeking to fund the development of a curriculum that supports the needs of youth who have experienced or are at risk of, sexual exploitation. The proposal ultimately targets a potential host organization that could sustain and support the development of a curriculum and effectively reach the target population. The curriculum is intended to be used to train child welfare staff and group home service providers about the identifying markers and needs of sexually exploited youth. A literature review details the main causes, the biopsychosocial effects and what is being done to address the problem. Potential funding sources were reviewed. The proposal includes a needs assessment, implementation method, staffing, evaluation and budget narrative. The actual funding and submission of this grant proposal were not requirements for the successful completion of this project.

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8

Niles, B., V. Gifford, Jodi Polaha, I. Rivkin, and C. Koverola. "Innovative Competency Training in Ethical Decision Making for Providers Delivering Telebehavioral Health Services." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6612.

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9

Van, Tammy. "Cultural Humility Training for Vietnamese-American Mental Health Service Providers| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263144.

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Millions of Vietnamese have migrated to the United States, after having endured the traumas of war. To meet the mental health needs of populations, who encounter both socioemotional and cultural adjustment challenges, social workers have approached such individuals with a culturally relevant approach. This has been implemented through cultural matching of providers to consumers. Given that the social worker’s role is to be an ongoing learner of clients’ experiences, the proposed program aims to improve culturally matched services by underscoring that cultural nuances exist, despite providers fitting the same ethnic profile as consumers. The purpose of the project was to develop a cultural humility training for the Vietnamese Community of Orange County, a nonprofit organization that provides comprehensive social services to the Vietnamese. The potential funding source for the project was identified as the California Wellness Foundation. Actual submission and funding were not required for the completion of this thesis.

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10

Dunbar, Muriel Helen. "An assessment of the contribution which private training providers currently make to vocational education and training provision in Scotland." Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/14451/.

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The introduction to this thesis outlines the concerns which led to the development of the National Education and Training Targets and the degrees of success which different sectors in Scotland are experiencing in meeting these Targets. It documents the rise in the number of private training providers, the controversy which has surrounded them and the market niches which they dominate. The aim of the research is then described as an assessment of whether the resource which the private training providers represent could be better utilised to increase training capacity within Scotland and thereby contribute towards achieving the Targets related to level III SVQs which are proving particularly elusive. In Chapter 2 the research methodology to be used is discussed, followed in Chapter 3 by the results of the literature review which confirms the lack of any research on private training providers. The field research is documented in Chapters 4, 5 and 6, describing and analysing in chronological order the data gathered through the use of a postal survey followed by interviews with selected private training providers and national and regional agencies. Additional information gathered from a workshop on the research topic is included within these chapters, as appropriate. Chapter 7 draws together the conclusions from the literature review and the field research focussing in particular on what they tell us about the market for private training providers, their status, method of operation and the quality of their services. Recommendations follow in Chapter 8 which, whilst acknowledging the valuable contribution made by a proportion of the private training providers, propose that the continuing expansion of the sector should be halted until some rationalisation of it has been undertaken and support given to those providers considered to have the potential to sustain a commercially-viable business providing high quality training services.

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11

Couch, Teresa A. "Culturally Sensitive Transgender Education for Health Care Providers." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1524653365586249.

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12

Castino, Kelly M. "An Analysis of Training Needs for Providers of Transition Services for the Deaf/Blind." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/112.

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There is a lack of knowledge in the area of training needs for Deaf/Blind vocational rehabilitation and/or independent living service providers in Florida. This quantitative study utilized self-report surveys of Deaf/Blind providers in Florida to determine what needs to be done related to professional development. The researcher attempted to determine what service providers identify as areas of strength, and what areas they perceive to be those which require additional professional development training. The study participants were 31 professionals who worked at state agencies, non-profits, for-profits, private, or federal agencies that provide services to the Deaf/Blind population in Florida in the areas of vocational rehabilitation and/or independent living. The survey was developed by the researcher based on previous research in the areas of best practice in vocational rehabilitation and independent living. The areas that the survey addressed are interagency collaboration/relationship building, self-determination, parent involvement/parent support, and additional training areas. There were 18 questions on the survey that took participants no longer than 15 minutes to complete. Quantitative data were collected using a commercial platform to keep respondents’ information confidential and analyzed using descriptive statistics which include percentages and other data. Key areas were identified in which providers to the Deaf/Blind may need additional training in the areas of vocational rehabilitation and independent living. The results suggested that the background training of Deaf/Blind providers is varied. Even though Deaf/Blind providers’ training is varied, perceived strengths and weaknesses were suggested.

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13

Hercules, Carmen Zuleyma. "Family child care providers' perceptions of quality of training in the early head start program." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3551.

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In order to give children quality child care, child care providers need appropriate training and coaching to develop effective teaching practices. Compared to center-based educators, family child care providers tend to have less education and training and offer fewer educational experiences. The purpose of this study was to investigate how family child care providers perceived the quality of Early Head Start training to support professional development, and to identify what professional areas and experiences or activities providers deemed crucial to their professional-development training. Bandura’s (1997) social-cognitive theory described the way people learn from each other, and identified four factors—mastery experiences, vicarious experiences, social persuasion, and psychological factors—that are related to self-efficacy. Interview questions and observational coding of teacher training pertained in part to Early Head Start trainees’ experiences of social-learning and self-efficacy during training.

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14

Gifford, Valerie, Britton Niles, Inna Rivkin, Catherine Koverola, and Jodi Polaha. "Continuing Education Training Focused on the Development of Behavioral Telehealth Competencies in Behavioral Healthcare Providers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6744.

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Introduction: Telehealth allows behavioral health care and specialty services to be extended to rural residents. Telehealth is an important resource for the Alaskan healthcare system, which is tasked with providing services to culturally diverse populations living in remote areas. Training competent providers to deliver telehealth services is vital for the implementation of successful telehealth programs. Yet, the literature is lacking in the area of provider behavioral telehealth competency training. Methods: This study assessed the impact of a Behavioral Telehealth Ethical Competencies Training program on 16 behavioral health providers' development of behavioral telehealth competency. A total of 14 competencies were developed, which required participants to understand the roles and responsibilities of a behavioral telehealth coordinator working at the distal site as well as the roles and responsibilities of the therapist. Video vignettes evaluating the 14 competencies, self-reported competence surveys and follow-up surveys of progress on telehealth goals were utilized to assess effects of the training. Results: Results indicated participants' behavioral telehealth competencies increased following training. Participants reported positive perceptions regarding their competency, and achieved progress on the majority of behavioral telehealth goals set during the training. Conclusions: This study provides a baseline for developing a best practice model for behavioral telehealth service delivery by identifying specific provider competencies for administering effective behavioral telehealth services. A unique continuing education training model, led by content experts including university professors and Alaska Native Elders, incorporating behavioral telehealth, rural ethics, cultural competency and vicarious trauma training is described. Lastly, this study details the use of an innovative video vignette assessment instrument for evaluating the effectiveness of continuing education training.

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15

Sorrentino, Sheila A. Hines Edward R. "Community colleges, four-year colleges, and universities as providers of education and training for corporate employees." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203036.

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Thesis (Ph. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 13, 2005. Dissertation Committee: Edward R. Hines (chair), J. Christopher Eisele, Ivan J. Lach, Sally B. Pancrazio, Rodney P. Riegle. Includes bibliographical references (leaves 191-199) and abstract. Also available in print.

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16

DeBord, Karen. "A comparison of two training models for the enhancement of quality of care for family child care providers." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39773.

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17

Stewart, Latonia A. "An exploration of characteristics, child development knowledge, sources of information, and training needs of family home providers /." View online, 1993. http://repository.eiu.edu/theses/docs/32211131396959.pdf.

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18

Devine, Jennifer. "Manager learning in the micro business context : the role of external business advice, training providers and close others." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/524.

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Small business has often been referred to as the “engine driving the economy”. This description highlights the significance of small business to the economy of most countries. But what about the smallest of these organisations; those businesses with fewer than five employees? These businesses, termed micro businesses, form a large part of our economy and are sometimes the starting point for larger business and sometimes provide a long term, alternate business structure. This type of business has special needs and characteristics and is often neglected in the management literature. The nature and diversity of these businesses prompted an interest in discovering how they operate, but more specifically how they are managed and how the management capabilities are developed in these businesses. Micro businesses are formed for a variety of reasons. They are often an opportunity for a professional or tradesperson to pursue their work without the perceived constraints of working in a larger organisation. Sometimes they result from an opportunity to create and test a new idea in the marketplace, or the chance to be ones’ own boss, or as a start up for a bigger organisation in the future. The wide variety of entry points means that the level of managerial capability tends to be quite diverse. The emphasis on ‘doing the business’ may mean that these micro business owners are skilled in their ability to produce, but not necessarily in their ability to manage the business and the staff. The aim of this study was to explore how these business owners developed their managerial capabilities. The study was based around a model proposed by Devins, Gold, Johnson and Holden (2005) that suggested that there are three main groups that micro business managers tend to seek out to support their development. These groups are close and important others, who may have an interest in the business but may or may not be involved in the business. This would include people like family members, business partners, suppliers etc. The second group includes professional advisers, such as accountant, lawyers and bank managers. The third group covers training providers. Micro business includes such a diverse variety of businesses that it makes sense that the level of managerial capability and the sources used to improve this would vary greatly. It is this variety that prompted the study and also the methodology chosen. As this was exploratory in nature and the aim was not to develop a definitive answer nor a representative answer to this question of management development, but to gain insight into this sector, a qualitative case study approach was taken. Twelve very different micro businesses were chosen to examine. The case study was based on semi structured interviews with the business owner. The aim was to identify how they perceived their managerial capabilities and where they sought support in making decisions and developing their managerial capacity. The series of interviews allowed respondents to share freely their views and a rich source of information was produced. Traditionally, governments and private providers have poured significant funds into providing training programs for micro and small business to enhance their management capacity, but contrary to these traditional practices, the micro business owners interviewed were not active users of any of these training mechanisms. The analysis confirmed what many intuitively know, and that is that the close important others are the most trusted and most often turned to source of support by micro business. The study also indicated that professional advisers, such as accountants and bank managers were often viewed as worthwhile support agents. This is an important area to understand as it indicates that the provision of traditional training programs for micro business and small business may not be the most effective method for developing management capabilities in these businesses. This suggests that continuing to do the same thing, may be ineffective. It indicates that the role of professional advisers may need to be broadened to align better with the provision of training and support, and importantly that alternate types of support may be needed such as strong mentoring programs.

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19

Graudins, Maija Marika. "Exploring the Efficacy of Behavioral Skills Training to Teach Oral Care Providers to Administer Oral Care Procedures to Children with Autism." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/551.

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Various empirical investigations have focused on training children with autism as well as typically developing children to be compliant with oral assessments. But few studies have evaluated strategies on how to train the oral care providers to be able to work with children with autism for increased compliance. Using a multiple baseline design, the current investigation evaluated behavioral skills training procedures to teach three oral care providers basic behavior analytic skills, such as differential reinforcement, positive and negative reinforcement, and escape extinction, to implement while performing oral care procedures on children with autism. The procedures of the behavioral skills training included instructions, modeling, rehearsal, and feedback. This training resulted in an improvement from baseline performances for each participant in steps completed correctly, as well as various decreased levels of problem behavior displayed by the children. These results suggest that behavioral skills training is an effective way of teaching oral care providers basic behavior analytic techniques to use while working with children with autism.

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20

Argueta, Edith. "Training program for foster care service providers regarding child sexual abuse within the Latino community| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522555.

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The purpose of this project was to write a grant proposal seeking funds for an educational program for social work professionals who work with the Department of Children and Family Services or collateral agencies throughout the Los Angeles, California area in order to increase awareness of the prevalence of child sexual abuse and culturally-relevant interventions for Latino families. Nearly 60% of the reported child sexual abuse (CSA) cases in Los Angeles County are of Latino origin, making it important for child welfare workers to develop cultural awareness and competence when working with these families. The goal of the program will be to increase worker's awareness about CSA and to further their knowledge on best practice interventions in working with victims and their Latino families. The potential funding source for the program was identified as the Stuart Foundation as they fund programs related to child welfare agencies. The actual submission and/or funding of the grant proposal were not a requirement for the successful completion of this project.

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21

Wallace, Rick L., Fred Tudiver, and Doug Rose. "Does Training Primary Care Providers in the Use of PDAs for Clinical Decision-Making Change Their Clinical Behavior?" Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/8786.

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22

Harper, Stephanie Lynn. "Foster parent perceptions concerning reasons for continued involvement as care providers in a foster family agency." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3374.

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This study investigated foster parents' reasons for deciding to continue their careers as foster parents. The participants were obtained from Koinonia Foster Homes, San Bernardino office. In addition, an effort was made to determine what unmet needs foster parents had that had those needs been addressed by the agency might have encouraged them to continue fostering children.

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23

Richardson, Marina Marcella. "Solution-focused brief therapy training for mental health providers at a community college student health center| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523287.

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The purpose of this grant proposal was to locate and identify potential funding sources, and write a grant to fund a program that would provide SFBT training to mental health professionals employed and/or interning at the Orange Coast College Student Health Center in Orange County, California. An extensive literature review was conducted, which increased knowledge about the special mental health needs of Community College students, particularly within the Orange Coast College student population. A search for potential funding sources via the Internet and a grant database resulted in the selection of the California Mental Health Services Authority's Community College Student Mental Health Program Grant as the best funding source for this project. Subsequently, a grant was written to support the implementation of the proposed SFBT Training seminar at Orange Coast College in California. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.

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24

Persson, Reilly Michelle M. (Michelle Marie) 1973. "The shift from a contract-based to a voucher-based job training delivery system : the effect of the Workforce Investment Act on Boston's non-profit training providers." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/69763.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2001.
Includes bibliographical references (leaves 87-89).
The Workforce Investment Act of 1998 (WIA) took effect on July 1, 2000, replacing the Job Training Partnership Act (JTPA) and becoming the most recent in a series of public interventions in the area of employment and training in the United States. WIA made many significant changes to the way publicly-financed job training services are funded, targeted, and accessed. It prioritized job placement over training and shifted from targeting low-income populations to universal access to services. Most significantly, WIA replaced contracts to training vendors with a customer-held voucher system administered through "One-Stop Career Centers," which act as the center of all local employment and training activity. These changes caused significant concern for non-profit job training providers who worried about the effect of this new legislation on their organizations, their job training programs, and their clients. From the perspective of non-profit job training providers in Boston, this thesis attempts to explain the initial concerns related to WIA and to analyze whether these predictions are playing out in practice now that the first year of implementation is well underway. This analysis is based on a survey of non-profit job training providers in Greater Boston conducted in August 2000 and in-depth follow-up interviews in March and April 2001 with five of the survey respondents who previously received JTPA funding and now receive WIA funding. Additionally, this research is based on reports, articles, and books written on U.S. employment and training legislation, the Workforce Investment Act, and vouchers in a variety of social service arenas. This thesis demonstrates that non-profit job training providers initially worried about program financing, cash flow, program planning, coordination with career centers, competition, marketing, and exclusion of the most disadvantaged clients. The interviews illustrate that most of these initial concerns have continued to challenge non-profit providers well into the first year of WIA implementation. Certain characteristics, however, have assisted some providers in overcoming these challenges more easily than others. Career center partners, large organizations with a commitment to workforce development, providers with a wide diversity of funding sources, and programs serving a particular niche of the labor force, all appear to have advantages in the new training system.
by Michelle M. Persson Reilly.
M.C.P.

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25

Malan, Johanna Elizabeth. "The development, implementation and evaluation of a training intervention for primary health care providers on brief behaviour change counselling, and assessment of the provider’s competency in delivering this counselling intervention." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97977.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Unhealthy behaviour is a key modifiable factor that underlies much of the South African (SA) burden of disease and primary care morbidity. Chronic diseases such as heart disease, type 2 diabetes, lung diseases and some cancers are linked to underlying behavioural issues such as tobacco smoking, alcohol abuse, physical inactivity and unhealthy eating. Evidence shows that brief behaviour change counselling by primary care providers can be effective in helping patients to change risky lifestyle behaviours. However, the capacity of South African primary care providers to educate and counsel patients on lifestyle modification is generally poor. The need for primary care provider training in lifestyle counselling, is stated as a critical objective in ‘re-orientating’ the primary health care system to effectively address NCDs in the National Strategic Plan for the Prevention and Control of NCDs and their risk factors in SA. The overall aim of this research was to develop, implement and evaluate the effectiveness of a training intervention for primary care providers in the South African setting, which is based on teaching best practice, behaviour change counselling (BBCC) methods that can be used for patients with risky lifestyle behaviours associated with non-communicable diseases (NCDs). “Effectiveness” relates to the effect of the training on PCPs adoption of a patient centred approach, and skills acquisition after the training, and not the effectiveness in changing, or improving patient outcomes. The sequence of the abstracts of the four articles that were published from this research, gives an overview of the process.
AFRIKAANSE OPSOMMING: Ongesonde lewenstyl kan gekoppel word aan die meeste chroniese siektes wereldwyd, en dra grootliks by tot die las van primere sorg morbiditeit, asook in Suid Afrika. Rook, ongesonde dieet, fisiese onaktiwiteit, en alkohol misbruik word beskou as die onderliggende risiko faktore wat verantwoordelik is vir die ontwikkeling van kardiovaskulere siektes, tipe 2 diabetes, respiratoriese siektes, sowel as sommige kankers. Navorsing het bewys dat primere gesondheidsorg werkers effektief kan wees om pasiente te help om hierdie gewoontes te bekamp. Nieteenstaande hierdie bewyse, is die huidige kapasiteit van primere sorg dokters en verpleegsters in Suid-Afrika nie voldoende om sodanige diens te verskaf nie. In die Nationale Strategiese Plan vir die beheer van chroniese siektes, word opleiding vir primere gesondheidsorg werkers geprioritiseer as n kritiese uitkomste vir die beheer van chroniese siektes, en die onderliggende risiko faktore. Dit is dus duidelik dat daar n behoefte is om sodanige opleidingprogramme te ontwikkel. Die doel van hierdie navorsing was om n bewysgebaseerde opleidingsprogram te ontwikkel, te implementeer, en die effektiwiteit daarvan te evalueer in ons unieke primere gesondheidsorg sisteem in Suid-Afrika. Die opleidingsprogram moes ontwikkel word, vir beide primere sorg dokters en verpleegsters, sodat dit hulle in staat kan stel om pasiente te beraad oor enige van die vier risiko faktore.

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26

Duncan, Shara. "A safety organized practice training program for contracted service providers in the Ventura County child welfare system| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10046251.

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Child abuse and neglect often leads to a child's removal, necessitating the intervention of the Juvenile Dependency Court. Parents are provided with services aimed at mitigating the risk factors leading to the removal and safely facilitating reunification. Therefore, the purpose of this project was to develop a grant to fund a Safety Organized Practice training program focusing on family engagement for service providers contracted with Ventura County Children and Family Services. The proposed training program would provide specialized training to child welfare professionals in order to increase the quality of interventions provided by child welfare professionals, enhance the quality of their visitations with families, and help promote improved reunification rates. The potential funding source for this grant was the W.K. Kellogg Foundation as this program coincides with the foundation's focal beneficiaries. The actual submission and/or funding of this grant was not required for the successful completion of the project.

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27

Wallace, Rick L., and Nakia J. Cook. "Training Public Library Workers to be Health Information Providers: an Analysis of a Five-Year Outreach Project by a US Medical Library." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8730.

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Objective: To determine the value of a program instituted by an academic medical library to train public library workers across the State of Tennessee, US to deliver quality health information to patrons. Methods: Qualitative analysis including focus groups. Results: The East Tennessee State University (ETSU) Medical Library used four three-hour classes developed by the US National Library of Medicine to train public library workers across the State of Tennessee over the last five years. All four classes were offered multiple times in the nine regions of the state public library system. Approximately 250 library workers received the Consumer Health Information Specialization designation from the US Medical Library Association for participating in 12 hours of training. The motivation behind this effort was reports that the first place people with a new diagnosis go for information is the public library. Conclusion: We wanted to look for evidence to see if there was value in this project in order to know whether to repeat it in the future or whether to promote it as a model to other geographical areas. A qualitative analysis of the results of the project will be presented at the conference.

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Hill, Sarah K. "Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3091.

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Over one million women in the United States are physically, sexually, or emotionally abused by a partner or former partner every year. Women between the ages of 18 and 34 are the most likely to experience intimate partner violence (IPV), with prevalence rates for that group double the overall national average. Although the U.S. Preventive Services Task Force has recommended universal screening for all women of child-bearing age, compliance with this recommendation remains low. The present study examined the effectiveness of an asynchronous educational intervention to increase perceived knowledge, actual knowledge, and screening behaviors among 44 college-based health care providers. Data were collected using the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS). Results indicated that participation in the educational intervention did not have a significant effect on provider knowledge or screening behaviors. A positive trend was observed for perceived knowledge and knowledge regardless of treatment condition, but not for screening behaviors. The lack of significant findings may have been related to insufficient sample size and low power. Recruitment was challenging, despite multiple strategies and the offer of one free continuing education credit for all participants. Future research should explore how college health care providers prefer to engage in clinically informed research and whether IPV screening is viewed as an important clinical practice.

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Geist, Thomas. "A Survey of Healthcare Providers’ Attitudes and Knowledge on E-cigarettes Based On Evidence-Based Practice." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1533656577013985.

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Stolte, Ottilie Emma Elisabeth. "Traing the 'disadvantaged' unemployed: policy frameworks and community responses to unemployment." The University of Waikato, 2006. http://hdl.handle.net/10289/2572.

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This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

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Williams, Rachel. "Sharps Injuries in Medical Training: Higher Risk for Residents Than for Medical Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3409.

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Because of their relative inexperience in performing procedures and handling sharps devices, medical students and resident physicians are considered to be at high risk for sharps injuries. A higher rate of sharps injuries for medical trainees implies a higher risk for occupationally-acquired infection with bloodborne pathogens and may have financial and legal implications for training institutions. This study examines the prevalence of sharps injuries among US medical students and resident physicians. A systematic review of the literature yielded 10 studies that gave data on sharps injuries for US medical students or residents, and those data were combined with data from our institution to produce pooled prevalences. Results from our institution showed that residents had a significantly higher risk of sharps injuries than medical students. While sharps injuries increased with students' years of training, residents' rates decreased with increasing level of training. Resident rates were highest in the department of Surgery and lowest for Pediatrics. Comparing pooled prevalences of US trainees revealed that residents were 6 times more likely than medical students to have a sharps injury. This information can be used by training programs to inform changes in residency training curricula and infection control policies, as well as to forecast Worker's Compensation and long-term disability insurance coverage requirements. Medical training institutions must continue to provide opportunities for students and residents to perfect their procedural skills, but at the same time, trainees must be protected from the risk of sharps injuries and exposure to bloodborne pathogens.

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Boles, Shawna Elizabeth Walker. "A Training Curriculum for Assessing and Treating Sex Offenders with Mental Illnesses." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1310570423.

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Moloi, Sello Winston Fraser. "Exploring the role of school management developers (SMDS) as providers of in-service education and training (INSET) to SSE / Sello Winston Fraser Moloi." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4785.

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The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom.
Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.

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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

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Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.

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Crews, James O. "Virginia School Bus Driver Training: Does Training Program Adequacy Affect school Bus Accident Rates?" Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29297.

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Analysis of data provided by the Virginia Departments of Motor Vehicles, Transportation, and Education all show school buses as having a significantly higher number of accidents per hundred million miles of travel than other forms of transportation. Such statistics are alarming and formal study of school bus accident factors has been limited. The purposes of this study were to (a) establish the adequacy of the school bus driver training programs of Local Education Agencies(LEAs) of the Commonwealth of Virginia, and (b) assess the results of various training programs on the reduction of school bus accidents. Descriptive data were gathered using two surveys. The driver survey included items regarding driver training and accident history. In addition, the survey included driver history, driver demographics, and inquiries into the adequacy of training preparation for the Commercial Drivers License(CDL). The transportation directors survey included items regarding training topics, training methods, program description, and employer expectations. Other topics included were the impact of the CDL, and government mandated training programs. Data analysis was conducted by developing cross-tabulation matrices, chi square tests of significance, correlation coefficients, paired t-tests, and multifactor analysis of variance (ANOVA). Conclusions formulated from this study include: (a) training programs in many LEAs do not meet national standards for adequacy; (b) there is no direct relationship between the number of school bus accidents and the adequacy of the training program; (c) there are few LEAs that analyze accident statistics to make modifications to training programs; and (d) most LEAs use the Virginia School Bus Driver Curriculum Guide as their major training resource. Findings such as these provided beneficial data to the Virginia Department of Education, LEA officials, and directors of transportation on training modification and effectiveness, as well as accident reduction.
Ed. D.

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Smock, Carissa Ruby. "Provider Acceptance, Training, and Utilization of Place-Based Exercise Prescriptions." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492008967709141.

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Jones, Courtney R. "An Evaluation of Consumer Satisfaction of SafeCare® Provider Trainings." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/iph_theses/126.

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This capstone project was conducted to evaluate trainer trainee satisfaction and acceptability from social validation questionnaires for SafeCare provider training s conducted by the National SafeCare Training and Research Center. Data were collected from 82 training participants from 2007 to 2009. SafeCare is an evidence-based parenting skills program created for at-risk and maltreating parents. The National SafeCare Training and Research Center utilizes a trainer-training model to teach professionals at the community-level. Trainees are instructed in four SafeCare modules: health, home safety, parent-child and parent-infant interactions. Social validation questionnaires are administered to evaluate process and procedures, outcome measures, staff performance, and training methods. Overall, SafeCare provider training was reported as valuable across all three social validation questionnaires. Trainees also reported a strong agreement for utilizing the skills learned during training in their future field work. Training staff performance received high satisfaction ratings as well.

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Eisenbrandt, Lydia. "Serious Mental Illness and Rural Primary Care: Provider Training, Attitudes, and Opinions." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3801.

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Healthcare resources are especially limited in rural regions of the US. The lack of Primary Care Providers (PCPs) and mental/behavioral health services is problematic, as there are high rates of behavioral and medical concerns within rural populations. Special populations, such as rural persons with Serious Mental Illness (SMI), are medically complex and represent a vulnerable and underserved population. Healthcare outcomes for persons with SMI are poor compared to the general population and commonly lead to premature death. Various barriers prevent this population from accessing optimal healthcare, especially in rural areas, due to negative perceptions/stigma, a lack of understanding from PCPs, and a shortage of resources in general. The current study aimed to determine the extent of mental health training that rural PCPs receive regarding patients with SMI, as well as to evaluate their perceptions, knowledge, and experiences with these patients and understand providers’ perceptions regarding rates of patients with SMI who present to primary care clinics in rural settings. The current study used a sample of rural primary care providers (N = 90) , surveyed via USPS mail. Results indicated significant differences in reported mental health training among providers from different disciplines. Greater reported mental health training significantly predicted lower levels of stigma, more correctly identified medical conditions comorbid with SMI, and greater reported comfort and confidence in treating patients with SMI. Providers reported differences in the number of patients with and without SMI seen in rural clinics. Implications for these findings are discussed.

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Thompson, Megan Jennifer. "Improving Family-provider Relationships Through Cultural Training and Open-ended Client Interviews." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115170/.

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Behavior analysts form parent-professional relationships with families of many different backgrounds. the study evaluated the effectiveness of a training program to teach behavior analysts to utilize an open family interview format. the study was conducted at an autism treatment program. a pre-post treatment design with in vivo simulation probes before and after training was used to assess the effects of the workshop on the participants and parents’ verbal behavior. Results showed that rate of questions per minute and number of closed-ended questions decreased after training, the duration of interviews decreased after training, the number of closed-ended questions significantly decreased after training, and frequency of the discussion topic of child goals increased after training. in general, interviewer responses varied. Preliminary data and parent questionnaire responses suggested parents were comfortable with the new interview format and felt the behavior analyst understood cultural and family needs.

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Sullivan, Dale Leroy. "Managerial perceptions of training provided for entry-level management trainees." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/899.

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Andersen, Nicolas. "Spatial memory training program: using virtual reality as a tool to provide spatial memory training." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86516.

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The hippocampus is a structure critical to the formation of allocentric spatial representations of an environment. While its role in spatial memory has long been established, evidence points to further implications in various neurological and psychiatric conditions, most notably Alzheimer's Disease. Some symptoms typical of Alzheimer's Disease include loss of spatial orientation as well as difficulty forming temporal and spatial relationships. These symptoms affect the quality of life of those affected by the disease and those caring for them. Accompanying these symptoms is a marked decrease in hippocampal volume, which may explain the associated symptomatological specificity. Previous studies have provided evidence for the effectiveness of intervention and training programs aimed at improving cognitive and affective abilities. However, these programs were not specifically constructed to tap into hippocampal function. As such, a cognitive intervention program based on spatial memory, targeting specifically the hippocampus using virtual reality, was developed over the course of several years. In order to determine the effectiveness of this program, participants were administered a battery of neurological and behavioural tests before and after the training program, and their results were compared to a group of controls. We hypothesized that participants in the experimental group would show greater improvements than participants in the control groups, and that these improvements would be specific to tests that assess spatial memory and hippocampal function. Results, gathered from subjective reports as well as from the test battery, indicate an increase in spatial memory-specific abilities in those given the training program. Further, participants reported increased feelings of autonomy, self-confidence and attention to details, indications of increased quality of life.
L'hippocampe est une structure essentielle à la formation de représentations spatiales allocentriques d'un environnement. Son rôle vis-à-vis la mémoire spatiale étant déjà établi, des recherches semblent établir un lien entre l'hippocampe et de nombreuses conditions neurologiques et psychiatriques, notamment la maladie d'Alzheimer. Les symptômes typiques de la maladie d'Alzheimer incluent une perte de l'orientation spatiale ainsi qu'une difficulté à former des relations temporelles et spatiales. Ces symptômes affectent grandement la qualité de vie de ceux souffrant de la maladie et de ceux qui s'en occupent. Ces symptômes sont aussi accompagnés d'une forte baisse de volume hippocampique, ce qui pourrait expliquer la spécificité des symptômes. Plusieurs études précédentes ont démontré l'efficacité de programmes d'intervention et d'entraînement de la mémoire dans le but d'améliorer les habilités cognitives et affectives. Par contre, ces programmes d'intervention n'ont pas été construits en fonction du rôle de l'hippocampe. Donc, un programme d'entraînement de la mémoire spatiale, axé spécifiquement sur l'hippocampe en utilisant la réalité virtuelle, a été développé au cours de plusieurs années. Dans le but de déterminer l'efficacité de ce programme, une batterie de tests neurologiques et comportementaux a été donnée à des participants avant et après avoir suivi le programme d'entraînement. Leurs résultats ont alors été comparés à ceux d'un groupe de sujets contrôles. Nos avons émis l'hypothèse que les participants du groupe expérimental seraient associés à de plus grandes améliorations que les participants du groupe contrôle, et que ces améliorations seraient spécifiques aux tests évaluant la mémoire spatiale ainsi que le fonctionnement hippocampique. D'après les résultats des tests et les rapports subjectifs, le programme d'entraînement a amené une amélioration marquée des habilités spa

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Elferjani, M. "Development of training programmes provided for academic staff of Libyan universities." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34878/.

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This study examines the implementation of Training Programmes (TPs) for the academic staff (AS) in Libyan Universities (LUs), where AS are key members of this community and supporting their continuing professional development to underpin excellence in learning and teaching is a high priority. A comprehensive analysis of the problems linked to the implantation of TPs in Libyan institutions is performed. It is obvious the pronounced TPs gap between Libya and the developed world due to social, political and economic conditions in an Arab countries where the primary delivery educational model is essentially traditional. Then possible ways of implementing successfully TPs in Libyan educational institutions by considering successful UK examples. This study identify the necessary factors for the affective implementation of training programmes in order to improve the performance of academic staff of Libyan universities. A single case study approach is adopted within one institution which is Tripoli University (UoT). The methodology used in the research had quantitative and qualitative. This study analyses data collected through a questionnaire with the holders of the Postgraduate Certificate in Higher Education (PGCHE) in select fourteen UK universities in order to investigate their opinion and perception about this Certificate, followed by four semi-structured interviews with the PGCHE holder in order to clarify their ideas and with three academic providers of such TPs to obtain more information from different viewpoints. In addition, semi-structured interviews undertaken with 31 AS from UoT in Libya. This study makes contributions to knowledge in: a) attempted to bridge the gap in knowledge within the HE sector by providing an empirical understanding of the phenomenon within this sector; b) the identification of barriers to the implementation of TPs which led to; narrowing the gap in the knowledge in the field of academic training about implementation-barriers in HE in general that has never been explored before ; c) identifies issues around the improvement of existing universities in Libya and the development of future Libyan universities; d) it also leads to the potential identification 2 of ways that could improve HE in Libya and lead to education quality improvements for Libyan society; e) The recommendations of this research could aid the Libyan government to identify changes necessary in the Libyan HEIs in general so that they achieve the level of their counterparts in the developed countries; f) identification of the key factors affecting the implementation of TPs in LUs has helped in preparing the framework provided by the researcher at the end of this thesis, which could be used towards remedying the problems affecting TPs in LUs.

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Salas, Daniela. "Does a participatory sharing and learning approach make an effective HIV provider training program?" restricted, 2007. http://etd.gsu.edu/theses/available/etd-07172007-161836/.

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Thesis (M.P.H.)--Georgia State University, 2007.
Title from file title page. Michael Eriksen, committee chair; Betty Apt, Marshall Kreuter, committee members. Electronic text (121 p. : ill. (some col.), col. maps)) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references (p. 109-115).

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Smith, DeVona Diana. "Childcare Providers’ Attitudes about Inclusion of Children with Special Needs." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.

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Hrdlicka, Ricky Lee. "Creation of a web site to provide technical support and training." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3251.

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The project, presented in this paper, developed a web-based tool that provides training and technical support in the use of computers to employees at the San Bernardino Community College District. The purpose of this project was with the lack of one support system it has become necessary to create one place for support entities to share their expertise with one another and with the campus community. This project creates a web presence that all of these groups can contribute to. This system starts out small and creates a skeletal system that will allow for continued development after the project is over.

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Braxton, Kim Lynette. "An evaluation of parent effectiveness training provided by a faith-based organization." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2144.

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The purpose of this study is to examine the effectiveness of parent training seminars. The intention of this study is to find out if parents' knowledge increased in their understanding of 4 areas of parenting: Discipline, communication between parent-child, communication with teachers and effective parenting style.

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Juusela, Deborah. "AN ANALYSIS OF THE ASPIRING PRINCIPAL PREPARATION PROGRAMS PROVIDED BY." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2508.

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The purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the formal appps for current assistant principals based: the florida principal competencies (fpcs), the interstate school leaders licensure consortium (isllc) standards, or another source? (c) to what extent do the school district appps in the 67 florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) are there differences among the appp components provided by florida school districts of various sizes? the findings of the study were found through an examination of quantitative and qualitative data that were collected from the florida aspiring principal program assessment (flappa) survey and the school districts' appp brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in florida do provide an appp for their aspiring principals, (b) the fpcs and the isllc standards are a part of the bases of the components found in appps provided by florida school districts, (c) florida school districts do provide appps that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the appp; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the appp, (e) school districts in florida recognized the need to modify and were in the process of modifying their appps according to the new florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as appp weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on florida school districts redesign of their appp components to identify whether or not the components are based upon the new florida leadership standards, especially technology; and the isllc educational standards; and (b) further research on florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an appp, thus ensuring best practices in the appp and improving the quality of their future principals
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Bechtold, Karina Celeste. "Primary Care Provider Knowledge and Interest in Medical Interpretation Training for Bilingual Spanish-Speaking Staff." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612825.

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The population of Hispanic limited-English proficient (LEP) people in the U.S. is growing at a staggering rate. Soon a quarter of the population will be Hispanic, with many of them being LEP. High-quality patient-provider communication is vital to cost-effective healthcare that could improve patient health outcomes. There are not enough Spanish-speaking healthcare providers to serve this growing population. Diversifying the profession is one answer, but will take many years. Professional interpreter services have been proven to be helpful in reducing this language discordance, but they are grossly underused due to barriers such as availability, cost, and quality. These barriers disproportionally affect smaller health clinics, so they instead often rely on the use of bilingual staff members and a patient's bilingual family members for interpretation. This practice diminishes the confidentiality of the visit and can lead to interpretation errors that can negatively impact health outcomes and increase healthcare cost. The possibility of applying formal medical interpreter training (MIT) to qualified bilingual staff members could be a solution to make high-quality interpretation services more readily available to the smaller healthcare clinic. An electronic survey was sent out to Nurse Practitioners through the Coalition of Arizona Nurses in Advance Practice listserv that explored their current interpretation use and their general knowledge and interest in applying MIT to their practice. Of the 29 surveyed, 24% of them spoke Spanish and only 7% "always" used interpretation services to provide care to LEP patients. Bilingual staff members and patients' bilingual family members were often the preferred and most utilized method of interpretation, which seemingly was connected to its ready availability. Although almost all of the providers believed that MIT would improve the interpretive skills of their bilingual staff members, only 62% thought the training would be applicable to their practice, with only 38% believing time and cost would be worth the benefit. Further research is needed to help determine if the cost of MIT implementation actually results in improved interpretation skills and if this benefits the practice and the LEP patient.

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Kerry, Matthew James. "Person and professional program determinants of health provider student attitudes toward inter-professional teamwork." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45745.

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Health provider student characteristics and professional program were evaluated as predictors of attitudes toward inter-professional (IP) teams. Sixteen months after completing a self-report battery of demographic and non-ability trait measures, participants completed a second survey (N = 213), assessing components of attitudes toward IP teams. Non-ability traits showed comparable within-program predictive validities for affective reactions toward IP behavior. Additionally, results indicated the incremental predictive validity of trait Dominance and Motivational Inter-professional Team Intelligence, over professional program, for IP attitudes and affective reactions toward IP behavior, respectively. The independent, relative, and joint roles of non-ability individual differences and professional program as determinants of IP training outcomes are discussed.

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Дисертації з теми "Training providers"

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