The Teacher Cadet Program began in South Carolina as a means of introducing high school students to the career of teaching. Although implemented in 1986, little research exists about the perspectives of stakeholders in the Teacher Cadet Program. The purpose of this research study was to explore the participants' perspectives concerning the structure and experiences offered in the TCP and describe how those experiences influenced college and career decisions. This qualitative case study investigated how 46 Teacher Cadet participants in a rural public high school perceived their experiences in the Teacher Cadet Program. The study also examined the stories of four participants who represented each of the groups studied. Data collection methods included survey information, interviews, and focus group discussions analyzed using a constant-comparative approach. Focusing on a single site allowed the researcher to explore the stories of program participants and uncovered three elements they viewed as the most important characteristics of the program: the contributions of hands-on experiences, the significance of early exposure to the field of teaching, and the importance of the relationships that were established. Study results provided a framework for understand in the affects of the Teacher Cadet Program on participants. The findings documented overall positive perceptions. This study added to the body of knowledge about the perspectives of stakeholder in the Teacher Cadet Program in regards to the value participants placed on their experiences and subsequently how those experiences influenced their career and college plans.

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This qualitative study sought to understand better the experiences of women leaders in México, a predominantly male-dominated culture. Seven women leaders were interviewed. They shared personal experiences, reflections, feelings, ideas, and actions related to their leadership positions in different arenas, such as corporate, political, academic, and non-profit organizations. Phenomenology was the most appropriate tye of inquiry for this study because its objective was to develop a deeper understanding of the lived experiences of women in leadership positions in México, a predominantly male-dominated culture. I conducted a thematic analysis of the transcribed interviews to discover commonalities among the experiences of the participants. A list of preliminary themes emerged. I made follow-up contacts with the participants to verify the findings, and themes were revised and accepted. The analysis revealed insights into six themes: preparation, innate characteristics, move under principles and ethical values, the job itself is very important, to find a balance between personal and professional time as a goal, and benefits that the leadership position give to them. A total of five subthemes emerged under four of the six themes: academic, the women leaders want to have an impact in social responsibility activities, they like challenges and being competitive, independence, and recognition.

Thesis (M.A.)--University--State, 2006. / Includes bibliographical references (leaves 104-121).

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 130-151).

In many African countries, women’s disempowerment and subjugation affect their reproductive health services utilization. This situation becomes even more problematic for women during their vulnerable moments of childbirth. Although copious literature exists on women’s experiences in navigating socio-cultural, religious, economic and structural barriers during childbirth, there is paucity of literature on women’s perceptions of childbirth globally. Extant studies generally focus on health professionals’ and researchers’ perspectives on childbirth. This case study was conducted in two rural communities in Girar Jarso woreda of Ethiopia to explore women’s experiences and perceptions of childbirth. The purpose of this study was to understand the local contexts in which women live and their implications for women’s choice of place of birth and/or birth attendants in Girar Jarso woreda. It is hoped that this study would inform efforts to improve maternity health services delivery and uptake in Ethiopia. This case study was conducted within intersectionality theoretical framework. Data were collected through focus group discussions, in-depth interviews, observation, fieldnotes and cultural interpretations. The data were analyzed and interpreted through social constructionist epistemological lens. This study employed inductive thematic analytical approach. The findings of this study were presented under themes consistent with research questions and were later analyzed and discussed in detail. The findings revealed that institutional birth is gaining popularity in Girar Jarso woreda in the face of socio-cultural, religious, economic, structural and personal barriers. The improvements in institutional birth can be attributed to the Ethiopian government’s persistent efforts to improve maternal, newborn and child health through policies, programs and initiatives. Despite improvements, transportation, health system characteristics, communal decision-making, preference for traditional birth among others, impede efforts to increase institutional birth. This study concluded that women’s experiences and perceptions of childbirth in Girar Jarso woreda are varied. Women’s powerlessness and men’s dominant decision-making position in Ethiopian society affect women’s birth experiences. To improve women’s overall birth experiences, mechanisms need to be established to address patriarchy, women’s rights, transportation challenges, and attitudes of health professionals towards laboring women. The health development program needs reconfiguration to involve men, elderly women and community leaders in reproductive health communication efforts. Efforts should be made to integrate traditional birthing practices into modern obstetric services in the health system. Finally, there is a need for greater collaboration between health extension workers, traditional birth attendants and women development armies in the delivery of community maternity health services.

This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.

Magister Curationis - MCur / In South Africa, mental health nursing forms part of the basic (pre-registration) education of Professional Nurses, in order to equip them for employment as general nurses in the comprehensive health services of the country. Mental health nursing is an interpersonal process, in which counselling is aimed at supporting and facilitating healthy lifestyle functioning. At the higher education institution of interest, psychiatry nursing is incorporated at the final year level of nursing. The student nurses are prepared with the theory of psychiatric nursing, two weeks before their clinical placement in hospitals and clinics. At the end of the year, they are expected to pass both the theory and practical component. The aim of the study was to explore the experiences of final year student nurses, regarding their preparedness for psychiatric clinical placement. The objective of the study was to describe the experiences of the students, regarding their preparedness for psychiatric clinical placement. A descriptive design, with a qualitative approach, was used to explore and describe the phenomenon under investigation. The researcher used purposive sampling to select participants for the study from a population of final year student nurses of a higher education institution in the Western Cape. They met the sampling criteria because they knew a great deal about the phenomenon of interest, had completed the two-week orientation programme and worked in a clinical placement for at least three months. Their participation in the study was on a voluntary basis. The researcher used unstructured interviews to collect data from the participants. The data analysis was done following Coliazzi's seven steps. The findings indicated that the students were not prepared for their psychiatric placements, even though they attended a two-week orientation programme, prior to their placements. It was revealed that anxiety played a huge role in the unpreparedness of students. The participants, therefore, suggest that the orientation period be extended. The researcher, however, applauds the staff members in the clinical placements and urges them to maintain their positive attitude towards the students, as the participants acknowledged and appreciated their support.

Background: Multiple Sclerosis (MS) is a chronic degenerative condition. It presents with highly varied physical and psychological symptoms and an unpredictable prognosis, causing difficulties for both professionals and patients. A high prevalence of comorbid psychological symptoms are reported in MS research, yet these may be underreported and underdiagnosed clinically in people with MS. Previous research has taken a dualistic approach, focussing on physical and psychological symptoms separately, resulting in a lack of knowledge on how MS is managed holistically. The aim of this research was to explore the experiences of both people with MS and professionals in the management of physical and psychological symptoms throughout the care pathway for people with MS.Methods: A qualitative approach was used. A systematic review was conducted to investigate existing qualitative literature exploring United Kingdom (UK) health care experiences of people with MS. A qualitative study using semi-structured interviews to explore the experiences of receiving or providing care for people with MS (n =24), general practitioners (n = 13), practice nurses (n = 13) and MS specialist nurses (n = 9). People with MS were purposively sampled from primary care and community settings in North West England. Primary care professionals were purposively sampled from across the North West. Specialist Nurses were purposively sampled from four NHS Foundation Trusts across the North of England. Transcripts formed the data and these were analysed using constant comparison analysis. Once themes had been derived from the data, this data was then interrogated using the concepts of candidacy and recursivity as a theoretical framework (Dixon Woods et al., 2006; Rogers, Hassell & Nicolaas, 1999).Results: Five studies meeting the review criteria were identified from the systematic review. The findings showed that previous UK research had focussed on the beginning (diagnosis) and the end (palliative care) of the care pathway for MS, resulting in a paucity of information regarding experiences of care between these points, for both people with MS and professionals. The subsequent qualitative study addressed this and identified central themes for people with MS: experiences of MS, managing self-care, access to services, interactions with health care professionals and continuity of care. For professionals the central themes identified were: the role of primary care for MS, patient-centred care for MS, access for MS care and management of people with MS. Conclusion: This study provides a unique contribution to the literature on the health care experiences of both people with MS and health care professionals responsible for their care. It has addressed the gaps in knowledge regarding the ongoing health care experiences of people with MS and the holistic management of psychological and physical symptoms. This study showed that candidacy is an appropriate theoretical framework to explain help-seeking and access to health care for MS: use of health services is based on both patient and professionals' interpretation of symptoms, perceptions of services and previous experiences. To improve identification of candidacy there is a need for greater education for patients and professionals on symptoms of MS and information on availability of local services.

The study aimed to explore and describe the experiences of people treated for multidrug resistant tuberculosis (MDR-TB) in Omaheke region, Namibia in order to make relevant recommendations regarding their management. A descriptive qualitative design approach was used. Data was collected using in-depth individual interviews with six participants. The interview transcripts were analysed using thematic content analysis. Three themes emerged namely (1) Stressors related to MDR-TB diagnosis and treatment which involved nature of disease and compulsory hospitalisation (2) Impact of being treated for MDR-TB which related to emotional , social , spiritual and financial impact (3) Support structures for people treated for MDR-TB which included family members, health care professionals and friends. Systemic practical patient-centred, staff-centred and community-centred recommendations are suggested as well as recommendations for future research and an appraisal of the limitations of this study. / Health Studies / M.A. (Public Health)