Background: In Germany, the process of moving pre-registration nursing education into higher education within a faculty of medicine has differed from developments at universities of applied sciences. This is because such a process implies radical change for the status of and relationship between nurses and physicians. Literature review: The body of knowledge on interprofessional undergraduate education of nursing and medical students, including work on the nurse-physician relationship and collaborative practices of nurses and physicians, provides the foundation of this research. Aim: The primary aim has been to involve the active participation of educational practitioners of the nursing and medical professions concerned in working towards a collaborative culture, including interprofessional undergraduate education for nursing and medical students. Methodology and methods: A participatory paradigm position guided this research, using cooperative inquiry as one approach in action research. The inquiry group decided on the methods to be used for the inquiry and planned, acted out, and reflected on eight interprofessional educational sessions in three cycles over a process of two years. Data from inquiry group members' experiences were audiotaped during this process and analysed with a focus on experiential and propositional knowledge development. Inquiry group members gained feedback from nursing and medical students after their interprofessional sessions in eight group discussions. Framework analysis of qualitative data was used to guide data analysis. In addition, students had the option to provide feedback by completing a questionnaire to evaluate the sessions. For the analysis of the questionnaire data descriptive statistics was used. Findings: The 3P model (presage, process, product) was used as a meta-structure for the IPE_NUMESO model to guide further classroom teaching of nursing and medical students. It was found that undergraduate education of nursing and medical students is a complex social process accompanied by mixed emotions and a strong desire to overcome the separation of both professions. Discussion: The research adds new insight into IPE for undergraduate nursing and medical students: emotions, values, and a problematic reality in which both groups of professionals work together (presage), role change in simulation, the asset of a safe learning environment, peer learning, and strategies to overcome the separation (process). Certain experiences are proposed to be worthwhile (product), such as being able to understand the essence of clinical situations and deal with issues like emotions, values, knowledge and its communication, clinical experience, and power. Social learning theory provided a suitable explanatory approach for the findings. Conclusion and recommendations: This research adds to the knowledge on interprofessional education for undergraduate education for nursing and medical students. Considering IPE as a complex social process offers promising potential to transform future collaborative practices by preparing students for a complex and dynamic collaboration of both professions at the patient's bedside. Recommendations for clinical practice, interprofessional education, and policy are presented.

A key factor to the Scottish Governments' public policy and public service reconfiguration is collaborative working between service providers and service users in a framework of co-production. A second key factor in this reform is a place-based approach. Despite this rhetoric of co-production of health services having been used for some time in health policy, and considering the numerous interpretations of the meaning of both co–production and 'place' in the academic and professional literature, how rural dwellers experience rurality in terms of places and space, and how this may in turn affect health and interactions with co-production, remains underrepresented in health policy planning. In light of changes in health service provision, rural health care poses itself as a potentially emotive and sometimes volatile topic. A co-productive approach may encourage understanding, acceptance and better usage of health services and neighbourhood resources, by the residents registered as patients with local medical practices. This doctoral research study considered the use of participatory mapping techniques to generate, gather and capture the local voice of residents from two rural Scottish communities, regarding the self-perception of their health in relation to the place they call home. Through a participatory action research approach, using iterative co-design, residents were asked how their environment impacted on their health, and in particular their cardiovascular health. Qualitative data were collected through participatory mapping techniques and co- analysed using a thematic analysis process. The application of the concept of therapeutic landscapes revealed the importance of the 'sense of place' and its impact on health, along with the physical, social and cultural environmental aspects traditionally considered in public health disciplines. Results were digitised using geographic information systems (GIS) to illustrate the interactions between place, people and health, through a relational lens. This research demonstrates a working example of how, drawing from the discipline of health geography, a place based approach can make an important contribution to rural health service co- planning within a co-production framework.

The emergence of the mule's role as a beast of burden working in mountain tourism is founded on our appreciation of this species' great attributes as a means of transport in the mountain environment. Our appreciation of mules does not always extend to their care and welfare. This is particularly true of the mountain tourism industry in Morocco, where this study is situated. Why has there been a collective absencing of the mule from the consciences of those involved in this industry? In seeking to answer this question and in moving towards the question of how the mountain tourism industry can be more present to the mule and to mule welfare, this thesis explores the multiple ways in which we know the mule. Drawing on a ten-year engagement with the industry, extensive ethnographic fieldwork in the High Atlas and an Action Research initiative supporting tour operators as they develop and implement welfare policy and practice, this thesis explores how mule welfare can be viewed as emerging from a multiplicity of practices that, in failing to cohere, become subject to negotiation and ontological politics. An alternative community approach based on dialogue is evoked that might allow a consensus to emerge over how welfare should be practised. The thesis focuses on the quality of the relationship between mules and humans. It emphasises the importance of genuine meeting and dialogue and the need for spaces and places in which mules and humans can come together to identify how they can establish relationships based on mutual trust and understanding rather than on control and domination. In prototyping better relationships between mules, muleteers and their employers, this thesis offers the mountain tourism industry transformative pathways toward a more equitable and sustainable co-creative project.

Environmental deterioration and social injustice highlight the discrepancy between ‘educated' and ‘wise' and, by corollary, call into question our approach to education. In order to investigate how we might advance Education for Sustainability (EfS) in a Scottish secondary school context this research engages with: relevant theory, the educational policy context, and practice in the form of two action research pilot projects. The concepts of utopianism and design are proposed as original and potentially useful to understand, guide and evaluate EfS and are linked to an analytical framework to clarify the concept of EfS endorsed in this thesis. The analytical framework developed comprises four thinking modes: systems thinking; future thinking; an emphasis on values and priorities; and action competency, each qualified through reference to practice. The pilot projects highlighted the challenges of monitoring and evaluating; illustrated opportunities and challenges to deliver EfS theory; offered new theoretical insights into EfS implementation; and enabled reflection on the status of EfS in the wider curriculum. The challenge of undertaking action research as a postgraduate student led to critical analysis of action research in academia. The thesis highlights the potentially promising policy context to facilitate EfS, particularly in Scotland, but also the practical challenges to implement EfS. Such challenges include: concerns over the clarity of policy documents; teachers' interest and ability to facilitate pupil-led learning; and resources to support the quality of EfS being delivered. Recommendations for future research include additional classroom-based projects; policy implementation analysis; and investigation of teachers' values, attitudes and capacity. It was concluded that utopianism, design, and the four thinking modes can potentially contribute to qualifying EfS in current policy and facilitate pupils to critique the status quo, and develop and share alternative visions of a sustainable future.

Little has been written on the pedagogy of Catholic Social Teaching and how to teach it in a way that encourages a living out of its main principles. Working for the Catholic Agency for Overseas Development (CAFOD), I was interested in how staff of diverse faith backgrounds might be encouraged to live out, in their work, the espoused values of the organisation, rooted as they are in the principles of Catholic Social Teaching. My research question asked how effective Theological Action Research is in enabling CAFOD staff to interpret, embed and embody CAFOD’s values in their work. As an insider-researcher, I set up a research project called Reflecting on Values and invited 12 members of staff, from three different parts of the organisation, to conduct their own research on one of CAFOD’s values in conversation with their practice. Theological Action Research was both the research methodology and a tool under investigation. My findings were threefold. First, Theological Action Research revealed itself to be a strong tool of adult theological education, which allowed CAFOD staff to interpret, embed and embody CAFOD’s espoused values in their work. Second, the research process identified practices that enhanced the confidence and competence of staff in ecclesiology, in religious and faith language, and in theological reflection. Third, the data revealed an operant Eucharistic theology rooted in CAFOD’s practice of responding to poverty and injustice pastorally, politically, and in partnership. The research is original in that it demonstrates how CAFOD’s practices embody Catholic Social Teaching and can contribute to its development. It also offers the first systematic evaluation of Theological Action Research as a tool for adult theological education which is rooted in both theory and practice. The findings affirm the importance of allowing space for theological reflection within CAFOD, and that for this organisation, the practice of theological reflection is an essential dimension of living out its Catholic identity.

Made available in DSpace on 2014-07-29T16:27:49Z (GMT). No. of bitstreams: 1 Dissertacao Gisele Costa Ferreira.pdf: 232345 bytes, checksum: 2a2bc2c61ef04f87527a20ea8b735252 (MD5) Previous issue date: 2009-01-23 / This work presents issues related to the study of textbooks, pointing out its relevance and comprehensiveness. It highlights the conception about the textbook as a cultural artifact that mediates and transforms our relations with the cultural and symbolic world. It also discusses the implications for the quality, quantity, cost and update of the textbook and signalizes elements and dimensions that must guide the research. A review of the textbook history lies the most common approaches of this line of investigation and highlights the trends that have built the object of interest in this study.mmmmmmmmmmmm Based on the assumption that the matter should be handled in a dialoguebased, arguing with a group of students, questions about how text and images are presented, arranged and sequenced by this educational support. Taking as the guiding principles of action-research and visual culture, the study discusses, as well, perceptions, interpretations and reactions of students in front of the selected parts of the textbook. / Este trabalho apresenta questões relacionadas ao estudo de livros didáticos, pontuando sua importância e abrangência. Destaca a concepção de livro didático como um artefato cultural que media e transfigura nossas relações com o mundo simbólico e cultural. Discute as implicações referentes à qualidade, quantidade, custo e atualização do livro didático e sinaliza os elementos e dimensões que devem orientar a pesquisa. Uma revisão da história do livro didático situa as abordagens mais freqüentes desta linha de investigação e destaca as tendências que têm construído o interesse por este objeto de estudo. Parte do pressuposto de que o tema pode ser tratado de forma dialogada, discutindo com um grupo de alunos questões relativas ao modo como texto e imagem são apresentados, organizados e seqüenciados por este suporte educacional. Tomando como orientação os princípios da pesquisa-ação e da cultura visual o estudo discute, também, percepções, interpretações e reações dos alunos frente a partes selecionadas do livro didático.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-09T16:52:48Z No. of bitstreams: 2 Karla Amâncio Pinto Fields - 2014.pdf: 3454496 bytes, checksum: 1dd89f4fe14a9602373ed2d35ebefa5a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-09T16:52:48Z (GMT). No. of bitstreams: 2 Karla Amâncio Pinto Fields - 2014.pdf: 3454496 bytes, checksum: 1dd89f4fe14a9602373ed2d35ebefa5a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-18 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study investigated the construction and mobilization of teaching knowledge to train chemistry teachers for school inclusion. The research was especially guided by aspects intrinsic to qualitative approach. We chose an action-research, given the purpose of providing to those involved the conditions to think, reflect and discuss the nature and complexity of real problems we are experiencing. This research was developed in two spiral cycles of action-research. The first cycle included the planning and development of the free core subject entitled Foundations of Inclusive Education (FIE) in 2010, and the second cycle was the development of supervised training at the Brazilian Center for Support and Rehabilitation of the Visually Impaired (CEBRAV) in 2011. The participants were students of the subject FEI, trainees of the Education Degree in Chemistry who have developed their internships at CEBRAV and visually impaired students of CEBRAV. The instruments for data collection were, for the 1st cycle, the collective diaries and in the 2nd cycle, we use the collective diaries and transcripts of audio and video recordings of pedagogical interventions (PI) performed in CEBRAV. The collected data were analyzed using content analysis technique (CA) and through the transcripts of PI. The narratives produced in collective diaries indicated that students of the subject FEI have appropriated the discussions promoted in groups, through reflection by confrontation with that provided by law for the reality of public schools in the state of Goiás. The initial training should encourage and enable future teachers to take part of researches in the area of inclusive education, which seek to understand the circumstances and dilemmas of the school context, so that they can appropriate experiential and professional knowledge, which are related with community, dialogue and partnership in building a school for everyone. / Este estudo investigou a construção e mobilização dos saberes docentes para a formação de professores de química para a inclusão escolar. A pesquisa foi orientada especialmente por aspectos intrínsecos à abordagem qualitativa. Escolhemos a pesquisa-ação, pois intencionamos oferecer aos sujeitos envolvidos condições de pensar, refletir e discutir sobre a natureza e a complexidade dos problemas reais que estamos vivenciando. O desenvolvimento desta investigação cumpriu dois ciclos de espirais de uma pesquisa-ação. O primeiro ciclo contemplou o planejamento e desenvolvimento da disciplina de núcleo livre intitulada Fundamentos de Educação Inclusiva (FEI) em 2010 e o segundo ciclo foi o desenvolvimento de estágios supervisionados no Centro Brasileiro de Reabilitação e Apoio ao Deficiente Visual (CEBRAV) em 2011. Os sujeitos desta investigação foram os alunos da disciplina FEI, os estagiários do Curso de Licenciatura em Química que desenvolveram seus estágios no CEBRAV e os alunos deficientes visuais do CEBRAV. Os instrumentos de coleta de dados foram, para o 1°Ciclo, os diários coletivos e, no 2°Ciclo, utilizamos os diários coletivos e as transcrições das gravações em áudio e vídeos das intervenções pedagógicas (IPs) realizadas no CEBRAV. Os dados coletados foram analisados pela técnica de análise de conteúdo (AC) e mediante as transcrições das IPs. As narrativas produzidas nos diários coletivos indicaram que os alunos da disciplina FEI se apropriaram das discussões promovidas nos grupos, mediante a reflexão pelo confronto do que a legislação prevê com a realidade das escolas públicas do estado de Goiás. Entendemos que a formação inicial deve incentivar e possibilitar aos futuros professores a participação em pesquisas na área de educação inclusiva, que busquem a compreensão das especificidades e dos dilemas do contexto escolar para que eles possam se apropriar dos saberes experienciais e profissionais, os quais se relacionam com a coletividade, o diálogo e a parceria na construção de uma escola para todos.

A Farmácia Hospitalar tem por finalidade promover o uso racional do medicamento, pesquisando e gerenciando produtos com qualidade, desenvolvendo profissionais e prestando assistência integrada ao paciente e à equipe da saúde, com responsabilidade socioambiental. Dessa forma, o desenvolvimento de um modelo de construção e aplicação de um conjunto de indicadores de desempenho na Farmácia Hospitalar com foco na comparabilidade é imprescindível para o monitoramento dos resultados e o estabelecimento da melhoria contínua dos serviços prestados aos pacientes e à equipe da saúde, de forma alinhada às diretrizes institucionais. Objetivo: Desenvolver um modelo de construção e aplicação de um conjunto de indicadores de desempenho na Farmácia Hospitalar com foco na comparabilidade. Método: Utilizou-se do método qualitativo Pesquisa-ação, sendo que na fase exploratória se fez o diagnóstico da amostra do estudo; na realização dos seminários se fez a sensibilização dos sujeitos da pesquisa, análise, seleção, construção, aplicação em campo e validação da ficha técnica e especificações para construção, e do conjunto de indicadores de desempenho. Realizou-se 22 seminários presenciais de forma estruturada. A amostra foi intencional de seis hospitais (3 públicos e 3 privados) e os sujeitos da pesquisa os farmacêuticos especialistas tomadores de decisão na Farmácia Hospitalar. A coleta de dados foi realizada no período de setembro de 2006 a abril de 2008, foram aplicados dois questionários e sete formulários (manual ou eletrônico). Os dados coletados foram tratados em forma de quadros, tabelas, figuras, gráficos, cálculos de somatório, porcentagem, freqüência, média aritmética e mediana, como também, compilação por semelhança e agrupamento por categorias-chave, e apresentados de forma consolidada, para obtenção de consenso quando necessário. Resultados: Apresentou-se a caracterização do Hospital e da Farmácia Hospitalar; obteve-se o aprimoramento da ficha técnica e especificações para construção de indicadores; foi selecionado, construído, aplicado em campo e validado um conjunto com 12 indicadores de desempenho passíveis de comparação. Verificouse o grau de dificuldade e vantagens obtidas da aplicação de indicadores. Apresentou-se a estrutura para o desenvolvimento do modelo de construção e aplicação de um conjunto de indicadores de desempenho na Farmácia Hospitalar com foco na comparabilidade. Conclusão: Os resultados obtidos na pesquisa evidenciam a hipótese formulada de que, o desenvolvimento de um modelo de construção e aplicação de um conjunto de indicadores de desempenho sistematizado e passível de comparação, é factível na Farmácia Hospitalar, assim como, busca contribuir com a disseminação da cultura de utilização de indicadores de desempenho, possibilitando a Farmácia Hospitalar se comparar com referenciais internos e externos, promovendo as melhores práticas embasadas em evidências objetivas / The Hospital Pharmacy has as objective to promote the rational drug use, by researching and managing products with quality, creating professionals and providing integrated assistance to the patient and the health team, with socialenvironmental responsibility. For this, the development of a construction model and application of a set of performance indicators in the Hospital Pharmacy with focus on the comparability is absolutely necessary for monitoring results and setting up the continuous improvement of the services provided to patients and to the health team, aligned with the institutional guidelines. Objective: To develop a construction model and application of a set of performance indicators in the Hospital Pharmacy with focus on the comparability. Method: The action-research qualitative method was used and in the exploratory stage was made the diagnosis of the study sample; the awareness of the research people arose from the seminars, the analysis, selection, construction, field application and validation of the data sheet and specifications for construction, and of the set of performance indicators as well. Twenty-two seminars in situ took place in a structured way. The sample was intentional and designed by six hospitals (three public and three private hospitals) and the people of the research were the decision-makers specialist pharmacists in the Hospital Pharmacy. The collection of data was carried out from September, 2006, to April, 2008; two questionnaires and seven forms were applied (manually or electronically). The collected data were arranged in the form of pictures, tables, figures, graphs, total sum calculations, percentage, frequency, arithmetic and medium average, as well as, compilation by similarity and grouping by key-categories, and presented in a consolidated way for consensus building if necessary. Results: The improvement of the data sheet and specifications for construction of indicators was achieved; a set with twelve performance indicators subject to comparison was selected, constructed, applied in field and validated. It was verified the degree of difficulty and advantages obtained in the application of the indicators. The structure for the development of the construction model and the application of a set of performance indicators in the Hospital Pharmacy with focus on the comparability was presented. Conclusion: The results achieved in the research show clearly the formulated hypothesis, which the development of a construction model and the application of a systemized set of performance indicators and subject to comparison, is tangible in the Hospital Pharmacy, as well as, seeks to cooperate with the dissemination of the culture of the performance indicators use, enabling the Hospital Pharmacy to be compared with internal and external references, by fomenting the best practices based on objective evidences

Essa pesquisa foi estruturada para refletir sobre a construção de uma expografia de forma participativa, particularmente as condições para o desenvolvimento de exposições sobre temas científicos voltados a públicos não acadêmicos. O lócus do estudo é o Acervo de Minerais e Rochas do Instituto de Geociências, dedicado à pesquisa e ao ensino relacionado às Geociências na Universidade de São Paulo. Este Acervo, criado em 1934 para as aulas práticas de geologia e química, foi aberto nos anos 1990 para visitação pública e é conhecido como Museu de Geociências. Embora o museu tenha passado por mudanças consideráveis em termos de vínculo institucional e perfil de visitantes ao longo do tempo, essas mudanças não se refletiram na expografia, que continua a exibir terminologia acadêmica e retórica classificatória de mineralogia. Acreditamos que isso provoque o que Ulpiano Bezerra de Meneses descreve como fetichização dos objetos, mistificando-os. Com a finalidade de aproximar a sociedade deste museu, planejamos um processo de desenvolvimento conceitual da expografia no qual os sujeitos da pesquisa, funcionários do museu, têm participação ativa, usando o plano museológico como ferramenta de reflexão. Por isso, o objetivo geral desta pesquisa é refletir sobre as potencialidades da reformatação da expografia por meio da pesquisa-ação participativa no Museu de Geociências do Instituto de Geociências da Universidade de São Paulo e os objetivos específicos são refletir sobre a contribuição do plano museológico para a reformatação da expografia, desvelar como transmitir conhecimentos de Geociências para o público não acadêmico a partir do acervo do museu e construir conhecimento a partir de uma práxis. Esperamos, com esta pesquisa, discutir sobre metodologia em museus, particularmente em processos expográficos de museus científicos e aspectos da exposições em termos de comunicação, e problematizar o método de trabalho de concepção de exposições em museus contemporâneos. / This research was structured to reflect upon the design of an expography adopting a participatory approach, particularly the conditions for designing exhibitions on scientific themes that reach non-academic audiences. The locus of this study is the Collection of Minerals and Rocks of the Institute of Geosciences, which undertakes research and runs the geology and geosciences undergraduate and graduate programs of the University of São Paulo. This Collection, built up since 1934 for the hands-on geology and chemical courses, was opened in the 1990s for public visitation and is known as Museum of Geosciences. Although the museum has significantly changed over the years in terms of organization and visitors profile, such changes have not affected the expography, which continues to display academic terminology and classificatory rhetoric of mineralogy. We believe it leads to what Ulpiano Bezerra de Meneses describes as fetish for objects, mystifying them. Aiming at drawing the society closer to this museum, we planned a conceptual expography design process in which the research subjects, that is, the museum staff, has active participation, using the museological plan to encourage reflection. Therefore, this research is mainly aimed at reflecting upon the potentialities of reformatting the expography by conducting a participatory action research in the Museum of Geosciences of the Institute of Geosciences of the University of São Paulo, whereas the specific aims are to reflect upon the contribution of the museological plan to reformat the expography, find out how to introduce Geosciences to non-academic audiences by using the Museum\'s collection, and gain knowledge from a case study. With this research we expect to discuss methodology in museums, particularly in processes of expography of scientific museums, and exhibition aspects in terms of communication, and problematize the working method for designing exhibition in contemporary museums.

The construction industry is facing ever more challenging targets to reduce the environmental impact of new-build and refurbishment projects. The construction industry has failed to adopt renewable energy technologies (RETs) into mainstream construction projects; however, this aspect of the construction challenge needs addressing by large contractors. This thesis has established that there is a need to educate contractor personnel in the application and integration of RETs into construction projects to ensure that the construction industry can preserve its legacy for future generations. In order to improve the construction industry s use of renewable energy in building projects, it was necessary to reassess how the industry viewed energy. Contracting organisations have a diverse workforce, a fact established through a company-based desk study, workshops, interviews and surveys; this guided the direction of the project to satisfy the aims and objectives. The initial research findings enabled development of a strategy to improve RET knowledge within a UK contracting organisation. This research has developed trialled and tested a training programme aimed at educating construction professionals on the application of RETs that are relevant to new-build construction projects, and at improving knowledge sharing within a contracting organisation. Training material has been developed that includes six RET handbooks, a sustainability workshop incorporating RETs, an e-learning suite of online modules designed to suit a range of construction disciplines from designers to site-based staff. In addition, the research improved business practice through supporting knowledge share across all business units in addition to identifying the benefits of post-occupancy evaluation. The research has impacted the sponsoring organisation on several business elements including creation of a new business unit to assess completed projects in order to inform design and construction on future projects leading towards improved knowledge management on RETs. The e-learning component uses a combination of graphical imagery, audio voice-overs, knowledge-checks and assessment gathered from active construction projects to enable employees to engage in knowledge and experience sharing on a project-by-project basis, and organisational learning through case studies and post-occupancy evaluation of completed projects. Feedback received from the pilot study of the training materials has been encouraging and positive. While further research is required to measure the long-term effect of the initiative on the workforce population, a six month review suggested that a refresher course is required bi-annually to ensure the workforce score consistent results in the assessment and to update the training with new project experience to share within the organisation. The wider impact on the industry is to showcase the potential learning benefits of post-occupancy evaluation (POE) to contractors and the industry as a whole. The research has highlighted typical industry practice within a contracting organisations regarding knowledge sharing within the company and has demonstrated the improvement on employee knowledge after introduction of a training initiative utilising POE (typically a consultant tool) during the construction phase to prevent re-inventing the wheel . Through regularly and collectively sharing information and project experience, it is envisaged that the full range of contractor disciplines will have increased interaction to ensure all perspectives are accommodated during the design, construction and facility management phases of a building s life cycle.