Thesis (M.P.H.)--University of Michigan, 1944.

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Published also as Teachers College, Columbia university, Contributions to education, no. 589. "General bibliography": p. 101-107; "Sources of standards": p. 109-110.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.P.H.)--University of Michigan, 1944.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.P.H.)--University of Michigan, 1945.

<p> Identifying the primary barriers that block initial employment of newly licensed nurses is essential to smooth transition to the workforce. Enrollment in nursing education has increased and schools have added programs, but newly licensed nurses struggle to gain initial employment. This qualitative e-Delphi study solicits feedback from nurse employers through a series of three surveys. The surveys were delivered and returned electronically. They were distributed to 33 volunteer nursing participants who are responsible for hiring and evaluating nurse performance in the workplace. The average response rate was 46%. The identified skill gaps in newly prepared nurses are communication, critical thinking, organization, and professionalism. These skill deficits result in delayed initial employability and prolonged orientation times.</p><p>

<p> The purpose of this study was to assess changes in after-school time spent performing sedentary behavior (SB), light intensity physical activity (LPA), and moderate to vigorous-intensity physical activity (MVPA) among elementary school children in response to the introduction of stand-biased desks in the classroom. Thirty-one 6^th grade participants randomly assigned by their teacher to a traditional (CON) or stand-biased (INT) desk provided complete accelerometer data. After-school PA and SB were measured on four consecutive weekdays at baseline and 10-weeks. Wilcoxon Rank Sum Tests were used to detect significant differences (p&lt;0.10) in changes in the proportion of after-school wear time performing SB and PA between groups. Results suggested no significant differences in changes in after-school time performing SB (p=0.770), LPA (p=0.740), or MVPA (p=0.470). Significant differences in the change in moderate PA (INT: -1.4%; CON: -0.2%, p=0.093) were detected. Stand-biased desks were not detrimental to children&rsquo;s after-school PA and SB.</p><p>

The allegation that students in hospital schools of nursing were exploited has not been adequately supported by research. This examination of the financial relationship between Worcester Hahnemann Hospital (WHH) and Worcester Hahnemann Hospital School of Nursing (WHHSON), from the school's founding in 1900 until both hospital and school closed in 1989, begins to fill this gap in the history of nursing education. The study explores the effects of historical events on WHHSON while focusing on the development of the educational program and the financial relationship between school and hospital. Classic and contemporary writings about nursing and nursing education, including the work of Dock and Nutting (1907), Robb (1907), Goldmark (1923), Nutting (1926), Burgess (1934), Brown (1948), Stewart (1950), Kalisch and Kalisch (1995), and Donahue (1996) were sources of contextual material. The WHHSON archives, a rich source containing letters, brochures, annual reports, yearbooks, newspaper clippings and photographs, was the primary source of data on WHH and WHHSON. The study follows Stewart's (1950) chronology of nursing education until 1932. From 1933–1989 the chronology is based on national economic events which impacted nursing education. Chapters move from the general to the particular, beginning with contextual events, continuing with developments in nursing and nursing education, and finally relating this material to developments at WHH and WHHSON. The study found that the relationship between the students and the hospital was more complex than one of simple exploitation. While WHH depended on the cheap labor of student nurses to balance its budget in the early years, students received a good education, achieved entry into nursing practice, and fulfillment of basic human needs. The hospital consistently funded educational improvements mandated by accreditation standards for WHHSON. In later years these costs were covered by insurance reimbursements and by shifting educational expenses to students. The study concluded that not only one hospital, but the whole health care system in the Worcester area was subsidized by the labor of student nurses in a relationship characterized by dependency, enmeshment, symbiosis, and synergy.

Nursings' lack of full professional status based on the criteria of autonomy coupled with the need for a more independent practitioner in today's complex health care system was the basis for this study. A comparison of senior nursing students from different educational programs was undertaken to determine if type of educational preparation was a predictor of professional autonomy. Schutzenhofer's (1988) Nursing Activity Scale (NAS) was used to measure and compare the level of professional autonomy of 306 senior nursing students who were within four weeks of graduation from nine nursing programs across Massachusetts. Further comparisons of students' professed autonomy as a function of demographic variables and students' perceptions of their level of participation in learning were compared. Thirty-six senior level nursing faculty were surveyed for identification of possible relationships between student and faculty scores on these variables. The majority of students surveyed (85%) scored in the high range of the autonomy scale, and the level of nursing education was not a predictor of the students' autonomy level. Variables that correlated with student autonomy levels were marriage, plans for earning an advanced nursing degree and perceived level of participation in learning. However, significant differences were found in student reported autonomy between schools at the associate degree level. Schools at the baccalaureate degree level did not differ significantly from each other. No clear relationship was found between student and faculty scores. More baccalaureate degree students reported their programs as having a more theoretical than practical focus, while the associate degree students perceived a more practical focus to their programs. Seventy-five percent of students from both programs planned to earn advanced nursing degrees. These findings have implications for nursing education. Increased opportunities for students to participate more fully in their educational process may facilitate the internalization of professional autonomy in nursing students. Such opportunities may ultimately provide the health care system with practitioners who possess the professional characteristics necessary for a more autonomous, successful practice.