Thesis (Ed.D.)--Boston University.

A prolonged period of Conservative government in Britain (1979-1997) has resulted in profound changes in the nature of social welfare, including education. One of the characteristics of this period has been a decrease in the status and autonomy accorded to professions; and a change in the relationship between 'the providers' and 'the consumers' of services. More specifically, the years from 1989 to the mid nineties have been marked by rapid legislative and organisational change in the personal social services. They have also seen significant change in the institutional policies and culture of higher education. Changes in both these sectors have impacted on the arrangements for the education of social workers, responsibility for which is shared between the professional accrediting body, employing agencies and higher education institutions. The starting point for this research was a recognition that, in line with other moves promoting deprofessionalisation and instrumentalism, qualifying training might be relocated outside the higher education system. An initial question, 'can social work survive in higher education?', prompted an exploration of the external influences and internal characteristics which have resulted in this sense of vulnerability. The research utilised interdisciplinary perspectives, grounded in a policy framework, and an inductive approach to collection of empirical data, to examine the view that social work education is open to conflicting policies and values from higher education and the professional field. The possibility that the subject would share similarities with other forms of professional education was also examined. The thesis therefore presents a case study of the epistemology and relationships of a particular form of professional education. Consideration of the literature pertaining to the three contextual factors, social work, higher education and professional education, and of the empirical data derived from social work educators support the concluding argument. This posits that biography, culture and structure interact to produce a discipline with inherent tensions, partly due to its position on a boundary between two systems and partly reflecting the nature of the subject. While its location within higher education is deemed appropriate by social work educators, decisions about its location and form are largely exercised by other interest groups: its survival and development therefore require constant negotiation.

This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.

Thesis (MHSc--Health Science) -- AUT University, 2007. / Includes bibliographical references. Also held in print (x, 132 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 610.6950993 MPO)

Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003. / Also held in print (142 leaves, 30 cm.) in Akoranga Theses Collection. (T 610.69520993 HAW)

Dissertation (MEd) -- AUT University, 2009. / Includes bibliographical references. Also held in print ( xi, 108 leaves ; 30 cm.) in the Archive at the City Campus (T 615.534071193 HEO)

Thesis (Ph. D.)--Ohio State University, 1973. / Includes bibliographical references (leaves 82-83). Available online via OhioLINK's ETD Center.

This qualitative study explored the effects of trauma as well as coping mechanisms used to deal with post-traumatic stress experienced by ILS paramedics providing emergency care services in the Gauteng Province, South Africa. It also looked at the competencies needed to cope with traumatic stress and promote biopsychosocial well-being. It is argued that it is important to look at this subject from a South African perspective since most of the published research on the sources and effects of trauma on paramedics and other frontline emergency services personnel experience comes from developed countries. It was discovered that there is minimal empirical research from South Africa on similar topics, except for a study in the Cape Town metropole. In addition to that, most published research relied on quantitative data collection methods. Through qualitative case study research this thesis draws on observations and relevant data gathered by way of semi-structured face to face interviews with eleven operational Intermediate Life Support (ILS) paramedics who work in the Gauteng province. Data is gathered on the sources of stress and coping mechanisms currently used by the paramedics. The gathered data was analysed using thematic analysis. The results show that the sources of stress for paramedics include attending gruesome scenes, extreme pressure to save lives and attending a scene where a child or a colleague is involved. It was also observed that the paramedics have a set of coping strategies to manage post-traumatic stress which are both positive and negative coping strategies. In addition to interviews with ILS paramedics from whom data is gathered on their education and training, the results in this thesis gathered insight from a panel of six experts who were engaged through a focus group discussion. These experts have demonstrable expertise in curriculum development, trauma counselling and training. The panel recommended that the training of the paramedics must be more realistic such that the paramedics are better equipped to deal with the challenges they may encounter in the work environment. It was also revealed that those who train paramedics are not well equipped to deliver the health and wellness module. It can be concluded that some paramedics are not well equipped to deal with traumatic events they encounter in the field. The researcher recommends that the health and wellness module be delivered by people who are specifically trained to deal with mental health issues. Insights gathered in this study will help the paramedics, those they help and their families.

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