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The purpose of this correlational and descriptive study was to examine the influence of an agricultural dual credit course curriculum on student self-efficacy of college readiness as students matriculate to post-secondary education. To evaluate the personal characteristics, postsecondary plans, program perceptions and college readiness self-efficacy, a quantitative survey and online instrument was used to gather data and analyze information on high school students enrolled in agricultural education in both dual credit and non-dual credit courses primarily in the Middle Tennessee Region. The target population (N = 543) for this study was defined as students at 16 schools where the dual credit course was offered with the Middle Tennessee State University, School of Agribusiness and Agriscience in the 2011-2012 academic year. A total of 245 students from 16 secondary agricultural programs in seven different school districts across Tennessee, primarily in the Middle Tennessee region, participated in the study for a response rate of approximately 45%. This study examined college readiness of student participation in an agricultural dual credit course and sought to determine the relationship between student participation in a dual credit course offering and college readiness self-efficacy as well as student perceptions of the course offering. Course self-efficacy was higher among dual credit participants versus non-dual credit participants. Social self-efficacy was also higher for dual credit participants. Females had higher Course self-efficacy, and there was a positive relationship between GPA and each construct of the college readiness self-efficacy inventory. Participant perceptions of the agricultural dual credit program were also high. This study indicates that dual credit participants can confidently approach post-secondary options, and that they are more likely to be successful in college due to level of self-efficacy as they matriculate into college. Recommendations from the study include: Using the MTSU dual credit model in future dual credit course developments and collaborations; using findings as a basis for training future agricultural education teachers on how to improve CRSE; and additional and longitudinal studies to track dual credit students’ success in college.

Background: Levels of physical activity are significantly lower among individuals with end-stage renal disease (ESRD) compared to their healthy sedentary counterparts. Low levels of self-efficacy (SE) with respect to exercise may contribute to a sedentary lifestyle in the ESRD population. Therefore, in a pilot investigation we examined the effects of an 8-week intra-dialytic (ID) exercise program on SE and physical activity (PA) in hemodialysis (HD) patients and determined the appropriateness and sensitivity of the selected outcome measures and proposed intervention. Methods: HD patients were randomized into an Exercise group (EX, n=4) or a Control group (CON, n=4). The EX group cycled for approximately 60 min during HD, thrice weekly for 8 weeks. The CON group continued with their usual activity. At 8 weeks, participants in both groups had the option to participate in the exercise program. Physical Activity was determined using the Human Activity Profile (Maximal Activity Score, MAS; Adjusted Activity Score, AAS) and SE was evaluated using the Chronic Disease Self-Efficacy Scale (CDSES) and Exercise Self-Efficacy Scale (ESES). Measures were obtained at pre, post and 8 weeks following the intervention. Results: No significant changes in PA or SE occurred between or within groups at any time point. Limited statistical power due to the small sample size and a ceiling effect due to initial high-function levels of the participants may have contributed to the lack of significant changes. MAS and AAS were generally lower in the CON group. Age was significantly associated with the AAS, MAS, and the Perform Social/Recreational Activities sub-scale of the CDSES. Serum albumin was significantly related to the AAS and the Exercise Regularly and Do Chores sub-scales of the CDSES. Conclusions: Age and albumin should be taken into account when assessing physical activity in HD patients. Recruitment of additional participants is required to more clearly define the role of intra-dialytic exercise in enhancing exercise self-efficacy and physical activity in HD patients. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2010-07-27 09:51:11.297

Clinical instruction is an essential component of professional education in nursing and accounts for a significant portion of credits within baccalaureate nursing programs. Clinical instructors (CIs) are expected to have strong clinical knowledge as well as strong teaching skills. The objective of this study was to evaluate the effectiveness of an online education program for increasing CIs’ perception of teaching self-efficacy and knowledge about the clinical teacher role. A convenience sample of CIs (n = 32) at Queen’s University School of Nursing were recruited for this study. Over the span of seven weeks, participants completed self-paced online educational modules (Preceptor Education Program - PEP) available from the University of Western Ontario. A single sample pre-test, retrospective pre-/post-test research design was used. Participants completed teaching self-efficacy and teaching knowledge questionnaires pre-intervention (n=32) and post-intervention (n=21). Mean teaching self-efficacy scores increased significantly from pre-test to post-test (t = 6.7, p < .001). Teaching knowledge scores increased significantly from pre-test to post-test (t = 4.1, p < .05).The online modules had a significant impact on CIs’ teaching knowledge and self-efficacy. Descriptive data regarding participants’ satisfaction with the PEP modules was gathered; clinical instructors for the most part completed the PEP modules and were very satisfied with them. This online mode of clinical instructor education appears to be a feasible, facilitative and an accessible way to provide ongoing professional development and education for clinical instructors at Queen’s University. / Thesis (Master, Nursing) -- Queen's University, 2011-12-30 13:41:25.799

The purpose of this qualitative study was to explore students’ perceptions and experiences of feeling confident in some clinical areas and not in others and to explore how clinical teachers may increase students’ feelings of self-efficacy during clinical practice. Using Bandura’s (1997) theory of Self-efficacy as a framework three major themes and several subthemes emerged from the data as important influences to student learning. Clinical Education facilitator (CEF) was the term used in this study for clinical teacher (CT)and was considered by students to be the most important influence to clinical learning.The CEF was the most developed theme followed by the theme of the environment and the theme of the student. The findings of this research were found to be consistent with the literature related to self-efficacy and student learning in the clinical setting. Implications for nursing education and recommendations for further research were discussed.

Asthma has not declined in morbidity and mortality despite significant advances in medical treatment. A literature review was conducted and a program of research was devised with the goal of improving understanding of why many appropriately treated and educated asthmatics are unable to gain adequate control of their asthma. A review of the literature found that psychological stress was a poorly understood trigger for asthmatic symptoms and a possible factor in poor asthma control. A clinic visit study of adult asthmatics found: (1) life event stress was associated with asthma quality of life but not ventilatory function, (2) asthma self-efficacy was strongly related to asthma quality of life and ventilatory function, (3) style of coping with stress appeared to buffer the effects of stress on asthma, and (4) evidence for a stress-responsive asthmatic subgroup. A subsequent longitudinal daily diary study found: (1) concurrent stress and daily asthma symptoms were strongly associated, (2) daily bronchodilator use appeared to be determined by pre-diary beliefs about disease severity and controllability, (3) stress could precede (within one day) increases in asthma symptoms and decreases in airflow, and (4) clinically significant decreases in peak flow were often preceded by large increases in perceived stress. A laboratory study found: (1) exposure of asthmatics to specific passive and asthma-related stressors resulted in decreased airflow and that these decreases are associated with a concurrent increase in vagal (parasympathetic) tone, (2) an active stressor that resulted in increased sympathetic arousal did not result in decreased airflow, (3) relaxation resulted in parasympathetic arousal and decreased airflow, and (4) asthma self-efficacy was associated with parasympathetic reactivity. In sum, the program of research has generated findings that help explain how stress, coping and self-efficacy contribute to asthma control led to concrete suggestions to improve c

Solution-focused therapy is a postmodern strength-based counselling intervention which focuses on the discovery of client strengths, resources and abilities to empower clients to bring about positive change in their lives. My research employed a pragmatic case study (PCS) method to systematically study the self-efficacy experiences of four New Zealand adolescents throughout the solution-focused process. Each client participated in up to five counselling sessions. Following the PCS method my study began with a presentation of my guiding conception which detailed my theoretical approach and the ways in which solution-focused skills and techniques would be applied throughout the study. Case data included analysis of all client counselling sessions and final interviews which were video-recorded, as well as the consideration of a quantitative measurement in the form of the Outcome Rating Scale (ORS). Through analysis of outcome results and using three inductively derived themes to guide cross-case analysis, it was found that the solution-focused counselling process, assisted adolescents in discovering and developing their knowledge and awareness of their personal strengths and resources; encouraged adolescents to feel empowered to act upon these resources, therefore enhancing self-efficacy; and used the quality of the therapeutic relationship to give adolescents a sense of being a co-participator in the counselling process and as a result gave adolescents a ‘boost’ towards taking action, therefore increasing self-efficacy. Process and thematic results, supported by a brief quantitative measure, showed that all four clients made significant progress towards achieving their goals for counselling. Overall the results suggest that the solution-focused process contributed to positive therapeutic outcome and gains in self-efficacy. All four clients demonstrated the confidence to take action to bring about positive change in relation to their counselling goals, supporting enhanced self-efficacy.

Ungdomar med smärta i form av huvudvärk, magont och värk från axlar är ett vanligt förekommande problem. Detta medför ett stort lidande för den drabbade ungdomen och medför konsekvenser i form av skolfrånvaro, påverkan på sociala aktiviteter, sociala relationer samt en ökad risk för fortsatt smärta i vuxen ålder. Skolsköterskan fyller en viktig funktion i arbetet med att tidigt uppmärksamma dessa ungdomar, samt erbjuda stödinsatser. Dessvärre saknas riktlinjer för handläggning av smärta hos ungdomar. Hälsosamtalet syftar till att fånga upp ohälsa hos ungdomar, men idag råder det brist på frågor med inriktning mot smärta.   Föreliggande studie syftar till att belysa ungdomars upplevelse av skolsköterskans betydelse för deras hantering av återkommande smärta. I studien använde författarna sig av kvalitativa intervjuer med induktiv ansats. Totalt intervjuades 9 ungdomar i åldern 17-18 år. Efter analys skapades två huvudkategorier; att känna förtroende till skolsköterskan, samt brist på tilltro. I resultatet framkom att ungdomen ansåg det viktigt att bli sedd av skolsköterskan, att skolsköterskan var genuint intresserad och fortsatte fråga om problemen med syfte att skapa en tillåtande atmosfär som möjliggjorde för ungdomen att våga öppna sig och berätta om smärtan. Brist på kontinuitet, rädsla för det okända samt utebliven interaktion i mötet med skolsköterskan var bidragande orsaker till en bristande tilltro. Genom att gå sin egen väg fann ungdomen egna strategier att hantera smärta men det fanns en tydlig oro inför att möta framtiden med en kvarstående smärta.  Skolsköterskans roll i hantering av återkommande smärta behöver synliggöras och implementeras för att minska stigmatisering av återkommande smärta. Fortsatt forskning behövs för att öka förståelsen och därmed kartlägga behov som kan leda till att tidiga stödinsatser kan erbjudas.

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