<p> In the current health care environment, caring for the increasing numbers of seriously ill patients require novice nurses to use advanced, intuitive clinical decision-making skills like those of more experienced nurses. Educators are charged with developing instructional strategies to enhance clinical decision-making skills. The purpose of this quantitative study was to investigate the relationship between simulation as an instructional strategy and the use of intuition in clinical decision making among associate degree nursing students. In addition, the influence of age on student performance during simulation and the use of intuition in clinical decision making was examined. An explanatory, correlational design was conducted to examine the relationship between simulation, as measured by the Creighton Simulation Evaluation Instrument (Todd et al., 2008) and the use of intuition in clinical decision making, as measured by Rew&rsquo;s (2000) Acknowledges Use of Intuition in Nursing Scale. Results from the study found a slight but statically significant relationship between simulation and the use of intuition and no relationship between age and the use of intuition. Indications for future research include further analysis of the concept of intuition and its role in clinical decision making.</p>

This PhD. research is devoted to producing a comparative study of educational policies in two Latin American countries, under the military governments of Argentina [1976-1983] and Chile [1973-1990], and to explain the differences and similarities in their educational policies, based in the following working hypothesis: Military education and professional expertise have strong similarities in South America. This fact facilitates similar patterns of action in most of their professional activities, but strong differences show up when they rule a country, and seemingly the biggest ones appear to be in the educational field. This hypothesis is based on the strong pattern of characteristics of armed forces officers, a pattern that marks heavily their life, culture and way to solve problems. Despite the fact that their education is the most successful, in order to obtain its goals, among all educational systems, being able to produce patterns of conduct that last for life. Nevertheless, when they become rulers, they can differ heavily in producing and elaborating ideas that afterwards are transformed into governmental policies for their countries. This fact does not diminish their ability, in the military field, to act in similar professional patterns. The working hypothesis proved to be wrong, along the development of this research it became evident that similarities in wide scope educational policies were marked by a common set of values. The differences were mainly a product of constitutional, political and cultural issues. Besides, the military had to accommodate, negotiate, or transact their set of values with other social actors due to these differences. The level of these accommodations, transactions or negotiations produced the main differences between both military regimes in relationship to their educational policies. This research is divided in three parts: I. A characterization of both military regimes by means of using the most relevant theoretical trends and the state of the art in this field. In this stage analysed are: (a) the essential authors used as sources and cited by most scholars in this field, from the point of view of the usefulness of their work to Explain Armed Forces governments in the countries under study; (b) The contributions made by a sample of a second generation of researchers, their different trends, and their usefulness to explain similarities and differences in educational policies in these two Armed Forces governments; (c) A general review and characterization of both governments in the fields of economic development, human rights conflicts, and general policy designed for both countries, as a general background of their educational policy; (d) Based in the study of the Armed Forces literature, and the general background a theoretical framework based on military values was developed. As a result of this first part of the research a profile of the Argentinian and Chilean military was compiled and individualized a set of values that characterize both. It was evident that the most helpful theoretical trends were the ones developed by authors that have become classics in this field: Huntington and Janowitz. Later trends of research have proved of little used for this study, thus raising more questions than answers. As an exception it could be stated that the 'developmentalist school' was helpful in-at least-to produce a balanced an impartial view of the military as rulers. II. The second part is devoted to analysing main educational policies in both governments, from the perspective of the theoretical frame previously developed. Included in this analysis were their political statements, goals, and underlying values, together with the planning, laws, decrees and documents; at the same time, a complete discussion and evaluation of a bibliography is given. From the analysis and reviews were isolated the intervening factors in the formulation of the educational policies emanating from both Armed Forces governments, their points of contact and of divergence, in agreement with the theoretical framework. The main emphasis was given to explain the marked differences found in the educational field. The main trends in educational policy developed in the period under study are: (a) Introduction of order into the educational system, perceived as chaotic by the military, using decentralization of management as the main feature; (b) Reinforcement of the sense of nationality, sovereignty, and belonging to their respective nations, by means of education; (c) Reformation of universities, as a tool of economic development by means of training good professionals in quantities relevant to the needs of their countries, and to produce high quality research. We can assert that: (a) The working hypothesis worked properly in the first part related to their professional expertise and patterns of action; (b) The second assertion proved to be wrong, it was assumed that strong differences would be found when ruling a country, due to their cultural, economic and social settings. On the contrary, we found the existence of strong similarities in the educational policies developed in both countries. These similarities, according to the theoretical framework, were due to a clear set of military values, different from the civilians in degree rather than in kind. III. Two chapters were devoted to discuss different social, economic, human rights and other aspects-not strictly related with education of Argentinian and Chilean society from the point of view of scholars, international institutions and the press. This part of the research aimed to present some distortions about the real work performed by the two governments under review, and to produce some enlightenment concerning the profile of the public and self perception of Argentinian and Chilean military.

<p> While the role of computers in the 21^st century has enabled organizations to become more efficient and effective, technology has also created problems for many of its users. The research literature on the use of workplace email indicated that email is causing several problems, including an interruption of workflow/productivity, email overload, stress, and work-life imbalance. The mobile market in 2015 was exploding and showed a significant growth trend and is expected to continue. In addition, working women are an increasing population in the workforce, and even more women are working virtually. The purpose of this qualitative study was to explore how an overload of workplace email was perceived by virtual working women to impact their stress levels and ability to maintain a reasonable work-life balance, in order for managers to better support and manage employee workloads. The theoretical framework for this study included Gilbert&rsquo;s (2007) Behavior Engineering model (BEM) and Ashforth, Kreiner, and Fugate&rsquo;s (2000) Boundary Theory. The basic qualitative method was utilized, in addition to nonprobability and purposeful, or convenience sampling. A total of 14 participants participated in the study and met the criteria to include (a) female, (b) age 25&ndash;65, (c) remote or virtual worker, (d) full-time employee, (e) work for a U.S. based organization, and experiencing or experienced overload from email. The research design included a combination of structured and semi-structured interviews. The findings revealed that virtual working women&rsquo;s job performance was impacted and they experienced: (a) increased and decreased stress from workplace email; however, it was dependent upon the volume, tone and frequency of the emails (b) increased and decreased productivity from workplace email and (c) impacts on work-life balance, given the use of workplace email. Discovering virtual working women&rsquo;s self-perceptions, as it relates to workplace email, stress, and work-life balance, provided valuable insights for managers to develop strategies and performance improvement interventions for dealing with email overload. Recommendations for future research to expand the study include: (a) the &ldquo;millennial&rdquo; population or the non-telecommuter (b) a quantitative study, (c) text overload, (d) gender differences, and (e) mental and physical health effects.</p>

The collected papers represent a coherent body of research which enquired into a particular moment of educational reform in the Adult Literacies field in Scotland. The research is conceptualised as bricolage - an emergent process employing a variety of research methods and analytic frameworks to enquire into the reification of ‘the social practice approach', which, following the Adult Literacy and Numeracy in Scotland (ALNIS) report of 2001, became a central tenet of adult literacies education in Scotland. Seemingly derived from the New Literacy Studies (NLS), the concept of ‘the social practice approach' implies a critical pedagogy. Its prominence in the discourses of adult education in Scotland might indicate critical practice. This research indicates otherwise. Appropriated by policy and practitioners within a web of power relations, the discourse of ‘the social practice approach' may have come to act on practice in ways which are antithetical to its theoretical origins. The research illuminates a complex process of transformation in an apparently radical educational discourse.

<p> The Responsive Parenting Program curriculum combines recent developments in neuroscience, mindfulness, child development and positive parenting to provide vulnerable families with information, guidance and a group experience designed to support them in adopting a responsive approach to parenting. Parents who have experienced adverse conditions in childhood and continue to experience difficulty in getting their needs met as adults, often have adopted a survival approach to living. It is especially important to support these parents in making sense of their own experience so that they may build the capacity to better understand, nurture and protect their own children.</p><p> It is intended that all of the materials for this curriculum will exist in the public domain. In addition to the curriculum handbook, this includes links to recommended video segments, information sheets related to child growth and development, and suggestions for supportive practices to nurture healthy development and relationships.</p>

<p>As the world is experiencing unprecedented changes and challenges, it is essential to develop educational approaches that enable current and future leaders to be effective in meeting them. To do so, education must foster transformation of the learner to achieve an inclusive, dynamic, and flexible approach to life. This dissertation involved a case study evaluation of data collected about a leadership curriculum that attempted to accomplish those objectives within a university setting. The curriculum aimed at enabling the expansion and evolution of each participants? worldview. The curriculum, developed specifically for this study, was taught through an integrally-informed approach to transformative learning within a learning community. A comprehensive overview of the constituent parts of the theories integrated in the curriculum, as well as the synthesis of them combined, is presented in the dissertation, including a discussion of the practical application of leadership development delivered within the curriculum through a content-neutral, andragogical approach to an education that transforms. The study analyzed several types of data, including interviews conducted to determine participants? experience of the leadership course, and student journals. The analysis revealed themes regarding how students? worldviews shifted in partial response to engaging in this evolutionary approach to education. These themes included the following: increased self-awareness and self-care; an increase in confidence; a deepening of authenticity; feeling more connected within diverse social environments; acknowledging an explicit worldview expansion; a positive palpable emotional shift in awareness; an increase in perspective taking ability; developing an evolutionary approach to life; and creating enhanced clarity of purpose. The study concluded with suggestions to inform future applications of this curricular model to more rigorous and comprehensive research settings that would enable even more robust data. The findings of this dissertation, as well as those of future projects, will form building blocks for continually refined and potent approaches to facilitating truly transformative education.

published_or_final_version / Education / Master / Master of Arts in Education

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