The dissertation focuses on understanding the mothering experience of three internal organizational development consultant/managers who perceive that their experience informed their professional functioning. The questions that guided the study were: (a) What is the mothering experience of the internal organizational development consultant/manager who perceives that her experience informed her professional functioning? and (b) How does the mothering experience inform the professional functioning of the internal organizational development consultant/manager? A case study method using the grounded theory method of data analysis produced three narratives that suggested how the mothering experience influenced consulting and managerial functioning. Three themes emerged; namely: "being fully present," "protecting by fighting for trust and safety / Ph. D.

Thesis advisor: Joseph O'Keefe / Effective instructional leadership is central to principal practice. Thus, the Massachusetts Model System for Educator Evaluation (MMSEE) mandates that all principals demonstrate proficiency in instructional leadership to be considered proficient overall. Given this mandate, it is imperative that central office administrators (COAs) support principals in this regard. Accordingly, this qualitative single case study examined how COAs in one Massachusetts district supported principals’ instructional leadership. Analyses of documents and semi-structured interview data found that COAs supported principals’ instructional leadership through professional development for supervising and evaluating teachers, preparation of school improvement plans, and increased staffing of assistant principals and academic coaches. However, principals reported interim feedback and summative evaluations as not supporting their growth as instructional leaders. To address this gap in support with instructional leadership, recommendations included assigning additional COAs to evaluate principals for consistent and targeted feedback, reviewing MMSEE performance expectations with principals, and including principal voice in the district decision-making process. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The aim of this research was to compare the pain experience of cardiac surgical patients who attended the Acute Pain Service (APS) education program with cardiac surgical patients who did not attend the APS. The participants of both groups, pain levels, consumption of total analgesia, anxiety levels, satisfaction with pain management, ratios of self-administered bolus doses and failed attempts on Patient Controlled Analgesia (PCA) device and their length of hospital stay were compared. The findings indicated no statistical significant differences between the two groups being investigated in relation to pain levels, total analgesia consumed, anxiety levels, satisfaction with pain management, total demands and delivery attempts on the PCA and their length of hospital stay. The clinical mplications are significant. The preoperative pain management education program provided by APS clinical nurses for cardiac surgical patients does not have the positive outcomes expected.

Primary care within the United States’ health care system is evolving to address increases in chronic conditions across the lifespan that impact individuals’ daily lives, and the health care system’s performance and cost. Even as interprofessional primary care teams aim to manage a large majority of health needs over time, these teams often lack the skilled professionals necessary to address function in daily life. Occupational therapy’s distinct value as experts in evaluation and intervention for health-related occupational development, adaptation, prevention and management can address this problem. However, continued education and additional tools are necessary in order for occupational therapists to increase their knowledge of the profession’s role in primary care, increase self-efficacy in promoting occupational therapy to stakeholders, and increase self-efficacy to utilize resources for research and establishing occupational therapy in primary care settings. The proposed online course "Occupational Therapy in Primary Care: What, Why, Where, & How?" is specifically targeted to occupational therapists to addresses these outcomes. Theoretical and historical evaluation of occupational therapy in primary care in the United States and Canada supports understanding the problem and mechanisms that can help navigate efforts to include occupational therapy in primary care. Diffusion of Innovations and Adult Learning Theory guide the course’s two-phases of development and dissemination. This project is a timely contribution to the emerging area of occupational therapy in primary care that supports the Institute for Health Care Improvements’ (IHI) Triple Aim to improve the individual experience of care, health of populations and reduce per capita cost of care.

The purpose of patient education is to provide patients and their families with the tools needed to care for themselves after discharge from the hospital, but shortened hospital stays, limited health literacy, language, and age can impede the patient's comprehension of the information provided. Researchers have found that the lack of effective patient education is related to 30-day hospital readmissions. The Power of 3 educational tool, designed by Sanchez and Cooknell, addressed the factors that impeded effective patient teaching by using the adult learning theory and low health literacy concepts. The Power of 3 was implemented as a quality improvement project in the Total Joint Center in October 2014. The purpose of this project was to assess the effect of an adult learning-based educational tool on the readmission rates for venous thrombus embolism and infection and on the effect on mobility in total joint surgery patients. This goal was accomplished by performing a retrospective chart review on 90 randomized patients, 45 before and 45 after implementation. The Power of 3 demonstrated a statistically significant change in the length of time a patient remained out of bed on the day of surgery after implementing the educational tool (0.75 hours vs. 1.514 hours, p = 0.0182, CI 95%). In addition, the number of patients that nursing staff documented who were out of bed was also statistically significant on the day of surgery (12 patients vs. 24, p = 0.0461, CI 95%). This educational tool can facilitate patient teaching by addressing language and educational barriers between patients and health care workers.

Introduction: The purpose of this study was to improve family members' transfer from Intensive Care. A structured pre-transfer educational method of patient transfer was introduced and evaluated. Background of the study: Many studies have documented the needs of family members whilst in intensive care units (ICU) but few have evaluated interventions to support meeting these needs. No studies have documented 'uncertainty in illness' levels of family members around transfer from ICU or the relationship between uncertainty and anxiety. Method: The study used a quasi-experimental pre-test, post-test non-equivalent control group design based on the General System Theory (von Bertalanffy, 1972). There were four phases to the study with the intervention grounded in Knowles' Adult Learning Theory (1980). Family members of patients in an ICU were purposively allocated to a control(n = 80) and intervention group (n = 82). A pre-test, post-test strategy was used with data from the control group collected first and once completed, the intervention was introduced into the ICU. The intervention group data were then collected using the same data collection tools. The intervention group experienced a transfer method designed to improve communication with the bedside nurse in ICU whereas the control group received existing ad hoc transfer methods. Participants were surveyed before and after transfer using Spielberger et al.'s state anxiety inventory and Mishel's 'uncertainty in illness' scale. Demographic data were collected for both patients and family members together with family members' satisfaction with the transfer process they experienced. At the completion of the study, intensive care nurses (n = 40) were surveyed to assess their perception of the efficacy of the intervention. Results: Three factors were found to significantly affect levels of 'uncertainty in illness' and these included state anxiety scores (F = 50.9, p < .000), the relationship of the family member to the patient (F = 2.9, p = .022), and the unexpected nature of the admission (F = 23.09, p < .000). These factors accounted for 33% of the variance of 'uncertainty in illness' scores. State anxiety levels were significantly affected by the degree of family social support (F = 10.0, p = .002) and uncertainty as previously mentioned. State anxiety reduced significantly following transfer for both groups and 'uncertainty in illness' reduced significantly for the intervention group (t = 2.21, p = .03).When controlled for pre-transfer levels, however, there was no significant reduction in the intervention group when compared with the control group.' Uncertainty in illness' for the intervention group reduced, however, whereas scores for the control group did not. The intervention group experienced significantly higher levels of satisfaction with transfer (Z = -2.43, p = .015) and felt significantly better prepared for transfer(Z = -3.26, p = .001) than did the control group. The vast majority of ICU nurses(90.6%) thought the intervention provided a useful framework for discussing the patient's condition with family members and 94% thought it should be introduced for all transfers from ICU. Conclusions: Uncertainty is significantly related to state anxiety in this sample. Previous research suggests that individual's coping ability is affected by both anxiety and' uncertainty in illness' which limit their adaptation to the new ward situation. This results in relationship disturbances and psychological distress (Mishel, 1981)at a time when patients rely on family support. The intervention reduced uncertainty and improved family members' satisfaction with the transfer process by improved communication between family members and ICU nurses. The intervention was fully endorsed and supported by ICU nurses who recommended its introduction for all future transfers.

Thesis (M.A.)--Miami University, Dept. of Communication, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 43-45).

abstract: To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner. The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, content, and process of professional development programs and examined how teachers applied new knowledge, concepts, and skills offered in professional development training. A case study design was used to gather focus group data from a critical case sample of 6 elementary teachers who were participating in PD training or who had participated in PD within the past 3 years. Emergent themes were identified from the data. Findings were developed and validated with member checking. The findings indicated that these 6 teachers desired more involvement in planning relevant PD, greater time allocated to collaborative activities, and more grade-level customized programming. Implications for positive social change include improved district professional development opportunities that align with best teaching practices for effective student instruction and increased student achievement.

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