Workplace violence (WPV) is ranked as one of the leading causes of occupational injury in the United States and is common in health settings. Nurses have the highest rate of violent victimization reported in the U.S., thus presenting a significant issue for healthcare leaders. Various researchers focus on prevalence rates of WPV among nurses discussing types of violence, location, and the setting where the WPV occurred. Less information exists regarding time taken off work and factors associated with WPV among nurses versus nursing assistants (NAs). This information is important due to the impact on safe work environments for nursing employees. The research questions for the study examined the prevalence of WPV and time taken off work among nurses compared to NAs. The study employed a retrospective secondary analysis of data collected by the Bureau of Labor Statistics, from 2011 to 2014, of nurses and NAs in the State of Texas. Multivariate analysis, partial correlation statistical test, and partition of the sum of squares (ANOVA) determined that NAs experienced more incidents of WPV and spent more time away from work due to injuries than nurses. The study was limited because the data did not provide clear indications of environmental factors that led to the injuries, nor did data related to the culture of the working environments and injuries exist. A recommendation for future research is evaluation of the impact of WPV on productivity, patient safety, and quality of care when nurses continue to work or return to work after experiencing WPV. Results of the study reveal the differences in injuries between the two groups and factors impacting the injuries. This information is important for social change as healthcare leaders evaluate opportunities to create a safe working environment for their staff and provide additional resources for nurses to prevent WPV incidents.

This study examines aspects of how dental therapy began and developed, since it was introduced as one of the first public health occupations in New Zealand, in 1921. Dental therapy began as dental nursing, and was introduced by visionary dentists in order to treat widespread dental disease within the New Zealand population. The occupation gained international recognition. Dental nurses performed their tasks under the direct supervision and direction of a public health dentist and the occupation was restricted to females and child-patients. Investigating issues that have influenced the development of dental therapy is critical in today�s climate. Background research in the thesis reveals an interplay of issues relating to gender, professional development and measures of how successful the occupation has been in relation to oral health need. The latter is particularly questionable for our indigenous people in New Zealand. How has the role of the dental therapist in New Zealand been utilised? Has the delivery of care been based on sound knowledge and dental need? Has the role progressed in order to provide effective and appropriate care within a publicly funded system? These issues are important issues, particularly when New Zealand�s dental therapy profession becomes one of the many health professions that will be affected by the new Health Practitioners Competence Assurance Act when it is implented over the following year. In order to improve oral health for the population, it is vital that the dental therapist is appropriately and effectively utilised. How oral health workers perceive the past role and future role in achieving oral health gain is investigated in this study by using interviews and postal surveys, and the results are discussed. The findings show that the dental therapist has not always been utilised and developed using sound epidemiological evidence. Elements of professional protection by the dental profession coupled with depleted health funding rather than dental need have appeared as driving factors. Furthermore, the dental therapy profession has remained in a sub-ordinate role to the dental profession. The findings of this study show that a large number of the current dental therapy workforce do not feel that they are ready to provide dental care autonomously. Information in the thesis argues that past legislation and subordination to the dental profession has largely affected the development of dental therapy, and whether this has always assisted in improving oral health for the New Zealand population is questioned in this work. With a depleted number in the workforce, the role has become focussed on a reparative form of care, not one that promotes and improves oral health. This is not acceptable in a publicly funded system. Implementing changes to the dental therapy role must be undertaken, but undertaken with caution and based on progressive health-promoting ideology.

The purpose of this study was to investigate Peer Collaborative Mentoring (PCM) as a professional development model for international graduate teaching assistants at an American university. Data were gathered from interviews and observations of three American peer mentors (Intracultural Peer Mentors/IAPMs), five Chinese Graduate Teaching Assistants (Intercultural Peer Mentors/IEPMs), and 130 undergraduate students who were enrolled in an introductory course in chemistry from the IEPMs. Six categories were identified through an analysis of the data: (1) IAPM socialization; (2) dynamics of PCM; (3) gender; (4) language; (5) phases; and (6) benefits of the PCM process. Data in the categories were analyzed using two forms of triangulation: (1) investigative and (2) data source. The results of the study indicate that PCM is a developmental process in which participants (IEPMs and IAPMs) move through four phases (Induction, Empowerment through Collaboration, Reduction, and Termination) employing the concepts of reciprocity, mutuality, parity and cultural sensitivity. Providing this type of support system gave the IEPMs and IAPMs an opportunity to develop a learning community through the PCM process. During the study, the two groups of participants acted as cultural mediators for one another and for the students. The purpose of the mediation was to assist all participants in developing their cross-cultural skills and resolve issues that were germane to the quality of the teaching environment and the professional development of the IEPMs and IAPMs. The study provides a new mentoring model for teaching faculty that is responsive to professional development and cross-cultural communication skills. The model supports an environment where isolation and dissonance are minimized and collaboration and cultural sensitivity are encouraged. / Graduation date: 1992

Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages of devaluation and hierarchical divisions can make teacher assistants cognizant of "their place" in the school. Additionally, a perceived lack of educational and behaviour management strategies can exacerbate feelings of insecurity and, or, incompetence. It is essential that teacher assistants receive the necessary training, professional development, and opportunities for collegiality to become effective educational partners. An "empowering" environment for teacher assistants respects the needs of adult learners and employs mentoring qualities for on-the-job training. Finally, an empowering environment provides a safe learning climate through transformational practice. The metamorphosis into increased learning and appropriate risk-taking evident in teacher assistants can enhance the lives of students with diverse learning needs. In this study, six teacher assistants from a rural southern Alberta school district were interviewed to identify and explore factors in an "empowering" work environment that may positively contribute to individuals becoming effective, committed teacher assistants. / ix, 138 leaves ; 28 cm.

This research study documents the perceptions of Manitoba teachers working with educational assistants as schools comply with the Appropriate Educational Programming Amendment to the Public Schools Act (Manitoba Education, Citizenship and Youth, 2005). Eight teachers who work with educational assistants in rural and urban Manitoba were asked about four aspects of this emerging role: (i) What are their experiences working with educational assistants in the classroom (what roles do they perceive educational assistants to perform), (ii) the competencies they think they need for their work, (iii) how they have been prepared for this responsibility, and (iv) how they think teachers should or could be (better) prepared for their work with educational assistants. The study invited four novice teachers (less than two years of teaching experience) and four veteran teachers (more than 10 years of teaching experience) to participate in one-on-one face-to-face interviews. Open-ended questions based in current research prompted the participants to reflect on their own practice. The study reveals some of the perceived issues teachers report as challenges in their changing role to meet new legislative mandates. It examines the need to introduce collaboration with educational assistants during pre-service training and access to professional in-service learning opportunities to facilitate teachers understanding of the role of educational assistants in Manitoba schools. The study also reveals some of the competencies required for managing the activities of educational assistants.

The purpose of this study was to provide prospective recreation graduate assistants recommendations how to write clear and concise resumes that would help them earn a graduate assistantship. After reviewing the literature, three categories of resume development were identified as important in evaluating what graduate assistants will need to include in a resume that would attract recreation professionals' attention during the selection process. The categories included demographic information, resume content components, and general information. No prior research existed for recreation graduate assistant resume content.The researcher created a survey based on three categories. The survey was a descriptive study using data derived from the participants' completed survey. Participants for this study (N=3 72) were recreation professionals who worked at National Intramural Recreational Sports Association (NIRSA) affiliated schools and were directly responsible for the selecting and evaluating of graduate assistants. Research findings revealed that 70% of the participants viewed the resume as the most essential piece of written application materials. Participants consistently viewed practical experiences including professional publications written, professional conferences attended and internships as important aspects to include in a resume. This research also concluded that, due to graduate school requirements, current academic information such as major field of study, internship experience, and type of degree earned were highly rated as essential or very important pieces to include on a resume. Personal information such as a candidate's characteristics were consistently viewed as somewhat important or of no value to recreation professionals. / School of Physical Education

This research study documents the perceptions of Manitoba teachers working with educational assistants as schools comply with the Appropriate Educational Programming Amendment to the Public Schools Act (Manitoba Education, Citizenship and Youth, 2005). Eight teachers who work with educational assistants in rural and urban Manitoba were asked about four aspects of this emerging role: (i) What are their experiences working with educational assistants in the classroom (what roles do they perceive educational assistants to perform), (ii) the competencies they think they need for their work, (iii) how they have been prepared for this responsibility, and (iv) how they think teachers should or could be (better) prepared for their work with educational assistants. The study invited four novice teachers (less than two years of teaching experience) and four veteran teachers (more than 10 years of teaching experience) to participate in one-on-one face-to-face interviews. Open-ended questions based in current research prompted the participants to reflect on their own practice. The study reveals some of the perceived issues teachers report as challenges in their changing role to meet new legislative mandates. It examines the need to introduce collaboration with educational assistants during pre-service training and access to professional in-service learning opportunities to facilitate teachers understanding of the role of educational assistants in Manitoba schools. The study also reveals some of the competencies required for managing the activities of educational assistants.

Introduction: As jobdemands in the healthcare system increases, one of the main protective factors involves support within the work environment. Limited knowledge exists about the work environment of nurse assistants and their well-being at work. A relatively small number of studies on this topic in the Nordic countries, and their results indicate high job demands and risk for negative health outcomes. Purpose:This study aimed to investigate nurse assistants’ perception of job demands, the servant leadership of their next superior, job satisfaction, symptoms of emotional exhaustion, and physical well-being at work. It wasalso investigatedwhether perception of servant leadership of their next superior related to job satisfaction and symptoms of emotional exhaustion.Methods: Questionnaires sent to all nurse assistants with registered email addresses at the Icelandic Nurse Assistants Association yielded 588 participants (49% response rate). A new Dutch inventory on servant leadership (SLI) was used to measure perception of servant leadership in nursing; additional questions explored work environment, demands, control and support at work, symptoms of burnout, and job satisfaction. To answer the research questions, a cross-sectional descriptive designwas used Results:The majority of participants experienced high job demands and reported on control and support at work. Despite high levels of burnout, the majority of nurse assistants weresatisfied at work. Servant leadership was practicedsomewhat within nurse assistant’s workplaces. The correlation between perception of servant leadership, job satisfaction, and emotional exhaustion was significant for all SLI sub-factors except courage, and the strongest correlation was for empowerment, humility, and stewardship as sub-factors of servant leadership.Conclusion:This study highlights supportive factors within the work environment, particularly regarding the leadership-empowering role of servant leadership in nursing. Results showhow thissupportis related to nurse assistants ́ well-being at work andsuggeststhat servant leadership can support health promotion within the work environment of nurse assistants. These findings are valuable for nurse assistants, nurse managersand leadershipin the health care system, thus contributingto public health / <p>ISBN 978-91-86739-28-7</p>

This study examines aspects of how dental therapy began and developed, since it was introduced as one of the first public health occupations in New Zealand, in 1921. Dental therapy began as dental nursing, and was introduced by visionary dentists in order to treat widespread dental disease within the New Zealand population. The occupation gained international recognition. Dental nurses performed their tasks under the direct supervision and direction of a public health dentist and the occupation was restricted to females and child-patients. Investigating issues that have influenced the development of dental therapy is critical in today�s climate. Background research in the thesis reveals an interplay of issues relating to gender, professional development and measures of how successful the occupation has been in relation to oral health need. The latter is particularly questionable for our indigenous people in New Zealand. How has the role of the dental therapist in New Zealand been utilised? Has the delivery of care been based on sound knowledge and dental need? Has the role progressed in order to provide effective and appropriate care within a publicly funded system? These issues are important issues, particularly when New Zealand�s dental therapy profession becomes one of the many health professions that will be affected by the new Health Practitioners Competence Assurance Act when it is implented over the following year. In order to improve oral health for the population, it is vital that the dental therapist is appropriately and effectively utilised. How oral health workers perceive the past role and future role in achieving oral health gain is investigated in this study by using interviews and postal surveys, and the results are discussed. The findings show that the dental therapist has not always been utilised and developed using sound epidemiological evidence. Elements of professional protection by the dental profession coupled with depleted health funding rather than dental need have appeared as driving factors. Furthermore, the dental therapy profession has remained in a sub-ordinate role to the dental profession. The findings of this study show that a large number of the current dental therapy workforce do not feel that they are ready to provide dental care autonomously. Information in the thesis argues that past legislation and subordination to the dental profession has largely affected the development of dental therapy, and whether this has always assisted in improving oral health for the New Zealand population is questioned in this work. With a depleted number in the workforce, the role has become focussed on a reparative form of care, not one that promotes and improves oral health. This is not acceptable in a publicly funded system. Implementing changes to the dental therapy role must be undertaken, but undertaken with caution and based on progressive health-promoting ideology.

Thesis (MEd) -- University of South Australia, 1994