There are two major purposes of this study. One purpose is to provide faculty, administrators, and advisory committees of the Human Services program at Clackamas Community College (CCC) with information for use in recruitment and curriculum planning. The other purpose is to fulfill practicum credit requirements of the Master of Social Work program at Portland State University. The four chapters of this practicum cover background information about Associate of Arts (AA) programs and CCC, the review of the literature, the empirical research, and implications of the study for the CCC Human Services Department.

Career technical education plays an important part in the mission of community colleges – providing educational opportunities needed by members of their communities. Career technical programs prepare students for entry into the workforce. Accountability standards for career technical programs, from local, state, and federal bodies, monitor placement of career technical graduates in jobs related to their field of study. To help these students become more competitive in the job market, curricula are being aligned with national certifications to help students graduate from career technical programs with stackable credentials. Stackable credentials refer to the idea of “stacking” degrees, certifications, and credentials along the way to an education in a particular field of study. Some of these credentials can be costly, though, requiring career technical program administrators to question whether implementing this stackable credential structure is truly beneficial for the students. The purpose of this study was to examine survey results of industry representatives who serve on advisory committees for career technical programs at a rural community college to ascertain whether earning stackable credentials in career technical programs at a rural community college does increase opportunities for employment. Data were obtained from an Industry Input Survey conducted at a rural community college. Descriptive statistics were used for data analysis. Results of this study indicate that while entry-level employment requirements focus more on a high-school diploma or high school equivalency exam and an earned Associate of Applied Science degree, the majority of participants did indicate that holding a national certification would give a potential employee hiring preferences. Results of the analysis are presented in narrative and table form. Conclusions and recommendations for future research follow discussion of analysis.

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Bakgrund Enligt Socialstyrelsen ska all omvårdnad av personer med demenssjukdom bedrivas personcentrerat. En stor del av denna omvårdnad sker i privata och kommunala särskilda boenden. Levnadsberättelsen för personer med demenssjukdom beskrivs som ett viktigt verktyg i den personcentrerade omvårdnaden. Syfte Syftet med studien är att beskriva undersköterskans erfarenheter av arbetet med levnadsberättelser i omvårdnaden av personer med demenssjukdom på särskilt boende. Metod Kvalitativ intervjustudie med tematisk analys. Semistrukturerade intervjuer genomförde med fyra undersköterskor som arbetade på särskilt boende för personer med demenssjukdom. Resultat Resultatet i föreliggande studie presenteras i form av tre huvudteman och sex underteman. Huvudtemana som presenteras är;  ”Stöd för personcentrering” som handlar om undersköterskans erfarenhet av att använda levnadsberättelsen som ett sätt att lättare utforma omvårdnaden på ett personcentrerat sätt. ”Att förstå människan bakom berättelsen” som handlar om undersköterskans erfarenhet av att genom levnadsberättelsen lättare kunna tolka och förstå reaktioner och beteenden hos den demenssjuke. ”Någon annans berättelse” som berör undersköterskans erfarenhet av att det är någon annan än den demenssjuke som styrt innehållet i levnadsberättelsen.  Slutsatser De slutsatser som dras av denna studie är att levnadsberättelsen är en grundpelare för personcentrerad omvårdnad. Levnadsberättelsen måste betraktas som och användas som ett levande dokument. Rutinerna för insamlande och revidering av levnadsberättelsen måste utvecklas. Levnadsberättelsen kan underlätta men aldrig ersätta relationsbyggandet mellan den demenssjuka personen och vårdaren. / Background The Swedish National Board of Health and Welfare states that all caring for people with dementia shall be done with a person-centered approach. A large amount of this care takes its place in private and community nursing homes. Using life stories for people with dementia is described as an important tool for person-centred care.  Aim The aim of this study is to describe the associate nurses' experience of life story work in caring for people with dementia in nursing homes.  Method Qualitative interview study with thematic analysis. Semi-structured interviews were conducted with four associate nurses working in a nursing home for people with dementia.  Results The result of the present study is presented in three main themes and six subthemes. The man themes presented is: “A support for person-centredness” which deals with the associate nurse’s experience of using the life story as a way to make the caring more personcentered. “To understand the person behind the story” which deals with the associate nurse’s experience of using the life story to easier interpretet and understand reactions and behaviours of the person with dementia. ”Someone else’s story” Which delas with the experience of the associate nurse that there is someone other than the person with dementia that have controlled the content of the life story.  Conclusions The conclusions drawn by this study is that the life story is a cornerstone in person-centered care. The life story must be looked upon and used as a living document. The routines for collection and revision of life stories need further development. The life story can help but never replace the building of relationships between the person with dementia and the carer.

Public community colleges enroll a high percentage of high risk students. The majority of these students dropout of college. At Gloucester County College, New Jersey of 718 entering students in the Fall of 1988 only 196 or 27% completed requirements for a certificate or two year associate degree after six semesters. In an effort to increase the success of entering students, Gloucester County College gave each student a state mandated placement examination in Reading Comprehension, English Composition, and Mathematics Computation and placed those students who failed the exams in pre-collegiate developmental courses hoping thereby to prepare them for regular collegiate level work. In this study, the possible effects of 19 variables on the students’ academic progress toward program completion were examined. These included: personal and education attributes of the students, characteristics of the high schools from which they were graduated, their scores on entry level tests of basic skills, and their performance in remedial, developmental, and regular collegiate level classes. In general, high risk students were more likely to drop out of Gloucester County College regardless of their initial placement in regular, developmental, or remedial courses. On basis of this study, it remains unclear whether or not remedial courses promoted program completion. It is clear, however, that students who were assigned to pre-collegiate level courses dropped out sooner than other students, earned fewer credits, and with lower QCAs when doing so, and rarely persisted through graduation. Yet, on basis of entry level test scores alone, as many as 20% of those who failed one or more tests were graduated and an additional 16% were still persisting after six semesters. / Ed. D.

The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.