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'Would training in how to observe young children improve the child care student's ability to make objective observations? Would training improve their ability to identify the areas of development as exemplified in their observations? Could a practical and usable slide set be developed for the teaching of observational techniques to the high school child care student? How could the improvement in observational techniques of the child care services student be evaluated? These questions were the bases for planning this study. Therefore, it was the purpose of this study to develop and test a teacher-made slide set, depicting children's behavior, to be used in training high school child care services students to objectively observe and record children's behavior, and to classify the children's behavior as to the area of development exemplified"--Introduction. / Typescript. / "March, 1976." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Mary Lee Hurt, Professor Directing Paper. / Includes bibliographical references (leaf 44).

This study used a survey designed to identify content areas for preservice orientation for child care workers agreed upon by the educational community and the directors in the "trenches" where application of knowledge and theory is crucial to the provision of quality day care. The survey, devised from a review of the literature, elicited information about six content areas: Child Development, Communication and Interpersonal Skills, Environment, Curriculum, Health and Safety, and Nutrition. Participants were 88 Early Childhood Educators (ECE) and Child Care Practitioners (CCP). It contained 30 items to be rated on a five point scale. The interval scale ranged from 1 Strongly Disagree to 5 Strongly Agree. The survey instrument was field tested and revised. The responses were analyzed to identify differences in the judgment of participants concerning the content areas for preservice orientation for child care workers. A demographic profile was constructed from the data. Additional participant comments indicated the concerns of time, depth of content, identification of staff backgrounds and affordability. Collectively, the results of this study identified significant differences in the judgment of ECE and CCP groups regarding the content areas for preservice orientation training. The hypotheses were measured using parametric statistical measures--the t-test and the Pearson correlation. Only in the Child Development component was there a significant difference between the two groups. Participants reported that this area was not considered important since the child care worker needed to have this skill prior to being hired. No significant difference was found between the two groups for the other components: Communication, Interpersonal Skills, Environment, Curriculum, Health and Safety and Nutrition. The correlations between years of employment and judgment concerning the content areas were not statistically significant. The correlation between the groups and the subscales were not statically significant. The results support the researcher's selection of content areas to be included in preservice orientation and her recommendation that a preservice orientation package be developed to provide assistance to center directors who are responsible for training. States' preservice orientation requirements recommend number of hours and content. This study provides a rationale for specific content agreed upon by eminent theorists and practitioners.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-12-13T11:37:47Z No. of bitstreams: 1 Everson Vagner de Lucena Santos.pdf: 2926796 bytes, checksum: 6cc9e91b01873a085fb4598211ccdd94 (MD5) / Made available in DSpace on 2016-12-13T11:37:47Z (GMT). No. of bitstreams: 1 Everson Vagner de Lucena Santos.pdf: 2926796 bytes, checksum: 6cc9e91b01873a085fb4598211ccdd94 (MD5) Previous issue date: 2016-06-16 / Medical training has been undergoing significant changes based on the new national curricular guidelines for the medical course, with emphasis on the insertion of the medical student in several scenarios that stimulate critical and reflexive formation, focusing on Primary Health Care. Considering this is a scenario of meaningful learning that fosters personal relationships, this research aimed at understanding the meanings attribuited to primary health care practices by medical students. This study was a qualitative research conducted at the Integrated Faculties of Patos, using the in-depth interview technique with medical students attending between the 1st and the 4th semester of course. The composition of the study population took into consideration a research participation invitation and a plurality of criteria, such as gender, age, place of origin, semester in progress, scholarship/financing, medical kinship, and previous graduation degree, totalizing 9 students who attended the theoretical saturation criterion. The interviews were conducted from December2015 to February 2016 and continually recorded in digital audio, lasting from 25 to 90 minutes. The research was approved by the Ethics Committee of the Catholic University of Santos and the interviews were carried out after clarification and signing of the Free and Informed Consent Form. The analytical interpretation was developed based on stages such as pre-analysis, exploitation of the material, treatment of results obtained, and interpretation. The selection of analytical categories was performed by means of anchoring the reading and the substrate, extracted from the empirical data, producing an understanding of the meaning attributed to contradictions, diversities, and tensions that were guided by the Theory of Meaning ful Learning developed by David Ausubel. The empirical data of the study identified the understanding of meanings attributed to the teaching-learning process in Primary Health Care and its practices for the professional dimension and within the scope of the individual's singularity. The findings showed the meanings in different scopes (teaching-learning, professional and personal training) are in agreement with the postulates of the egress profile published in the national curricular guidelines for medical courses, stating the importance of the insertion of the student in spaces of Primary Health Care of the Brazilian National Health System since the beginning of the course, because it is significant for the egress profile and also an indication of a change in medical training and practices in Brazil. / A formação médica vem sofrendo mudanças significativas com base nas novas diretrizes curriculares nacionais para o Curso de Medicina, com destaque à inserção do estudante de medicina em diversos cenários que estimulem a formação crítica e reflexiva, com ênfase na Atenção Primária à Saúde. Sendo este um cenário de aprendizagens significativas que fomenta as relações pessoais, esta pesquisa pretendeu compreender os significados atribuídos às práticas dos estudantes do Curso de Medicina de Patos-PB no eixo da Atenção Primária à Saúde. O estudo foi desenvolvido nas Faculdades Integradas de Patos e trata-se de uma pesquisa de abordagem qualitativa, por meio da técnica de entrevista em profundidade com estudantes do 1º ao 4º semestre do curso de medicina. A composição da população de estudo considerou a livre adesão do convite de participação da pesquisa e a pluralidade de critérios, tais como sexo, idade, local de procedência, período em curso, bolsista/financiamento, parentesco médico e presença de graduação prévia, tendo participado 9 estudantes obedecendo o critério de saturação teórica. As entrevistas foram realizadas de dezembro/2015 a fevereiro/2016 e foram gravadas em áudio digital de forma ininterrupta que duraram entre 25 minutos a 90 minutos. A investigação foi aprovada pelo Comitê de Ética em Pesquisa da Universidade Católica de Santos e as entrevistas só foram realizadas com esclarecimento e assinatura do Termo de Consentimento Livre e Esclarecido. O percurso analítico-interpretativo desdobrou-se nas etapas de pré-análise, exploração do material e tratamento dos resultados obtidos e interpretação. A eleição das categorias analíticas foram realizadas por meio da ancoragem da leitura e o substrato, extraído dos dados empíricos, produziu compreensão ao significado atribuído as contradições, diversidades e tensões que foram norteados pelo referencial teórico metodológico da Aprendizagem Significativa de David Ausubel. Os dados empíricos do estudo identificaram a compreensão de significados atribuídos ao processo de ensino-aprendizagem no eixo Atenção Primária à Saúde e das práticas da atenção primária à saúde para a dimensão profissional e no âmbito da singularidade do sujeito. Os achados do estudo que mostrou os significados nos diferentes âmbitos (ensino-aprendizagem, para formação profissional e pessoal) vão de encontro com os postulados do perfil de egresso publicado nas diretrizes curriculares nacionais para os cursos de graduação em medicina, ao constatar, preliminarmente, que a inserção do estudante desde o início da graduação nos espaços de Atenção Primária à Saúde no Sistema Único de Saúde é um passo importante, pois é significativo para o perfil de egresso que a mesma atribui e indicativo de mudança na formação e prática médica no Brasil.

Thesis (M.ED (Continuing care and Training)) --University of Limpopo, 2010. / This report describes the research conducted at Phuthanang Home Based Care in Mankweng Township in the Limpopo Province of South Africa. Mankweng constitute a mixture of both formal and informal settlements, both urban and rural settlements and is situated about 32 km to the east of Polokwane which is the provincial capital for Limpopo. The aim of the research was to investigate the challenges faced by Phuthanang Home Based Care (HBC) in providing care and training in Mankweng Township. Having established the challenges faced by Phuthanang Home Based Care the researcher intended to recommend possible solutions to these problems. In an attempt to meet the above mentioned aims; the following research questions were formulated: Main question: • What are the challenges faced by Phuthanang Home Based Care in providing care and training? The following sub questions were asked derived from the main question above: • What are the aims and objectives of Phuthanang Home Based Care? • What are the existing services and training programmes offered by caregivers at Phuthanang Home Based Care? • What are the experiences of caregivers in relation to training for Home Based Care? • What is the level of community participation in Phuthanang Home Based Care activities? Chapter two outlines the theoretical framework based on relevant literature on the subject under study. I also formulated assumptions about the challenges that could be facing home based care programmes; these include issues such as lack of funds, inadequate training and stigmatisation among others. In this chapter key concepts were defined and operationalised to suit this research and to avoid ambiguity in interpretation. Chapter three outlines the research methodology. It clearly explains the research design used, data collection and data analysis. This study was purely qualitative and took the form of a single case study design. This enabled a detailed and intensive study of the case as it exists in its natural setting. Data was collected according to two streams which are fieldwork and document analysis. In fieldwork the researcher used multiple data collection techniques which include open ended interviews with the Project Coordinator, Administrator and Caregivers. The other technique used was observations. A focus group interview with the Coordinator, Administrator and four caregivers was also employed during fieldwork. A data matrix was used in the analysis of data. Chapter four constitutes the presentation and analysis of findings of the study. In this chapter; I describe the setting of the organisation in terms of location, historical background as well as its aims and services rendered. It outlines the challenges encountered by Phuthanang Home Based Care in providing care and training based on the results from document analysis, interviews, observations and focus group interview with the Caregivers’, the Administrator and the Coordinator of Phuthanang Home Based Care. The findings will suggest recommendations that will help bolster the state of care giving, training, and improve the way care is rendered to people living with HIV/AIDS and other terminal illness. Chapter five presents my conclusions by outlining the challenges faced by Phuthanang Home Based Care in providing care and training. This chapter also presents recommendations that might contribute towards finding solutions to the problems faced by Phuthanang Home Based Care. After the recommendations I presented a section on reflections of the research process. In conclusion to this chapter I recommend further research on the challenges faced by home based care organisations which have an element of training in poor communities such as townships, informal settlements and rural areas.

Background: Worldwide one in twelve people are living with diabetes and one in two people do not know they have diabetes. Currently large numbers of the older people live in residential care homes in the UK, and up to one in four older people living in residential care homes present with diabetes. Low vision is one of the complications associated with diabetes in older people. In those aged 75 and over, one in five, and in those aged over 90, one in two people are affected by low vision and they are at an increased risk of developing other eye diseases. Within 20 years of diagnosis nearly all people with Type 1 and almost two thirds of people with Type 2 diabetes (60%) have some degree of diabetic retinopathy. Aims and Objectives: This study aimed to investigate the issues and problems faced by older people living in residential care homes with low vision and diabetes; to evaluate health professionals’ knowledge and understanding of the impact of low vision associated with diabetes in older people living in residential care homes; and to develop an educational toolkit which aimed to educate health care assistants about low vision and diabetes. Methods: This study is an exploratory investigation of older people living in residential care homes with low vision and diabetes. Adopting an open-ended qualitative approach using focus groups, interviews and a health professional’s survey, 116 participants were involved. These included GPs, ophthalmologists, nurses, optometrists, health care assistants and older people with low vision and diabetes. The data was analysed thematically. The educational toolkit was developed in the second part of this study, and 20 healthcare assistants were trained using this toolkit. Their knowledge was tested before the training, immediately after the training and one month after the initial training. Following Kirkpatrick’s model, the skills and practical use of the educational toolkit was assessed using an open-ended qualitative approach. Results: The results found that many older people and the health care assistants had the perception that low vision was a normal ageing process and could not be rectified. The study found that there was evidence to suggest that eye health was not considered to be a priority; instead, it was considered to be a natural part of the ageing process. The results found that 82% of the HCAs had not had any training in the area, and more than half of the nurses and GPs did not have sufficient knowledge of low vision and diabetes. After training, however, their knowledge was increased. This suggested that low vision and diabetes toolkit training could be used to educate healthcare assistants on a regular basis. The study also found that knowledge does decline over time, and therefore regular training for HCAs is required in order to maintain eye health and diabetes in older people, as well as improving their quality of life. Conclusion: In the research findings it was found that 50% to 70% of low vision was preventable or treatable if detected in its early stages and could be avoided by simply wearing appropriate spectacles, or possible surgery. However, in order to identify these 50% to 70% with low vision, everyone concerned should be able to recognise the signs and symptoms of preventable low vision, particularly health care assistants, as according to this study, health care assistants spent large amount of time in the residential care homes compared to the other health professionals.

Thirty-six family child care providers were divided into matched pairs, then randomly assigned to two treatment groups; catalyst and self-study. The purpose was to investigate how training affects quality of child care and to determine what provider characteristics interact with self-paced learning methods to change quality of care. The Family Day Care Rating Scale (Harms & Clifford, 1989) was used to rate quality of care. Three pretest and three posttest ratings were collected for each provider before and after a three-month treatment period. Ratings were collected from trained validators, from the providers as a self-rating, and from parents with children in care. An additional score was collected from providers regarding their perception of training method using a ten-item rating scale. There was a 38% attrition rate in the original sample resulting in a final sample size 8 Pp of 22. Results from this study suggest that at least two key criteria affect quality of care in family child care; (a) provider training in child-related areas and, (b) provider affiliation with family day care organizations. Providers not previously affiliated with a family day care association had a greater initial margin for improving their quality (E=9.21 p<.007) than affiliated providers. All providers improved their quality of care scores during the three month period. When asked to evaluate the training, all providers perceived their assigned training method as flexible and convenient. Providers in the catalyst training group rated two items significantly higher than self-study; the value of new information (E=11.30 p<.003), and the degree of personal growth experienced (F=9.28, p<.007). Parents differed from both validators and providers in their evaluation of the provider’s child care environment. This suggests that parents are not fully aware of either the components of quality child care or the daily operations in the home of their own family child care provider. / Ph. D.

Thesis (MPhil)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: At the core of clinical education, within the allied health professions, is the teaching-learning relationship between the clinical educator and the student which is reinforced by and grounded in the explanatory theories of socio-constructivism, experiential learning and positioning. A good teaching-learning relationship is fundamental to the success of the students’ learning in the clinical environment. Clinical educators fulfil a dual role as mentors and assessors to students. The purpose of this study is to explore the students’ and clinical educators’ perceptions of the dual role of a clinical educator of students in the physiotherapy clinical environment, and how the perceptions of both parties influence the teaching-learning relationship. By following a phenomenological qualitative research approach with an interpretivist paradigm the researcher obtained data from focus groups and individual interviews. Data analysis involved a contextualised interpretive content analysis paradigm. The perceptions of the participants in the teaching-learning relationship, their particular expectations, challenges and preferences, reflect their experiences and are presented in the findings of the study. The findings of this study are comprehensively discussed and recommendations are made to transform the teaching-learning relationship by repositioning the participants (both students and clinical educators) in order to enhance the quality of the clinical learning experience within the physiotherapy clinical environment. / AFRIKAANSE OPSOMMING: Die onderrig-leerproses-verhouding tussen die kliniese dosent en die student vorm die kern van kliniese onderrig, ondersteun deur en op grond van die verduidelikende teorieë van sosiale konstruktivisme, leerervaring en posisionering, vir verwante gesondheidsberoepe. Die onderrigleerproses- verhouding word daarom beskou as die grondslag vir die sukses van leergeleenthede, aangesien die kwalitiet van die verhouding deurslagggewend is om studente se leerproses in die kliniese omgewing te ondersteun. Kliniese dosente speel ‘n dubbele rol as mentors en assessore vir studente. Die doel van die studie is om studente en kliniese dosente se sienings van die dubbele rol van ‘n kliniese dosent van studente binne die kliniese onderrigveld van fisioterapie in die kliniese omgewing te ondersoek, asook hoe die persepsies van albei partye die onderigleerproses- verhouding beinvloed. Die data word verkry van fokusgroepe en individuele onderhoude deur ‘n fenomenologiese kwalitatiewe navorsingsbenadering met ‘n interpreterende paradigma te volg. Die data is ontleed volgens ‘n kontekstuele interpreterende inhoudsontledingsproses. Die persepsies van die deelnemers aan die onderrig-leerprosesverhouding, hul spesifieke verwagtinge, uitdagings en voorkeure as drie breë temas van hierdie tesis, weerspieël hul ervarings en word weergegee in die bevindings van die studie. Die navorsing bespreek hierdie bevindings en doen regstellende aanbevelings oor die bevindings. Hierdeur kan die onderrig-leerproses-verhouding, deur herposisionering van albei partye (studente sowel as kliniese dosente), getransformeer word en die gehalte van die kliniese leerervaring in die fisioterapeutiese kliniese omgewing verbeter word.

Health provider student characteristics and professional program were evaluated as predictors of attitudes toward inter-professional (IP) teams. Sixteen months after completing a self-report battery of demographic and non-ability trait measures, participants completed a second survey (N = 213), assessing components of attitudes toward IP teams. Non-ability traits showed comparable within-program predictive validities for affective reactions toward IP behavior. Additionally, results indicated the incremental predictive validity of trait Dominance and Motivational Inter-professional Team Intelligence, over professional program, for IP attitudes and affective reactions toward IP behavior, respectively. The independent, relative, and joint roles of non-ability individual differences and professional program as determinants of IP training outcomes are discussed.

M.A. / A number of recent variables have influenced the professionalisation of the child and youth care discipline in South Africa. These variables have had a direct impact on the training of child and youth care practitioners. The first variable is the establishment of the National Qualifications Framework, the National Qualification Authority and the focus on lifelong learning possibilities as well as competency-based training. The second variable is the establishment of the Inter-Ministerial Committee on Young People at Risk (IMC) and the accompanying transformation of the South African child and youth care system. The third variable is the transformation of the Interim Council for Social Work with the associated recognition of Child and Youth Care as an independent discipline. The fourth variable is the ratification of the United Nations Convention on the Rights of the Child by South Africa in 1995 in which certain rights of children are recognised. The fifth variable is the knowledge that South African children have special protection under the South African Constitution. The sixth variable is the Africanisation of the profession in South Africa. These variables have stressed the importance of compiling a competency-based framework for the training of child and youth care practitioners in South Africa that embraces all these variables. Child and Youth Care is a phenomenon that is quite unfamiliar as an independent discipline in South Africa, and therefore the researcher chose a qualitative paradigm that is exploratory, descriptive, contextual and phenomenological to develop a competency-based framework for the training of Child and Youth Care practitioners in South Africa. The empirical research included phenomenological interviews with child and youth care trainers and a focus group interview with child and youth care practitioners. Literature was consulted in two stages, namely at the beginning to pose the problem and at the conclusion of the research to compare and contrast the findings (Cresswell, 1994:24). The four criteria to ensure trustworthiness are credibility, transferability, dependability and confirmability. The criteria to obtain this included the triangulation of various methods of data collection and by confirming results with respondents. Detailed descriptions were done to enhance the study's chance of being replicated in another setting. The services of an external coder were utilised. A detailed protocol for data collection is provided. The categories that emerged from the research were compared with literature and used to compile a competencybased framework for the training of Child and Youth Care Practitioners in South Africa.