Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia By Yousef Aldabayan (Under the Direction of Dr. Lynda T. Goodfellow) ABSTRACT Background: Student behavioral characteristics are perceived to be crucial factors in developing and nurturing desirable qualities of future professionals. Similar to how respiratory therapy (RT) clinical instructors (CIs) are expected to possess great teaching skills, it is significant to determine the effective student behavioral characteristics among RT students in order to identify what motivates them and what qualities influence their clinical success in relation to the perceptions of RT CIs. PURPOSE: The aim of this study was to identify and acknowledge the effective behavioral characteristics of RT students based on what the RT CIs in the State of Georgia perceive to be most and least important. METHODS: A descriptive survey was used to collect data. The survey was modified and later emailed to all RT CIs and registered proactive members of the American Association for Respiratory Care (AARC), according to their website. The descriptive survey was composed of four main domains, including professional competence, relationship with the CI, personal attributes, and the perceptions of CIs and its role in their motivation to teach. Forty-one behavioral characteristics were revealed on a five-point Likert scale based on importance. RESULTS: One hundred eighty-four responses were received out of the eight hundred surveys emailed to the CIs, with a response rate of 23%. Most of the respondents specified a bachelor degree as their highest degree. From the list of student behavioral characteristics, “Show genuine interest in patients and their care” in clinical was perceived as the most important student behavioral characteristic (M 4.67, S.D ± .57). However, the RT students’ need to “be honest and direct to the CIs” was determined to be the most important behavioral characteristic (M 4.40, S.D ±0.70). In addition, to “demonstrate effective communications skills” was determined as the most important characteristic in the personal attributes domain (M 4.5, S.D ±0.56). Lastly, the “CIs stay motivated to teach and assist students when faced with acceptable student behaviors” was the most important domain of CIs’ perceptions of student behavioral characteristic that motivates them to teach, (M 4.38, S.D ±0.67). CONCLUSION: RT CIs from the list of active AARC members agreed that showing genuine interest in patients and their care was the most effective student behavioral characteristic among RT students in the State of Georgia. According to these findings, it is highly suggested that RT clinical students should work hard in improving their behaviors and attitudes toward their CIs to increase their motivation in achieving their goals in clinical learning.

abstract: In many biological research studies, including speech analysis, clinical research, and prediction studies, the validity of the study is dependent on the effectiveness of the training data set to represent the target population. For example, in speech analysis, if one is performing emotion classification based on speech, the performance of the classifier is mainly dependent on the number and quality of the training data set. For small sample sizes and unbalanced data, classifiers developed in this context may be focusing on the differences in the training data set rather than emotion (e.g., focusing on gender, age, and dialect). This thesis evaluates several sampling methods and a non-parametric approach to sample sizes required to minimize the effect of these nuisance variables on classification performance. This work specifically focused on speech analysis applications, and hence the work was done with speech features like Mel-Frequency Cepstral Coefficients (MFCC) and Filter Bank Cepstral Coefficients (FBCC). The non-parametric divergence (D_p divergence) measure was used to study the difference between different sampling schemes (Stratified and Multistage sampling) and the changes due to the sentence types in the sampling set for the process. / Dissertation/Thesis / Masters Thesis Electrical Engineering 2020

This is a retrospective study utilizing data complied over the past two years during the formative assessment process by the University of South Florida (USF) Department of Communication Sciences and Disorders (CSD) in the development of the new audiology clinical doctoral (Au.D.) program. Final adoption of the new certification standards in audiology was received in 1997 and several Au.D. programs have been implemented since that time. This study responds to the requirements of appropriate assessment and documentation of clinical skill acquisition across the academic and clinical training program. The purpose of this review was to complete a qualitative analysis of the data gathered previously to determine indicators of clinical competency specific to the USF Au.D. program. This study focused on determining minimal knowledge and clinical skills that should be acquired at the end of the second and third years relative to competencies outlined in Standard IV-D: Evaluation and Standard IV-E: Treatment. Expectations relative to skills that audiology students should possess at designated points in the educational process are pertinent to developing effective tools for assessing clinical performance. Two focus group discussion sessions were held. One group included USF audiology academic and clinical faculty and the other group was composed of external practicing audiologists who provide supervision for audiology students in extern assignments. Participation was on a voluntary basis and anonymity was maintained. A guided discussion format was followed to obtain information about their expectations for student clinical competency levels at the end of the second and third years of study. The analysis of the data set included a review and summary of comments and ratings completed by the participants. The summary provided a highlight of key points, trends, and similarities/differences in the ratings provided by the two groups.

Substance use disorders represent a consistent threat to our health care and financial resources. Although mental health professionals are likely to encounter individuals diagnosed with substance use disorders, they are less likely to receive formal graduate training in the area. Furthermore, 12-step groups like Alcoholics Anonymous and Narcotics Anonymous are popular, evidence-based recovery options, yet little is known about perceptions of such groups among clinical trainees. In addition, quantitative evaluations of substance use training modules have seldom been conducted, including a notable lack of methodologically rigorous approaches. To fill these gaps in the literature, the current study examined the efficacy of a brief computer-mediated training intervention, or e-training, designed to increase future clinicians' knowledge and intentions to engage in 12-step-related professional activities (e.g., making an appropriate referral to a 12-step group). Secondary outcomes were beliefs and attitudes about 12-step groups. Fifty participants were randomly assigned to receive the e-training, a brief audio/visual presentation reviewing 12-step recovery philosophy but focusing on academic 12-step literature. Fifty-three participants were randomly assigned to read comparison materials, which were comprised of online readings geared toward professionals, made available by Alcoholics Anonymous and Narcotics Anonymous. Outcomes were assessed at pretest, posttest (i.e., immediately following exposure to intervention or comparison materials), and 4-week follow-up periods. Results of random effects regression analyses showed that the e-training led to significantly greater increases in 12-step recovery knowledge than comparison readings, and that these gains were maintained through follow-up. An intervention effect on intentions to perform 12-step-related professional activities also emerged by follow-up. Exploratory moderation analyses revealed that the intentions effect was more pronounced for women and for trainees who had never attended a 12-step meeting. Secondarily, the e-training led to significantly greater increases in 12-step-positive beliefs and attitudes, though the beliefs effect attenuated by follow-up. Taken together, these data suggest that future clinicians may benefit from a brief e-training about 12-step recovery. More broadly, the study supports the notion that e-trainings are easily disseminated and may help address current limitations in graduate-level substance use clinical training.

Professional research project (Au.D.)--University of South Florida, 2001. / Title from PDF of title page. / Document formatted into pages; contains 63 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This is a retrospective study utilizing data complied over the past two years during the formative assessment process by the University of South Florida (USF) Department of Communication Sciences and Disorders (CSD) in the development of the new audiology clinical doctoral (Au.D.) program. Final adoption of the new certification standards in audiology was received in 1997 and several Au.D. programs have been implemented since that time. This study responds to the requirements of appropriate assessment and documentation of clinical skill acquisition across the academic and clinical training program. / The purpose of this review was to complete a qualitative analysis of the data gathered previously to determine indicators of clinical competency specific to the USF Au.D. program. This study focused on determining minimal knowledge and clinical skills that should be acquired at the end of the second and third years relative to competencies outlined in Standard IV-D: Evaluation and Standard IV-E: Treatment. Expectations relative to skills that audiology students should possess at designated points in the educational process are pertinent to developing effective tools for assessing clinical performance. Two focus group discussion sessions were held. / One group included USF audiology academic and clinical faculty and the other group was composed of external practicing audiologists who provide supervision for audiology students in extern assignments. Participation was on a voluntary basis and anonymity was maintained. A guided discussion format was followed to obtain information about their expectations for student clinical competency levels at the end of the second and third years of study. The analysis of the data set included a review and summary of comments and ratings completed by the participants. The summary provided a highlight of key points, trends, and similarities/differences in the ratings provided by the two groups. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

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Sjuksköterskeutbildningen på högskolor i Sverige utgörs av teoretiska och praktiska studier, uppdelat på sex terminer. I den svenska utbildningstraditionen var upplägget att en person, lärare eller handledare, hade kunskapen om ett ämne där studenten skulle ställa frågor för att få ta del av denna kunskap. Denna tradition återfanns även i yrkesutbildningar så som sjuksköterskeutbildningen, även om den då lade mycket ansvar hos både studenten och handledaren. Syfte: Syftet med studien var att kartlägga hur sjuksköterskestudenter i termin 4 uppfattade det stöd de fick av sina handledare (kliniska sjuksköterskor) under VFU placeringarna i termin 4. Dessutom efterfrågades de egenskaper studenterna ansåg att en god handledare bör ha. Metod: Studien hade en kvantitativ ansats, med ett tvärsnittsperspektiv. Enkäten delades ut till alla närvarande studenter (73) i termin 4, på en högskola i södra Sverige. Materialet analyserades manuellt med hjälp av Excel. Resultat: Resultatet blev olika utifrån de olika frågorna och VFU placeringarna, men alla frågor kretsade kring stödet från handledarna. De flesta studenterna svarade med graderingar 3 eller högre på de flesta frågorna, oavsett vilken VFU placering de hade varit på. Den egenskap som flest studenter ansåg att en god handledare bör ha var lyhördhet. Slutsatsen blev att studenterna generellt sett var nöjda med det stöd de fick av handledarna på VFU placeringarna. / Nurse education at Swedish universities includes both theoretical studies and clinical training, divided into six semesters. The traditional set-up of Swedish education is that one person, a teacher or a supervisor, has the knowledge about a subject, and that the students should ask questions to gain part of this knowledge. This tradition also exists in vocational educations, like the nurse education, even though this means a lot of responsibility both for the student and the supervisor. Purpose: The aim of this study was to identify how nursing students of the fourth semester perceived the support they received from their supervisors (clinical nurses) during the clinical training placements during this semester. In addition there were asked for which characteristics students believed a good supervisor should have. Method: The study had a quantitative approach, with a cross-sectional perspective. The questionnaire was handed out to all attending students (73) of the fourth semester at a university in southern Sweden. The material was manually analyzed with the support of Excel. Results: The result showed variations depending on the questions and the clinical training placements, but all the questions revolved around the support from the supervisors. Most students graded 3 or higher in most of the questions, no matter which clinical training placement they had been to. The characteristic most in demand was sensitivity for the students’ needs. The conclusion was that students generally are satisfied with the support they receive from the supervisors during clinical training placements.

The purpose of this grounded theory study is to define the process that nurse anesthesia program administrators use to determine if a student nurse anesthetist’s unsatisfactory clinical performance warrants intervention by the program. There is little room for error in anesthesia practice as mishaps typically result in significant injury and death. Students who exhibit unsatisfactory clinical performance may pose an immediate risk to patient safety as well as a future risk if allowed to progress in the program. The lack of guidance in the form of clearly articulated expectations and processes contribute to the emotional strain nurse anesthesia faculty and administrators experience when observing unsatisfactory clinical performance. From the data collected in the interviews with ten nurse anesthesia program administrators, a five-phase decision-making model entitled the Nurse Anesthesia Program Administrator Decision Making Model was developed. The five phases of the model include: receiving the feedback, validating the concern, assessing accountability and planning for remediation, removing the student from clinical training and moving to dismissal, and notifying the student of the decision. The guiding principle of this model is the importance of following institutional and program policies throughout the process. This study is intended to provide guidance to nurse anesthesia program administrators who are faced with a student demonstrating unsatisfactory clinical performance regarding what behaviors may require an intervention by the program.

The mini-dissertation explains how systems theory provided a healing context for me in my training as a clinical psychologist over two years. The emergence of my authentic voice is narrated in an autoethnography (five act drama) about what happened. The main theoretical bases for the dissertation are – constructivism to understand the learning and teaching I experienced; learning as a collaborative endeavour and the emergence of my authentic voice with help from more skilled others. Systems theory informs the entire study at every theoretical level. Bowen’s family therapy theory is significant for the differentiation of the self and his I-position is equated with the emergence of an authentic voice. Myth, epic narratives, the hero’s journey amplify my interpretation of the differentiation of self. The raw data for the qualitative research were observations, interviews, creative writing, photocollage, a collection of readings, songs and dialogues. The themes emerging from the autoethnography were about obstructions because of the authoritarian nature of my upbringing, life and work. These themes lessened in force in clinical training until my authentic voice emerged in relation to self and as a clinical psychologist. A recommendation from the dissertation is that autoethnography provides a good vehicle for reflection and intense interior scrutiny needed to become a practising clinical psychologist; the autoethnographical exercise could be used by training clinical psychologists more extensively on their journey to maturity. / Psychology / M.A. (Clinical Psychology)

The purpose of the study was to explore and describe the experiences of male community service officers during midwifery clinical training. A qualitative, explorative, descriptive and contextual design was used in order to achieve the study objectives. Data was collected by means of semi-structured interviews. Data analysis elucidated analogous themes and categories which translated into the overall experiences of the participants. The study found that whilst the experience was described as beneficial, there were overwhelming challenges in providing intimate care to female clients, dealing with ethno-cultural aspects, meeting clinical practice requirements and the right to choose to be part of midwifery clinical training. Recommendations to nurse educators, clinical midwives and midwifery clinical supervisors with regard to better support for male nurses during midwifery clinical training emanated from the study findings / Health Studies / M.A. (Health Studies)