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131	Community service nurses' experiences regarding health care services at Tshwane district public hospital Nkoane, Naomi Lorrain 07 1900 (has links) Text in English / The aim of this study was to gain understanding of community service nurses’ experiences of health care services at Tshwane district public hospital. This qualitative study followed an Interpretative Phenomenological Analysis (IPA) approach to explore the community services nurses’ experiences of health care services at Tshwane district public hospital. Data were collected from 11 purposively selected community service nurses using a semi-structured interview format. Data was analysed using Interpretative Phenomenological Analysis framework for data analysis. Four super-ordinates emerged from data analysis: (1) Resources, (2) Work environmental relations, (3) Supervision and support and, (4) Impact of community service experiences. The study revealed that the health care services rendered at the hospital studied are substandard. Community service nurses reported several challenges experienced during their placement in the hospital under study. Lack of human and material resources, supervision and support contributed to hindrance of smooth acquisition of their clinical skills and experience. These challenges resulted in the psychological and emotional drain of the participants. There is a need for development of guidelines to ensure constant and adequate support to all the community service nurses placed at Ratanang Hospital. / Health Studies / M.A. (Nursing Science) Community service nurses Experiences Health care services Newly qualified nurses 362.1730968227
132	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
133	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
134	Community service nurses' experiences regarding health care services at Tshwane district public hospital Nkoane, Naomi Lorrain 07 1900 (has links) Text in English / The aim of this study was to gain understanding of community service nurses’ experiences of health care services at Tshwane district public hospital. This qualitative study followed an Interpretative Phenomenological Analysis (IPA) approach to explore the community services nurses’ experiences of health care services at Tshwane district public hospital. Data were collected from 11 purposively selected community service nurses using a semi-structured interview format. Data was analysed using Interpretative Phenomenological Analysis framework for data analysis. Four super-ordinates emerged from data analysis: (1) Resources, (2) Work environmental relations, (3) Supervision and support and, (4) Impact of community service experiences. The study revealed that the health care services rendered at the hospital studied are substandard. Community service nurses reported several challenges experienced during their placement in the hospital under study. Lack of human and material resources, supervision and support contributed to hindrance of smooth acquisition of their clinical skills and experience. These challenges resulted in the psychological and emotional drain of the participants. There is a need for development of guidelines to ensure constant and adequate support to all the community service nurses placed at Ratanang Hospital. / Health Studies / M.A. (Nursing Science) Community service nurses Experiences Health care services Newly qualified nurses 362.1730968227
135	Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework Plante, Jarrad 01 January 2015 (has links) Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders. Education
136	All the World’s a Stage: Paula Vogel’s Indecent & How Theatre Serves a Community Cann, Audrey Jane January 2022 (has links) No description available. Art Criticism Art Education Art History Arts Management Behavioral Psychology Communication Curricula Curriculum Development Dance Demographics Design East European Studies Education Education Philosophy Educational Evaluation Educational Sociology Educational Psychology Educational Theory Ethics European Studies European History Fine Arts Folklore Foreign Language Gender Gender Studies Higher Education Higher Education Administration History Holocaust Studies Industrial Arts Education Intellectual Property Judaic Studies Marketing Minority and Ethnic Groups Modern History Modern Literature Music Music Education Performing Arts Personal Relationships Social Work Social Research Teacher Education Teaching Theater Theater History Theater Studies Theology Womens Studies

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