<p>This phenomenological study explored the lived experiences of undergraduate community health nursing students at the University of the Western Cape&nbsp / who conducted a family health assessment learning task in communities during their clinical fieldwork placement.The population included the 2008&nbsp / semester two, third year undergraduate baccalaureus nursing students. These students completed their community health nursing modules at the end of the first semester. A total of nine (9) out of the eighty- nine (89) semester two students participated in this qualitative research study. The purposive and&nbsp / convenient sample consisted of those students who agreed to voluntarily participate in the research study. In-depth interviews were conducted with seven&nbsp / (7) female and two (2) male students to collect data. Field notes were taken and utilized to capture non-verbal communication of the participants. The focus&nbsp / f the researcher was to explore the lived experiences of students and not that of the family whom they interviewed. All interviews were audio recorded&nbsp / nd validated by participants after transcription, before any of the data was used for the data analysis process. The data collected was categorized into themes as guided by the systematic data analyses process according to Tesch&rsquo / s (1990) method, as cited in Creswell (2003). Saturation was tested&nbsp / after nine interviews and the researcher found that no new data emerged. The importance of the research study was to reflect on the exploration of the&nbsp / self-reported lived experiences of the third year community&nbsp / ealth nursing students while conducting the family health assessment learning task.&nbsp / </p>

The Function-based Intervention Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) (Decision Model), is a straightforward technique to link the function of a behavior to an intervention. Although this technique has been found to be significantly effective with school-age disability populations, it has not been tested with adults who have cognitive disabilities and significant behavioral problems in non-school settings.This study explored the efficacy of the Decision Model (Umbreit et al., 2007) as a method for matching behavioral interventions to assessed function(s) of the target behavior by extending its practices to adults with developmental disabilities in a community-based day program. The participants were three adults with moderate mental retardation and problematic behavior, displayed by inappropriate social interactions. The research design was a multiple baseline across subjects. A notable benefit to this design is that there was no need to withdraw treatment, an important ethical consideration because each of the problem behaviors presented with some form of self-injury, aggression to others, and/or property destruction. The study had four phases: (a) conducting the functional behavioral assessment to identify the function of the participant's problem behavior, (b) utilizing the Decision Model (Umbreit et al., 2007) to link the function to the behavioral intervention plan (BIP), (c) applying the intervention, and (d) and maintenance. Several research questions were posed: (a) Do interventions developed using the Decision Model produce positive results for adults who have developmental disabilities and significant behavior problems in a non-school setting? (b) Will the application and maintenance of each BIP result in decreased exhibition of assessed problem behaviors? (c) Will the application and maintenance of each BIP result in increased exhibition of identified replacement behaviors? (d) Will the day program support staff and behavioral support team view the outcomes as socially valid? The results indicated a decrease in problem behaviors (socially inappropriate interactions) and an increase in replacement behaviors (socially appropriate interactions). Results of this study influenced positive intervention strategies that were easily maintained and viewed as socially valid by the direct support staff, evidenced by the results of the Treatment Acceptability Rating Form-Revised (Reimers, Wacker, Cooper, & DeRaad, 1992).

<p>This phenomenological study explored the lived experiences of undergraduate community health nursing students at the University of the Western Cape&nbsp / who conducted a family health assessment learning task in communities during their clinical fieldwork placement.The population included the 2008&nbsp / semester two, third year undergraduate baccalaureus nursing students. These students completed their community health nursing modules at the end of the first semester. A total of nine (9) out of the eighty- nine (89) semester two students participated in this qualitative research study. The purposive and&nbsp / convenient sample consisted of those students who agreed to voluntarily participate in the research study. In-depth interviews were conducted with seven&nbsp / (7) female and two (2) male students to collect data. Field notes were taken and utilized to capture non-verbal communication of the participants. The focus&nbsp / f the researcher was to explore the lived experiences of students and not that of the family whom they interviewed. All interviews were audio recorded&nbsp / nd validated by participants after transcription, before any of the data was used for the data analysis process. The data collected was categorized into themes as guided by the systematic data analyses process according to Tesch&rsquo / s (1990) method, as cited in Creswell (2003). Saturation was tested&nbsp / after nine interviews and the researcher found that no new data emerged. The importance of the research study was to reflect on the exploration of the&nbsp / self-reported lived experiences of the third year community&nbsp / ealth nursing students while conducting the family health assessment learning task.&nbsp / </p>

Magister Curationis - MCur (Dept. of Nursing) / This phenomenological study explored the lived experiences of undergraduate community health nursing students at the University of the Western Cape who conducted a family health assessment learning task in communities during their clinical fieldwork placement.The population included the 2008 semester two, third year undergraduate baccalaureus nursing students. These students completed their community health nursing modules at the end of the first semester. A total of nine (9) out of the eighty- nine (89) semester two students participated in this qualitative research study. The purposive and convenient sample consisted of those students who agreed to voluntarily participate in the research study. In-depth interviews were conducted with seven (7) female and two (2) male students to collect data. Field notes were taken and utilized to capture non-verbal communication of the participants. The focus f the researcher was to explore the lived experiences of students and not that of the family whom they interviewed. All interviews were audio recorded nd validated by participants after transcription, before any of the data was used for the data analysis process. The data collected was categorized into themes as guided by the systematic data analyses process according to Tesch’s (1990) method, as cited in Creswell (2003). Saturation was tested after nine interviews and the researcher found that no new data emerged. The importance of the research study was to reflect on the exploration of the self-reported lived experiences of the third year community ealth nursing students while conducting the family health assessment learning task. / South Africa

Minority populations such as American Indians (AIs) in the United States experience large-scale healthcare related disparities when compared with non-minority citizens. Diabetes can affect all races and ethnicities across the globe, regardless of age, sex, or location on the map, and affects AIs at disproportionately high rates. While type 1 diabetes mellitus (T1DM) is not preventable, type 2 diabetes mellitus (T2DM) can be prevented and avoided in some instances. The implementation of an evidence-based diabetes program in a school-based setting has the potential to positively improve the health of school-aged children. Based on the need for high-quality diabetes prevention education, an evidence-based educational curriculum was piloted in order to ascertain the feasibility of using such a program to increase diabetes and obesity prevention knowledge in the school setting. The implementation of the Diabetes Education in Tribal Schools (DETS) curriculum in community and school-based settings has been reported in literature. The program is intended to lower the prevalence of T2DM by incorporating lifestyle management options that specifically targets American Indian/Alaska Native (AI/AN) minority communities. Three lessons from the DETS curriculum were presented to the Boys and Girls Club of Three Affiliated Tribes (TAT) in Mandaree, North Dakota. Throughout the curriculum, students were educated regarding T2DM and obesity prevention by engaging in interactive learning activities. The results of the project revealed that community-based interventions for preventing T2DM and obesity can be a helpful way to reach children in the community setting. Overall, this curriculum was effective and successfully taught to voluntary participants. The measures used included qualitative interviewing and learning activities with answers/responses from the participants. Active community involvement by healthcare providers can promote primary prevention through educational activities.

Hispanic youth and families, although they comprise a sizeable portion of the population, are underrepresented in mental health settings within the United States and face significant barriers to receiving adequate treatment. Specifically, the lack of availability of Spanish assessment tools for application in treatment prohibits Hispanic clients from accessing the full extent of available therapeutic resources. The Treatment Support Measure (TSM) is a valid and reliable instrument that allows clinicians and researchers to collect information to better understand change processes and relevant client characteristics in therapy. The present study created a Spanish-translated version of the parent and youth TSM (TSM-SP) and assessed its psychometric properties in a Spanish-speaking community sample of 177 youth and 214 adult caregivers. The internal consistency reliability of all domains of the parent and youth versions of the TSM-SP was good, aside from the Youth Motivation domain. In contrast, the test-retest reliability of all domains of the parent and youth versions of the TSM-SP were generally poor. The construct validity of all domains of the parent and youth versions of the TSM-SP as examined by confirmatory factor analysis was excellent, aside from the Youth Motivation domain. Overall, these results laid the foundation for future research examining the utility and properties of the TSM-SP. The TSM-SP has potential to provide clinicians treating Spanish-speaking youth and families with a useful tool to help better serve these populations in therapy and broaden the scope of research into change processes in youth therapy to involve more diverse populations.

The purpose of this study was to evaluate the effectiveness of teaching self-instructional skills to navigate to a mobile device to access video prompts to teach novel behaviors to two adults with autism spectrum disorder (ASD) in a vocational setting. This study used a multiple probe across conditions design to evaluate effectiveness. In baseline, the researcher directed the participants to complete a novel task and collected data on correct steps completed. In technology training the researcher used a system of least prompts procedure to teach participants to initiate the use of the mobile device, navigate to an app, navigate to the specific behavior schedule, watch video prompt, navigate to the next step, and complete the modeled behaviors. After mastery of technology training, researcher evaluated performance of novel tasks following self-instruction to access video prompts on the mobile device. Participant’s fidelity of navigation skills was assessed, however was not included in mastery criterion. Both participants learned to self-instruct to independently access video prompts on a mobile device. One participant self-instructed using the mobile device and video prompts to correctly complete novel tasks.

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