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Published Article / A concept CPD framework, to be implemented by medical technology workers, was compiled and needed to be evaluated by professionals. The aim of this survey was therefore to use the Delphi technique as a research tool to evaluate the concept CPD framework by a widely distributed group of medical technology workers. The Delphi technique is a research tool organizing group communication in gaining consensus among a panel of experts. A monitoring team co-ordinated and evaluated the Delphi process in response to the feedback received by a panel of experts. Panellists are selected for their contribution to the topic under investigation. They do not normally interact with one another during the Delphi rounds. Fifteen panellists, distributed throughout South Africa, participated. The panellists were knowledgeable about medical technology and CPD. During the three Delphi rounds, statements were added, moderated, rephrased and rated. This resulted in a final CPD framework that consisted of 71 statements, completed within the three months scheduled time frame with a very high percentage co-operation of the panellists. The Delphi technique was an ideal tool for evaluating the concept CPD framework among a widely distributed group of medical technology workers.

The purpose of this study was to identify policies and practices that impact the admission and retention of Hispanics in higher education. The study did this by identifying those policies and practices that are currently being used and that facilitate or hinder institutions of higher education in the recruitment, admission, retention, and graduation of students, particularly Hispanic students. The researcher utilized the Delphi method to conduct the study. This research method produces a consensus of opinion from a group of individuals identified as experts in a given field. Three structured surveys were conducted. Each round of surveys had two questionnaires: (a) policies and practices that positively or negatively impact the admission of Hispanics in higher education and (b) policies and practices that positively or negatively impact the retention of Hispanics in higher education. Conclusions The Texas Academic Skills Program (TASP) is negatively affecting Hispanic students’ admission into Texas colleges and universities. Further, it is affecting the retention of Hispanic students in Texas institutions. If students do poorly on the TASP, they are placed in remedial courses. Even though students successfully complete all remediation courses (even with A’s & B’s), if they do not pass the TASP after remediation, they cannot continue college level work. This causes many students to become discouraged and leave college. Although college test makers, such as the Educational Testing Service (ETS), state that the SAT should be used as an assessment instrument, many Texas college’s continue to use it for admissions and awarding scholarships; both of which are contrary to test-makers’ recommendations. College admission tests are hindering the admission of Hispanic students into colleges and universities. Tuition costs, particularly where students depend heavily on loans, are keeping students from entering college, from continuing in college, and from pursuing graduate and post-graduate degrees.

The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The panel consisted of individuals representing government service, non-government organizations, Albanian educators, and international educators involved in different educational projects in Albania in the last ten years. Each of the experts was asked to identify statements that vocational and technical education can contribute to the future social-economic development of Albania. Responses provided by the panel members and the statements added by the researcher were edited and organized into a list with 71 statements. The panel of experts was asked to rate this list and means and standard deviations were calculated for each statement. The criterion to determine the importance of statements was defined as a mean being equal or higher than 3.5 on a 5-point Likert scale. The criteria employed to determine panel consensus was defined as a standard deviation being equal or less than 1.00. From the list of 71 statements, 68 were concluded to have been important and have reached consensus by the panel. The 68 statements on which the panel of experts reached consensus were rank ordered according to their means.A content analysis of the ranked statements revealed that statements clustered around common themes. These themes included VTE's Planning Procedures and Policy, Program and Institutional Development, Values and Work Ethics, Productivity, Communication and Analytical Skills, and Linkages.From these results, it was concluded that the process for the development of an effective VTE program that will contribute to the social-economic development of Albania will be long and complex. This process will involve many people, agencies, and organizations all working together. Hence, it was recommended that the Ministry of Education and the Ministry of Labor and Social Affairs take the lead in this process. / Ph. D.

The aim of this thesis was to describe and analyse perceptions of psychosis care among those involved in care, foreign‐born persons with psychoses, their families and health care staff, and further to reach agreement about core components in psychosis care. This was in order to find out whether current psychosis care in Sweden is suitable for foreign‐born persons and theirfamilies. The study design was explorative and descriptive. Health care staff (n=35), persons with psychosis (n=22) and families (n=26) of persons with psychosis were chosen from different regions in Southern Sweden. To capture health care staff’s experiences and to explore whether specific needs occurred within psychiatric care, nine focus group interviews were held. The perspectives of psychosis care among persons with psychoses and their families were captured through individual interviews. Finally, a study was accomplished all over Sweden in which staff, foreign‐born persons with psychosis and foreign-born families of persons with psychoses answered a questionnaire to identifycore components in psychosis care of foreign‐born persons and their families. There was agreement that the core components in psychosis care concern general psychiatric caring, even though varying perceptions were identified. Asking about foreign‐born persons’ religious and ethnic background or having the possibility to decide whether care should be provided by male or female staff were agreed to be less important. No agreement could be reached concerning the importance of considering different perceptions of psychosis care, treatments and different ways of managing the psychosis. Nor could agreement be reached as to whether staff should have specific cultural knowledge and whether interpreters should be unknown to the family but speak the right dialect. Perceptions among staff in somatic and psychiatric care as well as perceptions among foreign‐and Swedish‐born persons with psychosis and their families were more similar than different. General psychiatric care is important for Swedish‐born as well as foreign‐born persons with psychosis and their families, indicating the importance of not letting culturally determined perceptions dictate the care and take away energy from health care staff and make them lose their focus on the basic elements in general psychiatric care. However, within the general care there were individual perceptions on whose importance those involved in care did not agree. Further development suggested is to illuminate the importance of identifying individual perceptions which may differ between different persons and could be related to cultural background. Staff need to acquire strategies so they can easily manage to encounter and offer general care to foreign‐born persons. Development must be achieved on both an organizational level and an individual level. / Disseration

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The purpose of the study was to identify the components of an effective workplace mentorship. Twenty-five panelists participated in a three-round Delphi study to reach a consensus on these components. The panelists were (1) local school-site teachers and school-to-work coordinators, (2) community college school-to-work coordinators, (3) directors of tech-prep consortia, and representatives from (4) business and industry, (5) labor and management, (6) corporate rsearch, and (7) federal government. A two-round pilot study was conducted to test the initial open-ended questions for round 1 and to test the survey instrument developed for round 2. Feedback from the pilot study was used to develop the open-ended questionnaire instrument in round 1 and the Likert scale used in round 2 of the study. Criteria of an effective workplace mentorship were retained in both rounds 2 and 3 if 80% of the respondents rated them "important" or "very important." The study produced 93 criteria in five categories necessary for an effective workplace mentorship. The five categories were: (1) program structure; (2) recruitment, selection, and placement; (3) support activities; (4) program outcomes and evaluation; and (5) ethics. A sixth category, barriers and obstacles to an effective workplace mentorship, was included in the survey and contained four responses. These four responses were summarized along with the 93 criteria of an effective workplace mentorship. A checklist of criteria is included for the assessment of existing programs or to aid those implementing new programs. / Ed. D.

Philosophiae Doctor - PhD / The rapid expansion of the ART programme in South Africa has placed an additional service demand on an already stretched public health infrastructure. The main aim of this study was therefore to analyse the implementation of the ART programme in KwaZulu- Natal province using the Donabedian Model of structure, process and outcome in order to develop an ART delivery model. Ethical approval to conduct this research was issued by the University’s Senate Research Committee. The first phase of the study used a descriptive quantitative approach to review existing data from government departments to analyse the ART programme. A checklist with the list of indicators for the three elements of the study; the structure, process and outcome were used to collect data. A pilot study was conducted and the Cronbach Alpha test was used to determine the rigour of the study. In the second phase, a systematic review of studies on implementation of the existing models of ART programme was conducted using quantitative descriptive approach. The Quality Appraisal Tool was used to determine the validity of the research findings from the literature. In phase 3, both qualitative and quantitative approaches were used to conduct the Delphi study which included a group of experts in the field of HIV and ART programme. Responses from the participants were modified to determine the reliability of the study. The study found that there were structural problems such as shortages of antiretroviral drugs and delays in the return of laboratory results. The systematic literature review found that there were only two community-based ART models in South Africa, namely; the adherence clubs and community-based adherence clubs. These two models of ART delivery were implemented only in Cape Town.