Diss. (sammanfattning) Stockholm : Karol. inst., 2001. / Härtill 4 uppsatser.

Thesis (M.S.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Mar. 25, 2010). Research paper (M.S.), 3 hrs. Includes bibliographical references (p. 60-66).

Thesis (M. Nurs.)--University of Hong Kong, 2005.

Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2006. / "A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 213-230). Online version of the print edition.

Several cross-national studies, which monitor the quality of education in many countries across the world, have been conducted over the recent years. The International Association for the Evaluation of Educational Achievement (IEA), founded in 1958 by a group of European and American researchers (Grisay and Griffin, 2004), wanted to measure the achievement of comparable samples of students in various subjects and in diverse school systems, with the view of investigating the relationships between possible differences in achievement and differences in inputs, processes and educational contexts. Since Mozambique’s independence in 1975 there have been many small research studies undertaken by the Ministry of Education and universities, which have not been nationally representative. One exception is a nationally representative study conducted under the auspices of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) implemented in 2000 and comprising 15 systems of education, namely Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zanzibar and Zimbabwe. This thesis is a quantitative study and undertakes a secondary analysis using a sample from the SACMEQ database archive collected in 2000 in all countries except Zimbabwe in reading and in mathematics. The Mozambican sample was drawn from 3 177 pupils in 168 schools, while in the SACMEQ study the sample was composed of 41 686 pupils within 2 305 schools. The purpose of this study was to describe and explore the main factors that have an effect on Grade 6 teacher competence and pupil performance in reading and mathematics. Findings reveal that the relationship between teacher competence and pupil performance in reading and mathematics in upper primary schools in Mozambique, as well as in SACMEQ countries, is influenced by a cognitive domain, an affective domain and a behavioural domain. In addition, teacher competence and pupil performance are affected by many constructs but in this study 10 main predictors related to teacher competence and pupil performance, were identified. The Cheng and Tsui model (1998) was adopted and adapted as a conceptual framework for this study and findings reveal that for SACMEQ countries as a whole, the data in some way is consistent with the adapted model and fill two domains, namely cognitive and behavioural within the following six constructs: teacher training, teacher characteristics, internal and external teaching context, pre-existing pupils’ characteristics and parent and community involvement. However, no individual country is completely consistent with the adapted model. This study, taking into account the role of the teacher on pupil performance, as emphasized by many researchers such as Chapman and Mählck (1997), Châu (1996), Darling-Hammond (1999) and Kanu (1996), is intended to be a modest contribution for the Ministries of Education in SACMEQ countries although it has particular reference for the Ministry of Education and Culture in Mozambique. For instance, on the one hand, the Ministry has conducted few studies in upper primary schools related to the pupil and teacher performance and, on the other hand, Mozambique as a Portuguese speaking country, has a unique history, tradition and system of education which differs from that of the other participating countries. The SACMEQ studies have provided valid and reliable data on which important decisions could be based. Specifically, SACMEQ II provided relevant, high quality data about the academic profile of teachers, the level of performance in the areas assessed, school management and other aspects that are relevant for policymaking. A comparative analysis, using such a cross-national study, is important for the Ministry of Education and Culture in order to have an overview of the performance of teachers and pupils in other school systems within the SACMEQ countries. By identifying the weaknesses and the strengths in each system, all SACMEQ countries can learn from one another. However, the results of this analysis should be used with caution, taking into consideration the history, location, economy and culture of each country. Within the educational context of the region, many benefits are also apparent. The data collected through SACMEQ II can be considered to be of extreme importance for Mozambique’s education system, since it provides the country with important data to promote a reflection on its primary education sector, to identify the position of Mozambique’s education system within the region, and to work towards its improvement. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

M.Tech. / Palpation is a skill taught to manual practitioners on a daily basis. This skill is used by health care professionals, including chiropractors, to examine patients complaining of spinal pain. It is the chiropractor’s responsibility to have the ability and experience to locate and identify individual spinal levels, as well as any changes in tissues affected, to accurately diagnose and treat their patients (Downey, Taylor and Niere, 1999). The inability of the therapist to have this skill, can lead to incorrect diagnosis, and in turn, incorrect treatment being provided (Downey et al, 1999). Numerous research studies have been conducted to determine how significant clinical experience is in terms of reliable palpation being achieved. Researchers such as Koran (1975) and McConnell (1980), Simmonds and Kumar (1993), McKenzie and Taylor (1997), Burton and Edwards (1990) have all been unable to support the hypothesis that experience plays a significant role in improving inter-examiner or intra-examiner reliability in their research studies. This study aims to determine the inter-examiner reliability of locating the spinous process of the seventh cervical vertebra by palpation, and to explore the role that clinical experience plays upon efficacy. Thirty participants were recruited to become part of this study. The 6 examiners chosen consisted of two 5th year and two 6th year chiropractic students as well as two qualified chiropractors. A random allocation was used which ensured that every participant was examined by 3 examiners, each from the different clinical experiences. Examiners were provided with instructions before proceeding with the study. Each participant was palpated to locate the C7 spinous processes and once located, the level was marked with a UV pen. The UV marks were located by illuminating with a UV light and these were replaced with metal markers. Each participant was then positioned to have both the AP and lateral x-ray views done. vii Once all participants were x-rayed, horizontal lines were drawn through the C7 spinous processes and metal markers on both the AP and lateral x-ray films. Distances from the lines through the spinous processes to each metal marker, were measured. The provided statistical tests were used to analyse the data. According to the Pearson Chi-square test used, there was no statistically significant difference amongst all examiners on the ability to correctly palpate, locate and mark the C7 spinous processes. Results further showed that the 6th year students correctly identified more levels on the AP x-ray films, whilst both 6th year students and the qualified chiropractors correctly located more and equal levels on the lateral x-ray films. This study showed that there were difficulties amongst all examiners across all levels of clinical experience and this important role of experience is therefore not fully understood.

M.Tech. (Chiropractic) / The most accepted method of identifying the second sacral spinous process is by using an accepted landmark known as the Posterior Superior Iliac Spines (PSIS). The PSIS lies about 4cm lateral to the second spinous tubercle of the sacrum (Williams and Warwick, 1980). However, in a search of published work, no evidence could be found of any study which established these generally accepted statements (Stonelake, 1983). This was an inter-examiner reliability study aimed to determine whether palpation of the PSIS was a reliable and accurate method of determining the location of the second sacral spinous process (S2) in participants experiencing lumbosacral joint dysfunction. Thirty participants were marked by three examiners in the prone position using the PSIS to locate S2. An x-ray was taken of each participant in the prone position, after being marked by all three examiners. Measurements were then made on the x-rays to assess the location of the markers on the sacral anatomy. The reliability. of palpation of anatomical landmarks needs to be validated further in future studies, as motion palpation and the palpatory assessment of effectiveness of treatment, applied to correct motion restrictions, are predicted- upon accurate localisation of anatomical landmarks (O'Haire and Gibbons, 2000).

The history of the United States is rooted in differences and actions that has culminated in the current reality of culturally incompetent behaviors with a lack of diversity, equity, and inclusion prevailing in organizations and society. Through a cultural competence conceptual framework, this research highlighted an action-oriented approach for organizations seeking to engage in efforts to support and integrate diversity, equity, and inclusion. To conduct this research, I developed a cultural competence conceptual framework with eight types of initiatives derived from the scholarly literature on diversity, equity, inclusion, and cultural competence. The types of initiatives point to organizational efforts to engage in developmental and action-oriented strategies that: facilitate leadership engagement, sensitivity, and responsiveness to diversity, equity, and inclusion; specify strategic and operational goals; incorporate cultural awareness and sensitivity in policies, practices, programs, and procedures; integrate diversity, equity, and inclusion into human resource management to build a diverse and representative workforce; cultivate a supportive, inclusive, and equitable organizational culture/climate; reinforce and sustain a commitment to diversity, equity, and inclusion; employ sensitive and inclusive communications; and implement targeted training and professional development on diversity, equity, and inclusion. The cultural competence framework presented ways for organizations to actively engage in setting action-oriented goals targeting ingrained, systemic, and institutionalized disparities. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

A thesis Submitted as a requirement for the degree of doctor of Philosophy (D.Phil) in the Department of English, Faculty of Arts at University of Zululand, 2008. / This study investigates communicative competence in English among rural African high school learners in the Eshowe circuit. Poor student performance especially in higher institutions has generally been linked to incompetence in English Second Language, which motivated an investigation into communicative competence among high school learners from a rural background. The study was conducted in five high schools in the Eshowe circuit The design of the study necessitated the adoption of qualitative approach in order to probe the multifaceted phenomenon of communicative approach in its natural setting (the classroom situation). The theoretical underpinnings on which this study relied on were extracted from the field of discourse analysis and text linguistics. Also, due to the nature of the study i.e. being concerned with communicative competence and Communicative Language Teaching (CLT), much of the literature reviewed surveyed the concept of communicative competence from scholars and researchers such as Chomsky (1969); Hymes (1982); Widdowson (1985), and Saville-Troike (1997). Moreover, the linguistic context on which the study was based necessitated that we explore the definitions of bilingualism and multilingualism. Classroom discourse was used in analysing the lessons in a Second Language classroom setting. Lessons seemed to display a unique classroom interaction pattern, typical of teacher-pupil interaction in a Second Language classroom. In addition, the study looked at the extent to which the lessons complied with the expectations of the Communicative Language Teaching (CLT) with particular attention to \earner roles and teacher roles in CLT. Moreover, the analysis of lessons is subjected to seven standards of textuality discussed by Beaugrande and Dressier (1981), which helped determine the textuality of lesson texts, as these standards are activated during communicative events. The study further considered possible remedy to the errors found in English lesson transcripts. Though the National Curriculum Statement offered viable solutions to learners' errors, a challenge lied with errors committed by teachers, who according to the study, fell below the assumed competence and fell short of being subject specialists. Nevertheless, teachers' utterances were characterised by occurrences of code-switching, which according to the study played a positive role in regulating classroom behaviour. From the analysis of lessons it emerged that in most lessons, though a communicative approach was followed, there was little or no linguistic input from the teachers, which raised doubts about the implementation of the communicative approach to language teaching. Indeed, data indicated shortfalls in the implementation of CLT as expected in NCS. The problem of communicative incompetence loomed heavily not only over the learners, but also over the teachers as well, which is a cause for concern in the teaching of English as a Second Language.

A thesis submitted to the Faculty of Health Sciences, University of the Witwatersrand for the Degree of Doctor of Philosophy Johannesburg, 2017. / Simulation laboratories help students build a strong foundation of clinical competence in an environment that is stress free prior to clinical placements. A number of Investigations regarding simulation impact in college-based training institutions in developed countries have taken place. However, there is paucity of such research from nursing education institutions in developing countries. With this in mind, an evaluation study was conducted to assess how clinical teaching, learning and the OSCE method of evaluation are experienced from the nurse educators’ and students’ perspectives in the skills laboratory. Additionally, the study sought to determine the effect of the Formative Assessment Framework for learning in the skills laboratories. The specific objectives were to explore the students and educators’ perspectives of teaching and learning and describe how the current mode of assessment, namely, the OSCE is experienced. From these perspectives, the researcher extrapolated the factors and issues that affect students’ clinical learning and the OSCE. Finally, the objective was to develop, validate, implement and evaluate the impact of a Formative Assessment Framework (FAF) by determining and comparing students’ competence in selected general nursing and midwifery skills between and within the experimental and control groups. A sequential, mixed methods design was chosen, starting with a qualitative approach in phase 1 followed by a quantitative approach using a quasi-experimental design in phase 2. In phase 1, in-depth and focus group interviews were used to collect data from nurse educators (n=6) and students (n=45). Data were organized and managed with the MAXQDA software version 11 and were analysed thematically. The synthesis of the teaching, learning and evaluation gaps with input from the literature reviewed on concepts of formative assessment and deliberate practice supported the development of a Formative Assessment Framework (FAF). The FAF involved a minimum of 2 demonstrations on each procedure before and after practise sessions, a minimum of two supervised return demonstrations, feedback and supervised practise. Nursing education experts validated the FAF using the Delphi technique. Quantitative data from the senior students (n= 101) and junior students (n= 160) was collected using the FAF. Data was collected using structured checklists from the eighteen selected nursing and midwifery procedures. Pre and post-testing of the students’ performance and competence was tested. Quantitative data were analysed using the STATA software version 13. Qualitative findings showed that demonstrations and return demonstrations contribute effectively to students teaching and learning in the skills laboratories. The practise sessions, presence of the nurse educators and availability of resources make the learning environment more conducive than teaching and learning in the practice sites. However, students have limited practise sessions, which seriously affect teaching and learning in the skills laboratories negatively. In terms of the OSCE, the method is good because the environment resembles the clinical setting; it is appropriate for large student numbers and ensures standardization of the examinations. However, the preparation for the OSCE is inadequate. Quantitatively, the paired t-tests, Wilcoxon sum rank and Wilcoxon, sign rank tests, were used to test the results. Usage of a formative assessment framework had a significant effect on senior students’ clinical performance in physical examination of a pregnant woman, the triage process in under five clinic, contraceptive implant insertion, contraceptive implant removal, breast examination, episiotomy repair, management of the third stage of labour, subsequent examination of the newborn and speculum examination procedure among the junior students. There were also significant effects on the junior students’ performance in the procedures of blood transfusion, female catheterisation, health education, and insulin intravenous injection, naso-gastric tube insertion, airway suctioning and wound dressing except on colostomy care. The mean differences between the control and experimental groups for most of the tested procedures were significantly different. The results were statistically significant with a p-value of <0, 05, set at 95 % confidence intervals. In conclusion, the integration of the FAF in students’ learning in the skills laboratories has the capacity to improve the student’s clinical performance and competence. The use of the FAF has the capacity to prepare a student adequately for the summative OSCE in the skills laboratory and ultimately, his/her clinical competence for better patient and client care. / MT2017