Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1995. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 205-212).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 156-182).

Thesis (M.S.)--University of Michigan, 1989.

Thesis (M.S.)--University of Wisconsin-Madison, 1990. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 110-121).

Thesis (Ph.D. in Nursing -- University of Colorado at Denver and Health Sciences Center, 2005. / Typescript. Includes bibliographical references (leaves 100-109).

<p> Incivility has infiltrated our institutions of higher learning as well as the world of nursing. All too familiar in nursing is the phrase &ldquo;eating their young,&rdquo; which aptly describes how nurses treat other nurses, even though they should be nurturing and caring professionals. The investigator explored nursing and health science students&rsquo; perceptions of student and faculty uncivil behaviors within the academic environment, seeking the levels and frequency of the problem. Bandura&rsquo;s social learning theory presents a sound theoretical framework for this dissertation. The research methodology consisted of a quantitative descriptive approach. The Incivility in Higher Education-Revised (IHE-R) Survey was used to compare nursing and health science student perceptions of the level and frequency of student and faculty incivility. Descriptive statistics and independent t tests were used to compare the different student perceptions. The study results indicated that perceptions of student behavioral levels were between <i>somewhat </i> and <i>moderately</i> uncivil. Student perceptions of faculty behavioral levels were found to be more <i>moderate</i>. Review of the frequency levels reflected students&rsquo; frequencies to be <i> never</i> as compared with faculty, which indicated a frequency of <i> sometimes</i>. These results indicated that students perceived incivility to not be problematic within their individual programs, although it found faculty behavior levels were more uncivil even when similar behaviors were demonstrated by students. In general, these results were atypical than other results as incivility is found to be a rising problem. Further study is needed to confirm these results. </p><p>

<p> Participation in youth sports is increasingly popular with estimates of 35&ndash;40 million U.S. children playing an organized sport each year. Current concussion education has not been shown to be consistently effective. The risk of concussion exposure is present in a number of youth sports. Much of the research surrounding concussion reporting has targeted older adolescents. A better understanding of the reporting process among younger athletes is needed. </p><p> <b>Purpose of the Study:</b> The purpose of this study was to generate a grounded theory that explained concussion reporting in youth sports from the perspective of the young athletes. </p><p> <b>Design and Methods:</b> A grounded theory approach was used to gather and analyze data from semi-structured interviews with soccer players ages 5 to 12. The sample consisted of eleven athletes (8 male, 3 female) from non-elite soccer leagues in two counties; Maricopa, Arizona and Santa Barbara, California. </p><p> <b>Results:</b> Data analysis induced four conceptual categories; trusted environment, self-monitoring, being a player and incentive structure. The resultant theoretical model explains injury reporting from the perspective of young athletes. This study suggests that there is an incentive structure related to injury reporting, that young athletes have a good understanding of the incentives in relation to their perception of self as a player. Athletes demonstrate self-agency in terms of self-monitoring, however important adult others provide a trusted environment that makes children feel safe with their decisions. </p><p> <i>Implications:</i> This study suggests that a better understanding of the incentive structure embedded in the reporting process is needed to design effective prevention and education strategies. Important other adults such as parents and coaches may play a pivotal role in injury reporting among younger athletes when compared to adolescents.</p><p>

<p> Student perceptions of academic dishonesty and clinical integrity were explored in this qualitative study, with Bandura&rsquo;s social learning theory utilized as the primary framework for the study and Kohlberg&rsquo;s theory of moral development as the secondary framework. A basic qualitative methodology was employed to answer the research question: what are student perceptions of moral beliefs and their actions related to ethical decision making in a four-year Bachelor of Science in nursing (BSN) program? The target population was junior or senior year nurses in a four-year BSN program. The sample included 17 students who met the inclusion criteria. Participants were asked 17 open-ended interview questions to gain insight into their perceptions of academic dishonesty and clinical integrity. Interviews were digitally recorded and transcribed manually to provide further immersion in the data. Data analysis and collection occurred simultaneously and was inductive and comparative. During data analysis, five themes emerged, each with subthemes which were identified through supporting narrative comments from participant interviews. The five identified themes were used to answer the research question and included: student perceptions of academic dishonesty, student perceptions of clinical integrity, student perceptions of moral beliefs, student perceptions of ethical decision making, and student perceptions of what influenced academic dishonesty. This study adds to the current body of knowledge of nursing literature regarding academic dishonesty and clinical integrity. Results could provide assistance to higher education institutions to solve problems involving academic dishonest behaviors on college campuses. This study builds on the current literature and serves as a foundation for future research to solve this decades old problem. </p><p>

Made available in DSpace on 2014-06-11T19:28:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-06-23Bitstream added on 2014-06-13T19:36:42Z : No. of bitstreams: 1 guerra_kj_me_botfm.pdf: 848812 bytes, checksum: fb5457f5577e910dee12d273daa8944f (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Hospital Das Clinicas da Faculdade de Medicina de Botucatu / Secretaria de Saúde do Estado de São Paulo / O presente estudo teve como objetivo conhecer o significado da liderança para o aluno da graduação em enfermagem, resgatando a expectativa deste conhecimento para sua prática profissional. Para essa finalidade optou-se por uma abordagem qualitativa, na vertente da fenomenologia, pois procura compreender o homem segundo a realidade vivenciada por ele, segundo aquilo que se mostra por si mesmo, o manifesto. Essa metodologia também possibilita desvendar os valores, as percepções e emoções dos sujeitos envolvidos. Utilizou-se de entrevistas com quinze alunos do curso de graduação em enfermagem que constituíram os sujeitos do estudo. A seguinte questão norteadora foi adotada: Qual a compreensão que você tem sobre liderança e como você espera aplicá-la em sua prática profissional? Após as transcrições, os depoimentos foram primeiramente analisados individualmente e após globalmente, resgatando os temas: Significado da Liderança, Instrumentos de Liderança, Estilo de Liderança, Exercício da Liderança e Liderança e Poder. A análise geral visou à compreensão do fenômeno a partir das convergências, divergências e idiossincrasias. O significado atribuído à liderança, pelos sujeitos apreende, enquanto ser que verbaliza o seu próprio vivenciar da liderança, como situação vivenciada na possibilidade de interação com outro ser e na possibilidade de influenciar nas decisões, é passível de ser aprendida com a experiência profissional, baseada no conhecimento das políticas institucionais e dos liderados. O enfermeiro-líder como ser-aí-no-mundo precupa-se com seu desempenho reconhecendo características essenciais para o processo da liderança. Ressalta-se a relevância da interação docente assistencial no ensino da liderança e fundamental no processo de formação do aluno. / This study aimed at learning about the meaning of leadership to undergraduate nursing students, thus recovering the expectation of such knowledge for their professional practice. To that end, the qualitative approach was used with basis on phenomenology as it attempts to understand men according to their experienced reality, according to what is shown by itself, that is, the manifest. This methodology also makes it possible to unveil the values, perceptions and emotions of the subjects involved. Interviews with fifteen students from the undergraduate nursing program, who constituted the subjects in this study, were used. The following guiding question was adopted: What does leadership mean to you, and how do expect to apply it in your professional practice? After transcription, the statements were firstly analyzed individually and later globally, thus recovering the following topics: Meaning of Leadership, Leadership Instruments, Leadership Style, Leadership Exercise and Leadership and Power. The general analysis aimed at understanding the phenomenon based on convergences, divergences and idiosyncrasies. The meaning attributed to leadership by the subjects, as individuals who verbalize their own leadership experiences, as a situation experienced in the possibility of interaction with another individual and in the possibility of influencing decisions, can be learned during professional experience based on the knowledge of institutional policies and of those who are led. The leading nurse, as an out-there-in-the-world individual is concerned about his performance and acknowledges the essential characteristics for the leadership process. The relevance of the teaching-care interaction in leadership teaching is fundamental in the student’s educational process.