Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Michigan, 1981.

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1975.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Basic theoretical background: Stoma as a part of the surgical treatment of digestive tract diseases usually radically affects the life of the patient and his relatives. The patient has to face not only the severe diagnosis but also the result of the surgery concerning one of the most intimate human spheres. A significant part in the return to a full life is the acceptance of the stoma by the patient and his ability of being active when taking care of stoma. The theoretical part in the introduction describes the Theory of self-care deficit. The second part of the theoretical work summarizes basic information regarding the issue of derivation of intestinal stoma and the issue of acceptance of the changed body image and self-care. Objectives and hypotheses: The aim of this work is to find out differences in the acceptance of stoma and care for stoma among patients after intestinal surgery. To achieve the objective of the work, there were set three hypothesis. H1: Patients with a permanent stoma experience major changes in the psychosocial area than patients with temporary stoma. H2: In the postoperative period, women approach practising the stoma care differently than men. H3: Patients under 55 have more information about living with stoma than older patients. Methodology: The research part of the work has been carried out through quantitative research. The form of data gathering was an anonymous questionnaire. The only criterion of the selection of the respondents was the state of health after the intestinal surgery with the subsequent stoma. During the search of the respondents were addressed organizations joining the patients with stoma, stoma and proctologic ambulances of selected hospitals, hospices and homes for elderly people. The obtained data were processed by descriptive statistics in graphs by the help of Microsoft Office Excel 2010. Further on, the statistical evaluation of hypotheses was carried out. Hypotheses were tested by chi-square test in a PivotTable, the average values were compared by T-test. The chosen significance level was 5 %. Conclusion: The work provides a comprehensive look at the issue of acceptance of stoma self-care after intestinal surgery. Creating of stoma, regardless of age or sex of the patient and also regardless of its eventual duration radically influences the patient's life. This is necessary to remember all the time from the long lasting preoperative preparation to aftercare when the stoma patient should be provided by comprehensive care by nurses. The nurse should also help the patient to return to a normal life.

Neonatology is a field of medicine in which immense progress has been seen during the past two decades. As the frontiers of this area are shifting forwards, ethical problems and issues regarding the quality of life of the rescued infants and children grow in importance. Now it is clear that the development and health of children that were endangered in the perinatal period should continue to be followed up by healthcare professionals, sometimes for many years. Ideally, this care should seamlessly follow hospital care. It was the aim of this work to examine how this continuity of care of high-risk newborns is implemented in practice. This Thesis consists of 2 parts: theoretical and practical. The theoretical part analyses the differentiation of newborn care as outlined in the Bulletin of the Czech Ministry of Health; defines the categories of newborns; and explains the basic terms used in the specific domain of high-risk newborns. Foreign experience in the provision of medical care at hospitals as well as in the continuing care after discharging from the hospital for home care is outlined. The empirical part of the Thesis was compiled based on qualitative research survey, accomplished with 3 aims in mind. The first aim was to map what type of care is provided to high-risk newborns at the Intensive Care & Resuscitation Unit of the Plzeň Teaching Hospital and who provides it. The second aim was to ascertain how the parents perceived their role during in-patient care of their babies and how they were educated and engaged in providing the care. And the last aim was to ascertain how the parents appreciated and liked the follow-up system at the Developmental Care Centre. It was found by the survey that the responders (mothers) appreciated most the comprehensiveness of the care provided by the Centre. They found the care adequate, beneficial and motivating. In their view, the desired care continuity had been achieved. The results attained within the empirical part will be presented at a workshop of the perinatology centre.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-19T12:01:18Z No. of bitstreams: 1 Raquel Maria Bortone Fermi.pdf: 1369513 bytes, checksum: 2ddb06eacc076e641c10aeade988103f (MD5) / Made available in DSpace on 2017-04-19T12:01:18Z (GMT). No. of bitstreams: 1 Raquel Maria Bortone Fermi.pdf: 1369513 bytes, checksum: 2ddb06eacc076e641c10aeade988103f (MD5) Previous issue date: 2017-03-24 / The research focuses on the pedagogical coordinator’s work at a Day Care/Childhood Educational Center, in the city of São Paulo. At those educational centers are accepted children from 0 to 3 years old in full time. These children, historical and rightful people, need to be cared, taught, respected and given the opportunities to play, explore and get to know the world. Considering the specificities of the age group, the professionals that work at the Day Care Center shall ensure the children development in a full way. Therefore, the pedagogical work done in this school should favor, good and new experiences. The permanent reflection on the teaching practice and the teacher’s continuing education are indispensable conditions for the fully reach of the goal. In this context, the pedagogical coordinator has a primordial role. They articulate the continued teacher education and the connection of theory and practice. The main goal of this research is to analyze the role of the pedagogical coordinator in the continued teacher education courses, considering the specificities of the children from this age group. The methodological procedures used in this research are: interview, direct observation and document analysis. The data were collected on a Municipal Child’s Educational Center from a Regional Education Direction in the South of São Paulo Regional Direction. The framework of this research included studies by Almeida and Placco (2009), André and Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), and Pinazza (2015). Exploring the collected data we can conclude that the coordinator invested and invest in her own education and the teacher’s education based on the established principles of the Pedagogical Political Project from the Day Care. Her performance on the continued education of the teachers, associates practice and theory, without dichotomy, by means of proposals that were meaningful to the group, making possible the collective construction of knowledge and reflection about the teaching practice / A pesquisa teve o foco no trabalho da coordenadora pedagógica que atua no Centro de Educação Infantil /Creche, vinculada à Rede Municipal de Educação da cidade de São Paulo. No Centro de Educação Infantil (CEI) são atendidas crianças de 0 a 3 anos em período integral. Essas crianças, sujeitos históricos e de direitos, precisam ser cuidadas, educadas, respeitadas e devem ter oportunidades para brincar, explorar e conhecer o mundo. Consideradas as especificidades da faixa etária atendida, os profissionais que atuam no CEI devem assegurar o desenvolvimento das crianças de forma integral. Portanto, o trabalho pedagógico realizado nesse espaço deve propiciar, boas experiências e novas vivencias. A reflexão permanente sobre as práticas pedagógicas e a formação continuada dos professores são condições indispensáveis para que isso ocorra. Neste contexto, o coordenador pedagógico tem um papel fundamental. Ele articula a formação continuada e faz a mediação entre a teoria e a prática dos professores. A pesquisa tem como objetivo analisar a atuação da coordenadora pedagógica nos espaços de formação continuada, considerando-se as especificidades do atendimento a crianças dessa faixa etária. Os procedimentos metodológicos usados nesse estudo são: entrevistas, observação e análise de documentos. O local da coleta de dados é um Centro de Educação Infantil municipal da rede direta jurisdicionado por uma Diretoria Regional de Educação da Região Sul de São Paulo. Nessa pesquisa são utilizados como referenciais teóricos os estudos realizados por Almeida e Placco (2009), André e Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), Pinazza (2015). Diante dos dados coletados podemos concluir que a coordenadora investiu e investe em sua própria formação e na formação das professoras a partir dos princípios estabelecidos no Projeto Político Pedagógico da creche. Sua atuação na formação continuada das professoras, conjuga a prática e a teoria, sem dicotomia, por meio de propostas que fazem sentido para o grupo, possibilitando a construção coletiva de conhecimentos e a reflexão acerca das práticas docentes

This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate. Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as: Demographically convenient, Safe, secure and hygienic, Providing a routine, Caring and nurturing, Having trained and qualified staff, Valuing parents and keeping them informed, Preparing for further learning, Providing socialisation. These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment. In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by: Relationship with child; Influence of significant others; Understandings of childhood; Maximising the child's potential. The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts. An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.