<p> <b>Context</b>: Entry-level athletic trainers enter the workforce with the skills taught to them by athletic training programs (ATPs) using the Competencies developed by our accrediting body. </p><p> <b>Objective</b>: These competencies are developed using data collected from athletic trainers in the field with no input from the consumers of athletic training services. </p><p> <b>Design</b>: This study used a 3-round Delphi questionnaire. </p><p> <b>Setting</b>: Secondary schools located South Louisiana. </p><p> <b>Participants</b>: Six experts in the field of athletic training. </p><p> <b>Data Collection and Analysis</b>: In round 1, participants were first asked to identify individual skills within predetermined skill categories created from the Competencies and existing research. In rounds 2 and 3, participants ranked and rated their responses from round 1. Using Delphi methodology with qualitative and quantitative analysis, a Duty-Task List (DTL) was created from the data, which identified the essential skills for entry-level athletic trainers. </p><p> <b>Results</b>: Ranking of the skill categories produced four tiers, the top tier consisting of skill categories developed from the Competencies. The bottom tier consisted of two items, both from the Competencies: use of evidence-based medicine in practice and therapeutic interventions. Data further revealed communication, its many different forms, was the most important individual skill for entry-level athletic trainers. </p><p> <b>Conclusions</b>: The Delphi methodology used in this study was once again shown to be as effective as DACUM in producing an industry-supported DTL. In doing so, the participants gave a clear conceptualization of the essential skills needed as an entry-level athletic trainer, while also identifying some skills missing from the Competencies. Consideration should be given to the consumers of athletic training services when the next version of the Competencies is created. The athletic trainers on the panel consistently ranked higher skill categories from the Competencies, while the administrators on the panel ranked the non-competency skill categories higher. Additionally, there is still some resistance to increased use evidence in practice, which may be further proof of the chasm between what is considered desirable by clinical setting athletic trainers and academic setting athletic trainers.</p>

<p> This study explores the role of instructional design in the development of shared epistemic agency (SEA) when RN to BSN nursing students collaborate to complete a team project in an online course. Paavola &amp; Hakkarainen's (2005) trialogical model of learning is used to design a learning activity where teams create a shared knowledge object, a co-authored patient interprofessional care plan to support group knowledge creation. The study addresses the following research questions: 1. What patterns of SEA are evident at the team level as manifest through epistemic and regulative actions in online student discourse? 2a. How did each team's epistemic and regulative decisions contribute to their shared knowledge object? 2b. How did the instructor's online interaction enhance or constrain each team's epistemic and regulative decisions? 2c. How did each team's use of project technology tools affect the development of their shared knowledge object? 3. What contributed to supporting or suppressing SEA in each team? These questions examine SEA in relationship to research in shared knowledge construction pedagogies and instructional design within nursing education. </p><p> This study uses a convergent parallel mixed methods design, in which both quantitative and qualitative data are collected, analyzed separately, and then merged (Creswell &amp; Plano Clark, 2011). Quantitative content analysis is used to examine student discourse for evidence of student epistemic and regulative actions. This is combined with two forms of qualitative analysis. Thematic analysis is used to examine student artifacts and interviews with team members and their instructor to gain deeper insight into the meanings of their epistemic and regulative experiences within this six week collaborative activity. Case analysis is used to describe and synthesize differences among teams that supported or constrained the development of SEA. </p><p> The quantitative strand of research found higher levels of regulative actions compared to epistemic actions in both teams. The qualitative strand of research identified two areas which constrained each team's development of SEA overall. The first related to a series of uncertainties related to apprehensions about working with team members for the first time, concerns about the project and the instructor's expectations, and doubts about using technology for collaboration. The second related to a series of disjunctures associated with students' discordent beliefs about collaboration; contradictory views of conflict; and, discrepent views of leadership. </p><p> Synthesis of these results resulted in six factors that contributed to supporting or suppressing SEA in each team: team contracts, the team wiki, propensity for regulative over epistemic actions, narrow views of conflict, misconceptions about collaborative learning, and the instructor's role. In light of these findings, theoretical and practical implications and recommendations are detailed.</p>

<p>Researchers have developed strategies used in nursing programs to promote cultural awareness (Hunter &amp; Krantz, 2010). Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student&rsquo;s level of cultural awareness (Kardong-Edgren &amp; Campinha-Bacote, 2008, Sealey, Burnett, &amp; Johnson, 2006). The associate degree-nursing program accreditation, statistical, and benchmark reports mandated the integration of diversity content, local, national, and worldwide perspectives in the curricula (NLN, 2008). Additionally societal and cultural patterns must be integrated across the entire nursing school curricula (Board of Registered Nursing, 2012, section 1426-e7). A correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles (Sealey et al., 2006). The Cultural Awareness Scale (CAS) was used to survey the participants. Based on the findings of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing student&rsquo;s learning style, perception of faculty, personal experiences, and cultural encounters may also contribute to the cultural awareness level. Analysis of variance results revealed no statistically significant difference on the CAS total or subscale scores based on gender, age, and ethnicity. The outcome of this study may encourage academic affairs leaders to emphasize cultural awareness as a significant student-learning outcome for nursing educational programs. </p>

Thesis (Ph. D.)--University of Wisconsin-Madison, 2007. / Includes bibliographical references (p. 452-476). Also available on the Internet.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0523. Adviser: James Halle. Includes bibliographical references (leaves 127-142) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2008/02/12). Includes bibliographical references.

Thesis (Ph.D.) -- University of Western Sydney, 2005. / "A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, College of Social and Health Sciences, University of Western Sydney, 2005." Includes bibliographical references and appendices.

Thesis (M.P.H.)--University of Michigan, 1944. / Also issued in print.

Thesis (M.S.P.H.)--University of Michigan, 1933.

Thesis (M.S.P.H.)--University of Michigan, 1942.