En litteraturbaserad studie har gjorts med analys av tio kvalitativa studier mellan 2007-2016. Alla som väljer att utbilda sig till sjuksköterska i Sverige genomgår en tre år lång utbildning som leder till en akademisk och en yrkesexamen. Att gå från utbildning och börja arbeta som sjuksköterska är ett stort steg, och många främmande situationer finns framför dem. Efter genomgången utbildning får de en legitimation, men de saknar erfarenhet. Det är en lång process att komma in i rollen som sjuksköterska. Det innebär även ett stort ansvar och stressen kan bli hög, vilket får en del av de nya sjuksköterskorna att vilja byta karriär.  I den här uppsatsen har artiklar granskats som behandlar just fenomenet upplevelser hos den nyutexaminerade sjuksköterskan under det första året. Artiklarna söktes fram ur databaserna Cinahl, ProQuest och PubMed som innehåller artiklar i omvårdnad, psykologi och medicin inom humanvetenskap. Resultaten i studierna analyserades och sammanställdes till ett resultat.   Resultatet visar att de nya sjuksköterskorna upplevde att det var ett stort glapp mellan studierna och realiteten. De fick känsla av att de inte hade tillräckligt mycket kunskap både vad det gäller omvårdnaden och bedömningar av patienterna, samt för att leda undersköterskor i arbetet. De upplevde ett stort ansvar då yrket regleras av lagar och förordningar. Det kunde även vara svårt att komma in i gänget bland kollegorna och en hierarkisk ordning bland professionerna förekom.  De nyutbildade sjuksköterskorna upplevde ett stort behov av stöd för sin yrkesutveckling. Stödet kunde komma från organisationen de jobbade på genom handledning och struktur. Kollegorna på jobbet kunde ge ett stort stöd för dem både emotionellt och praktiskt. Vissa saknade stöd från dessa håll och förlitade sig på sina egna strategier istället. Det kunde vara bland annat att umgås och prata med vänner och familj.  Trots att utvecklingen från studerande till erfaren sjuksköterska var utmanande och ofta upplevdes svår så var de flesta deltagarna stolta över sitt yrke som sjuksköterska. / Background: Registered nurses is a profession with long tradition and the profession has undergone many changes over time. In Sweden, today, nursing education leads to an academic degree but also provides a vocational degree. Profession as a nurse requires much of the practitioner for this to be considered competent to maintain credentials. The path from novice to expert is long while the lack of nurses is large and many choose to leave the profession. Aim: The aim was to describe how newly graduated nurses’ experience their first year as professional nurses. Method: A literature-based study was conducted in which ten qualitative studies were retrieved from the databases Cinahl, Proquest and Pubmed. The studies were subjected to quality assurance and Friberg's five-step analysis.  Result: Through the analysis, the results of the articles were compiled into a new result, in which three themes, and nine subthemes were formed. The main themes were “unreasonable expectations about the new profession”, “the first year - a reality shock” and “the need for support in the workplace”. Conclusion: The first year of occupational nurses was experienced a difficult period and was lined with feelings of unpreparedness for what the profession meant and expectations of the profession that did not really correspond. The need for support was considered important for transition from education to professional nurse to be successful. The workplace of the graduates graduated was crucial for whether the nurse came to stay in the profession or not.

Magister Artium (Social Work) - MA(SW) / The first year of university studies is usually accompanied by many new experiences, often stressful, and family members fulfil a significant role in helping to reduce students' stress and facilitate their adjustment. Research has indicated that the overall first year experience sets the tone for the subsequent well-being of students both academically and personally, and if this is negative then the university dropout rates are likely to remain high. This study seeks to determine the effects of family structure and parental autonomy-support on students' adjustment during the first year of university. The study employed a quantitative, cross-sectional correlational research design. Participants were selected by means of convenient sampling, and only consisted of first year university students between the ages of 18 and 25 years who were registered at the University of the Western Cape. Data was collected via an online survey consisting of three self-reported questionnaires, namely the perceived parental autonomy-support scale, the college adaptation questionnaire, and also demographic information. Data was analysed using the Statistical Package for the Social Sciences. Participants' right to privacy, confidentiality and anonymity was observed throughout the study. The results suggest that students from two-parent families are better adjusted than students from one-parent families. Furthermore, results of the total sample suggest a significant relationship between good adjustment and autonomy-supportive parenting, while a significant negative relationship exists between poor adjustment and autonomy-supportive parenting. When determining the separate results for two-parent families and one-parent families, it was established from the regression analysis that good adjustment was only predicted by mother autonomy-support in two-parent families, accounting for 7% of the variance. Poor adjustment in two-parent families was negatively predicted by mother and father autonomy-support, and was accounted for by 11% of variance. In one-parent families, neither good nor poor adjustment was predicted by parenting behaviours.

The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.

M.Ed. (Educational Management) / The period immediately after entering the teaching profession is of the utmost importance to the newly qualified teacher. These first impressions experienced have implications for the quality of his teaching, his professional image and his future job satisfaction. At the moment the newcomer finds himself in the unenviable position of being expected to accept full responsibility in the teaching situation, without having undergone a formally structured orientation programme. The sudden change from training to practice can lead to practice shock, occupational stress and possibly an early resignation. Educational managers should do everything in their power to guide newcomers towards fulfilment and self-development by implementing an efficient orientation programme. Only through continual and differentiated monitoring of the integration of the newcomer can he be helped towards feeling secure. This should result in optimal efficiency in educating every pupil, which in turn would help towards the beginner's own development. Furthermore orientation of the newcomer should form an integral component of his continual professional development. Such a strategy implies effective education and top-rate teaching. It appears that little local research has been done on orientating newcomers to the teaching profession. This contrasts sharply with research done overseas. During the initial training period, the dynamic character of the teaching profession should be secured by identifying problem areas which occur in classroom management, general organization and administration or didactic matters. Prospective teachers should also during their teaching practice have the opportunity of exploring all the facets of the school programme.

ABSTRACT Information literacy skills training should be utilised by libraries as a strategy for transforming non-library users into constant users by teaching them appropriate skills that can impact on their knowledge and attitudes towards the utilisation of library resources. Although libraries do provide training aimed at making students conscious of the range of library resources and services and how to use them in their studies and career development, it has regrettably been observed that the skills and services are not well utilised by many. Students in many institutions still rely heavily on the librarian even after receiving training. This has also been observed at the Sefako Makgatho Health Sciences University (SMU) library. This study titled, An assessment of the attitudes of undergraduate students towards information literacy training: Sefako Makgatho Health Sciences University (SMU) Library as case study, therefore addressed the following research problem: To what extent does the information literacy skills training offered at the Sefako Makgatho Health Sciences University (SMU) Library affect students’ attitudes towards information literacy training and use of information retrieval systems? The study was aimed at offering 2015 first year students at the Sefako Makgatho Health Sciences University and the librarian responsible for information literacy skills training an opportunity to express their perceptions and feelings about the library’s information literacy skills training programme and the use of information retrieval systems. The study also aimed at determining barriers that students experience in independently and effectively utilising library services and systems and identifying possible gaps in the training. The study also looked at aspects of the training that influenced students positively. A case study of first year students from the Schools of Medicine, Pathology and Pre-Clinical Sciences, Oral Health Sciences and Health Care Sciences at SMU was conducted using a mixed methods approach, collecting and analysing quantitative and qualitative data. It employed questionnaires (for quantitative data), focus group interviews (for qualitative data) and an interview with the librarian responsible for information literacy training (qualitative data). Data were collected from the 14th October to the 06th November 2015. A total of 394 questionnaires were distributed, 225 questionnaires were returned and 219 were sufficiently completed to be useful. Four focus group interviews were held with 18 first year students; all schools were represented. Students contributed ideas and voiced their opinions about the value of information literacy skills training for their studies, future career and their everyday life. They shared perceptions on their satisfaction with the skills learned and had the opportunity to rank the skills they have improved as a result of the training. Students confirmed that the training programme was indeed valuable and required for various aspects of their life, studies and career. They learned the skills needed when searching for information. Their effort and time for searching, locating, finding, accessing, evaluating and using information from the shelves, catalogue, internet and databases had also been decreased. Some of the gaps identified by students were that they struggled with acquiring new skills as they had no prior exposure to libraries and computers, the classes were overcrowded and uncontrollable, the scope covered was too wide for one session, the training was overwhelming and the timing of the year wrong. Students also made suggestions and recommendations, for example continuous or monthly training, online training sessions, small group sessions, facilitation training for the trainers and including basic computer training. The practical recommendations from the study, which include the student recommendations, can be utilised to improve information literacy skills training at Sefako Makgatho Health Sciences University Library, and also hold value for other academic contexts. From a theoretical viewpoint, theories of self-efficacy and affordance theory can be explored in further work. / Mini Dissertation (MIT)--University of Pretoria, 2016. / Sefako Makgatho Health Sciences University / Carnegie Corporation of New York / Information Science / MIT / Unrestricted

Magister Artium (Psychology) - MA(Psych) / During Apartheid, South African education policies were largely based on a system of racial segregation, resulting in unequal educational opportunities between black and white students. Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students perceptions of the influence of social integration on academic performance. Tinto Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students academic performance. South African contextual factors such as socio-economic status and language were found to be a potential hindrance to good academic performance. The implications of these findings are discussed. / South Africa

>Magister Scientiae - MSc / There is a high incidence of dropout in the first year of university studies. Some of the main reasons were attributed to adjustment or adaptation difficulties experienced by the new students which impacted on academic achievement. Much of this difficulty relates to the need to find their identity in relation to the new university environment with new rules, peers, and expectations. The acquisition of a sensory integrative (SI) profile could shed light on an element of the student’s identity. However, very little is known about the relationship between the SI profile and academic achievement. Therefore, the aim of the study was to determine the SI profiles of students and whether there was a relationship between the SI profiles and academic achievement of first year students from the Faculty of the Community and Health Sciences (FCHS) at the University of the Western Cape (UWC).The study followed the quantitative research paradigm and was more specifically a descriptive, cross-sectional study. Measurements included a demographic questionnaire to gather socio-demographic data, as well as the Adolescent and Adult Sensory Profile questionnaire to determine the SI profiles of the students.These instruments were administered to a sample of 357 registered first year students from the FCHS at UWC. Matriculation academic marks, as well as first year university academic marks were obtained and utilised for analysis. The SPSS statistical package was utilised for descriptive and inferential statistical analyses of the data. The results of the study indicated that the SI profiles of the first year FCHS students were that they responded "similarly to most people" on each of the four sensory quadrants of Dunn's (1997) Model of Sensory Processing. Secondary analyses were implemented by means of a collapsing mechanism to denote more specific results of the SI profiles. This analysis revealed that the students tended to have low thresholds for their neurological and behavioural continua of sensory processing.The inferential analyses that were implemented to determine whether there was a relationship between the SI profiles and academic achievement of the first year students yielded no statistical relationship between those variables. The analyses revealed relationships between the SI profiles and certain socio-demographic factors, such as age, race, and course of study.In conclusion, the research study uncovered the SI profiles of the first year university student sample, relationships between the SI profiles and sociodemographics and disproved a relationship between SI profiles and academic achievement. The study was therefore of value to the professions of occupational therapy and higher education and has opened avenues for further exploration. Furthermore the study has portrayed that occupational therapy tools and SI profiles could have a place in higher education and in relation to student development, teaching and learning. / National Research Foundation (NRF)

Critical pedagogy is a philosophy of education developed to challenge forms of social oppression through the acquisition of agency, what advocates argue traditional teaching methods fail to accomplish. It is because of this and because writing is considered by many to be a gateway to learning that critical pedagogy as a teaching methodology in composition studies is a logical alternative to traditional theories guiding composition pedagogy today. Critical pedagogy is meant to help students gain the tools needed to become active participants, influencers, and decision-makers in society. This paper argues for the need for critical composition pedagogy in present times as well as attempts to mold critical pedagogical theory into reliable praxis for first-year composition (FYC) instructors, while also meeting the goals of FYC as established by the Council of Writing Program Administrators (the WPA). The ultimate goal in providing a model for critical composition pedagogy is not to provide a different vision than that of other critical composition pedagogues, but an alternative.

This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.

Though scholars have discussed how reflective writing can benefit students in college-level writing classes, little research has focused on students’ perceptions of this kind of writing. This study examines the curriculum of a particular first-year writing course, as well as student reflective writing that was created for the class. Research questions focus on how students used reflective writing to articulate their understandings of audience and academic discourse, two curricular concerns that tend to be prevalent in first-year writing courses. To answer these questions, I studied examples of student reflective essays, conducted interviews with eight students, and maintained researcher field notes. I analyzed this data using discourse analysis to understand how the institution constructed itself, students, and me. I also explored how students used language to engage in particular building tasks associated with writing for particular audiences and engaging in particular academic discourses. My findings suggest that students perceive that reflective writing can lead to opportunities for expanded dialogues between students and teachers, and can facilitate student learning of academic discourse.