Thesis (Ph. D.)--Indiana University, 2004. / Includes bibliographical references (leaves 68-74).

Thesis (Ph.D.)--Brown University, 2005. / Vita. Thesis advisor: Michael White. Includes bibliographical references (leaves 226-233). Also available online.

Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Health Education" Title from author supplied metadata (automated record created on Apr. 27, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 93-100). Also available on the World Wide Web.

<p> This qualitative study explores the personal and intimate lived experiences of stroke survivors who suffer the comorbid emotional sequelae of Post Stroke Depression (PSD) and how it affects their rehabilitation and interpersonal relationships post stroke. By using Uncertainty Reduction Theory (URT), the idea of Social Construction of Identity, the epistemology of Narrative Inquiry (NI), and conversational interviews (CI), with stroke survivors, their spouses/significant others, friends, and other family members, the aim of this body of research has been to take on the difficult task of observing how stroke survivors navigate the difficult and sometimes daunting path that all stroke survivors must travel as they attempt the reconstruction of their <i> self</i> post stroke. They face every new day with the knowledge of who they once were and who they are now. The person that they are now has become their reality.</p><p> Many stroke survivors regardless of the hemisphere in which the brain lesion occurs, suffer from some degree of the post stroke emotional sequelae, or a condition following and resulting from a disease, of post stroke depression (PSD). With the comorbid occurrence of PSD comes yet another challenge to their reconstruction process. The findings of this research study have remained consistent with the current research data and literature on stroke, stroke recovery, PSD, and aphasia.</p>

TITLE: COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF ORAL VS. PODCASTING REVIEWING TECHNIQUES Podcasts have evolved at a rapid pace. With the creation of podcasting technology and it's increasing prevalence within the educational system a question must be asked; does this technology really aid in the learning process? The purpose of this study was to compare the use of podcasts to traditional delivery of information in classrooms. Four podcasts were created on the topics of asthma, diabetes, seizure disorders, and acute infections, such as head lice, conjunctivitis, scabies, impetigo, herpes simplex I, ringworm, colds, and the flu, to aid students in reviewing for quizzes. Knowledge retained of students using podcasts was compared to the knowledge retained of those using traditional in-class review. A convenience sample of 174 undergraduate students enrolled in seven teacher university health teacher certification classes during the fall semester of 2009 was used. A quasi-experimental pre-test/post-test design was utilized. By conducting t-tests and an ANCOVA the results showed the podcast reviews were as effective as traditional oral in-class reviews of selected health education topics. In this study the main effect for the review method was not significant (F(1,143) = .682, p>.05), with the intervention groups not scoring significantly higher 51.45 (sd= 4.72) than the control group 50.79 (sd= 4.88). This study also revealed that students support the concept of using podcasts as a review tool. All but one student (98.6%) felt that having pictures accompany the audio portion of the review was helpful in retaining the information. When asked if the podcasts were helpful in aiding them to review for the test (68.9%) of the students strongly agreed and (28.4%) agreed with that statement. The majority (68.9%) stated they would use podcasts again as a review tool with (66.2%) having strongly agreed or agreed that they preferred podcast reviews over traditional in-class reviews. Given that podcast reviews were shown to be as effective as traditional review and with the majority of students reporting they would use podcast reviews again in the future more studies there remains a need to focus on podcasting technology and student outcomes.

Thesis (Ed.D.)--Boston University.

Thesis (Ed.M.)--Boston University

<p> The assessment of new graduate nurses&rsquo; competency is an important outcome of orientation. Nurse managers and nurse preceptors are important stakeholders in the transition of new graduate nurses and are often responsible for assessing the competency of new graduate nurses. This study used the New Graduate Nurse Performance Survey to assess the perceptions of nurse managers and nurse preceptors related to new graduate nurse competency post orientation. </p><p>

<p> Empathetic communication enhances the nurse-patient relationship and improves patient outcomes and needs to be taught and evaluated during simulated clinical experiences. Experience in healthcare education has shown students&rsquo; empathy levels decrease over time. The purpose of this quasi-experimental pretest posttest, study was to compare nursing students&rsquo; empathy levels, self-confidence, and satisfaction with simulation between the use of the high-fidelity manikin simulator (HFMS) and a standardized patient (SP) used during their simulated clinical experience. Kolb&rsquo;s experiential learning theory was used to guide the study through the four phases specific to simulation and learning. Convenience sampling was used to recruit 135 nursing students in the pre-simulation survey; 123 participants completed the post-simulation survey with 64 in the control group (HFMS) and 59 in the experimental group (SP). Data were analyzed using an independent <i>t</i>-test to determine if there were any mean differences between the HFMS and SP groups in terms of empathy, satisfaction, and self-confidence. Empathy was measured using the Jefferson Scale of Empathy-Health Professions Student and the NLN&rsquo;s Satisfaction and Self-Confidence Scales. Results revealed there were no significant difference in students&rsquo; empathy levels, self-confidence, and satisfaction. Positive social change through prioritizing nursing students&rsquo; empathetic communication in patient care may be enhanced in the simulated clinical environment with various approaches. Recommendations for future research are to determine what interventions best develop nursing students&rsquo; empathy, satisfaction, and self-confidence in patient care. </p><p>