This study was conducted with the focus on medical and nursing education programs in the U.S. in order to learn if they include training for their students on dealing with victims of human trafficking. In order to address this goal, the survey among professors and instructors of 650 randomly selected medical and nursing education programs was conducted, where they were asked if their programs' curricula include training on recognizing victims of trafficking, as well as providing them with health care services and assistance to escape from their traffickers. The analysis of 116 received responses revealed that the majority of medical and nursing education programs do not train their students on recognizing victims of trafficking, and providing them with relevant assistance. / McAnulty College and Graduate School of Liberal Arts / Graduate Center for Social and Public Policy / MA / Dissertation

The general purpose of this study was to test the validity of selected hypotheses concerning institutional adaptation, using a segment of the general population, where the need and the opportunity for a specific program have been established. More specifically, the purpose of this study was to determine if selected operating ratios and institutional characteristics were predictors of whether or not Black colleges and universities had implemented professional allied health education programs. Several authors have hypothesized that certain factors (which could be specified as operating ratios and institutional characteristics) affected an institution's ability and willingness to adapt. However, the power of these factors had not been tested rigorously. Sixty-eight four-year Black colleges and universities, which had not implemented professional allied health programs prior to 1975-76, were used for this study. By 1980, six of these institutions had implemented such programs. Twenty-seven operating ratios and seven institutional characteristics, derived from REGIS Financial Statistics and Opening Fall Enrollment data, for the 1975-76 academic year, were used in the study. Four analytical procedures were chosen to test the hypotheses that these ratios and characteristics were direct or surrogate measures of institutional adaptation. The following analytical procedures were used: (a) cross-tabulation, (b) t-tests for independence, (c) stepwise discriminant analysis, and (d) cluster analysis. The findings and inferences that could be drawn from the study were limited because of the recency of HEGIS tapes used. This resulted in a small sample population. Six of the 68 institutions had implemented professional allied health programs between 1975-76 and 1979-80. In addition, several colleges and universities appear to be in the process of implementing professional allied health education programs, but had not done so as of 1979-80. Despite these limitations, the findings of the study indicated that a total of ten operating ratios were identified as possible predictors of whether or not Black colleges and universities had implemented professional allied health education programs between 1975-76 and 1979-80. / Ed. D.

The school focused in this study is involved in promoting HIV/AIDS education among learners. Past attempts at HIV/AIDS education took the form of assembly talks and special assembly programmes which, unfortunately, yielded limited success. In response to this, a grade eight HIV/AIDS education programme, integrated into the mainstream curriculum, was developed and implemented. The HIV/AIDS education programme cuts across different learning areas and its impact on learners is the focus of this study. The study undertaken is located in a constructivist paradigm and draws largely upon qualitative research methods. However, the use of quantitative data has also been crucial in supporting the findings of the research. Research participants included a stratified sample of grade eight learners who were involved in the programme, educators who were engaged in the development and implementation of the programme, learners on the school's HIV/AIDS Committee, the Life Skills co-ordinator of the school and social workers who supported the programme. In view of the sensitivity surrounding various HIV/AIDS issues. this study draws special attention to ethical issues that impact on the research procedures adopted. Evidence from this research indicates that the implementation of the grade eight HIV/AIDS programme has substantially improved the acquisition of HIV/AlDS knowledge by learners who were engaged in the programme. The impact of the programme on high-risk behaviour is difficult to ascertain in the absence of longitudinal studies. However, the majority of learners have responded positively to the programme and emerging learner attitudes appear to be favourable to the promotion of behaviour patterns that are supportive of the prevention of HIV-infection. This study suggests that, in the quest to improve the effectiveness of HIV/ AIDS education, the programme in focus needs to engage more seriously with gender and cultural issues. The grade eight HIV/AlDS programme lends itself to further modification and this study recommends that the scope of stakeholder participation be broadened, particularly with regard to parental involvement. / Thesis (M.Ed.) - University of Natal, Durban, 2001.

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

PhD (Public Health) / Department of Public Health / Background: South Africa continues to struggle with the high prevalence of Human Immunedeficiency Virus and Acquired Immune deficiency Syndrome. Young people of the university going age are the most affected by this disease. The higher education sector, particularly teachers, are well placed to mitigate this pandemic through teaching and learning. Despite the fact, that a lot has been written on the need to integrate HIV/AIDS content into curricula very few institutions of higher learning are heeding the call mainly due to lack of guidance on how to integrate HIV/AIDS content. Aim:The aim of the study was to develop a framework that facilitate integration of HIV/AIDS content into university curricula. Methods: This cross-sectional study employed quantitative methodology and was conducted in two phases : Data was collected using different methods such as cross sectional surveys, content analysis and systematic reviews. For cross sectional surveys the target population included teachers and students and they were selected using systematic and purposive sampling respectively. The study setting was University of Venda. Data were analysed using SPSS, version 23. Multiple logistic regression and chi-square tests (χ2) were employed to determine the associations. Results: The thesis comprises five interdependent studies. Study one: A systematic review of peer-reviewed journals and grey literature of HIV/AIDS programmes in higher education was conducted. It was found that HIV/AIDS content was integrated mainly into existing , compulsory, undergraduate modules, health sciences disciplines focused on basic facts about HIV/AIDS. The HIV/AIDS content was taught using classroom based teaching strategies. Study two: A quantitative content analysis, to gauge the extent of HIV/AIDS integration into the curricula in various departments at Univen was conducted. The results of this study suggest that HIV/AIDS content was limited as only 68 modules/courses out of 1979 had HIV/AIDS content in different disciplines across all eight schools at the university. Study three: A survey was conducted to assess the knowledge, attitudes and practices of students towards learning about HIV/AIDS content among 340 students . The study found out that majority of the students possessed high knowledge about HIV/AIDS, though they had misconceptions about HIV transmission routes. Further they supported the introduction of formal teaching and learning about HIV/AIDS in their disciplines and very few students were taught about HIV/AIDS in their studies. Study four: A survey was conducted to assess knowledge, attitudes and practices of teachers towards teaching and learning of HIV/AIDS content in the curriculum among 240 teachers . The results showed that the majority of teachers were knowledgeable about HIV/AIDS , had positive attitudes towards the teaching and learning of HIV/AIDS content in the curriculum and very few taught about HIV/AIDS. Study five: Data from the study findings, literature and analysis of the curriculum were integrated within Information ,Motivation and Behaviour Model to develop the proposed framework for integrating HIV/AIDS content. Conclusion: The purpose of the study was to develop a framework that facilitates the integration of HIV/AIDS content into the undergraduate curriculum. The proposed framework in this study may assist HEIs, faculties and teachers to integrate HIV/AIDS content formally into their curriculum and ensure that various academic departments can integrate HIV/AIDS-related issues into the undergraduate curricula. The framework outlines HIV/AIDS competencies for different levels of study in various disciplines and its adoption may assist HEIs in producing graduates who can survive and work in a world ravaged by HIV/AIDS. In order to implement the proposed framework for integration of HIV/AIDS content into undergraduate curricula, recommendations were made. / NRF

Indiana University-Purdue University Indianapolis (IUPUI) / Although interprofessional education (IPE) opportunities can help prepare students for future practice and patient-centered care, many health professions students in the country are not educated in an environment with opportunities to learn with, from, or about students from other health professions. With upcoming curricular changes at the Indiana University School of Medicine (IUSM) and the Indiana University School of Nursing (IUSN), IPE remains at the forefront of these changes in both schools. To date, few studies have explored student, faculty, and administrators’ conceptualizations of IPE prior to formal implementation. Additionally, previous studies have not compared IPE conceptualizations across these groups. This multiple-case study explores and compares how groups of stakeholders from the IUSM (Indianapolis) and the IUSN (Indianapolis) conceptualize IPE. Data collection included the examination of discipline-specific public documents and one-on-one interviews (N=25) with pre-licensure students, clinical faculty, and administrators from each school. Coding and extraction of themes transpired through within-case and cross-case analysis and data supported the following findings: the ‘business of medicine’ may prevent IPE from becoming a priority in education; stakeholders’ conceptualizations of IPE are shaped through powerful experiences in education and practice; students desire more IPE opportunities at the institution; stakeholders at the IUSN have a long-standing investment in IPE; and the institution requires a ‘culture shift’ in order to sustain IPE efforts. The findings suggest that IPE belongs in all education sectors and IPE efforts deserve reward and reimbursement. The findings also insinuate that leadership, roles, and team training education belong in IPE and IPE culture requires all individuals’ (e.g., student, faculty, administrators, patients) commitment. Importantly, the institution must continue IPE development, research, and dissemination. These findings can help shape curricula as time progresses, increase the likelihood of developing a successful new curriculum, and prompt ongoing reflection about IPE. This information can influence how institutions approach IPE and may lead to a more successful and informed IPE curriculum in the first years of implementation. And, hopefully what is learned through IPE will be translated into healthcare practice environments.