Thesis (Trabajador Social Rural)--Universidad de San Carlos de Guatemala. / Includes bibliographical references (p. 57-58).

Thesis (Ph.D.)--University of California, San Francisco, 2008. / Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5321. Adviser: Patricia Benner.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009. / Title from PDF t.p. (viewed on Jul 8, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6149. Adviser: Michael Reece.

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 235-244). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11582

<p> Expansion of Medicaid and private health insurance coverage through passage of the Affordable Care Act of 2010 was expected to increase primary care access and reduce emergency department (ED) use by reducing financial burden and improving affordability of care. The aim of this study was to examine the differences in utilization patterns that exist among the Medicaid population that participated in an optimal level of care (OLC) intervention inclusive of appointments scheduled to primary care providers. Using the integrated behavior model as a theoretical framework, the key research question focused on determining if there was a difference in ED use among Medicaid individuals who scheduled follow-up appointments compared to those that did not schedule follow-up appointments. The sample population consisted of 176 Medicaid enrollees who presented to the ED for treatment of nonurgent conditions and participated in an OLC intervention from June 2016 to July 2017. The results showed that there were no differences in ED utilization between the population that had scheduled appointments compared to the population that did not have scheduled appointments. A bivariate analysis on demographic variables also showed no differences in ED utilization among the variables. The social change implications of this study are that the practice of scheduling appointments with primary care providers does not reduce or affect ED utilization in the Medicaid population. This study contributes to positive social change through the findings that reducing ED utilization requires more than follow-up appointment scheduling with primary care providers. Further studies are warranted to understand the potential barriers and factors that affect ED utilization.</p><p>

<p> Maintenance of appropriate posture is essential for the prevention of various musculoskeletal disorders. Postural stress is a common issue in elementary school children. The literature review indicated that schoolteachers have inadequate and improper postural knowledge. Based on such concepts, elementary schoolteachers in this present study implemented a postural awareness education program designed by the American Posture Institute. The present study indicated that postural awareness amongst schoolteachers was significantly low before the start of the program and was significantly increased after implementing the program (<i>p</i> &lt; 0.01). Moreover, the program results seemed to match the expectations of the posture awareness program. However, the analysis also indicated that teachers failed to achieve requisite postural knowledge on all postural concepts (<i>p</i> &lt; 0.01). Hence, the study necessitated the need for improving the postural awareness program (which was designed and developed by API). The study participants failed to develop a holistic knowledge on postural concepts and could not correlate different postural concepts with one another (<i>p</i> > 0.05). The study necessitated the need for sensitizing schoolteachers on different aspects of physiology and anatomy before implementing a postural education program.</p><p>

The purpose of this study is to explore college women's high-risk alcohol use and related consequences to form a gender-related perspective of their drinking and related consequences. Because previous studies are based on male norms and constructs, this study employs a qualitative approach to understand, and provide visibility for, college women's alcohol experiences and related outcomes. Ten undergraduate females from a co-educational university participated in interviews during the spring semester of 2006. The data was analyzed using methods associated with the Grounded Theory approach. The results of the data analysis offer four major themes, which include a conceptual model, the Relational Ritual Reinforcement (R3), for understanding the recurring high-risk alcohol use and related negative consequences among some university women. Implications for research, practice, and policy are discussed.

No description available.

Purpose: The authors examined Health Sciences students’ willingness to reflect on an academic failure at the students’ point-of-entrance into university in order to gauge how students’ willingness to engage in reflective tasks might be predictive of their subsequent academic success and, ultimately, of their potential to become health professionals. Methods: Following Health Sciences students’ failure on an English diagnostic test, the authors determined the proportion of 568 Health Sciences students who voluntarily reviewed or did not review (SR and SNR respectively) their failed tests before sitting a second-chance test 60 days later. The authors then compared the improvements between SR and SNR on the second-chance test and determined three relationships: 1) whether SR or SNR showed greater improvement on the second-chance test; 2) whether SR or SNR had higher mean marks in their four requisite Health Sciences courses; 3) if SR were more likely to be subsequently placed in a health professional programme. Results: 42% (N=237) of students chose not to review their test after failing it and being advised that they could review the test. Those same students were already performing at a lower level on this first test for their Reading Comprehension (F(1,566)= 5.608, p=0.18) and Listening Comprehension (F(1,566)=4.117, p = 0.043). While SR improved more than did SNR when they sat the second test, reviewing the failed test did not significantly correlate with improved success on the second test. However, SR achieved higher mean marks across their four requisite Health Sciences courses than did SNR (Wald’s Z = 8.015, p Wald’s Z = 3.108, p = 0.002) and were more likely to be offered a place in a professional programme (Wald’s Z = 3.108, p = 0.002). Conclusions: Choosing to engage in a relatively simple reflective task following an initial failure predicts subsequent academic success for our Health Sciences students and their potential of becoming health professionals.

Introduction: Students with disabilities are underrepresented in post-secondary education, including health professional programs. They experience higher rates of attrition and lower rates of graduation compared to their non-disabled peers. Some research indicates that educators engage in ableist practices preventing students with disabilities from successfully completing these programs. Educators report difficulty meeting the myriad of professional and educational expectations in professional programs. Rehabilitation professions provide a unique opportunity for research given their emphasis on participation and inclusion. Purpose: The purpose of this program of research was to explore the educator perspective in the accommodation of students with disabilities in professional rehabilitation programs. Method: There are three studies that constitute this thesis. The first study is a critical discourse analysis in which the most relevant texts in the accommodation process were examined. The second study is an institutional ethnography informed study, whereby university-based educators were interviewed about their actions in the accommodation process of students with disabilities. The final study is an interpretive description that involved interviews with fieldwork educators who provide disability-related accommodations to students in their work settings. Findings: The texts involved in the accommodation process revealed varied and conflicting discourses and subject positions for educators in rehabilitation programs. University-based educators identified tensions reconciling the focus on students in the post-secondary education context with the focus on clients in the healthcare context, for which they were preparing students. However, fieldwork educators were generally at ease with the accommodation process as they integrated accommodations into the broader goal of learning. Implications: This body of work provides insight into the reasons why educators may struggle with the accommodation process in professional rehabilitation programs. It also identifies potential solutions for educational programs and future directions for research. / Thesis / Doctor of Philosophy (PhD) / Students with disabilities experience difficulty entering and graduating from health professional programs, including rehabilitation. This group of students face challenges in meeting all the requirements for their programs. Through three discrete studies, this thesis explores educators’ perspectives on the accommodation process of students with disabilities. The first study demonstrated that the most relevant documents to the accommodation process require educators to take on conflicting roles. The second study showed that university-based educators struggle with the focus on students at the university, which seemed to be prioritized over the focus on clients in healthcare, the context for which educators prepare students. The final study illustrated that fieldwork educators did not experience these struggles. Rather, they accommodated students as part of the students’ learning journey. These studies help explain why educators may have difficulty with the accommodation process of students with disabilities and offer solutions for educational programs and future research.