No description available.

No description available.

In the setting of the critical care unit, the nurse is caring for the critically ill patients and is the care giver who is present at the bedside for 24 hours. The nurse comes into contact with all other disciplines attending to the patient and is thus often the common link in the multidisciplinary team. It is therefore essential that there is effective collaboration between the physician and the nursing practitioner.With the world-wide shortage of skilled nurses worsening, it is imperative that we look at a means of retaining our current nursing personnel and attracting new nurses into the profession. Many studies examining the relationship between a healthy work environment and the retention of nurses have rated collaboration as a key aspect. The setting for this study was five critical care units within the private health care sector. The study investigated both nurses’ and physicians’ attitudes towards collaboration in critical care units, as well as identifying factors which facilitate and constrain effective physician-nurse collaboration. Recommendations for enhancing collaboration within the critical care unit were explored. In this study a non-experimental descriptive design was be used. The Jefferson Scale of Attitudes toward Physician-Nurse Collaboration, a 15 statement Likert scale, was utilized to collect data from both the nurses and the physicians. The data was analysed using factor analysis and descriptive statistics. The results showed that nurses had a slightly more positive attitude toward collaboration as compared to the physicians, however the difference in the overall scores was not statistically significant.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Apr. 9, 2009). PDF text: v, 141 p. : ill. (some col.) ; 5 Mb. UMI publication number: AAT 3337500. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University

This research set out to develop one or more conceptual models of diagnostic radiography based on the ways in which clinical radiographers themselves viewed their skills. The report analyses the historical relationship between radiographers and radiologists and the limited attempts at theory development prior to this research. This context is set against selected literature from nursing metatheory. This comparison is made since radiography had in part developed from the nursing profession and the historical and gendered background of both professions may be seen to be similar. •The methodology is largely qualitative and the use of computers for qualitative data analysis is discussed in some detail. The data collection was completed in three major phases- a diagnostic phase; a theory development phase and an applications phase, utilising several brainstorming groups and two questionnaires as well as action research in the third phase. In the diagnostic (first) phase of the research categories representing parts of the radiographic process were derived. Two models (or theoretical frameworks) were developed and their various concepts were explored and refined. In the second phase of theory development the research was extended to develop a statement of the role of the diagnostic radiographer and several concepts from the model were explored. In the final phase, the concept of holism was explored together with the relevance of the models for the education of student radiographers. In the final sections of the report there is a detailed evaluation of the potential impact of the models including a reflexive analysis. The conclusions are that the models provide a valid conceptual representation of the radiographic process and philosophy and that they have a role to play in education of student radiographers.