Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M.P.H.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 17-20).

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2004. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

BACKGROUND: Physician assistants are a profession that has adapted to the growing needs of the health care system. With an increasing shortage of doctors compared to patients, the flexibility of PAs has kept the profession in high demand and created a growing number of jobs in surgical specialties. Orthopedics is the third largest specialty to employ PAs but very little is known about the day to day life of these providers. LITERATURE REVIEW FINDINGS: This thesis contains a comprehensive literature review, composed largely of small cross-sectional studies, which summarizes the current research on job satisfaction and burnout in PAs. The literature review highlights that burnout is dependent on the medical specialty and is different from that of a physician. It also shows that there is greater burnout among oncology and emergency medicine PAs. There is presently a lack of literature on the burnout rates of orthopedic PAs, as well as the retention rates and the autonomy of these Pas within this specialty. PROPOSED PROJECT: This thesis proposes a cross-sectional study to identify the demographics, burnout, retention, and autonomy of orthopedic PAs compared to the general PA population. CONCLUSION: The study will match an orthopedic physician assistant and two general population PAs. The burnout, retention, and autonomy data will be compared and analyzed using a chi-square test to reveal correlations and differences. Significance: A provider who is burned out not only delivers sub-standard care but impacts the overall mental health of the provider and the patients are less likely to comply with their treatment plan if their provider suffers from professional burnout. In addition, high turnover of PAs is costly to the healthcare system.

Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 166-182).

Health sciences literature from 1970 - 1977 which pertains to monitoring and maintaining competence of health professionals is abstracted and reported. Recognizing that competence is defined by the criteria and standards used to evaluate its presence, this thesis uses Donabedian's evaluation model to organize the bulk of the literature reviewed. While the model applies to competence of the health care system, this paper limits discussion to competence of health professionals. It considers literature concerned with definition, evaluation, and restoration/maintaince action related to knowledge and skills possessed by practioners (structure), clinical performance (process), and results of care (outcome). Additionally it provides information about the historical development of and current trends in credentialing mechanisms intended to certify competence, explores in some detail the issue of mandatory continuing education, and discusses contemporary social and political phenomena which influence and are influenced by competence monitoring activities. The concluding chapter offers observations on the current state-of-the art with respect to evaluating and maintaining competence and makes recommendations for further research, development and implementation of competence monitoring activities consistent with the North American social context. Finally, several implications for continuing educators' roles and responsibilities vis a vis monitoring and maintaining health professionals' competence are discussed. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

published_or_final_version / Clinical Psychology / Doctoral / Doctor of Psychology

published_or_final_version / Community Medicine / Master / Master of Public Health

A research report submitted to the Faculty of Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management (in the field of Public and Development Management). / This thesis attempts to look at delinkage and decentralisation in health care reforms taking place in Zambia. While an attempt has been made to look at the international context, the main focus is on Zambia with its donor issues, manpower constraints and liquidity problems. The issues are looked at through the actors in the reform process. The findings are interpreted in light of organisational and administrative factors, behavioural factors, political circumstances and the financial and human resource situation. Zambia's reform efforts are viewed in the light of current worldwide trends is health care reform. / AC2017

<p> The movement toward an integrated approach to healthcare professionals' education, interprofessional education (IPE), has been advancing over the past 60 years in the United Kingdom, Canada, and more recently in the United States. Support for IPE as a mechanism to positively impact collaborative practice and patient outcomes comes from international and national healthcare and educational leadership agencies as well as professional medicine and nursing thought leaders. Theories have evolved to explain the linkages among IPE, collaborative practice, and positive patient outcomes. Researchers have found support for the short term positive impact of IPE on attitudes, perceptions, clarity about roles and responsibilities and knowledge acquisition. However, there is little evidence that demonstrates the link between pre-licensure IPE and professional staff outcomes. In spite of the lack of evidence, many pre-licensure IPE programs continue to be developed and the number of programs is growing. Determining a clear connection between IPE and patient outcomes is unrealistic because of multiple potential intervening variables; however, there is an opportunity to assess the impact of IPE on collaborative practice. </p><p> This grounded theory study was conducted to conceptualize the social process that explains nurse and physician collaborative practice development process as described by those who have experienced formal IPE. A total of 21 clinicians (14 registered nurses and seven medical doctors) who graduated from three university IPE programs participated in interviews and shared their experience from their first months in professional practice to their current experience. The core category, which emerged from the data, was Getting on the Same Page. A model of nurse and physician collaborative practice development also emerged from the data with ten categories that explain the progression of the model. These additional categories explained stages of development over time and include <i>Understanding Others' Roles; Learning to Work Together during the educational experience; Being Nervous, Intimidated, and Frustrated; Recognizing Important Information; Relating to One Another during early practice; Coming Together; Knowing Each Other; Feeling More Comfortable and Confident; Going Back and Forth; and Being a Team in later practice.</i> </p><p> The theory of Getting on the Same Page supports and informs design of interprofessional learning and contributes to a greater understanding of the important link between education and practice. This study will facilitate opportunities for future research as well as education and practice alignment. </p><p>