This study investigated the teaching, learning and support of pre-registration nursing students in medical and surgical wards of two Scottish hospitals. The research was qualitative in nature and used a grounded theory approach, as described by Glaser and Strauss. Data were collected using non-participant observation of the students and their preceptors as they went about their daily ward routines and semi-structured interviews with subjects. The sample population comprised twenty-one students, twenty-one preceptors, six mentors, six mentees and two link teachers. Students and preceptors were a purposive sample though mentors, mentees and link teachers were identified using the theoretical sampling techniques of grounded theory research. Analysis of the data revealed two major descriptive categories called "relationships" and "environment", and six sub-categories labelled "student relationships with preceptors and supervisors", "mentoring relationships", "theory-practice relationships", "learning and teaching", " 'good', 'bad' and 'poor' learning and teaching experiences" and "preceptor-student interactions". From these the following three conceptual themes emerged: "control of learning opportunities", "mentoring and preceptoring" and "the theory-practice interface". The findings showed that control over the use of student learning opportunities was limited and that students learned specific aspects of ward work and patient care more often by chance than by planned experiences. It was also evident that students sought help from nurses other than those appointed to be their supervisors on any particular placement. They did this by identifying someone who they believed would be most able to answer their questions or understand their concerns. In comparison with studies conducted in the 1980s, the critical influence of the ward sister on the ward learning environment generally and on individual student learning opportunities was found to be much less significant. Evidence of different types of theory-practice gap is presented and it is suggested that generally students deal well with these when they encounter them.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 29, 2007). Includes bibliographical references.

Thesis (Ed.D.)--Liberty University, 2007. / Place of publishing from Publisher's website; copyright is from Amazon.com. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ed.D)--University of Tulsa, 1980. / Typescript. Bibliography: leaves 91-95.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on May 22, 2009). Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: vii, 180 p. : ill. UMI publication number: AAT 3258770. Includes bibliographical references. Also available in microfilm and microfiche formats.

This study aims to develop a theoretical and practical model of coaching for gravitas in a business leadership context. Gravitas is described as a psychological phenomenon and concept used frequently, but not well researched and understood. While leadership practitioners frequently refer to gravitas as a desirable quality, there have been no specific empirical studies into gravitas as either a leadership quality or more general phenomenon. A review of the literature specifically associates gravitas with the leadership concepts of authenticity and charisma, which are often discussed together with the concepts of power and authority. The role of followers is described as important in all leaders’ qualities, but the context of a leader’s organisation is a frequent omission in typical studies. A collaborative action research approach was adopted with six practising leaders and 12 of their followers from one organisation. An initial model of coaching for gravitas was developed and four cycles of action research were conducted over a 12-month period. The first action research cycle used a conceptual encounter method to create a conceptual model of gravitas that was specific for the six leaders coached during the next three cycles of research. The evolved conceptual model described gravitas through four dimensions of confidence, courage, communication, and control. Under each dimension, potentially coachable elements were identified and explored in action with the participants over subsequent research cycles. Specific coaching methods were used to develop these elements. A wide range of data was collected and analysed using thematic analysis. The findings suggested that situational forces on individual gravitas constantly moved and that the model of an individual’s gravitas was therefore always changing. The leaders learned how to recognise these forces and use them for focusing their attention. In spite of individual differences, the embodied reactions of leaders to the reported feelings of gravitas showed significant similarities. A weight and stillness of the body and mind was connected to the ability to see clearly in changing situations involving complex forces in action. Recognition of these feelings enabled an active use of them in practice. Participants described reflective processes within the action research as the most informative part of the coaching process. The journey of the participants and researcher was translated into a mapped process allowing development of a model of gravitas useful for recognition in themselves and others. The study concludes with a number of implications for leadership theory and practice, suggesting that coaching can contribute to the development of leadership gravitas.

The benefit of mentoring as a strategy to improve workplace learning has been proclaimed in business and educational research literature for the past two decades. This study focused on the characteristics ascribed by proteges to their workplace mentors. This topic has received little serious attention despite the proliferation of research on mentoring. Data were collected from 1,771 Canadians, most of whom were from Vancouver, British Columbia. Initially, 1,011 people encountered in public places, such as markets and shopping centres, completed a pen-and-paper questionnaire in which they were asked to write three words to describe their mentors. One hundred of these words were put into a second questionnaire. This was administered to 760 people in various work settings and training venues. Data were factor analyzed resulting in eight factors: Authenticity, Volatility, Nurturance, Approachability, Competence, Inspiration, Conscientiousness and Hard Working. Standardized scale scores were then calculated from the factors and used to test for differences among various socio-demographic variables. Finally, individual, faceto- face interviews were conducted with 16 proteges in order to explore how these key mentoring characteristics manifested themselves in day-to-day work settings. Irrespective of age, gender or status within their organizations, two-thirds of the respondents reported having mentors. Mentors were most often older than their proteges and more than half reported that their mentors were also their bosses. Three-fifths of these mentors were men. Statistical tests of differences on various socio-demographic variables and the Dimensions Of Mentoring Inventory (DOMI) highlighted differences between the perceptions of women and men proteges about their mentors. Women proteges attributed higher Nurturance scores to mentors than did men, whereas men attributed higher Competence scores to mentors than did women. Most proteges were in single-gender relationships, however the 178 (one-fifth) of respondents in cross-gender relationships showed no differences in characteristics from single-gender relationships. Proteges in management positions attributed higher Competence scores to mentors than those in nonmanagement positions. Mentoring relationships with bosses were reportedly of longer duration, with more bosses aware of their mentoring role than non bosses. Mentor/protege conflict was infrequent, but when it occurred, the mentors were characterized as Volatile and Hard Working. Interviews with 16 proteges yielded vignettes of their mentors as they recounted memorable incidents. Five themes were uluminated through interviews with proteges. The mentors' belief in their protege's capabilities; a desire on the part of proteges to be mentored; timing of the relationship; reciprocity; and affinity. This was a study of mentor characteristics as seen from proteges' points of view. Further studies utilizing confirmatory factor analysis are needed to verify the factor structure of mentor characteristics and to test alternative models. Further investigation into characteristics of mentors, particularly those in the dual role of mentor and boss, and differences in perceptions between women and men are advisable. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

M.Com. (Business Management) / Please refer to full text to view abstract