The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.

The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.

Peer support groups (PSGs) for addiction recovery are the most common source for aftercare services once professional treatment has ended (Cloud, Rowan, Wulff, & Golder, 2007), and a significant number of individuals who seek help for a substance-related problem only seek that help from peer support organizations, such as Alcoholics Anonymous (White, 2010). In the last two decades, a different, more secular culture of “recovery” from self-defined problematic substance has led to the emergence of new PSGs (White, 2009). However, very few research studies to date have examined how more recent, typically secular, PSGs work, what aspects of them attract participants, and what participants find helpful about the group. Further, very little is known whether theories that have been applied to clinical treatment, such as the Stages of Change model, relate to the peer support environment. LifeRing is a secular PSG that views substance misuse as a learned habit that can be changed through taking responsibility for one’s actions and actively engaging with peers (Nicolaus, 2009). A particularly relevant model to LifeRing is Stages of Change, because LifeRing encourages personal responsibility and choice, does not prescribe any specific steps, and encourages individuals to build their own recovery plan that can help them stay motivated in recovery (Nicolaus, 2009). The current study examined data from 50 participants that attend LifeRing meetings on Vancouver Island. The results were not consistent with the Stages of Change framework. 4 Specifically, readiness to change and active group participation did not predict group engagement outcomes. Analysis of open-ended follow-up questions indicate that group cohesion and match in beliefs were significantly associated with greater active group participation and convenor alliance was significantly associated with group satisfaction, paralleling findings on the topic in the psychotherapy literature. Information from qualitative follow-up questions regarding helpful and unhelpful aspects of LifeRing are also discussed. / Graduate / avsotskova@gmail.com

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

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The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Questa ricerca esplorativa qualitativa si è posta l’obiettivo di comprendere il funzionamento del peer support in ospedale e le ragioni che spingono alcuni pazienti a diventare peer supporter. È stata realizzata un’ osservazione di tre reparti ospedalieri italiani in cui il peer support è praticato e successivamente sono state condotte 27 interviste agli attori coinvolti (peer supporter, pazienti, operatori). Uno sguardo internazionale si è avuto con la realizzazione di due interviste a peer supporter del King’s Hospital di Londra. I dati raccolti sono stati analizzati e interpretati alla luce del paradigma relazionale, secondo il quale il professionista da solo non è in grado di trovare delle soluzioni ad una malattia che colpisce una persona, ma necessita anche dell’aiuto della persona stessa per fronteggiare la situazione. Dalla ricerca è emerso che la presenza del peer support produce benefici per il reparto ospedaliero e tutti gli attori coinvolti: i pazienti conoscono meglio i servizi, i loro doveri e diritti e comprendono meglio alcune scelte terapeutiche del medico; i medici comprendono meglio i vissuti dei pazienti e le loro esigenze, si avvicinano al paziente e riescono a lavorare meglio; i peer supporter valorizzano il proprio sapere esperienziale e si sentono utili. / This exploratory qualitative reasearch identifies the reasons who leads patient to become peer supporter and explain peer support program in hospital ward. Three italian hospital ward, whose already have a peer support program, have been selected. Practicioners, patients and peer supporters were interview in these hospital departments (27 interviews in total), moreover each department was observed for three days to follow all the peer supporter’s activities. Thanks to two peer supporter’s interviews who worked at King’s Hospital in London was possible to have an international view. The collected qualitative data were then analyzed and interpreted according to the relational paradigm of social work. The idea of this approach is that social workers are not able to solve problems and to find solutions for the life problems; in the contrary professionals need to be helped from the service users. From the results emerged that the peer support program produce benefit for all people: the patients learned to know their rights and duties together with social and clinical services; the practitioners learned to know experiential knowledge, patient’s needs and how to work in a better way; the peer supporters learned to use their illness experience and feel useful.

Abstract This dissertation investigates the treatment of alcoholism and its related codependences using the Minnesota model, which defines alcoholism as a disease. This study seeks to recognize the stages of alcoholism, from the rise and deepening of alcoholism and its codependences through recovery, and to determine the keys to this recovery as viewed by patients and their family members. Based on experiential and transformative learning theories, a new learning model for explaining this recovery is suggested. A content analysis of empirical survey data obtained from a Minnesota-model-based treatment home over 10 years is carried out. The survey respondents are 173 patients and 125 of their family members. In this survey, the respondents describe their problems with substance dependence and codependence, explain their attempts to resolve these problems, characterize their recovery (or lack thereof) and provide their views on the treatment’s success factors. The results suggest that it is essential for patients and family members to obtain knowledge and adopt a new perception of substance dependence and codependences. The starting point, to consider alcoholism as a disease, opens up a new avenue of thinking, which liberates an alcoholic from agony and enables them to utilize previous life experiences as a bridge to move from only knowing the phenomenon to the active path of recovery. A key prerequisite for recovery is an analytical walkthrough of one’s own experiences from the drinking period based on this new understanding. Peer support provided by therapists and other patients who have been freed from alcohol dependence is also found to be essential for patients. The treatment’s special characteristics, which are close encounters with family members and a carefully planned one-year follow-up treatment, are also found to be very important. A new conceptual model is suggested to explain the results. The model is an experiential and transformative learning process model with theoretical roots in learning theories from Mezirow and Kolb. The birth and deepening of substance dependence and codependences is known as ‘capturing learning’ and, correspondingly, the recovery is known as ‘liberating learning’. This explanatory model emphasizes simultaneous collaboration- and peer-support-based recovery for family members and patients. Building upon the work of Jellinek, a new recovery curve, which is characteristically spiral and non-symmetric, is presented for both groups as an integral part of the model. This research has significant practical implications. The results of this study suggest that in addition to traditional approaches to treat alcoholism, which emphasize psychiatry, psychology and other mental health aspects, it is feasible to adopt the new learning-based treatment paradigm suggested here. / Tiivistelmä Tutkimus tarkastelee alkoholismin ja siihen liittyvän läheisriippuvuuden hoitoa Minnesota-mallin sairauskäsitteen pohjalta. Tavoitteena on kuvata kehityskulku alkoholismin ja läheisriippuvuuden synnystä ja syvenemisestä toipumiseen asti etsimällä alkoholistien ja heidän läheistensä itse määrittelemiä toipumiseen vaikuttavia tekijöitä. Molempien ryhmien toipumisprosesseja tulkitaan oppimisteoreettisesti ja tältä pohjalta kuvataan kokemukselliseen ja uudistavaan oppimiseen perustuva alkoholismista ja läheisriippuvuudesta toipumista selittävä malli. Empiirinen aineisto kerättiin survey-tutkimuksella Lapualla toimivaan Minnesota-hoitoon osallistuneilta 173 potilaalta ja näiden 125 läheiseltä. Aineisto on ajanjaksolta 1993–2003 ja se käsittää kyseisen hoidon potilaat ja näiden läheiset sen 10 ensimmäisen toimintavuoden ajalta. Vastaajat kuvasivat tätä tutkimusta varten suunnitelluilla kyselylomakkeilla juomisajan ongelmia, niiden ratkaisuyrityksiä, toipumisprosessin luonnetta ja omia näkemyksiään hoidon keskeisimmistä onnistumistekijöistä. Aineisto analysoitiin ja kuvattiin sisällönanalyysimenetelmällä. Saatujen tulosten perusteella toipuminen edellyttää aiemman päihteiden käyttöajan kokemusten analysoivaa läpikäymistä. Toipumisen ytimen niin potilaille kuin läheisillekin muodostavat päihde- ja läheisriippuvuuteen liittyvä uusi tieto ja oivallukset. Alkoholismin tarkastelu lähtökohtaisesti sairautena antoi juovan ajan kokemuksille uuden tuskaisuudesta vapauttavan tulkinnan ja omat kokemukset toimivat siltana tietämisestä toipumiseen. Tärkeänä osana potilaiden toipumisprosessia oli omasta riippuvuudestaan toipuneiden terapeuttien ja toisten potilaiden tarjoama vertaistuki. Keskeisiksi nousivat myös hoidon sisältämä läheiskohtaaminen ja hyvin suunniteltu vuoden pituinen jatkohoito. Tutkimuksen empiirisiä tuloksia selittävässä osuudessa potilaiden ja läheisten toipumisprosesseja tarkasteltiin Mezirowin uudistavan oppimisen ja Kolbin kokemuksellisen oppimisen teorioiden pohjalta. Toipuminen kuvataan erityisesti kokemuksellisena ja uudistavana oppimisprosessina, joka on luonteeltaan vertaistuellista ja yhteistoiminnallista. Päihde- ja läheisriippuvuuden synnystä ja syvenemisestä käytetään nimitystä vangitseva oppiminen ja toipumista kutsutaan vastaavasti vapauttavaksi oppimiseksi. Tutkimuksessa esitetään uusi toipumista kuvaava selitysmalli, joka korostaa läheisen ja potilaan samanaikaisen yhteistoiminnallisen ja vertaistuellisen toipumisen merkitystä. Tärkeä osa selitysmallia on uusi toipumiskäyrä, joka on ns. Jellinekin käyrää muistuttava, mutta kuitenkin epäsymmetrinen ja spiraalimainen. Uutta on myös se, että vastaava käyrä kuvataan samalla tavalla läheisille. Tutkimuksen kontribuutio myös käytännölle on merkittävä. Tutkimuksen perusteella näyttää jopa siltä, että perinteisten alkoholismin hoitoon liittyvien psykiatrian, psykologian ja mielenterveystyön lähestymistapojen rinnalle on mahdollista ottaa käyttöön uusi oppimiseen pohjautuva hoitoparadigma.

The theoretical part of the thesis deals with the cooperation between faculty teachers and the Faculty of Education. It defines the role of a faculty teacher and a faculty school in relation to mentoring and the concept of the Clinical School. Furthermore, it surveys forms of cooperation and practice at PedF UK as well as the role of the Faculty and university teachers. The next part of the text focuses on places of interconnetion of theory and practice and presents the form of cooperation in educationally advanced countries. The research part of the thesis focuses on mapping the ways of cooperation between faculty teachers and the Department of Pre-primary and Primary Pedagogy, Faculty of Education, Charles University, and it analyzes the benefits and difficulties of the cooperation, as well as maps the forms of motivation that help this collaboration to be established. The crucial research question is: What forms of motivation do teachers mention when cooperating with the Faculty, what obstacles do they observe and what benefits and assets do they appreciate in this cooperation? As research tools, a group interview and an individual intervieware applied. The thesis also includes suggested ways to innovate the cooperation between faculty teachers and the Faculty of Education.

L’éducation, la pédagogie, l’andragogie et l’apprentissage sont des concepts qui transcendent l’univers scolaire et universitaire. Ces derniers peuvent ainsi concerner la formation en milieu de travail, l’adaptation à un contexte nouveau, mais également la réadaptation. Ce projet de recherche vise ainsi à décrire et explorer l’impact du soutien par les pairs chez les grands brûlés sur le processus de réadaptation de ceux-ci. Nous savons en effet que les victimes de brûlures graves éprouvent de nombreuses difficultés quant à leur image corporelle (Kornhaber, Wilson, Abu-Qamar et McLean, 2014b), l’espoir que leur situation s’améliore, les deuils qu’ils ont à vivre et dans l’engagement dans leur traitement (Kovacs Burns, Bellows, Eigenseher et Gallivan, 2014; Ripper, Renneberg, Landmann, Weigel et Germann, 2009), pour lesquels le soutien par les pairs semble avoir un impact (Badger et Royse, 2010). Pour explorer ces impacts, un total de 24 personnes ayant subi des brûlures graves ont répondu à un questionnaire visant à explorer leur sentiment d’auto-efficacité général, la qualité de leur image corporelle, leur espoir et le rapport qu’ils ont avec les soins et traitements reçus afin de vérifier leur adhésion au traitement. Ceux ayant reçu une visite de patient ressource accompagnateur (PRA) et ceux qui n’en ont pas reçu ont été comparés quant aux résultats sur les échelles sur l’auto-efficacité, l’image corporelle et les soins et traitements à l’aide d’analyses inférentielles et descriptives. Une analyse qualitative des réponses aux questions ouvertes concernant l’impact perçu et prévu des visites selon le point de vue des victimes de brûlures a également été réalisée, entre autres afin de vérifier les impacts sur la perception d’espoir. Les résultats permettent de souligner l’apport informationnel et relationnel du soutien par les pairs chez les grands brûlés. / Education, pedagogy, andragogy and learning are concepts that transcend the school and academic spectrums. The latter may therefore relate to training in the workplace, adaptation to a new context, but also rehabilitation. This research project aims to describe and explore the impact of peer support for burn victims on their rehabilitation process. We know that victims of severe burns experience many difficulties with their body image (Kornhaber, Wilson, Abu-Qamar and McLean, 2014c), the hope that their situation gets better, the grief they have to go through and the commitment to their treatment (Kovacs Burns, Bellows, Eigenseher & Gallivan, 2014; Ripper, Renneberg, Landmann, Weigel & Germann, 2009), for which peer support seems to have an impact (Badger and Royse, 2010). To explore these impacts, a total of 24 people who suffered severe burns responded to a questionnaire aimed at exploring their general self-efficacy, the quality of their body image, their hope and the relationship they have with the care and treatment received in order to verify their adherence to treatment. Those who received an accompanying patient resource visit (APR) and those who did not receive them were compared in terms of results on the scales on self-efficacy, body image and care and treatment quantitatively with inferential analyzes. A qualitative analysis of the answers to open questions concerning the perceived and anticipated impact of the visits from the point of view of burn victims was also carried out to describe the impact on the perception of hope, among other things. The results highlight the informational and relational contribution of peer support among burn victims.