M.Cur. (Nursing Science (Critical Care)) / Qualified critical care nurses are under internal and external stresses in the workplace, relating to role conflict, role ambiguity, increased workloads, the need for rapid decision making and the speedy delivery of care. However, having inexperienced students in critical care units put responsibility and additional stress on the qualified critical care nurses within the units. This may result in some of these qualified nurses not being willing to help with the education of the students. The purpose of the study was to explore and describe the experiences of QCCNs regarding students working in CCUs in a Gauteng Academic Hospital and to describe the recommendations to support the QCCNs in the critical care units. The research question asked was: What are the experiences of the QCCNs regarding students working in the CCUs? A qualitative, exploratory, descriptive and contextual design was followed to provide an in depth description and understanding of the experiences of QCCNs regarding students in critical care units. The study followed a hermeneutic approach. The accessible population was QCCNs currently working in the CCUs in a Gauteng Academic Hospital. A purposive sampling method was followed. Focus group interviews were conducted to collect data. The participants were asked these questions: ‘How do you experience the students working in your unit?’ The follow up question was: ‘What can be done to help you?’ Data saturation occurred on the fourth (4) focus group interview. Data collection took place on field trips and was transcribed verbatim from a tape recorder. Ethical considerations were upheld at all times during the study. Data was analyzed using Tesch method. The results comprised of a central theme, namely, qualified critical care nurses experience working with students in critical care units as stressful, increasing workload and a burden. The four (4) themes that emerged were: stress and increased workload, emotions about working with students in critical care units, attitude of qualified critical care nurses towards working with students and recommendations for CCUs to handle stress. From the findings and the main themes that emerged, recommendations to support the QCCNs were described. Trustworthiness of the data collected was upheld at all times during the study.

Serious questions need to be asked about the current status of midwifery in Australia. This doctorate examines the lack of recognition of midwifery as an autonomous profession and its consequential invisibility in Australian maternity care.Despite the significant amount of evidence that continues to accumulate to support the expansion of midwifery models of care, such changes have not been widespread in Australia. An examination of international, national and local health policy and strategic direction in maternity services, together with a critique of contemporary Australian midwifery and the role of the midwife within the public health system, provide the rationale and context for the study. The 'case' for introducing improved systems and models of maternity care is developed with regard to the evidence for increasing the utilisation of midwifery. The doctorate argues for greater visibility and recognition of midwifery in Australia with a focus on the role of midwifery leadership and its potential to improve collaboration. A number of case studies report experiences and insights of leadership and collaboration across different contexts: clinical practice, organisation of health services and health policy leadership in maternity services. The result is a comprehensive understanding of the reasons for the lack of visibility of midwifery and the potential costs of such a situation continuing. The exploration of this situation highlights the barriers to recognising and acknowledging midwifery itself. Attention is drawn to the continuing lack of voice and visible leadership in Australian midwifery, with midwives being absent from decision-making in situations whereothers, predominantly nurses and doctors, speak 'for' them. This work examines the barriers to midwives forming alliances and working to influence government agendas at the social, organisational and political level. Exploration of the power structures and hierarchical constraints that exist reveals particular barriers and highlights what is needed to address the impending decline of the profession in Australia. The enhanced capacity that midwives would experience if their work were to be understood, recognised and valued in the provision of maternity services in Australia, is postulated through the development of a construct called 'professional capital'. Drawing on several theoretical perspectives, it is argued that the notion of 'professional capital' is dependent on a strategy of focused and deliberate leadership and collaboration within maternity services and the creation of positive social networks and affiliations amongst midwives. Professional capital would enable greater visibility and recognition of midwifery and a more effective midwifery contribution to maternity services. It is suggested that improved professional and societal recognition will ultimately enhance the professional performance and self image of midwives. Such developments will enable new and effective ways of supporting and strengthening inter-professional relationships and systems of care that will, in the long term, improve the outcomes and experiences of women who access maternity services.

Serious questions need to be asked about the current status of midwifery in Australia. This doctorate examines the lack of recognition of midwifery as an autonomous profession and its consequential invisibility in Australian maternity care.Despite the significant amount of evidence that continues to accumulate to support the expansion of midwifery models of care, such changes have not been widespread in Australia. An examination of international, national and local health policy and strategic direction in maternity services, together with a critique of contemporary Australian midwifery and the role of the midwife within the public health system, provide the rationale and context for the study. The 'case' for introducing improved systems and models of maternity care is developed with regard to the evidence for increasing the utilisation of midwifery. The doctorate argues for greater visibility and recognition of midwifery in Australia with a focus on the role of midwifery leadership and its potential to improve collaboration. A number of case studies report experiences and insights of leadership and collaboration across different contexts: clinical practice, organisation of health services and health policy leadership in maternity services. The result is a comprehensive understanding of the reasons for the lack of visibility of midwifery and the potential costs of such a situation continuing. The exploration of this situation highlights the barriers to recognising and acknowledging midwifery itself. Attention is drawn to the continuing lack of voice and visible leadership in Australian midwifery, with midwives being absent from decision-making in situations whereothers, predominantly nurses and doctors, speak 'for' them. This work examines the barriers to midwives forming alliances and working to influence government agendas at the social, organisational and political level. Exploration of the power structures and hierarchical constraints that exist reveals particular barriers and highlights what is needed to address the impending decline of the profession in Australia. The enhanced capacity that midwives would experience if their work were to be understood, recognised and valued in the provision of maternity services in Australia, is postulated through the development of a construct called 'professional capital'. Drawing on several theoretical perspectives, it is argued that the notion of 'professional capital' is dependent on a strategy of focused and deliberate leadership and collaboration within maternity services and the creation of positive social networks and affiliations amongst midwives. Professional capital would enable greater visibility and recognition of midwifery and a more effective midwifery contribution to maternity services. It is suggested that improved professional and societal recognition will ultimately enhance the professional performance and self image of midwives. Such developments will enable new and effective ways of supporting and strengthening inter-professional relationships and systems of care that will, in the long term, improve the outcomes and experiences of women who access maternity services.

This research presents an understanding of the world of successful teachers. In documenting their life histories, I composed a research text which explored the presences and absences, identities and differences, changes and continuities, variations and uniqueness, which characterise how teachers perform their success in the present educational context of continued shifts and constantly changing images. Working with Trevor, Anna, Ursula, Daryl, Eddie and Hlo, I co-created stories of lives "told and experienced", a journey that pressed me to look at the transcending and shifting line between the private/public. Written through a composition of stories, poems, photographs, musical pieces and illustrations, I have engaged in the risky, poststructural practice of redescribing their worlds in order to understand what it means to think, know and act differently, in the struggle with the desire to be "free". Employing a cubist metaphor as a heuristic device, I was able to entertain the possibility of other "worlds" within the discursive practice of "being teacher": creating potential explanatory and diverse descriptions other than the one available as the singularly defined identity category of "teacher". Employing a poststructural analytical framework, I documented the multi-dimensional nature of identity and meaning, and drew attention to the play between discourse and practice in teachers' agenda for agency. Teachers' agenda for agency is described within "Patterns of Desire" within which the evaded or marginalised in teachers' lives become available as spaces for change and moments of freedom. I present an understanding of teachers' selves through excavating the "interior" of their lives to provide a more three-dimensional approach that injects the private into the public, rupturing the fine line as a way to maintain an "aura" of desire, love, friendship, hope and familiarity in their daily lived experiences. Emerging along two axes, "Practices of the Self' and "Practices on the Self', this composition that I have created, identifies the complexity of teaching discourses and practices enacted out and enacted on teachers' daily lives that resist and disrupt those hierarchical grids of normalcy and regularity. In particular, I attended to those elusive eruptions of teachers' selves when teachers articulate their resistance to normalcy and surveillance and make themselves available to refiguration and transformation. Investing in particular historically emergent social practices and relationships that teachers effect, by their own means, there is pleasure in challenging anew the bond between teachers' private lives and public responsibilities. Agency of teachers lies in the ability to deconstruct and reconstruct identity within the discursive formations and cultural practices. In troubling the structures that often imprison and violate, teachers are able to slip through and open their thoughts and desires to their differences - the other categories that are evaded in the single identity category teacher, thereby sustaining potential for ongoing continuity and change. Continued metamorphosis of thought and act, simultaneous and consecutive, is what offers teachers moments of deep meaning and awareness that keep the private/public alignment and variation in the ways of experiencing their world, in their 'desire to be', 'desire for' and 'desire to please' as a possible condition for being a successful teacher. / Thesis (Ph.D) - University of Durban-Westville, 2003.

To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.

叶菊艳. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 293-309) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Ye Juyan.

M.Phil. (Industrial Psychology) / The objective of this study was to determine the psychologist-lawyer dynamics, prevalent in the psycho-legal activities of industrial psychologists. In order to reach this objective, repertory grid interviews were conducted with 10 participants, all of whom were industrial psychologists experienced in psycho-legal activities. During the interviews, the participants were asked to contrast their experiences in terms of the psychologist-lawyer dynamics, by eliciting similarities and differences between the psycho-legal cases which they identified. From the contrasts obtained in the interviews, the data were analysed in three consecutive stages, namely eyeball analysis, bootstrapping analysis, and the interpretation and sense-making of the themes. In the first stage of analysis, the repertory grids of the participants were scanned holistically to identify personal constructs. In the second stage of analysis, the personal constructs were categorised into themes, based on a process of continual scrutiny for similarities. During the final stage of analysis, the seven themes, categorised from the personal constructs of the participants, were interpreted and made sense of by using relevant literature on forensic psychology. The seven themes categorised from the data were: differing scientific worldviews of industrial psychologists and lawyers, the power differential in the psychologist-lawyer relationship, motives of the instructing lawyer, structure of the psychologist-lawyer relationship, the industrial psychologist's fees, objectivity of the industrial psychologist, and ethical principles in psycho-legal activities. Based on the seven themes, recommendations are made to important stakeholders such as industrial psychologists, the Professional Board for Psychology, lawyers instructing industrial psychologists, and universities. Furthermore, important limitations of this study are noted, from where recommendations for future research are made. Recommendations for stakeholders and future research in terms of the psychologist-lawyer dynamics in industrial psychologists’ psycho-legal activities are aimed at mediating the interdisciplinary and inter-professional dynamics between industrial psychologists and lawyers, in order to aid the sustained practice of industrial psychologists’ psycho-legal activities.

The central concern of this thesis is the diversity of the discourses of caring within nursing knowledge. Drawing on three of the tools of ‘Foucauldian archaeology’, namely the statement, discursive formation and discourse, ‘An archive of Caring for Nursing’ is identified. At least three discourses comprise this archive. These are ‘caring as being’, ‘caring as doing’, ‘caring as knowing’. Each discourse is described in the thesis and critically analysed for influences on contemporary nursing knowledge, education, theory, management and practice. Practice exemplars are utilised to elaborate the conflict between the author’s discursive position and the positions of other nurse practitioners and educators. The thesis contributes to nursing knowledge, nurse education and practice. How nurses are positioned within discourses of caring and how they resist within these discourses, is especially significant for nursing’s future. / Doctor of Philosophy (PhD)

Over recent decades, there has been growing recognition that workplace bullying is a pervasive and harmful feature of modern workplaces. In the Australian nursing context, bullying is reported as a common form of aggression. While acknowledged as a concerning issue, there is little substantive data on the meaning of bullying or how it affects the private or professional lives of Australian nurses. The aim of this study was to address this gap by investigating the nature, extent and consequences of bullying in the Australian nursing workplace. A three-stage sequential mixed method design was adopted for the study. The first stage involved in-depth, semi-structured, qualitative interviews with 26 nurses with experience of workplace bullying. Content analysis of the interview transcripts using the NVivo software program identified four major categories, and a number of minor categories and sub-categories. These categories formed the basis of a survey instrument developed for use in the second stage of the study. The second stage of the study established the validity, reliability and factor structure of the newly developed instrument. Exploratory factor analysis (EFA) using the Statistical Package for the Social Sciences (SPSS) software identified seven coherent latent factors, which underpinned the experience, consequences, and organisational features associated with workplace bullying. The EFA identified reliable measures of the seven latent factors and two scales were refined entitled the Bullying Acts and Consequences Scale and the Organisational Processes Scale. The third stage of the study employed the survey instrument validated in the previous stage of the study with a cross-sectional randomised sample of the Australian nursing workforce. Analysis of the survey data identified that bullying occurred across all sectors of the nursing workforce, with no correlations between experiencing bullying and demographic and employment characteristics. In addition to describing the nature, extent and consequences of bullying, confirmatory factor analysis (CFA) was used on the data from the national survey to further refine the scales developed in the previous stage of the study. These two scales were refined into one multidimensional scale entitled the Organisational Predictors and Consequences of Bullying Scale (OPCBS). The final step in the analysis of the national survey data involved structural equation modeling (SEM) using the AMOS software program. The modeling established that the four organisational factors measured in the study were associated with bullying and the measured consequences. The significant contributions of this study include the finding that organisational features rather than individual characteristics influence the experience of bullying in the nursing workplace, and the development of valid and reliable measures of bullying behaviours, associated organisational features and the consequences of bullying. / Doctor of Philosophy (PhD)

The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.