Magister Curationis - MCur / Background: Psychiatric nursing in a military setting is aimed at sustaining and facilitating a healthy lifestyle and performance in the achievement of mental health among soldiers. A Registered Nurse (RN) in the military plays a vital role in patient care from time of admission up to discharge. At military hospitals psychiatric nursing personnel are expected to nurse and manage mental ill patients without the help of security guards. This leaves nurses exposed to violence, abuse and psychological distress resulting in poor communication and interaction between RNs and mentally ill patients. Aim and objectives: The aim of this study was to investigate the perceptions of RNs regarding their capability to care for soldiers experiencing mental illness at a military hospital in South Africa. The objectives of the study were to determine the therapeutic commitment, role support and role competency of RNs towards mentally ill patients. Method: A quantitative-descriptive, cross-sectional study design was used in this study. The population is (N=154) RNs of the identified military hospital in South Africa. All the RNs were accessible at 2 Military Hospital and therefore a total enumeration sample was used with (n=117). Statistical Package for the Social Sciences, (SPSS) version 24 was used to analyse data. Findings: The response rate of the study revealed that there is a correlation to gender in relation to therapeutic commitment and role competency. There was a correlation to RNs that had basic psychiatry in relation to therapeutic commitment and role support. The study also indicated there is a correlation to therapeutic commitment, role support and role competency to the period that military RNs worked in Mental Health (MH). There were no trained advanced psychiatric nurses at the military hospital. There were also positive correlations in therapeutic commitment and role competency in the rank of military RNs.

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This study explored Canadian nurse practitioners’ (NPs) levels of therapeutic commitment (TC), role competency (RC) and role support (RS) when caring for persons with mental illness and mental health problems. Knowledge and experiential factors that impact these levels were examined and a model of therapeutic commitment was tested. A self-administered mail survey was sent to 1272 NPs from all Canadian jurisdictions except the Yukon, Saskatchewan and Quebec. The survey was comprised of the Mental Health Problem Perceptions Questionnaire (MHPPQ), demographic data and open-ended questions. Using Dillman’s Tailored Design Method, the target population was contacted 4 times: pre-notice letter, first survey, reminder letter, and repeat survey. Of the 1272 potential participants, 680 (57.2%) useable surveys were received. Out of a possible maximum score of 7, NPs reported mean levels of 5.05 (SD 0.83) on the TC, 5.02 (SD 0.88) on the RC and 4.86 (SD 1.27) on the RS subscales. As hypothesized, correlations between the three subscales were demonstrated with RC and TC being the most strongly associated (r = .754, p <.001). A composite variable, Confidence to Manage, which examined NPs’ confidence to manage 7 mental health disorders and suicide ideation was developed. Scores for this variable correlated with TC, RC and RS scores. Feeling ill-equipped to work with this population, knowledge of community mental health services, ratings of relevant theoretical and clinical NP education, previous mental health and NP work experience were all positively correlated with higher levels of the 4 subscales. Differences in categories for population size of the community the NP worked in, frequency of collaboration for psychiatric reasons, time since the NP accessed mental health education and highest level of nursing education were found to impact levels of TC, RS, RC and Confidence to Manage. A large number of NPs reported feeling inadequately prepared to manage the care of persons with mental illness and recommended either adding or increasing mental health education in their NP programs. Most NPs saw the care of this population as part of their role and acknowledged the need for increased support for persons with mental health issues.

abstract: This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role. / Dissertation/Thesis / D.M.A. Music Education 2011

This diploma thesis provides information on the subject of supporting beginning kindergarten headmasters. It deals with the changes of this support from 1990 until the present. The objective of this diploma thesis is to find out the opinions of the headmasters of pre-primary education schools in Prague concerning the support provided by the state, school authority, middle management, the previous headmaster, other colleagues and educational institutions upon taking up their the post. The theoretical part introduces the basic terms connected with the headmaster's managerial functions and competences as well as with the historical development of the kindergarten headmaster's function in relation to the support received upon taking up their post. It points out the necessity of external support of headmasters during their career, especially in its beginning. The empirical part of the thesis is based on studying specialised literature and on survey results. It assesses the headmasters' experience at the beginning of their careers as headmasters. It evaluates the quality of assistance provided and points out the missing links of subvention. The author suggests taking such measures that increase the quality of the assistance received by beginning kindergarten headmasters. The success of this thesis would...

The purpose of this study was to compare marital satisfaction among serious leisure participants in partner dancing and their spouses based on their participation patterns in dance (both dancers or only one dancer), with covariates of spousal support, satisfaction with leisure, and leisure-family conflict. This study not only found a significant relationship between marital satisfaction and participation patterns for dancers (participating together β =.2125), but the averages for joint and individual participation patterns fell on either side of the non-distressed versus distressed cut-off score for marital satisfaction, suggesting that participation in a serious leisure activity, like partner dancing, without your spouse was associated with marital distress, and participating with your spouse can help reduce or avoid that stress. Results also suggest that it is role support felt for a specific leisure activity (in this case, dance) that was related to marital satisfaction (β =.4925), but not support felt for general leisure activities or levels of support given. Finally, retiring to bed at the same time was confirmed as an important couple ritual that positively relates to marital satisfaction (β =.1548).