Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 42-44).

Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-123). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth Lugg (chair), Larry McNeal, Amee Adkins, James Palmer, David Tucker. Includes bibliographical references (leaves 151-159) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau, Toni McCarty (co-chairs), Kenneth Strand, James Thompson. Includes bibliographical references (leaves 110-139) and abstract. Also available in print.

Thesis (Ph.D.)--University of Idaho, May 12, 2006. / Major professor: Russell Joki. Includes bibliographical references (leaves 165-179). Also available online in PDF format.

Thesis (Ed.D.)--University of West Florida, 2004. / Title from title page of source document. Document formatted into pages; contains 123 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2002. / Title from title page of source document. Document formatted into pages; contains 247 pages. Includes bibliographical references.

The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.

No description available.

Thesis advisor: Laura M. O'Dwyer / As the nature of work continues to evolve and diversify in the 21st century, issues related to the attainment of high-quality work are paramount. Initially defined by the International Labour Organisation [ILO], Decent Work exists as a standard for the expected quality of work to which all should have access in modern society. Central to the definition of Decent Work is the guarantee that “women and men enjoy working experiences that are safe, allow adequate free time and rest, take into account family and social values, provide for adequate compensation in case of lost or reduced income, and permit access to adequate healthcare” (ILO, n.d.). While issues of work quality are relevant to all members of the workforce, young adults are at heightened risk of not securing work that is Decent, if they are able to secure work at all. Using nationally representative data from the Educational Longitudinal Study of 2002 [ELS:02], this study investigates Decent Work attainment among young adults through the lens of their experiences as high school students ten years prior. The Psychology of Working Theory (Duffy et al., 2016) guides this investigation, explicitly accounting for both individual (student-level) and contextual (school-level) characteristics in the prediction of future Decent Work attainment and overall employment status. Results from a series of multilevel analyses indicate that most of the variability in Decent Work attainment and employment status exists at the individual level, as opposed to the high school level. Structurally, this suggests that schools are not the primary drivers of students’ contextual influences when it comes to their work outcomes. Furthermore, the collection of school- and student-level predictors found to be significantly associated with the various facets of Decent Work and employment status varies widely from model to model. This suggests that the Psychology of Working Theory is far from a one-size-fits-all theory, and that the predictors of work attainment are highly complex. Implications for education policy and future research are discussed in Chapter 5. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.