<p> The purpose of this dissertation is to explore what can be done to mitigate the onset of a disability for young adults aged 18-24 in order to prevent suicidal thoughts or actions. Research suggests that many factors play into suicidal ideation for this young population, including lost hope, lack of coping mechanisms, lack of financial security and bullying. The goal of this research is to determine what rehabilitation professionals can do differently that will hopefully eradicate suicide for this group.</p>

Thesis (PH.D.) -- Syracuse University, 2004. / Adviser: Ploutz-Snyder, Lori.

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug 16

Thesis (M. Ed.)--University of Hong Kong, 200.

This study examined the utility of an integrative assessment process in developing interventions for young children with at-risk behavior. Additionally, the study examined the effectiveness of interventions focused primarily on manipulating antecedents of the target behavior and environmental variables potentially contributing to the target behavior. Tools and procedures from functional and ecobehavioral assessment were used in a consultative process to guide the behavioral assessment and to inform the development of interventions implemented in the classroom. Specifically, interviews and observations were supplemented by an evaluation of the classroom environment, and information from these tools was used to develop interventions. Three applications of the assessment and intervention process are provided. In Case Study I, the process was used to develop interventions to increase the social play of a socially withdrawn preschool male. In Case Study II, the process was used to design interventions to increase compliance in a preschool female. Case Study III provided a small group application of the process as it was used with a classroom of six preschool age children. In all cases, antecedent-based or environmentally-based interventions derived from the integrative process were demonstrated to be effective in addressing the target behaviors. Through case study replications, this study provides support for an assessment process that integrates functional and ecobehavioral assessment as well as support for interventions focused on manipulating antecedents or environmental variables.

<p> Nurses assume preceptor responsibilities in addition to usual nursing duties and most have minimal pedagogical preparation for the role. However, preceptors influence the competence of new staff through their instruction. The development of self-efficacy is vital to patient outcomes and safety. Using Bandura's (1997) framework of self-efficacy, ten proficient preceptors participated in an action research study that included individual interviews and focus groups related to the research question: What do proficient nurse preceptors report about the development of their preceptor self-efficacy for the purpose of recommending ongoing professional development and best practices within a hospital setting? </p><p> Preceptors identified thirteen best practices for ongoing professional development within their hospital. These practices include areas of Instruction, Preceptor Support and Professionalism. The largest number of findings were within Instruction. Preceptors are the first teachers of new hires within hospitals. Effective instruction was predicated upon the existence of role support and inculcation of professionalism within the preceptor culture. </p><p> Recommendations for practice include adoption of these best practices into ongoing professional development curricula. A monthly preceptor forum, to facilitate preceptor networking and sharing, is recommended. Future research might examine teaching strategies utilized by preceptors and the timing of these strategies when engaged in precepting. A comparative study using a self-efficacy tool for assessment could be conducted to ascertain whether the preceptor forum was building self-efficacy among the preceptors in comparison to another non-participating group of preceptors.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3440. Adviser: Manabu T. Nakamura. Includes bibliographical references (leaves 117-128) Available on microfilm from Pro Quest Information and Learning.

<p> Nurse practitioners (NPs) have been undergoing a rapid transition in their entry-level degree, from Master of Science in Nursing (MSN) to Doctor of Nursing Practice (DNP). At this time, it is important to establish research evidence on the effects of doctoral education on NP practice. Therefore, a qualitative study of practicing NPs that have returned for the DNP degree was conducted. The purpose was to describe NPs' perceptions of their DNP education, and particularly its influence on their professionalism and patient care. A literature review and evidence synthesis process showed that the available body of research provides little insight into the question of how DNP education affects NP practice; therefore, qualitative description methodology was used to describe this phenomenon. The research questions that guided the study were: 1) What changes do practicing NPs describe about their clinical practice after the experience of completing a DNP?; and, 2) What are the NPs' perceptions of and concerns about the influences of their DNP educational experience on their clinical practice? Two published models and the DNP Essentials (AACN, 2006) informed and guided the data collection and analysis process. Purposive sampling and analyses continued concurrently until data saturation was achieved. Ten DNP prepared NPs were interviewed, and there was wide variation in the sample. The overarching theme <i>Growth into DNP Practice</i> summarizes the participants' perceptions of the changes that have occurred as a result of their DNP educational experience. Four major themes that support the overarching theme are: (a) <i>Broader Thinking and Work Focus</i>; (b) <i> New Knowledge and Interests</i>; (c) <i>New Opportunities</i>; and, (d) <i>"Doctor" Title an Asset</i>. Conceptual categories under each major theme are described. Participants were overwhelmingly positive about the influences of their DNP education on their practice, but the role of the DNP graduate in knowledge translation has yet to be fully operationalized. </p>

<p> National calls for a better-educated nursing workforce are proliferating. The Institute of Medicine (IOM) challenged the nursing profession by setting the goal of having 80% of the nation's nurses prepared at the baccalaureate level (BSN) or higher by 2020. This is an ambitious goal given that, nationally, only 50% of nurses have a BSN. In fact, only 40% of nurses in Michigan have a BSN, and in the rural North-Central Region of this state, only 29% (the lowest in the state) of the nurses have a BSN. The purpose of this hermeneutic phenomenological study was to understand and interpret the meaning of being an associate degree (AD) nurse, the meaning attaining a BSN has for rural registered nurses who currently have an AD, and the barriers they experience that inform their decisions to return to school (or not). The investigator interviewed 11 AD nurses from rural North-Central Michigan and analyzed interview transcripts to identify common experiences and shared meanings using methods identified by Diekelmann, Allen, and Tanner (1989). Two themes were explicated in this study: "Getting in and Getting out" and "What Difference Does it Make?" The findings in this study challenge many of the common assumptions about academic progression in nursing and provide educators, administrators, and legislators with insight about the strategies that may be most helpful for achieving the IOM goal in rural Michigan.</p>

<p> Child Life Specialists are integral members of the medical team and work directly with medical staff to provide support and end-of-life care and interventions to critically ill patients and their families; however there is no research regarding how Child Life Specialist copes with the death of a patient. The purpose of this study was to investigate how Child Life Specialists cope with the death of a patient in the hospital setting, and which factors influence how they cope with the death of a patient. The current study surveyed 106 Certified Child Life Specialists [CCLSs] and how they coped with the death of a patient. Results revealed factors such as length of time working with patient, relationship with patient and family, bereavement training and end-of-life interventions such as memory making and legacy building, were all factors that influenced how the CCLS coped with the death of a patient. Results conclude that future research would allow for a more in-depth understanding and analysis of how CCLS cope with the death of a patient in the hospital setting.</p><p> <i>Keywords:</i> Medical professionals, coping, death, bereavement </p>