Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3811. Adviser: Thomas M. Duffy. Title from dissertation home page (viewed May 8, 2008).

Thesis (Ph. D.)--Columbia University, 1935. / Vita. "Selected bibliography": p. 52-58.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081631."

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

<p>This prospective, exploratory, single case study is about health care simulation as a learning approach for faculty to develop as teams of interprofessional facilitators. The research was aimed at understanding how simulation-based team training, designed around an interprofessional theme, promotes both teamwork and interprofessional facilitator competencies among participants representing 6 health care professions (medicine, nursing, occupational therapy, physical therapy, physician assistant and pharmacy). The central research question asked how faculty attitudes, knowledge, and skills/behaviors in the areas of teamwork and interprofessional education (IPE) facilitation are characterized after experiencing a faculty development workshop designed as interprofessional simulation based team training (IP-SBTT). Four sub-questions focused inquiry into the workshop&rsquo;s: use of TeamSTEPPS^&reg;, unique instructional design, impact on the peer-to-peer attitudes of faculty, and impact on faculty&rsquo;s personal perspectives about simulation-based learning (SBL). </p><p> The examined case was the shared experiences of 9 faculty who participated in a 2-day, 14-hour workshop conducted in a university based simulation center. The workshop entailed immersion in team-based scenarios involving IPE issues. Learning objectives focused on facilitation skills. Data from multiple sources included video recordings of all activities, media material, observation notes/tool, surveys and a focus group interview. An iterative analysis of the evidence employed the use of HyperRESEARCH, qualitative data analysis software for video and text. Twelve key findings are based on triangulation of the frequency of coded behavioral markers on 12.5 hours of video, quantitative and qualitative data from post-simulation survey data, as well as focus group interview results. </p><p> Triangulation via analysis using 3 theoretical constructs lead to the study conclusions which are presented in 3 thematic clusters: (a) IP-SBTT enhances attitudes of mutual trust and team orientation, and the knowledge achievement of shared mental models; (b) the TeamSTEPPS framework is an effective approach to developing teams of IPE facilitators, and the Tension Triangle framework closely aligns with SBL components; and (c) Interprofessional-Meta-Simulation Based Team Learning (IP-M-SBTL) fosters an increased awareness of the emotional vulnerability associated with SBL, and enhanced self-reflection skills, increasing competence in interprofessional facilitation. The IP-M-SBTL model for faculty development is strongly recommended for building teams of interprofessional facilitators. </p>

<p>Peer assessment is used by health care professionals as a way to share knowledge and evaluate the performance of colleagues. Peer assessment is used widely in medical education as a preparatory tool for students, but peer assessment research in athletic training education is lacking. Athletic trainers are healthcare providers with a similar skill-set to physicians, thus, athletic training education can benefit from the use of peer assessment. Athletic training educators need to research the use of peer assessment as an evaluation tool in order to better prepare students to practice as healthcare professionals. This study investigated the accuracy and reliability of undergraduate athletic training students in their ability to assess their peers. This quasi-experimental study used between-group and within-group designs to answer the research questions. Junior-level students, senior-level students, and their instructors were enrolled as participants. Each student group&rsquo;s ratings of clinical skills and professional behaviors were compared to instructor ratings to measure accuracy, and each student group&rsquo;s ratings were compared for reliability. Cohen&rsquo;s kappa coefficient measured inter-rater agreement for all statistical analyses. Both groups of students were accurate raters (<i>p</i> &lt; .05) of their peers on clinical skills, but only the senior-level students were accurate in rating professional behaviors. Both groups of students were reliable in rating their peers on about half of the clinical skills. The senior-level students were also reliable in evaluating professional behaviors, but the junior-level students were not. The data for this study showed high levels of observed agreement for most clinical skills, subscales and the professional behaviors, but some items had low Cohen&rsquo;s kappa values, most likely due to a known paradox that occurs with the kappa statistic. As the first study in athletic training education to use undergraduate students, live data collection, and rating of professional behaviors, the findings were promising for future research. Future research needs to include training in peer assessment, use of repeated measures, and comparison of instructor scores in order to better understand peer assessment in this population. Additionally, there is a need to establish consistent, quality measures in peer assessment research, including those used in athletic training education. </p>

<p> Simulation based learning (SBL) is pedagogical method poised to innovate nursing educational approaches. Yet, despite a growing body of research into SBL, limited investigation exists regarding assumptions and beliefs that underpin SBL pedagogy. Even though key simulation design characteristics exist, the particular methods nurse educators use to operationalize simulation design characteristics and how these choices are viewed from the perspective of nursing students is unknown. Without understanding what motivates educators to design simulations as they do, it is difficult to interpret the evidence that exists to support chosen methods. Through the exploration of perspectives (points-of-view), underlying beliefs can be uncovered. Educators readily share their points-of-view on simulation design both formally (in literature) and informally (ordinary conversations). These conversations portray the subjectivity surrounding simulation design and become a vehicle for exploration. The purpose of this study was to describe and compare nurse educators' and nursing students' perspectives about operationalizing design characteristics within educational simulations. The National League for Nursing-Jeffries Simulation Framework guided this study by identifying the interaction of teacher, student, and educational practices on the five design characteristics (objectives, student support, problem solving, fidelity, and debriefing). It was from this interaction that perspectives were investigated. A Q-methodological approach was employed to investigate the subjectivity inherent in perspectives. Derived from 392 opinions on simulation design, a 60-statement Q-sample was rank-ordered into a quasi-normal distribution grid by 44 nurse educators and 45 nursing students recruited from two national organizations. Factor analysis and participants' explanations for statement placement contributed to factor interpretation. Factor analysis revealed nurse educators share a common, overriding <i>Facilitate the Discovery</i> perspective about operationalizing simulation design. Two secondary bipolar factors revealed that even though educators share a common perspective, there exist aspects of simulation design held in opposition regarding student role assignment and how far to let students struggle including when and if to stop a simulation. Factor analysis revealed nursing students hold five distinct and uniquely personal perspectives labeled <i>Let Me Show You, Stand By Me, The Agony of Defeat, Let Me Think it Through,</i> and <i> I'm Engaging and So Should You.</i> Second-order factor analysis revealed nurse educators share similar aspects of thinking with four of the five nursing students' perspectives. Results suggest ongoing and sustained educational development along with time for nurse educators to reflect on and clarify their perspective about simulation design is essential. Educators need to emotionally prepare and support nursing students prior to and during simulation activities. Further educational research is needed on how operationalizing simulation design characteristics differ based on a SBL activity with either a formative or a summative purpose.</p>

<p> Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers&rsquo; knowledge, ability, and confidence level caring for students with food allergies. Bandura&rsquo;s social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.</p>

The root cause of the majority of environmental problems lies not in surface manifestations such as carbon dioxide and ozone, but with social and cultural factors that encourage people to consume far more than they need. Environmental education can be divided into two main kinds: micro approaches, which the majority of current approaches fall under, and macro approaches, which are currently emerging. Micro environmental education considers environmental problems in terms of surface manifestations, and proposes micro-changes such as recycling to address them, without questioning the possibility of a cultural shift away from consumerism. This form of environmental education typically seeks to change the behaviour of social actors by building and appealing to their environmental consciousness in the expectation that they will act rationally. It is argued here that this expectation fails to recognise that social actors are subject to plural rationalities and that their behaviour is driven by complex interrelationships with other social actors. As a result, micro environmental education, despite its best intentions, often fails to adequately address and change the environmentally unsustainable behaviour of the social actors it targets. This thesis firstly aims to uncover why micro approaches to environmental education exist and persist. Primary qualitative research with environmental educators drawn from formal, free-choice and accidental channels of environmental education was conducted and is presented alongside a review of the historical development of environmental education. The second aim of this thesis is to argue against a reliance on micro approaches to environmental education and environmentalism in general and propose instead that environmental education becomes embedded within a wider macro approach. Macro approaches seek to change behaviour through the development of a critical understanding of interrelationships among social actors, leading ultimately to environmentally positive changes in them. Findings from the primary research also help reveal the conditions necessary for macro approaches to emerge from the current environmental education infrastructure. The thesis concludes that macro environmental education is both necessary and possible and calls for further research into its development and practice.

This ethnographic study explored how Black Ugandan British parents support their children’s learning in England. It is important to study this group because the parents in this study are Black migrants from Uganda and have an asylum seeking background, thus adding to our knowledge of asylum seeking and education. Moreover, little attention has been paid to this particular group before. The study comprises ten Black Ugandan British families with refugee and asylum-seeking backgrounds in two London boroughs. Adopting an ethnographic and an interpretive approach allowed me to explore how Black Ugandan British parents supported their children’s education over time through data collected via long-term interactions, observations and semi-structured interviews with the ten families in their natural home environment settings. I adopted Yosso’s concept of community cultural wealth to analyse data from my study and the data was theorised using Critical Race Theory. Through this theoretical framework, I challenge the traditional interpretations of cultural capital, particularly in relation to educational support or provision, by highlighting various and different forms of capital Black Ugandan British parents use to support their children’s learning, which are unknown. This thesis contributes to knowledge by highlighting the different nature of parental educational support, educational strategies and the underlying factors that inform Black Ugandan British parents’ nature of parental educational support and educational strategies. I argue that Black Ugandan British parents’ culturalistic approach towards their children’s education within their homes and communities and additionally, the contribution they make towards their children’s learning are unrecognised in English schools and English education policy. Further, this thesis highlights class complexities and contributes to debates on class. The study found that Black Ugandan British parents with middle class backgrounds from Uganda, but positioned as working class parents in the UK, bring their Ugandan middle class backgrounds to supporting their children’s education in the UK, which calls for the need to understand Black Ugandan British parents’ middle class backgrounds and the influence they have on their ways of supporting their children’s education. My study shows that Black Ugandan British parents’ cultural, employment, educational and class backgrounds have a huge influence on how they support their children’s education. My study illuminates how class, ethnicity and culture shape Black British Ugandan children’s learning, and makes an original and important contribution to knowledge in this field.