The purpose of this qualitative descriptive study was to explore the socio-cultural influences and social context associated with living with type 2 diabetes among migrant Latino adults. Extensive research in diabetes care has been conducted; however, there is a significant knowledge gap related to the factors that influcence the achievement of glycemic control and self-management practices of the Latino population in general, and migrant workers specifically. Based on well-documented disparities in complications and health outcomes among Latino adults compared to Anglo-American adults, there is sufficient evidence to question whether traditional Anglo beliefs about self-management are successful or appropriate for the migrant Latino population. Traditional models view self-management as an individual responsibility. Whether this view is congruent with the collectivist cultural tradition held by many Latino adults is unclear. Equally unclear is the degree to which using traditional Anglo-American models of self-management, in teaching about managing type 2 diabetes, influences health outcomes in this population. Culturally congruent care and nursing interventions involves more than an understanding of language and dietary preferences.A qualitative descriptive study using grounded theory techniques was conducted to provide a comprehensive summary of the events in the everyday terms of those events. Data analysis was completed using conventional content analysis strategies.An over-arching meta-theme "Self Management in a Social Environment" emerged. Every aspect of the process of self-management, as described in the four major themes, (1) Family Cohesion, (2) Social Stigma of Disease, (3) Social Expectations/Perceptions of "Illness," and (4) Disease Knowledge and Understanding, was influenced by the social context.This study revealed several socio-cultural influences that impact diabetes self-management practices for the migrant Latino adult. The familist traditions, central to the Mexican culture had both positive and negative consequences on diabetes management. Social stigma, in relation to a diabetes diagnosis, is likely not exclusive to this population. However, the associated negative social expectations and perceptions might well be unique. The discovery surrounding the lack of, and approach to, diabetes management education provided to individuals, families, and community members may well be central to improving the health of this population.

The effectiveness of Motivational Enhancement Therapy (MET), a brief four session form of Motivational Interviewing (MI), provided by diabetes health practitioners at a hospital-based clinic, in improving diabetes outcome and self-management of Type 1 and Type 2 diabetes was evaluated using quasi-experimental designs (i.e., non-random control group and multiple baseline designs). Study 1 evaluated if MET provided by Diabetes Nurse Educators (DNEs) was effective in improving diabetes outcome (i.e., blood glucose and lipids) and diabetes self-management, and compared its effectiveness to the current standard treatment which comprised Patient Education (PE). Study 2 evaluated if the results of Study 1 could be generalised to Dietitians providing the intervention. Study 3 evaluated the effects of MI training and post-training supervised practice on practitioner and patient behaviour. Specific hypotheses (Studies 1-2) were that MI would lead to improved diabetes outcome through improved diabetes self-management, and would be more effective than PE. Further, training in MI plus supervised practice was predicted to lead to Nurse Educators behaving in ways consistent with MI and as a result the participants would exhibit less resistance and increased change talk than participants receiving PE (Study 3). The results suggest that MET was well received by the participants, and contributed to improved diabetes outcome (e.g., lowered blood glucose) and diabetes self-management (e.g., self-monitoring of blood glucose and dietary compliance), and may have been more effective than PE, although high variability made conclusions uncertain. Evidence of generalisation across participants, intervention staff, and outcomes is provided. Additionally, evidence is provided that with two days training plus supervised practice the DNE were able to practice MET to at least a beginning level of competency in MI and that as a result the participants behaved in ways consistent with MI theory (i.e., showed less resistance and increased change talk).

Thesis (Ph. D.)--Michigan State University. College of Nursing, 2006. / Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 163-170). Also issued in print.

Thesis (M.Th.(Prakt. teol.))--Universiteit van Pretoria, 2000. / Includes bibliographical references (p. 142-146).

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 109-123).

Thesis (M. Ed. (Opvoedkundige Sielkunde))--Universiteit van Pretoria, 2005. / Includes bibliographical references.

Project (M.S.)--Brigham Young University, Department of Instructional Psychology and Technology, 2003. / Includes bibliographical references (p. 64-66).

Class of 2016 Abstract / Objectives: The purpose of this study is to assess patients’ perception of the review of basic diabetes self-management skills as administered by nursing staff during hospitalization in our academic medical center to determine if the program should be continued, modified and/or expanded. Methods: This descriptive study included patients 18 years and older with a diagnosis of diabetes admitted for any reason to Banner – University Medical Center Tucson (BUMC-T) - between October- December 2015. A phone interview was conducted within 7 days of the patient’s recorded discharge date to assess each patient’s perception of the review they received during their inpatient stay. The questionnaire collected ratings about helpfulness of the medication instructions, understanding of diabetes, and confidence in hypoglycemia management. Data on the likelihood for an outpatient follow-up appointment were collected too. Results: Of the 96 patients included in this study, 44% (n=42) received the basic diabetes self-management skills review, among them 48% (n=20) reported that the review was very helpful, 43% (n=18) reported being very comfortable with understanding diabetes, and 48% (n=20) reported being very confident with hypoglycemia management. Out of 50% of patients referred for outpatient follow-up for diabetes management, only 38% made an appointment. Conclusions: Most patients that received the basic diabetes self-management skills review feel comfortable with diabetes management and its understanding. Review of basic diabetes self-management skills appeared to be helpful when initiated in a hospital setting; however, measures need to be taken to provide the review to all eligible patients and it needs to be supported by effective planning for outpatient follow-up.

M.Phil. (Personal & Professional Leadership) / “Why should we pay for leaders to find themselves?” is a question that has been posed to the researcher numerous times in her career as an executive coach. The link between self-awareness and leadership is at best ignored and more often dismissed by organisations as irrelevant. The problem posed by this study was that all too often organisations focus on leaders’ performance and tangible results only. Instead, it is important to take a holistic leadership approach that integrates who the leader is with what the leader does. By looking at leadership learnings from a catalytic experience, the research connects the concepts of catalytic experience with self-awareness, personal leadership and leadership in an organisational context. The objective of this study was to explore the learnings derived from personal catalytic experiences in a leadership context. Identifying themes related to these learnings enabled leaders to gain a deeper understanding of personal leadership and its importance in organisations. Personal leadership is a pillar of leadership that focuses on who the leader is, including concepts such as personal mastery, selfawareness, meaning and purpose. Together with performance, personal leadership creates a holistic view of leadership in an organisational context. The key focus of the study was to draw leadership learnings from leaders’ catalytic experiences. The research paradigm utilised was qualitative. Narrative inquiry was used as a research strategy. The research method was unstructured interviews and a thematic analysis of the data. This method enabled leaders to first tell their stories and then gain learnings. The learnings were analysed by identifying the emerging themes, using thematic analysis, that could be related to various aspects of personal leadership and then linking these to the discoveries from the literature review. Most of the leadership learnings related to aspects of personal leadership, highlighting the reality that personal leadership is at the heart of leadership as a whole, even in an organisational context. Leaders found that taking time to reflect on their catalytic experiences helped the draw learnings and turn often challenging catalytic events into opportunities for learning, growth and meaning-making. Based on the findings and conclusions, it was determined that personal leadership grows through catalytic experiences and through having an opportunity to reflect on these. Specific leadership qualities emerged when a person had adverse experiences and managed to get through them in a way that turned these adverse experiences into opportunities for learning and growth. Leaders sought meaning from catalytic experiences and were often shaped by them. In a sense this helped to create true leaders since they lead from within. Catalytic experiences were first defined and then described based on the themes emerging from the leaders’ stories in terms of their type, number and emotional value. Survival came up as a strong thread in each leader’s telling of their story. In terms of the leadership learnings from the catalytic experiences, these were able to be categorised, as follows: the ‘doing’ of leadership; the ‘being’ of leadership; interpersonal relationships; and meaning and purpose. Factors enabling leaders to get through the experiences meaningfully were also discussed. The study concluded by making recommendations that can be used by organisations in designing leadership development programmes. The contribution of the study is in enabling organisations to use the findings to help leaders derive learning and experience personal growth without necessarily having to go through the experience of a challenging catalytic event. Offering leaders opportunities to reflect on challenging experiences and then sharing those experiences and reflections can contribute to a holistic approach of developing leaders in organisations. The key learning for the researcher, as a result of embarking on this research study, is to recognise the internal treasure chest that resides within each individual. In order to be a good leader, a level of self-awareness and understanding is required together with the recognition of the importance of purpose and meaning. Each individual’s unique qualities and experiences contribute to their leadership journey and it is through life experiences and challenges that people develop and grow. Even a small learning can have a far-reaching impact. The research journey has been a journey of learning for the researcher on a personal level and was illustrated by the use of the butterfly metaphor throughout the writing.

Please read the abstract in the section 06summary of this document / Dissertation (MTh (Practical Theology))--University of Pretoria, 2007. / Practical Theology / unrestricted