Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Matthew J. Paradise; submitted to the Dept. of Psychology. Includes bibliographical references (p. 32-45).

Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

Summary Background: In spite of caring being the core of midwifery and nursing, there is a constant public outcry about uncaring behaviours of midwives towards clients. Local media reports and recent discussion in the health system have highlighted the concerns regarding caring behaviours of midwives. Thus, there is a need to compare the meaning of caring from the perspectives of student midwives, midwives and educators. Aims: The aim of this article was to determine the meaning of caring from the perspectives of the undergraduate student midwives, the professional midwives, and the educators teaching midwifery in Tshwane. Setting: The study was conducted at healthcare institutions which the undergraduate student midwives attended for work integrated learning and at nursing education institutions in Tshwane, South Africa. Methods: The strategy was qualitative and exploratory in nature. The population comprised student midwives, professional midwives and educators. Purposive sampling was done. Focus group discussions were held with student midwives and professional midwives, whilst the naïve sketch form was used as data-collection instrument for educators. Content data analysis was done. The total sample realised was 38. Results: The findings revealed that ‘caring’ was taken to mean being well conversant, upto- date and proficient in the field of work as well as considerate and respectful to others. The professional midwives indicated that they have seen colleagues demonstrate uncaring behaviour whilst educators emphasised respect as caring. Conclusion: The student midwives, professional midwives and educators described caring as being a competent nurse with compassion and respect for others.

Background: The BCMP degree (Clinical Associates) was introduced in South Africa in 2008 and at the University of the Witwatersrand in 2009. This first cohort of students produced challenges and questions around teaching and the learning environment. The clinical experience was mainly in district and regional hospitals, not tertiary academic hospitals, with clinical learning supervised by staff at these hospitals. Faculty therefore relied on student portfolios to ascertain learning and experiences in the clinical setting. This included reflective journals. Aim: To identify the issues that third year BCMP students in the clinical areas choose to write about in their reflective journals. Methods: The journals of 24 BCMP students written during the first two clinical rotations of their final (third) year were included in a retrospective study. Thematic content analysis of these journals was employed to examine emerging themes and subthemes. Each student’s narrative pieces were then further analysed in detail. Many of the journal entries contained more than one reflection and each of these reflections was analysed and the relevant themes and subthemes were identified. Results: The reflections show that students focused on staff and health care systems issues, especially resources, attitudes and work ethic. The majority of these staff and health care related reflections were negative but positive experiences and role models were also identified. There were differences noted between hospitals and rotations, with the paediatric rotation showing the most positive responses, and the emergency rotation the least. Conclusion: The students identified lapses in the health services and health providers which affected patient care. They also recognised positive experiences and role models. This reveals a mismatch between teaching and their clinical experience. These experiences will be used to advise future teaching and research, as well as to provide feedback to the hospitals used for clinical training. Discussions should be held as to ways of reporting these incidents and improving professional standards in the clinical teaching settings.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 23, 2007) Includes bibliographical references (p. 38-45).

Thesis (Ph.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis--University of Chicago, 1915. / "A private edition distributed by the University of Chicago Libraries." "A trade edition [without thesis note] is published as no. 98 of the Psychological monographs by Psychological Review Company, Princeton, N.J."