Objective: This research explores the critical need for individualized care planning to ensure maximum cost savings by providing a balance between individuals’ care needs and care wishes. The primary objective of this research is to identify common goals of care (GoC) expressed by long-term care residents (using the interRAI LTCF) and clients receiving community supportive services (using the interRAI CHA) or community mental health services (using the interRAI CMH). Methods: Three interRAI datasets were used to perform data analyses. The responses to the open-ended GoC item were quantified and grouped into common goal categories, which were then examined against the interRAI outcome measures and Clinical Assessment Protocols (CAPs). Demographic and clinical characterisitics were compared across the sample populations using the chi-square test. Logistic regression models were created to reveal variables that are predictive of not having a GoC recorded within each care setting. Results: Twenty-five GoC categories were created. Although the GoC responses were very diverse, many persons had no goal recorded. Nearly 70% of long-term care (LTC) residents and community support service (CSS) clients were unable to state a GoC. Different populations in different service settings had distinct GoC but had some commonalities as well such as goals that focused on general physical or mental health issues. GoC varied with the CAPs- the triggering of a CAP did not necessarily mean a corresponding GoC was noted. Each care sector had different predictor variables that were strongly associated with not having a GoC. Conclusions: There is not a “one size fits all” solution to care planning. The same goals and outcome measures are not appropriate or realistic for all persons. It is critical to incorporate self-reported goals into the development of effective and individualized care plans to ultimately improve one’s quality of life, satisfaction with care, and success in achieving desired outcomes of care.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 190-205). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 190-205). Also available on the Internet.

<p>Transition has been the major focus of educational institutions. The focal argument of the majority of research into student transition deals with the challenges that students faced when they moved from high school to first year at university. Not much focus has been placed on the transition from undergraduate to postgraduate studies. Postgraduate enrollment rates have steadily grown over the past few years in Higher Education Institution`s (HEI). Support systems have been put in place to assist students. In spite of these available support systems, postgraduate students still find themselves facing challenges when engaging with postgraduate studies. The primary aim of this study was to investigate the academic transitional challenges postgraduate students&rsquo / experience as reflected by the inconsistencies in the enrollment and throughput rates. Secondly, to determine whether students utilised available support systems, e.g. the Academic Writing Centre and the Postgraduate Enrolment and Throughput (PET) programme at the Faculty of Community and Health Science at University of the Western Cape. This was a quantitative study. A cross sectional survey has been conducted by means of a computerised self-administered questionnaire (CSAQ). The study population was postgraduate students in the Faculty of Community and Health Science at masters&rsquo / level. Both course work and research students were included in the study. No sampling method was employed due to the small size of the population. Data was collected to explore the academic preparedness of postgraduate students, and there primary motivations for studying and the utilization of available support services at the University of the Western Cape.</p>

<p>The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp / Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment / To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition / To determine the primary motivations of students enrolling for postgraduate studies in the faculty / To compare the characteristics of postgraduate students with academic preparedness and primary motivations.</p>

The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp; Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment; To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition; To determine the primary motivations of students enrolling for postgraduate studies in the faculty; To compare the characteristics of postgraduate students with academic preparedness and primary motivations. / Magister Curationis - MCur

The study is concerned with the education system of Botswana after independence. This period starts from the 30th September 1966, when Botswana became independent up to the present moment. Since then the education system has undergone many changes. Consequently the focus is on the nature and impact of these changes. The study identifies changes which took place with regard to the Education System of Botswana since independence as far as meeting the minimum requirements of education of developing countries are concerned. The minimum requirements that the education systems of developing countries, must meet are discussed according to the four central components of the education systems, viz. the education system policy, education system administration, structure for teaching and support services. After introducing the problem statement and background in the introductory chapter, the minimum requirements of education systems in developing countries are discussed in Chapter 2. Chapter 3 then deals with a historical perspective on the education system of Botswana before independence, concentrating on the different historical periods associated with educational development up to independence day. The study then discusses the determinants of the education system of Botswana after independence in Chapter 4, focussing on the particular factors influencing the Botswana education system. Finally, Chapter 5 evaluates the level to which the education system policy and education system administration of the education system of Botswana meet the minimum requirements of the education systems of developing countries, while Chapter 6 evaluates the level to which the structure for teaching and support services meet the minimum requirements of the education systems of developing countries. In general, the evaluation indicates that the education system of Botswana has undergone many positive changes and that the Botswana education system compares favourably with the minimum requirements expected of the education systems of developing countries. / Skripsie (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1997

Objective: This research explores the critical need for individualized care planning to ensure maximum cost savings by providing a balance between individuals’ care needs and care wishes. The primary objective of this research is to identify common goals of care (GoC) expressed by long-term care residents (using the interRAI LTCF) and clients receiving community supportive services (using the interRAI CHA) or community mental health services (using the interRAI CMH). Methods: Three interRAI datasets were used to perform data analyses. The responses to the open-ended GoC item were quantified and grouped into common goal categories, which were then examined against the interRAI outcome measures and Clinical Assessment Protocols (CAPs). Demographic and clinical characterisitics were compared across the sample populations using the chi-square test. Logistic regression models were created to reveal variables that are predictive of not having a GoC recorded within each care setting. Results: Twenty-five GoC categories were created. Although the GoC responses were very diverse, many persons had no goal recorded. Nearly 70% of long-term care (LTC) residents and community support service (CSS) clients were unable to state a GoC. Different populations in different service settings had distinct GoC but had some commonalities as well such as goals that focused on general physical or mental health issues. GoC varied with the CAPs- the triggering of a CAP did not necessarily mean a corresponding GoC was noted. Each care sector had different predictor variables that were strongly associated with not having a GoC. Conclusions: There is not a “one size fits all” solution to care planning. The same goals and outcome measures are not appropriate or realistic for all persons. It is critical to incorporate self-reported goals into the development of effective and individualized care plans to ultimately improve one’s quality of life, satisfaction with care, and success in achieving desired outcomes of care.

No description available.

No description available.