Thesis (Ph. D.)--University of Hong Kong, 1995. / Includes bibliographical references (p. 403-421).

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 90-93). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 12, 2005. Dissertation Committee: Susan Lenski (chair), Kathleen M. Crawford, Thomas P. Crumpler, Corsandra Stallworth. Includes bibliographical references (leaves 106-113) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 286-296).

Thesis (MNutr (Human Nutrition))--University of Stellenbosch, 2007. / INTRODUCTION: The study’s objective was to evaluate the South African Continuing Professional Development (CPD) system for dietitians, by determining their perceptions of the systems’ implementation and participation in CPD activities within the system, that was in place from 1 September 2001 until 1 April 2006. METHODS: The study was designed as an observational descriptive study. Three data gathering techniques were used, incorporating both quantitative and qualitative methods:- i) A national survey of dietitians was conducted using a self-administered questionnaire. The 40 item questionnaire comprised 3 sections, i.e. socio-demographics, the CPD system, and CPD activities. Content and face validity was conducted followed by pilot testing, prior to distribution via post and e-mail, to 1589 dietitians. ii) After the survey, 3 focus group discussions (FGD) were held with 19 Pretoria-based dietitians, to discuss issues that emerged from the questionnaire responses. iii) In-depth interviews were conducted with 6 CPD personnel representing the Health Professions Council of South Africa (HPCSA), CPD Committee and the Association for Dietetics in South Africa (ADSA) providing insights from an administrative and managerial perspective. RESULTS: A response rate of 20% was achieved for the national survey. More respondents found the ADSA and CPD office helpful, friendly, easy to contact and their CPD queries efficiently handled. However respondents and FGD participants stated that the HPCSA was difficult to contact and CPD queries were unresolved. Respondents called for simplified rules and guidelines to improve understanding of the system since they felt that CPD information/correspondence was lengthy and difficult to understand. The majority of respondents (54.5%; n=156) and most FGD participants did not find the CPD administration fee reasonable. Affordability of CPD activities was also a concern with 55.2% (n=164) stating that activities were expensive. A few FGD dietitians and 29.65% (n=88) of respondents did agree that there were both expensive and affordable activities to choose from. Statistically significant differences were found between the amounts of money spent on CPD across the various practice areas, qualifications and between provinces. Dietitians’ current CPD practices were mainly attendance at lectures and seminars, followed by conferences and then journal articles. If given a preference, however, respondents ranked conferences as their top preference followed by lectures. Journal clubs were rated third, ahead of journal reading. Barriers to CPD participation included cost, limited activities close by, obtaining leave from work, family obligations and internet access. Variety and usefulness of topics for presentations and articles were also criticised, as was the technical nature of questions. In the new system, the reduced annual CPD points requirement was appreciated, however 51.7% (n= 161) preferred not to keep their own CPD records. CONCLUSION: The study provided some insights into dietitians’ perceptions of the CPD system. Strengths of the current system were stated as improved knowledge, improved patient care and networking with colleagues. Issues identified for improvement include simpler CPD correspondence and reasonable fees. Additionally, ways should be sought to minimise barriers to participating in CPD. Addressing these issues will contribute to the provision of quality CPD within a system that is acceptable to its participants.

This theses is focusing on history of a building materials and technological processes in a chosen building objects in Czech Republic. These building object are build in the program of the secondary level of elementary school as a projects or excursions. In the theoretical part of the theses we are focusing on technical education and its application in teaching. Then we direct the focus to technical education, technical literacy and framework education programs in the field of technical education and history. The last part of this theses is a brief description of the selected buildings that are in our interest in Czech Republic. In the practical part of the theses are created individual excursions and projects for teaching at the second level of elementary school Part of the excursion for teachers is base information with final evaluation. In the attachment are worksheets and maps of the individual excursions.

This study was designed to investigate the opinions of District 4 membership of the Texas Nurses Association concerning mandatory and voluntary continuing education and to see if there was a relationship between members views and specific demographic characteristics. With the enormous growth of scientific knowledge, health professionals are becoming increasingly aware of the need to require their practitioners to show proof of competence to practice and to keep their knowledge and skills up to date. Many states have proposed legislation to require nurses to participate in continuing education to maintain current registration of the license to practice. Even though the majority of nurses in the United States would attest to the value of continuing education, the subject is fraught with controversy as to whether the programs should be voluntary or mandatory. The reasons most commonly indicated for support of mandatory education were these: (1) Mandatory continuing education requirements would upgrade nurses and the nursing profession; and (2) Many nurses are not self-motivated and need encouragement from the outside before they will participate in the continuing education which they need to keep current.

Text in English / In Swaziland, family nurse practitioners (FNPs) are professional nurses who have undergone preparation as general nurse, midwife and FNP. These nurses play an important role in the delivery of primary health care (PHC). Family nurse practice is an evolving concept introduced in Swaziland in 1979. It is a means of exploring nursing roles and primary health care services for deployment in under-served areas and to enable nurses to serve as the primary providers of health care services in clinics, health centres and in the outpatient departments of hospitals. Changing responsibilities within the health care setting require different skills and more knowledge. The expansion and extension of the nurses' role, including the techniques of diagnosing and treating, was a priority of the Ministry of Health and Social Welfare (MOH&SW) in Swaziland's five-year development plan for 1978-1983. It was regarded as a necessary component for raising the quality and effectiveness of PHC services. Some of the major and urgent challenges that confront FNPs today are the advent of the human immune virus/acquired immuno-deficiency syndrome (HIV/AIDS) scourge and the re-emergence of the tuberculosis epidemic. Both these health problems require proficient diagnosis and case management skills as well as new approaches. If FNPs are to remain relevant and to continue to provide quality services in spite of prevailing challenges, they have to engage in continuing education (CE). The main aim of this study was to investigate the perceptions of the FNP role, CE needs and issues relevant to the current practice of FNPs in Swaziland. A further aim was to establish a structure or framework for a CE programme that would contribute to the strengthening of CE for FNPs and identify enabling factors and barriers in the practice and education ofFNPs. Both quantitative and qualitative research methods were used for data collection. A survey was conducted to collect data from 5 7 FNPs and 11 nurse managers and nurse educators. The transcript from the questionnaires was subjected to quantitative-based content analysis. A total of thirty nurse managers, nurse educators and MOH&SW nurse executives participated in the focus group interviews. The collected data was subjected to qualitativebased content analysis. The findings identified the role of the FNP as manager, clinical practitioner, educator and researcher. The analyses highlighted the CE needs of FNPs, and the question of updating and upgrading the skills of practising FNPs. The identified enabling factors and barriers, although perceived as issues that are peripheral and auxiliary to the curriculum, appeared to have a strong bearing on programme planning. The findings from this study have implications for a structured CE programme for FNPs at the University of Swaziland. / Health Studies / D. Litt et Phil. (Nursing Sciences)

No description available.

The aim of this thesis is to determine whether it is possible to develop pupils' independence by way of the project method, which is based on my own practical experience. The thesis is divided into two main parts: the theoretical part and the practical part. The theoretical part summarizes and evaluates the knowledge gained by studying the available literature on the topic of pupils' independence and the theme of project method. The conclusion of the theoretical part summarises the bases for the development of the self- reliance via project method. The practical part analyses my previous teaching experiences, like the use of project method in terms of pupils' independence and this analysis is followed up with the practical research, based on a new project which is focused on the development of the pupils' independence in the activating teaching methods that have not been used yet. The part of the appendix includes final pieces of pupils' works from some of the projects described in the practical part, pupils' mind maps from their projects and photo documentation of the newly realised project, which was aimed at developing pupils' independence. In conclusion, I validate, based on my own research, the hypothesis that the targeted use of project method leads to the development of the pupils'...