<p> The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.</p>

<p> Individuals with serious mental illness (SMI) exhibit low motivation to participate in educational leisure activities at Clubhouses accredited by Clubhouse International (CI). This correlational study examined the relationship between each of 4 motives, intellectual, social, competence-mastery, and stimulus-avoidance, to engage in leisure activities, and the perception of recovery from SMI. Knowles&rsquo;s theory of andragogy supported the concept of informal self-directed learning, which occurs with leisure activities. Literature indicates that participating in leisure activities such as those offered at Clubhouses aids in the recovery from SMI. Quantitative data were collected from a convenience sample of 75 individuals at 4 CI clubhouses using 2 Likert-scale instruments, the Leisure Motivational Scale (LMS) and the Recovery Assessment Scale &ndash; Domains and Stages (RAS-DS). Pearson correlation coefficients indicated significant moderate positive correlations between each of 4 motives, intellectual, social, competence-mastery, and stimulus-avoidance, to engage in leisure activities, and the perception of recovery from SMI. These findings were used to design a professional development program on motivation to teach the staff at a Clubhouse about how to engage members in leisure activities. The study has the potential to inspire positive social change by motivating members to improve their quality of life, learn social and work skills, develop friendships and a support system, reengage with society, and to become employed.</p>

The use of extracorporeal membrane oxygenation (ECMO) in the treatment of acute respiratory failure patients has demonstrated improvement on patient survivability when compared to conventional treatment using mechanical ventilation. The purpose of this project was to complete a retrospective review of the data acquired over the six years the ECMO program has been operating at BUMCP in order to describe relationships between different anticoagulation strategies and patient outcomes. Data was collected from patients who were over the 18 years of age, treated with the veno-venous modality of ECMO, with an acute respiratory failure, and treated between May 1st, 2010 and June 31, 2016. Several dependent were analyzed seeking to explain potential relationships between different anticoagulation strategies and patient outcomes. Overall, the patients treated with veno-venous ECMO at BUMCP experienced a 55% survival to discharge rate. The group that received no heparin had the lowest survival to discharge rate at 33% which suggests that the use of heparin may be beneficial in ECMO patients. The titrated heparin group had the highest average hemoglobin (10.5 g/dl, SD 1.2) yet required the most units of PRBCs to be transfused (17.9 units, SD 21.6). The average ACT for this group was also highest at 174.8 (SD 24.7) suggesting that more transfusions were required due to bleeding complications from the use of heparin. A higher ACT also was associated with an increased length of stay. The only statistically significant relationship noted in the study was a positive relationship between ACT and hemoglobin level in the titrated heparin group (r = .450, p = .005) suggesting that as the ACT increased so did the patient’s average hemoglobin level. Conclusions: This study found evidence that suggested the use of heparin in ECMO patients may have a positive impact on their survival. Furthermore, patients who were exposed to a set rate of heparin experienced a greater survival to discharge rate and required fewer transfusions of PRBCs during their hospital stay. However, further research is needed to address potential co-morbidities that may have had an impact on patient survival as well as transfusion requirements.

<p> To ensure optimal patient care an especially high level of accountability is required when entering the workforce. The purpose of this qualitative study was to explore, describe, and define perceptions of accountability as described by sophomore and senior nursing students in two baccalaureate nursing programs. The research questions aimed to (a) define what it means to be accountable as a student in general and a nursing student in particular (b) describe the importance of accountability to the profession of nursing (c) describe the circumstances and conditions that demand accountability, and (d) engage in actions that promote self-accountability. After obtaining IRB approval, the researcher explained the study to the sophomore and senior nursing students who agreed to participate in the research. Eighteen participants were interviewed. </p><p> Six questions were asked during interviews conducted to investigate perceptions of accountability. Content analysis was used to discern the essence of the narratives, from which nine themes emerged. The nine themes identified are: Difficulty defining accountability and the interchangeable use of the terms; accountability and responsibility; emerging knowledge; focus on work of nursing; student attention to tasks and outcomes; motivation/self-discipline; student stress and sources of stress; conditions for accountability and responsibility, and faculty actions; and promoting self-accountability and accountability to others. </p><p> Study findings suggested that this group of students understood the importance of accountability but were unable to verbalize a definition, often confusing accountability with responsibility. Students perceived that faculty played a role in their academic success; students also promoted accountability in faculty and in peers who were less successful academically.</p><p>

The aim of this study was to generate knowledge of career progression for women professors of nursing, an under researched topic, in order to understand how their professional and personal experiences may have influenced their aspirations and opportunities for career success. This qualitative study gave voice to a small group of women professors of nursing through individual narrative semi-structured interviews, a relatively under-used methodology. The findings are anticipated to have currency in providing new perspectives on women professors of nursing and are presented as professional influences and social capital factors. This study introduces individual participant narratives, examining and considering these to explore if the career progression may have been affected by professional influences and social capital. The data is analysed using narrative analysis, a method examining both form and content and the findings are interpreted thematically as barriers or opportunities and categorised as adverse and advantageous factors to career success. From this a relationship map is developed with these factors drawn together and the resulting knowledge illustrated through a framework towards career progression for women professors of nursing. In generating theory about key factors in career progression, current discourses gain some illumination, such as mentoring, social change and equal opportunities in the workplace. The multiple roles of a nurse academic are expounded upon, with focus on the functions of teaching, research and administration. Opportunities for revisiting strategy and reinforcing equal opportunities in the workplace are identified. There are also implications for the redevelopment of formal role modelling and mentorship schemes. The study makes tentative claims to the development of new knowledge in the area of women professors of nursing, contributing to the broader discourse around recruitment and career development in higher education. The study illustrates the interplay between professional influences and social capital in achieving career success for these women professors of nursing.

<p> The purpose of this study on employee ethical decision-making (EDM) in financial institutions was to explore how bankers experience tension between a firm&rsquo;s formal ethical standards and those that are actually practiced, as they make decisions about issues that arise in their daily work. Interviews with 13 bankers explored three main questions: (a) how they approach challenging business decisions that have ethical implications; (b) what factors they take into consideration as part of the decision-making process, especially where existing laws and guidelines are inadequate; and (c) what learning processes they engage in that underpin their decision making. </p><p> This qualitative inquiry utilized a single-case study method with a common rationale to provide insights into the ethical decision making across the financial industry. Three data collection methods were used: (a) a pre-interview questionnaire, (b) in-depth interviews using a critical incident technique, and (c) a review of publicly available industry documents. Four key findings emerged: 1. Bankers experienced significant tension between the espoused theories and theories-in-use of their organizations. 2. The majority of bankers endeavored to preserve their integrity and find meaning in their careers while accepting the tensions they experienced and even defending the industry. 3. Six factors impacted informal and incidental learning processes utilized by bankers for ethical decision making 4. All bankers engaged in at least one of three levels of reflection as part of their decision-making process. </p><p> Deeper insights into the data were revealed through a cross-interview analysis, and three analytical categories were used to further synthesize and interpret the data: (a) lack of fit between individual and organization priorities; (b) time horizon as a determinant of ethical decision making; and (c) individual, organizational, and environmental forces impacting learning. </p><p> Five conclusions were drawn from the descriptive findings and the analysis: 1. EDM in financial institutions is a complex social process. 2. Organizational strategies designed to help EDM actually prevent it. 3. Speaking up is hindered by the desire to preserve integrity. 4. Informal learning is important for EDM, but insufficient. 5. HR must have a voice as employee advocate.</p>

<p> Senior adults face a quandary through the process of aging. While enjoying the benefits of retirement, the senior adult also struggles with issues of health, independence, loneliness, and society&rsquo;s stereotypes concerning their relevance and usefulness. With the aging of the population and graying of the church membership, the necessity to mobilize and equip senior adults becomes critical in maintaining a healthy church. As senior adults face an ever-changing society filled with technological, organizational, and social transitions, they need assistance in coping with and managing these age-related issues.</p><p> The project includes training materials to mobilize and equip the senior adults attending Crowley Assembly for effective ministry within the church and to the local community, thus validating the significance and relevance of senior adults in the local church. The project focuses on four ministry interventions: a four-part sermon series for the congregation, a ministry opportunities seminar for senior adults, an age-related issues management seminar for senior adult leaders, and the development of a senior adult ministries manual. Post-sermon, pre-seminar, and post-seminar surveys identify the understanding of and attitude toward material presented in the respective sermons and seminars. The project promotes a biblical awareness of the importance and value of senior adults in the congregation at Crowley Assembly and encourages acceptance of intergenerational ministries. A closer evaluation reveals the keys to the project&rsquo;s effectiveness and identifies improvements for future projects. </p>

<p> The author analyzed survey responses from fifteen adjunct faculty members teaching in applied graduate programs to examine the language they used to discuss information literacy in conjunction with their own research and the teaching of graduate college students. The adjuncts are industry professionals, experts in their respective fields. The college, Goucher College, is a small private liberal arts college established in 1885, in the state of Maryland. Three research questions guided the work - how do faculty come to understand information literacy, what language do they use to describe it, and how do they transfer this knowledge to their students.</p>

M.Ed. / This study focuses on the role of ABET programmes in the rural South African context in the Thohoyandou Area. The introduction of ABET has created much uncertainty among adult learners, centre managers and the facilitators. A qualitative research approach was followed and a case study design was adopted to look at a small group of participants. In addition, the following methods were used to collect data: structured interviews, focus group interviews and non-participant observation. The study discovered that participants have different views regarding the factors that influence their enrolment in ABET centres. Furthermore, the major reason to attend an ABET centre is to eradicate poverty and illiteracy. Through ABET programmes, adult learners are taught to read, write, start projects such as sewing, gardening and juice making. This means that ABET programmes are empowering the people in South Africa. Participants included stakeholders affected by the introduction of the new curriculum of ABET. It was revealed in this study that in 1993 some three million South Africans were illiterate, and that around three million unemployed adults had inadequate basic schooling. In order to bridge this gap, the Ministry of Education introduced ABET as a force for social participation and economic development, providing an essential component of the Reconstruction and Development Programme (RDP). The establishment of these ABET programmes were expected to make more cost effective use of available educational facilities. However, ABET centres tend to have a substantial drop-out rate. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Furthermore, in 1999 there were over 23 million adults between the ages of 16 and 65 and beyond three million who never had access to basic learning. In order to improve the role of ABET programmes in the rural South African context, the following recommendations set out below were suggested.• This inquiry revealed that there is a shortage of facilities such as books, computers and sewing machines. I therefore recommend that the Department of Education should provide the facilities to all the centres. • It also revealed that participants dropped out from ABET programmes because they thought that they are able to read and write sufficiently well. I recommend that adult learners should be told about the value of ABET programmes. • The study revealed that adult learners dropout from the centre because there was no one to look after the children when they were in the centre. I recommend that ABET classes should be conducted on weekends, when most of the people who look after the children would be available. • The study further revealed that participants dropout from ABET because they find employment far from their homes and the ABET centres. It is important for these participants to seek other ABET centres where they are working.

<p> This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates&rsquo; perceptions of the andragogical practices employed by faculty that prepared students best to begin practice as entry level professional nurses. The study further sought to identify the ways in which andragogical practices used by faculty incorporated the students&rsquo; prior learning and life experiences as they accrued knowledge of the art and science of nursing. It was anticipated that through the processes of interviewing and listening to the voices of graduates, that an emic perspective of the perceptions of the graduates would emerge. Analysis and interpretation of the results of this study demonstrated six key themes related to the educational experience. Perhaps most significantly, findings revealed that elements external to teaching strategy such as faculty attributes and program design influenced learning significantly for the study participants. This research adds to the existing body of literature related to the education of accelerated, second-degree prelicensure baccalaureate students. Findings of this study can be used to inform faculty about best practices for teaching this particular cohort of students who seek nursing as an alternate career and assist with innovative curricular designs to meet the needs of this unique group. Keywords: accelerated nursing programs, nursing education, second-degree students, teaching practices </p>