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Effectiveness of classroom vs. web-based Lifetime fitness for health lab instruction on college students' behavioral and psychological physical activity orientationSpaziani, Marc D. January 2004 (has links)
Thesis (M.S.)--Oregon State University, 2003. / Includes bibliographical references (leaves 39-43). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Effectiveness of classroom vs. web-based Lifetime fitness for health lab instruction on college students' behavioral and psychological physical activity orientationSpaziani, Marc D. January 2004 (has links)
Thesis (M.S.)--Oregon State University, 2003. / Includes bibliographical references (leaves 39-43).
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An assessment of current practice patterns of TB/HIV at primary healthcare clinics in the Western Cape and a needs assessment for clinic-based training among final year Pharmacy studentsTokosi, Oluwatoyin Iyabode Abiola January 2010 (has links)
<p>Tuberculosis (TB) is a major contributor to the disease burden in developing countries resulting in deaths of approximately 2 million people a year. South Africa (SA) has one of the highest annual  / TB incidences with an estimate of 558 per 100 000 population (2003) and the situation shows no sign of abating. TB remains the most common opportunistic infection and cause of death  / amongst HIV- infected patients. Both TB and HIV treatment depend exclusively on multi-drug regimens that require close monitoring among health care professionals. With increasing workload  / due to staff shortage and high patient load, the quality of care in nurse-led primary care clinics maybe compromised. Existing clinic staff may overlook drug-drug interactions, side effects and may  / not be aware of the consequences when a formulation is modified during multi-drug therapy administration. As the custodian of medicines, pharmacists are ideally placed to monitor therapy.  / Clinicbased training programmes which are offered to nurses provide an opportunity to work alongside clinic staff and engage in patient-centered care where the pharmacotherapeutic outcome of TB and HIV drug regimens could be closely monitored. </p>
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An assessment of current practice patterns of TB/HIV at primary healthcare clinics in the Western Cape and a needs assessment for clinic-based training among final year Pharmacy studentsTokosi, Oluwatoyin Iyabode Abiola January 2010 (has links)
<p>Tuberculosis (TB) is a major contributor to the disease burden in developing countries resulting in deaths of approximately 2 million people a year. South Africa (SA) has one of the highest annual  / TB incidences with an estimate of 558 per 100 000 population (2003) and the situation shows no sign of abating. TB remains the most common opportunistic infection and cause of death  / amongst HIV- infected patients. Both TB and HIV treatment depend exclusively on multi-drug regimens that require close monitoring among health care professionals. With increasing workload  / due to staff shortage and high patient load, the quality of care in nurse-led primary care clinics maybe compromised. Existing clinic staff may overlook drug-drug interactions, side effects and may  / not be aware of the consequences when a formulation is modified during multi-drug therapy administration. As the custodian of medicines, pharmacists are ideally placed to monitor therapy.  / Clinicbased training programmes which are offered to nurses provide an opportunity to work alongside clinic staff and engage in patient-centered care where the pharmacotherapeutic outcome of TB and HIV drug regimens could be closely monitored. </p>
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A qualitative study of the migrant students at the Bangkok Metropolitan Administration Vocational Training CenterStaporn Phettongkam. Baker, Paul J. Heyl, Barbara Sherman, January 1994 (has links)
Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 12, 2006. Dissertation Committee: Paul J. Baker, Barbara S. Heyl (co-chairs), John R. McCarthy, William C. Rau. Includes bibliographical references (leaves 120-125) and abstract. Also available in print.
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Immunization Training Modules: Identifying Student Nurse LearningBates, Katie 29 January 2020 (has links)
Background: Despite the importance of vaccination in disease prevention some people choose to remain unvaccinated. Nurses are influential in the choice to vaccinate. Considering the possibility of poor public understanding of vaccines and need for continued improvement in vaccination rates, it is essential for nurses to be knowledgeable and adept at addressing vaccine concerns. Vaccination education formally begins in nursing school. Objective: To identify nursing students' vaccine understanding by exploring information learned from formal online vaccine education specifically the Nursing Initiative Promoting Immunization Training Modules (NIP-IT). Design/Setting/Participants/Methods: Nursing students enrolled in a Community Health Nursing course were required to complete three online, self-study, modules entitled Vaccine Preventable Diseases, Vaccine Concerns, and Nursing Roles. The nursing students who completed these modules responded, in writing, to an open-ended prompt asking them to identify what new piece of information they learned. Responses gathered from 244 nursing students between September of 2016 and April of 2018 were categorized and grouped according to theme using a first and second cycle coding process. Responses containing more than one idea were considered separate responses and categorized accordingly totaling 273 responses. Results: Nursing student responses revealed five major themes regarding new information learned from the online modules: (1) barriers to vaccination; (2) components of vaccines; (3) the influence of nurses; (4) vaccine-preventable diseases; and (5) community immunity. Conclusion: Formal vaccine education is a critical component of a comprehensive nursing program. The nursing students in this study described information they learned when completing the NIP-IT modules, thus it was inferred the nursing students did not have a full understanding of vaccine concepts prior to viewing the modules. Formal nursing school vaccine education is essential in developing nurses capable of navigating vaccine issues and promoting health and preventing disease through vaccination advocacy.
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A qualidade da educação na Rede Municipal de Ensino de São Paulo: o desempenho em língua portuguesa e as condições objetivas para a formação dos alunosRossetto, Alessandra Colombo 22 March 2011 (has links)
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Previous issue date: 2011-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims at assessing the conditions in which the education and
training of students who are part of the Municipal Education System takes place
according to two basic premises: the first being that the spaces and the material
resources available may (positively or negatively) influence the students
performance regarding the studying of the Portuguese Language and the second
being that this influence, when present, may vary according to the IEX of the different
regions of the city of São Paulo. In order to accomplish such assessment, the quality
of the education, the education evaluation and the presence of a reading room were
taken into consideration. The core question in which this study was build upon is: In
which conditions education and training occur in the Municipal Education System of
São Paulo considering the use of spaces and specific resources available at the
schools when writing and reading skills are taught? The analyses carried out in this
study are based upon the critical theory of society, mainly on some of the
contributions of Theodor Adorno, Walter Benjamin and Herbert Marcuse who allowed
the further understanding of the concepts of formation, experience and ideology of
technological rationality. Our findings show that students from schools located in
more socially included regions are more adapted to the standards established as
necessary in the current society and, therefore, students from schools located in
regions with a lower IEX are less adapted to the rules of the capitalism. Moreover,
regardless of the location of the school and the specific reading resources available,
the learning process occurs in a noncritical way and the students get in touch with
the syllabus in a fragmented and superficial way / A pesquisa aqui relatada teve como objetivo examinar as condições em que acontece a
educação e a formação dos alunos da Rede Municipal de Ensino de São Paulo a partir de
duas premissas: 1) os espaços e recursos materiais da escola podem contribuir (positiva ou
negativamente) para o desempenho dos alunos; 2) tanto o desempenho como a
infraestrutura da escola podem variar em função do IEX (Índice de Exclusão/Inclusão Social)
das diferentes regiões do município de São Paulo. Desse modo, para delimitar o objeto de
estudo, relacionou-se qualidade da educação (entendida como as condições em que a
prática pedagógica acontece), avaliação educacional (tomando-se os resultados da Prova
Brasil/Saeb) e as condições de funcionamento da Sala de Leitura (SL), local destinado
para a promoção de trabalho específico com leitura. A questão central que orientou este
estudo foi assim definida: em quais condições acontecem a educação e a formação dos
alunos da Rede Municipal de Ensino de São Paulo, considerando a utilização de espaços e
de recursos disponíveis na escola para a aprendizagem da leitura e escrita? O referencial
que orientou as análises realizadas foi elaborado a partir das formulações desenvolvidas por
Theodor Adorno, Walter Benjamin e Herbert Marcuse, pensadores da teoria crítica da
sociedade. Tais formulações que permitiram a compreensão e o aprofundamento dos
conceitos de formação, experiência e ideologia da racionalidade tecnológica. As
informações coletadas foram as seguintes: a) as notas alcançadas pelas escolas municipais
de São Paulo na Prova Brasil/SARESP (em Língua Portuguesa); b) o valor indicativo do
Índice de Exclusão/Inclusão de cada distrito da cidade; c) os registros de observação feitos
a partir de visitas em quatro escolas, bem como o relato das professoras responsáveis pela
SL desses locais acerca do trabalho que realizam. Após o cruzamento e análise dos dados,
constatou-se que os alunos oriundos de escolas localizadas em regiões mais incluídas
socialmente são também os mais adaptados aos padrões escolares. Por consequência, os
alunos oriundos de escolas localizadas em regiões cujo IEX é menor obtiveram, em média,
resultados abaixo daqueles alcançados pelos alunos das escolas mais bem localizadas. Já
a análise do trabalho realizado nas SL indica que, independentemente da localização da
escola e dos recursos específicos para a leitura, o aprendizado tende a ocorrer de forma
acrítica e o contato com os conteúdos escolares é fragmentado e superficial
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The Ugandan private students scheme at Makerere University School of Medicine and its effect on increasing the number of medical doctors enrolled and trained from 1993 to 2004Kiwanuka, Suzanne Namusoke January 2010 (has links)
<p>Background: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-)  / the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive  / study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the  / privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government  / sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females) / in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female.  / Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the  / post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition  / rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period.  / Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate  / a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students  / was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.</p>
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The Ugandan private students scheme at Makerere University School of Medicine and its effect on increasing the number of medical doctors enrolled and trained from 1993 to 2004Kiwanuka, Suzanne Namusoke January 2010 (has links)
<p>Background: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-)  / the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive  / study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the  / privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government  / sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females) / in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female.  / Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the  / post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition  / rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period.  / Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate  / a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students  / was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.</p>
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