Magister Curationis - MCur / Intimate partner violence (IPV), a form of gender-based violence (GBV), has become one of the emerging serious public health issues. It affects all racial, ethnic, socioeconomic and religious groups. Internationally, IPV has also become an increasingly common phenomenon among students at tertiary institutions. In South Africa, there is a paucity of literature that investigates this phenomenon especially among undergraduate student nurses who are supposed to render care to survivors of IPV. The aim of this study was to determine the prevalence of IPV and factors associated with IPV among undergraduate student nurses at a tertiary institution in the Western Cape.A quantitative, descriptive study was conducted. An adapted version of the WHO’s instrument designed to measure partner violence was used to collect the data. This questionnaire was administered to the eligible respondents after lecture time. The total population consisted of 984 undergraduate student nurses. The printed class lists of the 1st-, 2nd-, 3rd- and 4th-year undergraduate student nurses were used as the sample frame. Stratified random sampling method was used to obtain a sample of 243 respondents to ensure that the sample size was representative of the population. The completed questionnaires were analysed quantitatively by using the Statistical Package for Social Sciences (SPSS) version 20. The results are presented in the form of tables, pie chart and graphs. Spearman’s correlations were used to calculate the strength of the relationship between the dependent variables. Multivariate analysis was done using the Mann-Whitney U test and the Kruskal-Wallis test to determine the associations between the different variables.The results from the study showed that 42% of undergraduate student nurses experienced IPV during their lifetime. The socio-demographic factors associated with IPV were age (p=0.009*), study year level (p=0.001*) and marital status (p=0.021*). The study also found that family history factors like the respondent’s mother’s educational status (p=0.005*), financial support during need (p=0.031*) and witnessing of abuse as a child (p=0.008*) were factors related to IPV. In this study, certain substance use factors such as dagga (p=0.004) and cigarette smoking (p=0.000*), alcohol use in their lifetime (p=0.000*), time elapsed since joining university(p=0.000*) and having male or female friends who drink (p=0.000*) were significantly associated with IPV. The study highlighted the need to raise awareness on IPV among undergraduate student nurses.

Objectives: The goal of this project is to: (1) identify key concepts public services workers need to know; (2) conduct a short training session with each worker; and (3) measure changes by a pre- and post-test. The training session focused on specific tasks that the worker may be asked to do in the course of their work. Methods: East Tennessee State University (ETSU) librarians created a written test that covered specific library resources, policies, etc. The test was pilot tested. Each of the 7 student workers plus 2 regular public service workers were given a 1-hour one-on-one training class. A pre-and post- training exam was given. The results were then scored on a scale of 102. Results: A paired t-test of the pre- and post-test showed a statistically significant difference at the 0.001 level. Conclusions: We have mainly used undergraduate students to "baby sit" our library's front service desk. If they can be trained effectively, their (and our) value to patrons increases greatly. Often they are the main contact with patrons.

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Made available in DSpace on 2016-04-04T18:27:54Z (GMT). No. of bitstreams: 1 Maria Claudia Roberta Tombolato.pdf: 377189 bytes, checksum: 92c0bdaaa746d0e98588e70e405599c4 (MD5) Previous issue date: 2005-02-14 / Brazil has registered more than three millions of undergraduate students, prevailing private schools. A growing demand for this population has been to conciliate studies and work regularly. This search is focused on evaluation of quality of life, psychopathologic symptoms and social-demographic factors of a group of college students that also work. For this, 122 undergraduate student workers and 18 non-workers, of a night Business Administration faculty of a private university, from S. Paulo State, answered three questionnaires: social-demographic questionnary, WHOQOL-bref (Fleck & et al.,2000), and EAS-40 / Symptoms Evaluation Scale (Laloni, 2001). Results showed, in general, differently than expected, that work was not a variable that would distinguish undergraduate worker from non-worker concerning to quality of life level and severity of psychopathologic symptoms, in general. Exceptions were: for women and age between 18 and 22 categories, on physical and ambient domain, and obsessive/compulsive psychopathologic symptom, that showed significant differences. Quality of life and psychopathologic symptoms were negatively correlated among the workers as far as for the non-workers, except on domain 4, in which the correlation coefficient did not reach significant levels although it was negative (r=0,36, p>0,05). So, women and youngers showed to be more susceptible to work, but, in general, work did not show to be a problem for quality of life and psychopathologic symptoms manifestation among undergraduate students. This suggests further studies with these groups to clear up about it. / O Brasil registra mais de tr?s milh?es de estudantes no ensino superior, com presen?a dominante de escolas privadas. Conciliar cotidianamente estudo e trabalho tem sido uma demanda crescente nesta popula??o. Este estudo realizou uma avalia??o de grupos de universit?rios-trabalhadores com respeito ? qualidade de vida, sintomas psicopatol?gicos e alguns fatores s?cio-demogr?ficos. Para isso, 122 estudantes universit?rios trabalhadores e 18 n?o trabalhadores da faculdade noturna de Administra??o de Empresas de uma institui??o privada de ensino superior, no interior do Estado de S?o Paulo, responderam a tr?s instrumentos: Question?rio socio-demogr?fico, WHOQOL-bref (Fleck et al.,2000), e EAS-40/Escala de Avalia??o de Sintomas (Laloni, 2001). Os resultados indicaram que o trabalho, ao contr?rio do que era esperado, n?o se mostrou vari?vel que discrimina universit?rio trabalhador de n?o trabalhador, quanto ? qualidade de vida nem a sintomas psicopatol?gicos, no geral. Apenas nas categorias mulheres e idade entre 18 e 22 anos, os dom?nios f?sico, meio ambiente e sintomas obsessivos/compulsivos apresentaram diferen?as que foram significantes. Uma avalia??o do grau de associa??o da qualidade de vida com sintomas psicopatol?gicos mostrou correla??es negativas significantes tanto para os trabalhadores como para os n?o trabalhadores, exceto pelo dom?nio 4 Ambiente no qual o coeficiente de correla??o n?o chegou a ser significante embora negativo (r=0,36, p>0,05). Enfim, as mulheres e os mais jovens apontaram ser mais suscet?veis ao trabalho que, por?m, n?o se mostrou ser um problema para a qualidade de vida e manifesta??o de sintomas psicopatol?gicos do universit?rio de uma maneira geral, sugerindo que se realizem futuras pesquisas com estes grupos que possam trazer maior esclarecimento a respeito.

As an academic working in the field of applied theatre with undergraduate students, I became increasingly interested in how their skills, techniques, knowledge and understanding are developed to work in applied theatre settings, particularly those that were unfamiliar to them. I was particularly interested in investigating how important, if at all, are the concepts of empathy and sympathy in the preparation of students to work in applied theatre settings and with different client groups. Research of relevant literature revealed pedagogical parallels with social work, particularly in relation to the client-facilitator relationship. There appeared to be synergy between the work undertaken in applied theatre settings and in social work. The interdisciplinary nature of this research contributes to new professional knowledge and practice. A qualitative case study was undertaken, adopting a constructivist and interpretative approach, to understand the way meanings of empathy and sympathy were constructed and interpreted by the students when working in applied theatre settings. The research took place as part of normal professional practice and consisted of a questionnaire (n=14), two semi-structured interviews (n=4) and a focus group (n=4) with third year students studying a BA(Hons) Drama in the Community degree at a small UK Higher Education Institute (HEI). The findings indicated that the participants found it difficult to define, or describe, the concepts of empathy and sympathy with any clarity. They also found it difficult to distinguish between the concepts. However, there was a consensus of opinion that the ability to distinguish between them was important because of the client-facilitator relationship when working in applied theatre settings. The data highlighted that the concepts had only been taught or considered on the programme of study in an implicit way. From this, I concluded that teaching the students the concepts in a more explicit way would help develop their knowledge and understanding of those concepts, thus enabling them to become more informed applied theatre graduates.

abstract: Honors colleges have offered an academically rigorous option for growing numbers of diverse students. This study took place at a large, public university that required undergraduate students to complete a thesis to graduate from the honors college. In 2017, 97% of students who began the honors thesis prior to senior year completed it. Thus, the aim of this study was to help more students begin the honors thesis process early. Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options. A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys. Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience. Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

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The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), applicable health care facilities, the patients and the student nurses. The study starts off with a literature review to peruse what is known about social media and information communication technology by undergraduate student nurses within a Higher Education (HE) environment. Literature shows that nurses in their work environment are not excluded from social media interaction processes. Within this context, social media offers improved contact and communication in general and in the working environment through the internet. The aim of this study is to explore and describe responsible use of social media by undergraduate student nurses. Methodology: The study followed a qualitative, explorative, descriptive and contextual design. All-inclusive, probable and purposive sampling (Brink, van der Walt & van Rensburg, 2006:134) was applied to select participants from a population of undergraduate student nurses (N=200, n=39). Prospective participants were informed by the researcher regarding the research by means of a Power Point slideshow and from there prospective participants had to make an informed decision to participate voluntarily in the research. Data was collected by means of an unstructured conversation between the researcher and participants via the real-time, online Chat Room of Sakai 2.9.1. Sakai 2.9.1 refers to an educational software platform which is a Java-based, service-oriented application used in an open source academic community. Sakai 2.9.1 is used within this context as a Course Management System and Virtual Learning Environment. The following questions were asked: “Tell me how you use your social media (e.g. Facebook™, Twitter™, WAYN™, LinkedIn™, WhatsApp™, etc.)”; “How do you access and on which device do you use social media?”, “What is your view of responsible social media use as a student nurse?” Although it was an all-inclusive sample and all members of the population were invited to participate, the sample size was established once the research reached data saturation (Brink et al., 2006:135). Thirty-nine participants (n=39) participated and the analysed results were first confirmed in a focus group. Six (6) main themes where identified, namely: social media as a quick academic reference; the social communication uses of social media; social curiosity; multiple social media registrations, but limited social media use; student nurses’ need for guidelines regarding responsible social media use and a need to share photographs on social media. The final conclusion was that student nurses entered the nursing profession with established social media skill. Yet, student nurses need guidance to divert social media use from a social perspective to social media use within a professional capacity. Recommendations for enhanced responsible social media use by student nurses where formulated. (Word count: 489) / MCur, North-West University, Potchefstroom Campus, 2014

The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), applicable health care facilities, the patients and the student nurses. The study starts off with a literature review to peruse what is known about social media and information communication technology by undergraduate student nurses within a Higher Education (HE) environment. Literature shows that nurses in their work environment are not excluded from social media interaction processes. Within this context, social media offers improved contact and communication in general and in the working environment through the internet. The aim of this study is to explore and describe responsible use of social media by undergraduate student nurses. Methodology: The study followed a qualitative, explorative, descriptive and contextual design. All-inclusive, probable and purposive sampling (Brink, van der Walt & van Rensburg, 2006:134) was applied to select participants from a population of undergraduate student nurses (N=200, n=39). Prospective participants were informed by the researcher regarding the research by means of a Power Point slideshow and from there prospective participants had to make an informed decision to participate voluntarily in the research. Data was collected by means of an unstructured conversation between the researcher and participants via the real-time, online Chat Room of Sakai 2.9.1. Sakai 2.9.1 refers to an educational software platform which is a Java-based, service-oriented application used in an open source academic community. Sakai 2.9.1 is used within this context as a Course Management System and Virtual Learning Environment. The following questions were asked: “Tell me how you use your social media (e.g. Facebook™, Twitter™, WAYN™, LinkedIn™, WhatsApp™, etc.)”; “How do you access and on which device do you use social media?”, “What is your view of responsible social media use as a student nurse?” Although it was an all-inclusive sample and all members of the population were invited to participate, the sample size was established once the research reached data saturation (Brink et al., 2006:135). Thirty-nine participants (n=39) participated and the analysed results were first confirmed in a focus group. Six (6) main themes where identified, namely: social media as a quick academic reference; the social communication uses of social media; social curiosity; multiple social media registrations, but limited social media use; student nurses’ need for guidelines regarding responsible social media use and a need to share photographs on social media. The final conclusion was that student nurses entered the nursing profession with established social media skill. Yet, student nurses need guidance to divert social media use from a social perspective to social media use within a professional capacity. Recommendations for enhanced responsible social media use by student nurses where formulated. (Word count: 489) / MCur, North-West University, Potchefstroom Campus, 2014

As the cost of higher education continues to grow at astounding rates, research shows that, in most cases, students and their families face some level of debt to pay for their undergraduate degrees (Layman, 2011). This research study will use an engaged scholarship approach to address the reason some students repay their educational debt and some students’ intent to repay their debt is quite different from the desired behavior. Additionally, we review the factors that affect students from underprivileged socioeconomic backgrounds that are, unfortunately, the largest contributor of delinquent student loan debt. Specifically, this study will identify elements using qualitative measures that influence the student’s intent and behavior to act that will assist universities in policy development to change the perceived value and the academic sustainability of the student while understanding the student’s behavior related to socioeconomic barriers and self-sacrificing influences. Additionally, two theories are used as lenses to ground this study. The theory of reasoned action (Fishbein & Ajzen, 2010) is used as the focal theory, and place attachment theory (Scannell & Gifford, 2010) is used as an instrumental theory. The empirical results of this study offer factors that influence educational debt repayment and policy design.