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No / Patient safety is a major priority for health services. It is a multi-disciplinary problem and requires a multi-disciplinary solution; any education should therefore be a multi-disciplinary endeavour, from conception to implementation. The starting point should be at undergraduate level and medical education should not be an exception. It is apparent that current educational provision in patient safety lacks a systematic approach, is not linked to formal assessment and is detached from the reality of practice. If patient safety education is to be fit for purpose, it should link theory and the reality of practice; a human factors approach offers a framework to create this linkage. Learning outcomes should be competency based and generic content explicitly linked to specific patient safety content. Students should ultimately be able to demonstrate the impact of what they learn in improving their clinical performance. It is essential that the patient safety curriculum spans the entire undergraduate programme; we argue here for a spiral model incorporating innovative, multi-method assessment which examines knowledge, skills, attitudes and values. Students are increasingly learning from patient experiences, we advocate learning directly from patients wherever possible. Undergraduate provision should provide a platform for continuing education in patient safety, all of which should be subject to periodic evaluation with a particular emphasis on practice impact.

Supporting creativity in undergraduate education is important for the future development of society. To do this, an understanding of undergraduate characteristics is needed. A systematic literature review of the relationship between the Big Five personality factors and little-c creativity in undergraduates identified 19 studies. The creativity assessments within these investigations represented several conceptions of the construct with domain-general, self-reported measures of Person as most common. Results suggest that both Openness to Experience and Extraversion have strong, consistent, positive relationships with creativity. Few significant relations were found concerning Conscientiousness, Agreeableness, and Neuroticism. Notable differences were found between NEO and IPIP inventories in regard to the strength of the relationship between the Big Five personality factors and creativity. Additional differences were also found concerning which students were assessed. Given these results along with previous research, six descriptive discriminant analyses (DDAs) were conducted to identify differences between honors and non-honors undergraduates in science, technology, engineering, and mathematics (STEM) majors and those in non-STEM majors in relation to personality and creative self-beliefs. Surveys, which included a 120-item, 5-point scale measure of the Big Five and a 50-item, 5-point scale measure of creative self-beliefs, were completed by 573 undergraduates. No interaction effects were observed. However, each DDA had a statistically significant effect for having a STEM major and two had a statistically significant main effect for honors college enrollment. Most notable was the relationship between having a STEM major and Mechanical/Science creative self-belief. Limitations and implications are discussed.

Thesis advisor: Karen D. Arnold / Against a backdrop of increasing diversity in the United States, the number of Black women undergraduates enrolled at predominantly white institutions across the country is growing. Yet while colleges and universities are eager to diversify their campuses, often the climate of these campuses has not changed in ways that support the success of Black women. Experiences of discrimination, social isolation and hostility are commonplace, leading these women to feel as if they are guests at the institution. This research project sought to explore how same-sex, same-race friendships among Black women helped them toward developing self-authorship. Self-authorship involves the development of internal mechanisms for self-worth and decision-making. Typically, achievement of self authorship occurs after the undergraduate years. This phenomenological research study was conducted at a large religiously-affiliated university in the Northeast. Black undergraduate women were interviewed to identify their important friendships, the issues they deal with on campus, and their developmental stage of self-authorship. Findings showed that these women were dealing with racism and microinequities on campus every day. The women in this study turned to their Black women friends for support and advice to navigate the sometimes-hostile campus environment. Ethnicity related to national origin was an important factor in identity and friendship group composition. Study participants showed significant progression towards self-authorship prior to graduation. In addition to the strong positive role of same-race friendships, their experiences as Black women on campus encouraged them to become activists. Activism, in turn, enhanced their empowerment and self-authorship. This research shows that encouraging diversity on campus does not guarantee institutional climate change to meet the unique needs of these Black women. Implications from this study include the need for women of color to have opportunities for mentorship, leadership, and same-race, same-ethnicity residential environments. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis advisor: Celeste Wells / It has been identified that academic stress is an issue plaguing college undergraduates across the country. A significant amount of academic stress can have a negative impact on both the physical and mental state of the individual. Six elements were identified as contributing to the make up of an individual’s stress profile and as a result, influenced the subsequent impact that academic stress may have on their daily life. Those elements included the following; definitions of stress, reactions to stress, timing, organizational strategies, support group and peer opinions. While the abundance of academic stress observed throughout colleges and universities is discouraging, its prevalence provides a large amount of data. By identifying the factors that contribute to the severity of academic stress, the avenues to a solution were identified as well. This study surveyed 16 participants at a large, private institution known for its academic rigor and competitive undergraduate environment thus rendering it an ideal setting for a study focused on academic stress. / Thesis (BA) — Boston College, 2017. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Communication.

The primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for an online, undergraduate, business FYE course. The study failed to reject all null hypotheses, showing no correlations between faculty self-concept and degree of prosocial behavior exhibited to online business firstyear students. The results did show a correlation between instructor self-concept (RSCQ score) and tendency to exhibit prosocial behavior (PTM score), which is outside of the scope of this study, but informed future research considerations discussed in Chapter 5. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

This project investigated the views of 49 university undergraduate students regarding the phenomenon of bullying in three distinct settings: their memories of compulsory education (primary and secondary), their personal workplace experience (or workplace study placement), and their life at one post-1992 university. The research design used 'active interviews' comprised of phases of interviewing individually and in groups, in which progressively deeper layers of interrogation sought to question their initial constructions of bullying. The study addressed two main research questions: how did students construct the concept of bullying in different contexts or settings, and how did the students explain differences in these constructions. The findings indicated that participants tended to view school-based bullying as being precipitated by within-person traits and personalities, but workplace bullying was thought to be driven by organisational structure or institutional ethos. Bullying at university was more difficult for them to discuss as most claimed little or no experience, directly or indirectly, of bullying while in higher education. As the study progressed, the participants expressed their understanding of bullying firstly through stereotyped and clichéd terms, but became much more critical and analytical when they were presented again with some of the contradictions and anomalies inherent in their earlier descriptions and explanations. Another important contribution to knowledge is the finding that participants viewed the higher education context as having several features that were protective against bullying behaviour, reducing their experience of bullying in HE to almost nil. These features: porosity, value of the learner to the institution, and voluntarism, were shown to hold important implications for understanding bullying in organisations or institutions; they develop and extend existing models found in adjacent fields of study.

The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.

The purpose of this study was to explore the essence of diversity experiences of some undergraduates on a private, religiously-affiliated university. Sixteen undergraduates from a Midwestern private, religiously affiliated university were interviewed and described their diversity experiences. The key components of their experiences revealed five emergent themes: Types of diversity experiences, Forms of diversity experiences, Influence of previous context, Benefits of diversity experiences, and Faith issues regarding diversity experiences. These overarching themes were viewed through van Manen’s (1990) notion that phenomenological themes may be defined as the structures of experience. This examination of a progression or flow of the themes explained how the following progression or flow worked within a system of contextually related experiences to help bring about benefits of student and faith development within the participants’ educational lives. The progression began when forms of diversity experiences enabled different types of diversity experiences to take place in the undergraduates’ lives. In turn, the dynamics created within those types of diversity experiences instigated critical reflection of the participants’ previous context and previous held beliefs and values. This process of reflection/critical thinking enabled personal reassessment/transformation to take place as the benefits of diversity experiences produced life change within the undergraduates’ lives. In sum, the progression or theme flow enabled significant individual student and faith development to take place as a result of diversity experiences within the undergraduates’ educational lives. Embracing van Manen’s (1990) concept of themes defining the structure of experiences may allow the progression or flow of themes to provide the possibility for colleges/universities to chart an intentional course along that progression directed towards achieving the positive benefits that diversity experiences can bring to undergraduates’ within their educational lives. / Department of Educational Studies

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 108-114).