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Restructuring of health care has become widespread in hospitals across the United States. The emphasis on reducing healthcare costs has forced many organizations to redesign the roles and responsibilities of care givers. The American Hospital Association (1990) reported that 97% of hospitals were using unlicensed assistive personnel for care.The purpose of the study was to determine if registered nurses in central Indiana were utilizing delegation in the workplace and to determine if the use of unlicensed personnel affected nurse satisfaction with work. The theoretical framework was General Systems Theory.The population (N=292) was registered nurses working with unlicensed assistive personnel in a four-hospital network. The number of participants was 66 (23%). The questionnaire, who Helps You with Your Work?, was utilized. Participation was strictly voluntary and the identity of the participants was kept confidential.Data revealed that 95% of nurses who responded were utilizing unlicensed assistive personnel in the workplace. Delegation of certain tasks, such as bed making, weighing of delegation and the personnel should be broadened patients, and measuring and recording intake and output, was occurring. Nurses were not delegating more complex tasks, such as monitoring IV infusions or assisting physicians with examinations.Nurses, overall, were only slightly satisfied with work, as evidenced by a mean of 3.3 (3=neither satisfied or dissatisfied). Job satisfaction was not significantly related to utilization of unlicensed assistive personnel.Unlicensed assistive personnel were being utilized in hospitals in Central Indiana. Nurses were responsible for work delegated to unlicensed assistive personnel. Nurses should realize the importance of determining capabilities and limitations of unlicensed assistive personnel. Job satisfaction was not significantly related to utilization of unlicensed assistive personnel.Future research on the subject utilization of unlicensed assistive to include more than four hospitals. Job satisfaction needs to be measured using different staffing patterns and workload as well as the utilization of unlicensed assistive personnel. The data supported the need for further research on delegation, job satisfaction and the utilization of unlicensed assistive personnel. / School of Nursing

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1981. / Bibliography: leaves 231-243. / Photocopy. / xvii, 243 leaves, bound 29 cm

Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2005. / Härtill 4 uppsatser.

Thesis (M.Sc. (Public Health))--Mahidol University, 1982.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (Ph.D. in Nursing) -- University of Colorado at Denver and Health Sciences Center, 2005. / Typescript. Includes bibliographical references (leaves 156-167). Free to UCDHSC affiliates. Online version available via ProQuest Digital Dissertations;