No description available.

The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus. The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if the standard deviation of a task was equal to or less than one. Rounds I, II, and III resulted in 102 tasks for early field and student teaching experiences that met consensus. Based on the findings, the researcher developed a task list for early field experiences and student teaching experiences to be considered for use by the agricultural education programs in the three cooperating states. The task list developed is a very comprehensive list that relates to every aspect of clinical experiences. / Ph. D.

<p>This phenomenological study explored the lived experiences of undergraduate community health nursing students at the University of the Western Cape&nbsp / who conducted a family health assessment learning task in communities during their clinical fieldwork placement.The population included the 2008&nbsp / semester two, third year undergraduate baccalaureus nursing students. These students completed their community health nursing modules at the end of the first semester. A total of nine (9) out of the eighty- nine (89) semester two students participated in this qualitative research study. The purposive and&nbsp / convenient sample consisted of those students who agreed to voluntarily participate in the research study. In-depth interviews were conducted with seven&nbsp / (7) female and two (2) male students to collect data. Field notes were taken and utilized to capture non-verbal communication of the participants. The focus&nbsp / f the researcher was to explore the lived experiences of students and not that of the family whom they interviewed. All interviews were audio recorded&nbsp / nd validated by participants after transcription, before any of the data was used for the data analysis process. The data collected was categorized into themes as guided by the systematic data analyses process according to Tesch&rsquo / s (1990) method, as cited in Creswell (2003). Saturation was tested&nbsp / after nine interviews and the researcher found that no new data emerged. The importance of the research study was to reflect on the exploration of the&nbsp / self-reported lived experiences of the third year community&nbsp / ealth nursing students while conducting the family health assessment learning task.&nbsp / </p>

<p>This phenomenological study explored the lived experiences of undergraduate community health nursing students at the University of the Western Cape&nbsp / who conducted a family health assessment learning task in communities during their clinical fieldwork placement.The population included the 2008&nbsp / semester two, third year undergraduate baccalaureus nursing students. These students completed their community health nursing modules at the end of the first semester. A total of nine (9) out of the eighty- nine (89) semester two students participated in this qualitative research study. The purposive and&nbsp / convenient sample consisted of those students who agreed to voluntarily participate in the research study. In-depth interviews were conducted with seven&nbsp / (7) female and two (2) male students to collect data. Field notes were taken and utilized to capture non-verbal communication of the participants. The focus&nbsp / f the researcher was to explore the lived experiences of students and not that of the family whom they interviewed. All interviews were audio recorded&nbsp / nd validated by participants after transcription, before any of the data was used for the data analysis process. The data collected was categorized into themes as guided by the systematic data analyses process according to Tesch&rsquo / s (1990) method, as cited in Creswell (2003). Saturation was tested&nbsp / after nine interviews and the researcher found that no new data emerged. The importance of the research study was to reflect on the exploration of the&nbsp / self-reported lived experiences of the third year community&nbsp / ealth nursing students while conducting the family health assessment learning task.&nbsp / </p>

Magister Curationis - MCur (Dept. of Nursing) / This phenomenological study explored the lived experiences of undergraduate community health nursing students at the University of the Western Cape who conducted a family health assessment learning task in communities during their clinical fieldwork placement.The population included the 2008 semester two, third year undergraduate baccalaureus nursing students. These students completed their community health nursing modules at the end of the first semester. A total of nine (9) out of the eighty- nine (89) semester two students participated in this qualitative research study. The purposive and convenient sample consisted of those students who agreed to voluntarily participate in the research study. In-depth interviews were conducted with seven (7) female and two (2) male students to collect data. Field notes were taken and utilized to capture non-verbal communication of the participants. The focus f the researcher was to explore the lived experiences of students and not that of the family whom they interviewed. All interviews were audio recorded nd validated by participants after transcription, before any of the data was used for the data analysis process. The data collected was categorized into themes as guided by the systematic data analyses process according to Tesch’s (1990) method, as cited in Creswell (2003). Saturation was tested after nine interviews and the researcher found that no new data emerged. The importance of the research study was to reflect on the exploration of the self-reported lived experiences of the third year community ealth nursing students while conducting the family health assessment learning task. / South Africa

Canadian undergraduate nursing programs have incorporated global health concepts and experiences in their curricula as these are elements of Registered Nurses’ entry-level practice competencies. With their knowledge of global health concepts, nursing students are aware of local, national, and international populations’ health needs. While there are multiple ways of promoting such knowledge, many nursing programs include optional clinical experiences abroad. This dissertation explored nursing students’ reentry process following immersive global health clinical experiences in resource-limited international settings. Charmaz’s Constructivist Grounded Theory approach was used and led to the development of a substantive theory named Reentry Process Theory. Data was gathered through face-to-face in-depth interviews with 20 participants recruited for the study, including Level 4 nursing students, nursing alumni, and faculty from a School of Nursing in Ontario. Data analysis identified 4 conceptual categories that explain processes embedded in participants’ reentry experiences: adjusting to being back, seeking understanding, making meaningful connections, and discovering a new self. Findings revealed the importance of understanding experiences and factors that impact the lives of nursing students who have lived and studied in resource-limited international settings not only in their role as students but also as individuals and soon to become professional nurses. Recommendations are made for education, research, policy and for future undergraduate students pursuing a global health clinical experience. / Dissertation / Doctor of Philosophy (PhD) / Many Canadian undergraduate nursing programs include optional clinical experiences abroad as a way of fostering nursing students’ knowledge of global health concepts as well as local, national, and international populations’ health needs. This dissertation investigated factors that impact nursing students’ reentry process following immersive clinical experiences in resource-limited international settings. The study adopted Kathy Charmaz’s constructivist approach to Grounded Theory and constructed a Reentry Process Theory that addresses nursing students’ personal and professional development. Data was gathered through face-to-face in-depth interviews with 20 participants, including Level 4 nursing students, nursing alumni, and faculty from a School of Nursing in Ontario. Data analysis identified 4 conceptual categories that underpin participants’ reentry experiences: adjusting to being back, seeking understanding, making meaningful connections, and discovering a new self. Recommendations are made for education, research, policy and for future undergraduate nursing students involved in immersive clinical experiences abroad.

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The Council for the Accreditation of Educator Preparation (CAEP) has replaced its predecessors, the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) as the new sole accreditor for educator preparation in the United States. As the new accreditor, CAEP has established a new set of accreditation standards and cross-cutting themes by which it intends to measure educator preparation programs (EPPs) worthiness to received accredited status. These new standards and cross-cutting themes are untested and need to be researched in order to determine the degree to which they constitute valid and reliable measures of an EPP's potential to produce quality teachers. To evaluate one aspect of CAEP's new standards and cross-cutting themes (i.e., diversity), this study used hierarchical liner modeling to regress elementary candidates' student teaching performance assessment scores on school- and classroom-level diversity variables to evaluate the impact that being placed in a diverse field experience might have had on candidates' performance during student teaching. The analysis found that the levels of diversity in the student teaching placements had little to no impact on the elementary candidates' performance on diversity items on their teacher performance assessments completed by university supervisors and mentor teachers during student teaching. A confirmatory factor analysis also determined that the diversity related contextual factors of the schools used in the study could not be reduced to a single diversity score. Diversity is clearly a complex multidimensional construct comprised of a variety of interdependent yet distinct constructs. Developing competency in diversity and multiculturalism clearly requires more than simply being placed in a diverse student teaching placement. This does not discredit the practice of providing candidates a variety of field experiences; however the findings from this study call into question CAEP's assumptions regarding diversity and multicultural education embedded in its standards and cross-cutting themes.

Adjunct faculty members make up a growing proportion of nursing school clinical faculty in the United States due to a nurse educator shortage in higher education. Many of the nurses hired as clinical faculty members have years of experience providing patient care, but they lack experience in clinical instruction and assessment. At a state community college in the southeastern United States, nursing students have expressed dissatisfaction in their course evaluations with inexperienced faculty in clinical programs. The experiences of both nursing students under the guidance of novice clinical instructors and clinical faculty were examined in this case study. The National League for Nursing's (NLN) standards for practice for academic nurse educators served as the conceptual framework for this study and was used to develop research questions related to clinical practice and assessment. Data were collected from 9 students and 6 clinical nursing faculty members who participated in anonymous, open-ended electronic questionnaires regarding use of the standards in instruction and assessment. Student clinical experience collective evaluations from 3nursing programs across the state were also used for data collection and analysis. Data were coded and themes were identified and verified through triangulation. Themes were inconsistent with the NLN standards and included no formal orientation, no preparation for the clinical instructor role, use of subjective instructor evaluations, and lack of instructor feedback. Results were used to develop a professional development program to prepare novice clinical instructors for the clinical environment according to the NLN standards. This study may result in positive social change by improving clinical experiences for nursing students in community colleges, resulting in better patient care as they assume their roles in the larger medical community.

Submitted in partial compliance with the requirements for the Master’s Degree in Technology: Chiropractic, Durban University of Technology, Durban, South Africa, 2017. / Background The imperative of clinical education in chiropractic is to endow students with the clinical competencies and professional attributes necessary for independent practice. The clinical practicum exposes chiropractic students to the realities, demands and expectations of patient care through immersion into the clinical learning environment. Various authors emphasise the importance of obtaining a student’s perspective of their experiences within this environment as it is essential to curriculum development and improvement, delivery of quality clinical education, and student satisfaction with their standard of education. Interestingly, unlike in other health professions’ disciplines, the clinical experiences of chiropractic students who have commenced their clinical practicum have scarcely been described in international literature. This study is the first of its kind to record the clinical experiences of chiropractic students during their clinical practicum in South Africa. Aim The aim of this study was to explore and describe the clinical experiences of first-time registered Master’s chiropractic students during their clinical practicum component at the Durban University of Technology Chiropractic Day Clinic in 2016. Method A qualitative, exploratory, descriptive approach was utilised. A purposive sample of 15 first-time registered Master’s chiropractic students was interviewed. Their clinical experiences during the clinical practicum were obtained through semi-structured interviews. Seven key questions, each relating to a specific aspect of the clinical practicum, were used to stimulate discussion. The data were recorded electronically and thereafter transcribed. Thematic analysis was used to interpret the data. Results Four main themes were identified, viz. undergraduate education and pre-clinical preparation; experiences within the clinical learning environment; inter-personal relationships in a clinical learning environment, and appraisal of the clinical practicum. Participants reported that the undergraduate and pre-clinical preparatory phase needed to be more practically orientated in order to provide relevance and cohesion to clinical learning. Significant experiences in the clinical learning environment included personal and professional growth and development, perceptions of preparedness for independent practice, perceptions of patient responses to chiropractic care, administrative duties and clinic infrastructure. The interpersonal relationships that contributed to the overall clinical experience were between students and their clinical supervisors, and students and the administrative staff. The appraisal of the clinical practicum included highlights and positive aspects that shaped the attitudes, values and philosophies of students, as well as the challenges and obstacles they encountered within the clinical learning environment. Conclusion This is the first South African study to document the clinical experiences of first-time registered Master’s chiropractic students. These clinical experiences were based on a variety of organisational and curriculum-orientated factors, as well as interpersonal dynamics. While students acknowledged and appreciated the critical importance of clinical education, and valued the learning opportunities within the clinical setting, they also provided constructive feedback on matters needing improvement to enhance the overall clinical experience. The lack of exposure to patient care prior to the commencement of the clinical practicum negatively impacted the clinical experiences. It is recommended that the findings of this study be utilised by the key stakeholders within chiropractic education to enhance chiropractic clinical education in South Africa. / M