Integration of work-placements into undergraduate degrees is now established on awards linked to professional registration in healthcare. Pre-registration training forms the basis for development of capability and entry onto a professional register. This enquiry explores how key stakeholders on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon the development of the capable BMS. It draws upon current knowledge of work-based pedagogy and utilises a constructivist grounded theory (CGT) approach to explore the perceptions and experiences of individuals and groups to develop an interpretative portrayal and deeper understanding of the implementation of pre-registration training in one region of England. Data gathering and analysis was divided into two stages. The first employed analysis of professional documents to provide an insight into current discourses around BMS training. This provided initial developing categories and directed the creation of a questionnaire. Questionnaire responses confirmed the relevance of the developing categories and a summary of responses provided an ‘ice-breaker’ to guide stage two of data gathering. This stage employed focus groups and interviews to enable a greater understanding of how individuals make sense of their experiences. Initial, focused and theoretical coding allowed synthesis and conceptualisation of the data gathered and presented direction for the enquiry. The findings expose the challenges of integrating professional registration training into an academic programme of study. Three theoretical categories were identified: Role conflict, Expectations and Ownership. Conceptualising the interactions and intersections of these categories enabled the recognition of ‘Doing the portfolio’ as a way of describing and conceptualising the stakeholders positioning within the current programme. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. This provides a theoretical explanation as to how the programme is delivered and why there is a need to rethink conceptualisation of the role of the programme in supporting pre-registration training and the development of the capable BMS. To ensure that BMS students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complementary and parallel. The novel research approach used in this enquiry has generated rich insights into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed, which recognises the tensions emerging from a positivist typology of practice, has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.

This exploratory study examined links between health communication and other constructs affecting health promotion and disease prevention among Haitian mother-daughter dyads living in West Central Florida, and the risk or protective factors for HIV. Risky sexual behaviors can be reduced with accurate and effective information provided through parent-adolescent communication (Coetzee et al, 2014; Ogle, Glasier & Riley, 2008; Hadley et al., 2009). In Haiti, a country that bears a disproportionate burden of HIV/AIDS, women are the most vulnerable (UNAIDS, 2016a); In the United States (U.S.), foreign-born Haitian women in the state of Florida experience health disparities in many areas and bear a disproportionate burden of HIV/AIDS relative to their non-Haitian peers but little is known about (Florida Department of Health [FLDOH], 2017; U.S. Department of Health and Human Services Office of Disease Prevention and Health Promotion [ODPHP], 2017). Indeed, the state of Florida recently reported that newly diagnosed cases of HIV increased for foreign-born Haitian women and in 2016, the latter represented 3.64% of all cases (Florida Department of Health, Bureau of Communicable Diseases, HIV/AIDS Section, 2017a). Recognizing that Haitian mothers traditionally bear the primary responsibility for transmitting traditional norms, values, health beliefs and practices, a concept referred to as poto mitan, this qualitative study examined risks and protective factors for HIV that may emerge in health and sexual health communication among Haitian mothers and daughters. This study comprised a two-phase process in which purposive sampling was first used to recruit and interview a focus group of seven health care providers and Haitian-descendant community leaders who engage Haitian-descendant clients in West Central Florida, after which findings from the focus group were used to strengthen a semi-structured interview guide that would be used to interview 10 Haitian mother/daughter dyads in the area. This study addressed a gap in the scientific literature related to health and sexual health promotion and disease prevention communication among Haitian immigrant women in the U.S., particularly surrounding HIV risk. Specifically, it sought to discover what constitutes specific methods that Haitian mothers use to communicate health and sexual health and the contents of such conversations, as well as the intention of daughters to transmit information that they received from their mothers, even here in the U.S. This study applied a constructivist grounded theory approach, in which Symbolic Interactionism (SI) and the Information-Motivation-Behavioral Skills Model (IMB) were triangulated as a framework. ATLAS.ti® 7.0, a software that supports analysis of textual data, was used to analyze transcripts from the focus group and from the interviews. Findings indicate that (a) Haitian mothers intentionally transmit specific and valued traditional knowledge about health and sexual health to their daughters, specifically in the areas of vaginal health, post-partum rituals, and abstinence as the acceptable mode of HIV prevention; (b) Haitian mothers in the study sample lack adequate and accurate knowledge about HIV/AIDS as well as the time to learn more that they can share with daughters; (c) Haitian mothers in the study sample do engage in direct communication about HIV prevention, taking advantage of teachable moments, using popular music and television programs; (d) there is a strong reliance on religious leaders and school systems to address health and sexual health instruction; (e) Haitian mothers in the sample reported and daughters confirmed that there is extremely limited conversation between the mothers and daughters surrounding sex, HIV risk reduction methods outside of abstinence. (f) Symbolic Interactionism is a useful framework for understanding the process of communication between Haitian mothers and daughters in this study; (g) IMB is useful to understand that the information being provided by Haitian mothers in this sample is at times insufficient and inaccurate, thereby limiting the ability of daughters to effectively and intentionally engage in conduct that protects their sexual health and reduces HIV risk. This study has several implications for social work education, research, practice, and policy. First, social work students must be taught to conduct comprehensive assessments of Haitian women in the context of valued Haitian family dynamics, and to engage in life-long learning regarding protective as well as risk factors for Haitian mothers and daughters. Second, Haitian and non-Haitian health providers who serve Haitian clientele could be surveyed regarding knowledge of health beliefs and practices and its potential impact on the health of their constituents. their Haitian patients. Third, researchers may use this study’s findings as a foundation for developing interventions that enhance strategies aimed at establishing rapport with Haitian clients and for assessing potential interactions between hidden health practices and prescribed medications. Fourth, findings suggest the need to develop interventions that empower trusted religious leaders to gain accurate HIV knowledge and to deliver empowering information effectively to their congregants. Fifth, findings suggest a need to develop outreach programs aimed at heightening HIV awareness and increasing HIV testing for Haitian women who are similar to this study’s sample. Sixth, social workers engaging Haitian female clients can make intentional efforts to include Haitian mothers in treatment. Seventh, this study’s findings underscore a need for social workers to advocate on behalf of Haitian immigrants’ efforts to be properly counted in the census, and to be counted as a culturally distinct group in other surveillance data. Social workers can benefit from understanding the strengths of relationships between Haitian mothers and daughters and to enhance their awareness of the heterogeneity among Haitians in general when working with Haitian clients. To work effectively with Haitian immigrant females overall requires cultural humility to mitigate the likelihood of bias towards them based on known or hidden traditional health beliefs and practices and gender roles.

Indiana University-Purdue University Indianapolis (IUPUI) / Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.

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Artificial Intelligence (AI) is making significant progress in recent times and is gaining a strong foothold in business. Currently, there is no generally accepted scholarly framework for the governance of AI-based information technologies within corporate environments. Boards of directors who have the responsibility of overseeing corporate operations need to know how best to govern AI technologies within their companies. In response, this dissertation aims to understand the key elements that can assist boards in the governance of AI-based information technologies. Further, it attempts to understand how AI governance elements dynamically interact within a holistic system. As AI governance is a novel phenomenon, an exploratory investigation was conducted via a qualitative approach. Specifically, the study adopted a grounded theory methodology, within the constructivist paradigm, with the intent of generating theory instead of validating existing theory. Data collection included in-depth interviews with key experts in AI research, development, management, and governance processes in corporate and academic settings. Data were further supplemented with data received from conference presentations given by AI experts. Findings from this dissertation elicited a theoretical model of AI governance that shows various AI governance areas and constituting elements, their dynamic interaction, as well as the impact of these elements in enhancing the organizational performance of AI-based projects and reducing the risks associated with those projects. This dissertation provides a scholarly contribution by comparing governance elements within the IT governance domain and the new AI governance domain. In addition to theoretical contributions, this study provides practical contributions for the benefit of the boards of directors. These include a holistic AI governance framework that pictorially represents twenty-two AI governance elements that boards can use to build their own custom AI governance frameworks. In addition, recommendations are provided to assist boards in starting or enhancing their AI governance journeys. / Thesis / Doctor of Philosophy (PhD) / Artificial Intelligence (AI) refers to a set of technologies that seek to perform cognitive functions associated with human minds, such as learning, planning, and problem-solving. AI brings abundant opportunities as well as substantial risks. Major companies are trying to figure out how best to benefit from AI technologies. Boards of directors, with the responsibility of overseeing company operations, need to know how best to govern such technologies. In response, this study was conducted to uncover key AI governance elements that can assist boards in the governance of AI. Data were collected through in-depth interviews with AI experts and by attending AI conference presentations. Findings yield a theoretical model of AI governance that can assist scholars in enhancing their understanding of this emerging governance area. Findings also provide a holistic framework of AI governance that boards can use as a practical tool to enhance their effectiveness of the AI governance process.

This thesis aims to solicit and elicit the view of experienced system safety analysts in the applicability and use of STPA, a hazard analysis derived from the STAMP-framework. The increase in complexity in systems elevates the chance of hazards and risks being obfuscated. Thus, the intention is to expand, deepen and theorize about the STPA-methodology in relation to the role of system safety analysts in Sweden. The results show that the greatest use of STPA might lie in integrating the desired procedural steps with the hazard analysis techniques used today. This is due to individual capabilities, guidance in identification and evaluation of risks, as well as the reductionistic perspective that prevails in society today. Unlike STPA’s claim for completeness, the impression of the system analysts is that absolute safety can never be guaranteed.

No description available.

No description available.

Background: Aboriginal peoples face disproportionate health inequalities in comparison to non-Aboriginal Canadians, especially in regards to cardiovascular disease risk factors. Evidence illustrates that the propensity to develop these chronic diseases happens during the perinatal period. Related to this are maternal health behaviours—which are influenced by grandmothers’ advice. Very few studies have explored Aboriginal grandmothers’ beliefs around perinatal health or how they translate into maternal health behaviours. Objectives: The objectives of this thesis were to: 1) Qualitatively explore the beliefs and cultural perceptions around prenatal and postnatal health behaviours from the accounts of Grandmothers from the Six Nations reserve; 2) Incorporate the emergent themes to develop a theoretical framework; 3) Design and apply culturally-respectful avenues for knowledge translation. Methods: Qualitative, semi-structured individual interviews and focus groups were conducted with grandmothers from the Six Nations reserve. Sampling of participants used non-probabilistic methods. Recruitment was achieved through the leadership of community members and continued until saturation. All interviews were audio-recorded, transcribed verbatim, and underwent thematic analysis. A Six Nations community member was involved with the coding process and additional interviews were conducted to ensure member-checking. Results: Six Nations grandmothers identified three primary perinatal beliefs: 1) Pregnancy is a natural phase of the life course that is not an illness nor a “comfort zone”; 2) Pregnancy is a sacred period where balance is key; 3) Optimal perinatal health is achieved through immunity, security, comfort, social development, and parental responsibility. This knowledge is shared via storytelling and observational teaching. In addition, the grandmothers identified local community responsibilities required to uphold optimal health. Consultation with the community resulted in an integrated knowledge translation component (short film) for key stakeholders. Conclusion: Building resilience and strength through culturally-generated interventions will guide the future of community-based programs and policies that aim to reduce cardiometabolic risk factors in this Aboriginal community. / Thesis / Master of Science (MSc)

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.