Kronisk sjukdom berör många människor och livsstilsförändringar i samband med sjukdomsbilder är viktiga ur både individ- och samhällsperspektiv. Litteraturstudie användes som metod för genomförandet av studien. Syftet med studien var att undersöka vilka metoder för patientutbildning som fanns beskrivna för hur sjuksköterskor skulle kunna öka motivationen till livsstilsförändringar hos patienter med kronisk sjukdom samt hur dessa metoder upplevdes av patienter och sjuksköterskor. Sökning efter relevanta artiklar gjordes i databaserna PubMed och Cinahl. Begränsning gjordes till vuxna patienter med de kroniska sjukdomarna: KOL, ischemisk hjärtsjukdom och diabetes typ 2. Resultatet visade att det genomgående för sjuksköterskor handlade om att stärka och stödja patienterna till att själva kunna genomföra förändringar i sin egenvård. Patienterna tyckte att grupputbildning innebar fördelar då de inte kände sig ensamma om sin sjukdom. Sjuksköterskorna ansåg att det empowermentbaserade förhållningssättet stärkte patienterna, men också att det ställde större krav på dem själva. Slutsatsen blev att mer forskning behövs, framför allt inom KOL och hjärtkärlsjukdom. / Chronic diseases affects many people and lifestyle changes in clinical pictures are important from both an individual and a societal perspective. Literature review was used as a method for implementing the study. The purpose of this study was to examine which methods for patient education that were described as to how nurses could increase the motivation to make lifestyle changes in patients with chronic diseases and how these methods were experienced by patients and nurses. Search for relevant articles was made in PubMed and Cinahl databases. Restrictions were made to adult patients with chronic diseases: COPD, coronary heart disease and diabetes mellitus type 2. The result showed that it consistently for nurses was to strengthen and support patients to be able to implement changes in their self-care. Patients found that group education was advantageous because they then did not feel alone in their illness. The nurses felt that the empowerment-based approach had strengthened the patients, but also that it put more demands on themselves. The conclusion was that more research is needed, particularly in COPD and cardiovascular disease.

Diabetes mellitus typ 2 (DMT2) är en växande sjukdom som patienten kan påverka genom att byta livsstil. I Sverige har 365 000 personer diagnostiserats med diabetes mellitus typ 2. Det tros finnas lika många personer med oupptäckt diabetes mellitus typ 2. Syftet med studien var att undersöka på vilket sätt sjuksköterskan ska utföra empowerment för att motivera diabetes mellitus typ 2 människor till förbättrad egenvård. Som metod användes litteraturstudie. I resultatdelen beskrivs artiklarnas tillvägagångssätt i utförandet av empowerment. Sjuksköterskans utförande av empowerment påverkar vissa människor till bättre egenvård. / Patients with type 2 diabetes mellitus may improve their condition by a change oflifestyle. The incidence of type 2 diabetes mellitus in Sweden is increasing:365 000 cases have been diagnosed to date. A similar number of people are believed to have this disease undetected. The purpose of this study was to examine how the nurse should carry out empowerment to motivate selfcare. The method used was a literature review of five articles. The results section describes the approach in the pursuit of empowerment. The nurse's application ofempowerment does in fact improve selfcare for some patients.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Restavek, French for "one who stays with", is a word used to describe child slaves in Haiti. These children are given away by their parents at a young age because of financial hardships or for hopes of life in the urban areas to be better than life in the rural areas. The Restaveks, far from their family and anyone they know, end up as slaves without access to education, healthcare, and sometimes food. As a result, many of these children suffer from malnutrition, abuse, and illnesses. The majority of Restaveks are young girls. In the communities, they are shunned and seen as the outcasts or burdens on society. This paper presents Restaveks, an empowerment education curriculum, and the Haitian education system as a whole in order to create a week-long unit plan to empower and encourage these children. The goal of this curriculum is to empower 8-12 year old Restavek girls to assist them in creating a positive self-image and to allow them to work toward a better life. By providing education and empowerment to these girls, the system of slavery could be ended, and all people would be seen as equals.

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<p>  </p> <p>This qualitative exploratory case study uses phenomenology to conduct an investigation of teacher collaboration and teacher empowerment within a Professional Learning Community (PLC) at a Title 1 elementary school. This study examined the experiences of five elementary and three administrators to learn about their perspectives on teacher collaboration and teacher empowerment at their school with a focus on discovering how administrators empower teachers and support teacher collaboration. The Professional Learning Community Organizer (PLCO) (Appendix A) developed by Hipp and Huffman (2010) is the framework utilized to assist in analyzing the responses from the respondents regarding collaboration and shared leadership in this study. From the responses from the interviews, the researcher identified in each of the five dimensions how the administrators initiated, implemented, and supported teacher collaboration and teacher empowerment at KES. </p> <p><br></p> <p>The emergent themes identified in this study were consistent with the research related to teacher collaboration and teacher empowerment in a PLC in Chapter 2. The themes include: 1) supportive relationships, 2) collaboration, 3) collective responsibility for all students, and 4) teacher empowerment. From these themes, three assertions were gleaned: 1) Administrators must create a culture of collaboration; 2) Administrators must create an environment that is conducive to supportive, trusting, respectful, and collaborative relationships; and 3) Administrators must create an environment that promotes and encourages shared leadership and teacher empowerment.</p>

The purpose of this non-experimental study was to investigate teacher empowerment and the participatory management within the schools’ cultures. Also, the study investigated the teachers’ expectations of their students’ social skill competency needs and classroom behavioral practices within the existing school culture. Pearson r coefficients were used to determine the degree of relationship between teachers’ perceived empowerment and school culture. Independent t-tests were run on the mean scores between middle school and high school teacher perception of autonomy and collaborative leadership. Responses to an open-ended questionnaire were analyzed as qualitative data on teacher expectations of student social skill competency. Descriptive profiles of the administrators’ strategies in the process of decision making and the formal structured participative management system were calculated. Cross tabulation of school, gender, and years of experience for the administrators’ participatory leadership was included. After data was analyzed, a positive correlation was determined for teacher empowerment and school culture from both the middle school and the high school. The independent t-tests indicated statistically significant differences between the two groups of teachers for autonomy and collaborative leadership. The data from the open-ended questionnaire indicated that teachers’ expectations of social skills in the classroom include cooperation and self-control, but not necessarily assertion. Administrators from both the middle school and the high school agreed that there exists a degree of participatory management. The male administrators with more years experience indicated that explicit procedures for participatory management are only used some of the time and exist infrequently at their schools. It was concluded that overall, the middle school fostered a school climate where teacher empowerment was facilitated by the administration and the teachers. Recommendations included a future study involving teacher empowerment in elementary schools and participatory leadership style in relationship to gender.