Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-09-20T12:53:34Z No. of bitstreams: 1 joicydafonsecaguimaraes.pdf: 1431118 bytes, checksum: fa18a38b7895b736b2607ecf0e7b888b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T11:31:52Z (GMT) No. of bitstreams: 1 joicydafonsecaguimaraes.pdf: 1431118 bytes, checksum: fa18a38b7895b736b2607ecf0e7b888b (MD5) / Made available in DSpace on 2018-10-16T11:31:52Z (GMT). No. of bitstreams: 1 joicydafonsecaguimaraes.pdf: 1431118 bytes, checksum: fa18a38b7895b736b2607ecf0e7b888b (MD5) Previous issue date: 2018-07-25 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu os desafios do processo de implementação do Programa Multicêntrico de PósGraduação em Bioquímica e Biologia Molecular na Universidade Federal de Juiz de Fora campus Governador Valadares (PMBqBM/UFJF-GV). Os objetivos definidos para este estudo foram descrever e analisar os processos de regulamentação e de funcionamento do programa e propor um Plano de Ação Educacional para o fortalecimento do PMBqBM em âmbito geral e no campus GV. Assumimos como hipótese a estruturação das responsabilidades e competências nas instâncias de decisão e no âmbito do funcionamento dos cursos como ação necessária ao fortalecimento do programa, o que compreende a melhoria da capacidade de definir e regulamentar as atribuições dos representantes de cada instância e de aperfeiçoar os sistemas de interação e comunicação entre seus membros. Utilizamos como metodologia o estudo de caso e a pesquisa qualitativa e como instrumentos a análise documental e a realização de entrevistas com roteiro semiestruturado. Os resultados nos mostraram que questões relacionadas à promoção da interação nas instâncias de decisão e de atuação, à efetividade da atividade de nucleação e à definição de responsabilidades sobre a gestão e operacionalização de trâmites acadêmico-administrativos merecem atenção. Esses temas são abordados no Plano de Ação Educacional elaborado com vistas ao fortalecimento do PMBqBM como um todo e no campus GV. / The present dissertation was developed on the Professional Master’s Degree in Educational Management and Assessment (PPGP) at the Center for Public Policies and Assessment in Education of the Federal University of Juiz de Fora (CAEd/UFJF). The case study in question discussed the challenges in the process of implementation of the Multicentric Graduate Program in Biochemistry and Molecular Biology at UFJF, Governador Valadares campus (PMBqBM/UFJF-GV). The objectives defined are to describe and analyze the processes of regulating and functioning of the program and to propose an educational action plan to strengthen the PMBqBM as a whole and within the GV campus. We assume as hypothesis the structuring of responsibilities and competences in the decision-making spheres as a necessary course of action to the strengthening of the program. Such conditions comprehend the capacity of defining and regulating the attributions of the representatives of each sphere and the capacity to improve interactional and communicational systems among its members. We have applied the methodology of case study and qualitative research and, as instruments, document analysis and semi structured interviews. The results have shown that the issues related to the promotion of interaction in the instances of decision-making and operationalization of academicadministrative proceedings deserve attention. These themes are dealt with on the education action plan elaborated aiming at the strengthening of the PMBqBM as a whole and within the GV campus.

Introduction: The purpose of this study was to determine the perceptions of practicing respiratory therapists (RT) and respiratory care educators regarding the role of RTs serving as physician extenders. Methods: The survey instrument was an electronic questionnaire that consisted of 17 questions. Participation was voluntary and participants were selected through random and convenience sampling techniques. Results: Of 506 respondents, 234 were respiratory care educators. Overwhelmingly, the respondents held the Registered Respiratory Therapist credential (92.7%). Respondents were about equally split among three education levels: 31.7% associate degree, 31.7% bachelor’s degree, and 27.3% master’s degree. Of the respondents 62.45% had considered pursing a degree in physician assistant (PA). Respondents expressed a preference for an Advanced Practice Respiratory Therapy (APRT) program (77.9%) rather than a PA program. Nearly two-thirds of the respondents reported they felt that a master’s degree should be the minimum level of education for an APRT. Conclusions: This study suggests that practitioners and educators alike are strongly supportive of advanced practice in the profession of respiratory therapy.

EXECUTIVE SUMMARY The 2017-2018 Research and Graduate Affairs Committee (RGAC) was given three charges aimed at helping academic pharmacy address barriers that must be overcome by both students and schools to attract, retain, and support the development of a diverse, well-rounded, and successful graduate student population. These charges were (1) identifying teaching methodologies, tools and opportunities that graduate programs can introduce into curriculum to overcome barriers to success of today's and tomorrow's learners; (2) developing a strategy for achieving member support of the 2016-2017 recommended graduate competencies by identifying gaps in and existing examples of courses or opportunities that achieve competency-based pharmacy graduate education; and (3) identifying potential strategies to address identified barriers to pursuing graduate education, especially among under-represented student populations. This report describes attitudes toward and opportunities related to competency-based education in graduation education in colleges and schools of pharmacy, identifies types of tools schools could use to enhance training towards the competency framework developed by the 2016-2017 RGAC, particularly with regards to the so-called power skills, and outlines a role for AACP in facilitating this training. This report also considers a number of barriers, both perceived and real, that potential students encounter when considering graduate training and suggests strategies to understand the impact of and mitigate these barriers. To strengthen competency-based graduate education, the RGAC puts forth two recommendations that AACP develop a toolkit supporting the training of power skills and that AACP should develop or curate programs or tools to support the use of individual development plans (IDPs). The RGAC also puts forth a suggestion to schools that IDPs be implemented for all students. In considering the barriers to pursuing graduate education, the Committee proposes one policy statement that AACP supports the training and development of an increasingly diverse population of researchers at pharmacy schools through active efforts to promote M.S. and Ph.D. education along with Pharm.D. education. Additionally, the Committee provides recommendations that AACP should expand its efforts in career tracking of graduate students to include collection and/or analysis of data that could inform the Academy's understanding of barriers to pursuing graduate education in pharmacy schools, the AACP Office of Institutional Research and Effectiveness should expand upon graduate program data described in the annual Profile of Pharmacy Students report, and finally that AACP should include graduate programs in efforts to increase diversity of students at pharmacy schools.

Objective: The future of public health in Canada depends on the competence of today’s public health students. The Public Health Agency of Canada (PHAC) core competence categories are designed to guide public health practice and the training of public health students. The objectives of this study were to understand public health graduate students’ perception of the PHAC core competencies and report the usability of a practicum placement software in the facilitation of competence-based learning. Methods: Twelve students in the first year of the graduate program in public health participated in two focus group sessions. Participants were asked to select their top and least desired PHAC competencies and then discuss the reasons for their selection. Factors that may have influenced the category selection and their opinion on improving the competence categories were discussed. The system usability scale (SUS) was administered to the student participants and two staff members to help understand the usability of the practicum placement software in the facilitation of competence-based learning. Results: Partnership, collaboration, and advocacy emerged as the top-desired, with public health sciences being the second top-desired. The assessment and analysis category was the least desired, followed by the Leadership competence category. Prior educational background, future career goals with respect to job prospects were among the key factors that influenced the students’ competence selection. Conflict resolution, outreach, and community engagement were some of the suggestions of categories that could be included in the core competence categories. The system usability score for InPlace platform was 61.8 (95% 56.7- 66.9). Conclusions: Overall, students believe that the PHAC core competencies are comprehensive. They suggested seeing certain terminologies become a prominent part of the competence categories. The use of InPlace platform in the facilitation of competence-based learning may require more time for adequate user experience. / Thesis / Master of Public Health (MPH)

Although psychotherapy has been viewed historically as value-neutral, developments over the last half-century have led to the generally accepted position that values are inescapable in therapy. However, many questions remain as to how values should be managed in psychotherapy in order to protect client autonomy. These issues are of particular concern to training programs, which bear the responsibility of instructing new psychologists in ethical values management and of helping trainees manage personal values when those values are in conflict with those of their clients or with the values of the field in general. One aspect that has not previously been investigated is the perceptions of trainees around value-related issues. This study used qualitative research methods to investigate the perceptions of recent psychology graduates regarding the role of values, value management strategies, training in value-related areas, and the resolution of value-related dilemmas. Seventeen recent graduates from Counseling Psychology, Clinical Psychology, or Professional Psychology doctoral programs were interviewed. Their responses led to following nine themes: 1. Psychology graduates disagreed about appropriate roles for therapist values. 2. Value differences between therapist and client were seen as both potentially harmful and potentially helpful. 3. Participants reported using different strategies to manage value differences. 4. Most participants felt it might be acceptable to influence a client to change their values in certain situations. 5. Participants did not report preferences regarding the value similarity of their clients and reported varying reactions to value differences. 6. Participants disagreed on whether trainees should be required to see clients with very different values. 7. Participants generally felt positive about their training experiences, but recommended more practical instruction in values management. 8. Participants' experiences with race and religion suggested unique training concerns. 9. Value-related decisions were seen as contextually grounded and based primarily on perceptions of beneficence. It is hoped that these findings further the dialogue on appropriate value management strategies in therapy and assist training programs in evaluating the training they provide students in areas of value differences and value conflicts.

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Made available in DSpace on 2016-04-28T20:57:12Z (GMT). No. of bitstreams: 1 Karina S M M Pagnez.pdf: 435030 bytes, checksum: 969b708b74595c150f137b44faa74ba8 (MD5) Previous issue date: 2007-05-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this inquiry was to apprehend the conception of teaching for a group of teachers in the health area and to verify their teaching identity configurations, constructed in the personal and professional trajectories (DUBAR, 2005). The theoretical framework started with graduate education in its legal aspects and with a quarrel regarding the concepts of teachers' education and teaching practice in the superior level of education, and, from there, it searched the legal and conceptual subsidies of the teaching practices in health education. The research, with qualitative approach, was fulfilled in a particular institution. Sixteen teachers have participated, each one with at least 12 years of experience in this institution and at least 3 years of teaching experience, being 7 of the Medical course, 2 of the Nursing course, 3 of the Physiotherapy course, 3 of the Occupational Therapy course and 1 of the Nutrition course. The data collect included a semi-structuralized interview on July 2006 and a structuralized interview on November 2006. The content analysis (FRANCO, 2005) was privileged as the analysis technique. The teachers' inquiry specificity has demanded a deep study on the collected data and the theory to point out some themes which could help in the definition of identity configurations, which were: graduate, teaching, learning of teaching, institution, student, family, self-image and projects. Each one of these themes was explored through the biographical and relational transactions of the teachers. Each of the teachers' identity configurations have been defined and, based on the themes exploited and on the perception of the crises by the teachers, four teaching professional models have been raised: blocked pioneer, critical pioneer, converted resigned and converted transformers. It could be evidenced that the teaching profession was consolidated in the quest for the diploma by the way of teacher's education courses and social attributed mandate. It was also evidenced that the institution was a guide for their inservice teacher education, therapeutics and teaching practices / O objetivo desta investigação foi apreender a concepção de docência de um grupo de professores da área da Saúde e verificar as suas configurações identitárias docentes, construídas nas trajetórias pessoais e profissionais (DUBAR, 2005). O referencial teórico partiu de conhecimentos sobre o ensino superior em seus aspectos legais e de uma discussão a respeito do conceito de formação de professores e da prática docente nesse nível de ensino, para, a partir daí, buscar os subsídios legais e conceituais da prática docente no ensino superior em Saúde. A pesquisa, com abordagem qualitativa, realizou-se em uma instituição particular. Participaram 16 professores com no mínimo 12 anos de atuação na instituição e 3 anos de docência, sendo 7 do curso de Medicina, 2 do curso de Enfermagem, 3 do curso de Fisioterapia, 3 do curso de Terapia Ocupacional e 1 do curso de Nutrição. A coleta de dados deu-se por meio de uma entrevista semi-estruturada, realizada em julho de 2006, e uma entrevista estruturada, realizada em novembro de 2006. Quanto à técnica de análise, privilegiou-se a análise de conteúdo (FRANCO, 2005). O levantamento de temas que pudessem auxiliar na identificação das configurações identitárias exigiu um debruçar sobre o corpus de análise e sobre a teoria. Esses temas foram: formação, docência, aprendizagem da docência, instituição, relação professor e aluno, família, auto-imagem e projetos. Cada um desses temas foi explorado por meio das transações biográficas e relacionais dos professores. Definiram-se as configurações identitárias docentes de cada professor e, com base nos temas e na percepção de crises por parte dos professores, foram elaborados quatro modelos profissionais docentes: pioneiros bloqueados, pioneiros críticos, convertidos resignados e convertidos transformadores. A investigação permitiu que se constatasse que a profissão de professor do ensino superior consolida-se pela busca do diploma via pós-graduação e pelo mandato socialmente atribuído, bem como que a instituição é um eixo norteador da formação, da atuação terapêutica e da atuação docente

The complex nature of healthcare requires nurse leaders to be skilled in professional practice, communication, teamwork, and problem solving to improve staff satisfaction and patient outcomes. The American Association of Colleges of Nursing and Institute of Medicine promotes graduate education for nurse leaders to enhance the delivery of quality care to the nation's diverse patient populations. Guided by the diffusion of innovation theory, this project explored the differences in nursing care hours, staff turnover, nurse quality indicators, as well as leadership characteristics on units lead by masters-prepared and non-masters-prepared nurses. Forty-eight nurse leaders completed the impact of graduate education among nurse leaders (IGENL) survey addressing perceptions of their ability to change practice, teamwork, communication, and problem-solving skills. Staffing reports, Nurse Quality Indicators (NQI), and Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) data were collected from 34 hospital units. Data were summarized and t tests were conducted to examine the differences in NQI and HCAHPS data from units lead by nurses with and without a graduate degree. No significant differences were noted in these measures. In the IGENL survey data, the nurse leaders with a graduate degree had significantly higher scores on the leadership characteristic subscales of professional practice, communication and teamwork, and problem solving than did those without. The outcome of this project can contribute to positive social change within healthcare organizations by supporting the pursuit of graduate education for nurse leaders, which could enhance leadership attributes and subsequently improve staff satisfaction and patient outcomes.

This study examines the impact of academic and personal life on graduate student persistence and transformation. Of particular interest are the relationships, emotions, and life management skills required throughout the graduate experience and how socialization, emotional intelligence, and advising aid students through their academic program. With an average of seven to eight years required to complete a doctoral program, life happens. Students enter and leave relationships, children are born, family members have emergencies, health issues arise, and emotional growth takes place. Therefore, students transform not only academically, but in many ways. These are intertwined as evidenced by the data-derived system representation. The importance of understanding the interconnected links in graduate experience spans academic, social, economic, and societal spheres. Each year hundreds of thousands of students enter graduate school. However, for doctoral students, there is an enormous gap between acceptance and completion. After seven years, approximately 50 percent complete their program and after ten years the rate climbs to only 57 percent (Council of Graduate Schools, 2010). This study offers a systemic representation and a four-stage model of graduate student development, incorporating student-identified factors: Faculty Impact, Life Management, Relationships, Playing the Game, Growth/Transformation, Emotions, and Reward/Purpose. Stage I: Orientation and Socialization Stage II: Adjustment and Transition Stage III: Navigation and Transformation Stage IV: Completion and Advancement The results, presented as a systems-based model, along with analysis, may be used to support faculty, advisors, and administrators in creating better advising, orientation, evaluation, and support systems. Departmental policies may be improved to identify at-risk students, provide mentorship opportunities, or obtain continual feedback to understand the underlying factors that may stop students from progressing. This research might also help identify students during the application/admission process. The methodological framework used to create the system produced in this study is Interactive Qualitative Analysis (Northcutt & McCoy, 2004), a methodology that provides the quantitative rigor of algorithmically generated data analysis, combined with the qualitative descriptiveness of interviews, in order to provide insights into the drivers of graduate school persistence. This methodology uses a systematic, protocol-driven research procedure to construct a unified, descriptive diagram to illustrate the phenomenon. / text