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This study examines the relationship between nursing faculty role models and students in Predominately Black Colleges (PBCs) and students' expectations for professional practice, including choices to work in health care underserved urban communities. The following questions guided this research: (1) Does the interaction between students and their role models influence students' expectations for professional practice; (2) Do role models' involvement with lower income patients in urban settings influence students' preferences to work or not to work in such settings; and (3) Do recent graduates accept employment in the settings they preferred as students?;A 35 item questionnaire derived, in part, from Albert Bandura's theory of role modeling and a 10 item mail questionnaire designed to assess work setting choice was developed. In the first phase of the study, the data were collected through group administration from 214 generic senior nursing students in 15 of the 17 nursing programs at PBCs during April and May of 1982. During the second phase in October, 1982 respondents from phase one were mailed work setting choice surveys. This resulted in a response rate of 80% (172 useable questionnaires).;Data were factor analyzed resulting in four factors characterizing student role model interaction (interpersonal/instructional, functional, personal, and interpersonal/informal-individual) and three factors describing students' professional practice expectations (nursing process, nursing research, and projected professional activities). The two sets of factors were correlated resulting in functional characteristics (i.e., knowing subject area) of role models relating moderately with professional practice expectations. The two interpersonal factors involved in the student-role model relationship correlated weakly with the factors pertaining to professional practice expectations, while personal characteristics of role models such as race and sex did not correlate significantly.;Other analyses using Chi-square and t statistics found insignificant relationships between role models' involvement with lower income patients in urban settings and students' choices of work setting. In further analysis, no significant relationship was found between students' work setting choices and their actual job placements as recent graduates. Job selection was associated more closely with salary and job availability than the influence of role models.

Conventional veterinary training equips veterinarians with skills to treat medical problems with animals. Until recently little emphasis has been placed on the human aspects of veterinary training and treatment. With the identification of the Human/Companion Animal Bond as a distinct area of scientific investigation, an increased awareness in this human factor in veterinary work has begun to emerge. To address the human factor, this study set out to evaluate the effectiveness of a training program developed to equip veterinarians with intervention skills and knowledge of family emotional process.;One, if not the most stressful, aspects of veterinary work reported by clinicians was dealing with anxious pet owners. The rationale for this study was to equip veterinarians with family psychotherapy theory and methodology to better handle anxious pet owners, thus reducing job stress for veterinarians.;The training program developed offered fifteen contact hours. The training was experience based learning as well as conventional didactic presentation.;The population was selected from among the staffs of two emergency veterinary clinics. For the pre-post control group design, one clinic comprised the treatment group and the other the control group. Pre and post testing was conducted on the dimensions of clinician anxiety level and level of clinician empathic response. These measures were taken after simulated pet/owner interviews which employed trained actors as pet owners and real pets as identified patients. Each of these simulated interviews was videotaped as part of the evaluation process.;The research findings were statistically significant supporting a treatment effect on the dimension of increased empathy expressed by the clinician. The anxiety results were inconclusive in that raw scores on this measure suggested the presence of socially desirable scoring patterns.;The scoring patterns for the treatment and control groups combined with their subjective evaluations of the training lend support to the need for training in this area. Implications for future training and research in veterinary stress management training are addressed.

This study was designed to evaluate the factors related to Physical Education course enrollment at a predominately two-year state college operating under a community college model in the state of Florida as it pertains to enrollment declines in electives focused on health and wellness. The mixed-methods study included a survey of current students at the college (n =177) perceptions and reasons for enrolling in physical education classes. Further, a historical data analysis (n = 87,399) of students' institutional records was conducted to investigate the relationship between student success and physical education. Groups included those who took physical education courses and those who had not. Propensity score matching was achieved at < .002 and matching groups totaled n = 3,258. The analysis of the data indicated that there was a relationship between Physical Education course enrollment and some student success metrics (e.g. course completion). Further, a thematic analysis of the student survey data identified factors that influence elective decision-making including: (a) students' focus on self-improvement, (b) degree and career path planning, and (c) personal enjoyment. This study provides insight for researchers and college administrators interested in elective enrollment, particularly with those focused on Physical Education. The metrics and trends identified can guide future research and inform analytical decision points in the collegiate Physical Education space.

The purpose of the study was to determine the difference in the circulation of lactic acid following high intensity swimming, between resting immersed in water or resting sitting on the pool deck, completely out of the water. Six (four male and two female) collegiate swimmers volunteered for the study. The swimmers were randomly assigned to two groups and a counterbalance design was employed, where each group experienced both treatments (one resting out of the water, one resting in the water), in different orders. Each swimmer completed an identical warm-up and then swam five 100 yard swims at 85-95% intensity, with one group resting three minutes between 100 yard swims sitting upright on the pool deck, and the other group remaining immersed in water for the three minute rest interval. Blood samples were taken during the second minute of the rest intervals, following the first, third and fifth swims. Analysis of the samples was conducted with a YSI 231 Lactate Analyzer. Results showed that the swimmers had higher levels of circulating lactic acid following the first swim when they remained in the water. All six swimmers then showed a rapid inflection of lactic acid levels between the first and third trail when out of the water for the rest intervals. Lactic acid levels showed only a slight increase when the swimmers remained in the water during rest. Results of the study showed a distinct difference in the circulatory patterns of lactic acid in swimmers following high intensity swimming between rest taken out of the water and in the water. The limitations due to sample size and training background were discussed. Implications for training design were proposed.

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