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Building upon feminist and sexual health research, this dissertation shows how the positioning of women in various discourses as somehow ‘lacking’ actually constrains what researchers are able to hear in their sexual stories. Using interviews with 26 heterosexually active young women, I seek to upset traditional approaches to understanding young women’s sexual stories and theorizing heterosexuality. To analyze the interviews, I first employ a Foucauldian-inspired discourse analysis that focuses on the power that circulates through discourses and our positioning within them. Our positioning in various discourses both enables and limits various courses of action, understandings and experiences. This power of discourse is illustrated by an emergent hybrid discourse that is apparent in young women’s sexual narratives. I discuss what I call the ‘competent feminine sexuality’ discourse and show how this discourse smoothes over contradictions between liberal and gendered discourses. Secondly, I show how psychoanalytic insights allow us to explore the processes of subjectification by which young women constitute themselves as (hetero)sexual women. Specifically, this dissertation explores processes of abjection, disavowal and ambivalence in participants’ narratives. In conclusion, the dissertation outlines the practical implications for sexual health education in Canada.

<p> Quality in the healthcare industry has been gaining much importance in the last two decades. Every health professional is carefully trained to provide high quality service. Historically, healthcare providers have done their best in providing honorable service to the public. However, according to the Agency for Healthcare Research &amp; Quality, the healthcare industry reports hospital stays of $375.9 billion in aggregate costs (2010). As a result, the healthcare crisis has demanded improvement in the quality of the healthcare industry. Because nurses are the largest group of healthcare providers in hospitals, they have become a major target for improving healthcare in the hospital setting. Applying Deming's 14 Points can provide a great resource for addressing this issue with a goal to upgrade the quality of the nursing profession. This project was guided by the need to improve the coronary care unit in order to benefit patient outcomes after cardiac surgery.</p>

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This dissertation posed the questions (a) What effects do creating videos on a topic of interest to grade 10/11 health education students have on motivation, self determination, and relatedness in health education class? and (b) Are some phases of video making more intrinsically motivating than others? Mixed methods were used to evaluate the impact of a video making intervention using Self Determination Theory (SDT) in four health education classes at publicly funded high schools in western Canada. In answer to research question (a), Multivariate Analysis of Variance (MANOVA) tests indicated that overall, intrinsic motivation, extrinsic motivation, self determination, and relatedness were not changed over the timeframe of the intervention. Amotivation increased. Exploratory analyses indicated that student autonomy and first language had moderating effects. Thematic analyses expanded findings by identifying environmental and social factors influencing student video processes. In answer to question (b), Multivariate Analysis of Variance (MANOVA) tests indicated that overall, there were no differences in intrinsic, extrinsic, amotivation, or self determination across three phases of the video making process. Exploratory analyses indicated that the classroom students were in as well as their gender and first language had moderating effects. Study findings add to what we know about effective and successful school health education, which verifies the needs of adolescents being served; establishes linkages among program goals, objectives, and outcomes; monitors program implementation; and measures program effects on target population (Farmer et al., 1998). Contributions to Self Determination Theory literature include: (a) highlighting the role that student autonomy may play in positively influencing intrinsic motivation, identified regulation of motivation, and amotivation in health education class; (b) adapting and applying SDT measurement tools to a school health education setting to operationalize types of motivation and self determination, thus contributing to the development of a common understanding; and (c) using less ambiguous definitions of motivation within school health education contexts. / Graduate / 0515 / 0727 / tishscot@uvic.ca

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Thesis (M Nursing)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Charlene Winters. Includes bibliographical references (leaves 66-76).

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.P.H.)--University of Michigan, 1946.