The topic of this study was Female Genital Mutilation, a crime against human rights and a severe problem in parts of Africa. Laws against FGM have had limited effect and nurses are faced with many opportunities to inspire behavioral changes in individuals, making the aim of this study to explore Ghana’s nursing students’ knowledge of and attitudes towards female genital mutilation. Data was collected at the Atibie Midwifery and Nursing Training School located in central Ghana. It was a descriptive non-experimental empirical study carried out by collecting quantitative data with questionnaires. Data was registered and analyzed manually. The outcome of this study indicated that nursing students at Atibie Midwifery and Nursing Training School in Ghana have a fairly high knowledge of FGM and FGM-related complications. Further, the students seem to have very mixed attitudes towards FGM, the majority being a negative attitude towards the practice. Although, a small part of the study population does have a more traditional point of view.

The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health care experience, other work experience, marital status, type of residence, location of residence, and grade point average were gathered. The demographic data of GPA and age were correlated with the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management as measured by the SKILLS (Self-Knowledge Inventory of Lifelong Learning Strategies) instrument modified with nursing contexts. Finally, an analysis of variance was used among the learning strategies and among the associate and baccalaureate degree student nurses' utilization of the learning strategies.Findings demonstrated that the associate degree students used metamotivation learning strategies more than the baccalaureate degree students did. Those pursuing an associate degree in nursing used the metacognition strategy more than they used either resource management or critical thinking. Finally, baccalaureate degree students used metacognition more than metamotivation, critical thinking, or resource management and memory more than they used the motivation learning strategy.Conclusions regarding less metamotivation of the baccalaureate students versus associate degree students' supported the literature equating intrinsic values with motivation. Another conclusion might be that associate degree students were pursuing a nursing degree to solve an acute problem in their life. The finding that metacognition was used more than the other strategies by the participants supports previous literature regarding the central role metacognition plays in education.Recommendations based on the findings included media campaigns and K- 12 programs addressing altruistic values. Other recommendations included methods that could be utilized by nursing instructors to promote each of the learning strategies. Recommendations for further research included the use of larger samples, longitudinal studies, and a comprehensive qualitative component. / Department of Educational Leadership

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Amee Adkins (chair), Zeng Lin, Dianne Gardner, Jacklyn Ruthman. Includes bibliographical references (leaves 122-127) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on February 4, 2008. Dissertation Committee: George A. Padavil (chair), Paul J. Baker, Eileen R. Fowles, James C. Palmer, W. Paul Vogt. Includes bibliographical references (leaves 245-257) and abstract. Also available in print.

Thesis (Ph. D.)--University of Washington, 1988. / Vita. Bibliography: leaves [179]-187.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Paul T. Begley.

Thesis (Ph.D.)--University of Pittsburgh, 2007. / Title from t.p. of pdf file (viewed on Apr 30, 2008). Includes bibliographical references (leaves 136-144). Available online.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains ix, 264 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 151-160).

Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Nov. 5, 2008). Includes bibliographical references (p. 60-68).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.93-103).