Thesis (M.S.)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 53-56).

Thesis (M.S.)--University of Wisconsin, School of Nursing. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 90-96. Also available online.

Class of 2016 Abstract / Objectives: To identify which types of mid-level practitioners have prescribing authority in each state in the United States (US), compare the types of prescriptive authority for scheduled medications for mid-level practitioners, and delineate differences between state and federal requirements for electronic prescribing (e-prescribing) for mid-level practitioners in each state. Methods: A data extraction tool was developed and utilized to collect e-prescribing requirements and mid-level practitioner prescriptive authority from publically accessible state and federal websites. Dependent variables were analyzed using frequencies and percentages. A comparison of regional mid-level practitioner prescriptive authority patterns was conducted. Results: Mid-level practitioner prescriptive authority and e-prescribing requirements were collected from 50 states, the District of Columbia, and the Drug Enforcement Administration (DEA). For e-prescribing requirements, 19 (37%) states listed federal law requirements, 28 (55%) states listed requirements in addition to federal law, and 4 states (8%) did not specify requirements. Overall, over half of the US had more stringent e-prescribing requirements than federal law. States varied in which mid-level practitioners had authority to prescribe controlled substances: 98% of states allow nurse practitioners to prescribe; 96% allow physician assistants; 84% allow optometrists; 14% allow naturopathic doctors; 12% allow registered pharmacists; 8% allow certified nurse midwives, 4% allow homeopathic physicians, medical psychologists, and nursing homes; and 2% allow doctors of oriental medicine, certified chiropractors, clinical nurse specialists and/or advanced practice registered nurses. Conclusions: There are differences in e-prescribing requirements and varying levels of prescriptive authority for mid-level practitioners between US states.

M.Tech. / Globalisation and the advent of new technology have tremendously changed the role of the HR practitioner in both the public and private sectors. Traditionally, in the public sector, the role of HR practitioner was reactive and focused on operational matters and maintenance, such as salary and leave processing. With changes in technology, the HR practitioner is no longer considered to be an agent for the sole purpose of hiring and firing employees in the public sector. This changing role of an HR practitioner requires an in-depth analysis of its effectiveness. This is because there is a resurgence of interest in the pre-eminence of people management skills and the major strategic role HR practitioners can play in the public sector. The purpose of this study was to investigate how HR practitioners can add value to government service delivery and be recognised as strategic role players. The study used qualitative research method and used focus groups for data collection. The participants were drawn from three departments in the South African public sector. The study found that the implications for the changing role of HR practitioners from operational to strategic involve: retraining and empowerment of staff; change management; and reduction in administrative roles. The study recommended that the role of the HR practitioner in public sector be strategic and not limited to the nuances of ad hoc assignments. This assertion stems from the research findings that the HR practitioner has a major role to play in effecting change, and therefore must be regarded as a strategic role player. The study concluded that the role of HR practitioners is critical and the public sector cannot meet its organisational goals should this role be undermined.

Counselling and coaching use specialised skills to help individuals address problems and make a positive change (Egan, 2010). Whilst sharing many commonalities with counselling, the coaching industry has endeavoured to define boundaries between the helping approaches to establish discrete areas of practice. However, rather than observe theoretical boundaries, many coaches rely on personal experience to idiosyncratically define boundaries in practice (Maxwell, 2009; Price 2009). The reliance on experience to inform practice judgements has significant implications for novice coaches. Without the advantage of contextual knowledge to assist with identifying boundaries, it is important that newly trained coaches are aware of working within their competency to ensure good practice. To investigate whether clear boundaries could be identified, a mixed-methods approach was used to explore novice coaches’ and experienced coaches’ and counsellors’ experiences of working with the boundaries between the helping approaches. Study one incorporated a survey and Interpretative phenomenological analysis of interview transcripts to investigate novice coaches’ perceptions of boundaries. Study two utilised a survey design to gain a broad understanding of experienced counsellors’ and coaches’ perspectives, while Study three involved an in-depth analysis of the experiences of 20 coaches and counsellors working with boundaries between coaching and counselling in practice. Findings from the first study indicated novices’ confusion and inconsistencies when identifying the differences between the approaches. The results suggested that newly trained coaches may work beyond their competencies when working with mental health problems in practice. Results from studies with experienced practitioners indicated that there is a large overlap between the helping approaches and identified different ways of working with boundaries. Some practitioners were adamant that boundaries should be preserved between coaching and counselling. However, a third of practitioners surveyed indicated that integrating approaches would be beneficial to meet the clients’ needs. The thesis illustrates practitioners’ concerns relating to the content and provision of coach training programmes and offers recommendations that aim to encourage a review of minimum standards in coach education. In addition, collaboration between coaching and counselling professional bodies is suggested to establish ethical guidelines for coaches and counsellors who wish to blend coaching and counselling practice.

This research reports on the nature and preference of the relationship between researchers and practitioners, as expressed by both parties. The research methods used in this study included a critical analysis of 28 Masters and doctoral dissertations from a large university in South Africa to examine how they described the researcher–practitioner relationship. This was followed by extended interviews with both the original researchers and the participants in three studies selected from these 28 projects. In addition, two research projects conducted by experienced researchers were included, as well as a discussion on how my participants interacted with me as a researcher. The data were explained through the theoretical frame of a general model developed by Huberman in 1990, not only focusing on the relationship manifested in the research process itself, but also locating the relationship within a broader theoretical frame that seeks to explain the patterns and consequences of such engagement. The findings draw attention to the often uncovered similarities between the two communities, while also highlighting ethics as an area of concern that displays the biggest disjunction between the two communities. In addition, the findings confirm the powerful influence of organisational culture, in this case academic discourse on the behaviour of an individual researcher. On the other hand, however, the findings also point to the individualism manifested in research decisions and processes. Finally, the findings disprove the way in which power is perceived in research situations in the literature. The significance of this study also includes a revisiting of existing theories about insider/outsider positioning and research utilisation and the proposal to extend current debates. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Background: Since 2012, nurse practitioners (NPs) in Ontario have the professional capacity to assume the role of the most responsible provider (MRP) in hospitals; however, few have implemented this model. Aim: To explore the barriers and facilitators to the integration of the NP as MRP model of care in a hospital setting. Methods: A qualitative descriptive design with secondary data collected from a larger study, was used with principles from integrated knowledge translation. Findings: Thirteen barriers and eleven facilitators were found, such as: (i) challenges with off hour coverage; (ii) funding and remuneration; (iii) discrepancies in the employment standards regulations; and (iv) lack of a critical mass. Facilitators included the plan for role implementation, establishment of trust and leadership from the team. Conclusion: Many barriers, predominantly at the healthcare system-level, make it difficult to integrate the NP as MRP model of care in hospitals.

Purpose: To describe the process of designing a new progressive nurse practitioner student clinical evaluation tool based on competencies. Data sources: Selected research articles and professional organization published guidelines. Conclusions: Evaluation of nurse practitioner students' clinical performance is an important and often complex responsibility of faculty. The clinical evaluation tool should reflect the changing expectations associated with particular courses across the curriculum and be based on the competencies identified by the National Organization of Nurse Practitioner Faculties. Collaboration by faculty is the key to development of an accurate and useful clinical evaluation tool. Implications for practice: The progressive nurse practitioner clinical evaluation tool presented here is the result of integrating specific clinical course outcomes and competencies recognized by key nurse practitioner associations.

Purpose. This study was designed to determine the perceptions of the Oregon-certified nurse practitioners (NPs) with respect to their usage, competency, and preparation for selected functions. Clarification of what NP's perceive themselves doing and with what degree of competence could give structure and direction to their preparation. In Oregon, NPs provide specialized primary care in collaboration with physicians and other health care professions and agencies. The performance of an NP may vary according to the specialty, setting, and needs of the consumer. If some functions of the NP could be brought into clearer focus, then not only could benefits come to the health care consumer, but also health care professionals could work together more efficiently and productively. Furthermore, educators could build programs with a clearer sense of purpose and structure. Procedure. The data were obtained through a survey of 574 NPs certified in Oregon. A four-part questionnaire was adapted from instruments developed by researchers of NPs in North Carolina, Arkansas, and Colorado. The analysis of service diaries provided by Oregon nurse practitioners, additions by the Oregon State Board of Nursing, and pretesting in the field resulted in statements about selected characteristics and attitudes, practice settings, and clinical and community functions of Oregon nurse practitioners. Questionnaires were mailed, and 386 were analyzed. Summary of Findings and Conclusions. Three research hypotheses were formed and tested by chi-square. The following findings and conclusions were identified: (a) Some relationships did exist between NP functions and specialty groups with respect to competency, frequency of performance, and preferred preparation. (b) Most nurse practitioners serve a large number of consumers in low or very low economic circumstances through community or home health agencies. (c) Some functions of high competency and usage are needed in the preparation of all nurse practitioners at the baccalaureate and master's level. (d) Higher education is preferred for preparation of nurse practitioners in a sequence of baccalaureate in nursing followed by a master's degree which qualifies for certification in a nursing specialty. (e) For the functions of lower competency and usage, reduced emphasis or deletion from nurse practitioner preparation is desirable. (f) Some functions are suitable for major emphasis in continuing education programs with the standards of higher education.