Thèse d'exercice : Médecine. Médecine du travail : Paris 12 : 2006. / Titre provenant de l'écran-titre. Bibliogr. f. 131-151.

Thèse d'exercice : Médecine. Médecine générale : Paris 12 : 2006. / Titre provenant de l'écran-titre. Bibliogr. f. 53-60.

Thesis (M.S.)--University of Michigan, 1998. / Running title: Focus groups. Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1998. / Running title: Focus groups. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri--Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 76-81). Also available on the Internet.

No description available.

Le présent mémoire comporte deux volets, soit 1) une revue systématique portant sur les qualités métrologiques de questionnaires auto-administrés utilisés auprès d’une population présentant une atteinte de la coiffe des rotateurs et 2) l’adaptation en canadien-français et la validation auprès d’un échantillon présentant une atteinte de la coiffe des rotateurs d’un questionnaire auto-administré, le Western Ontario Rotator Cuff index (WORC). En ce qui a trait à la revue systématique, nos résultats mettent en lumière que tous les questionnaires inclus peuvent être utilisés auprès de cette population. Pour l’adaptation du questionnaire, nos résultats démontrent que la version canadienne-française du WORC présente des qualités métrologiques comparables à la version originale, ainsi qu’aux autres versions traduites. / This Master’s thesis includes two objectives. The first one is to conduct a systematic review on the psychometric properties of self-administered questionnaires used with individuals presenting rotator cuff disorders. The second objective is to translate and validate the Canadian French version of the Western Ontario Rotator Cuff Index (WORC). The results of the systematic review show that all the included questionnaires can be used for assessing individuals with rotator cuff disorders. Our results for the second objective is that the Canadian French version of the WORC shows similar psychometric properties to the original version of the WORC and the other translated versions of the WORC.

The overall aim was to investigate bachelor nursing students’ experiences with simulation as a learning approach conducted under various conditions. Additionally, the aim was to translate and validate questionnaires for the evaluation of simulation in a Norwegian context. Methods: Quantitative and qualitative methods were used. Nursing students responded to three questionnaires after attending either low- or high-fidelity simulation. Data were analyzed with statistics (I). Two evaluation questionnaires were subjected to a principal components analysis (II, III). Data were obtained from nursing students through focus group interviews, and analyzed with a qualitative content analysis (IV). Main findings: Independent of the fidelity level in the simulation and educational level, the students reported satisfaction and that the emphasized features in learning were present. Those who had used a paper/pencil case study were the most satisfied (I). Debriefing was reported to be crucial for learning, but in particular by attending the large groups, also as a stressful and intrusive situation (IV).The Norwegian version of the questionnaire, the Student Satisfaction and Self-Confidence Scale, revealed no stable factor solution (II). The translated version of the Debriefing Experience Scale was shown to hold a good potential for evaluating debriefing, but benefited from reducing the subscales (III). To ensure safety and security were reported to be a prerequisite for learning, with the students requesting a more frequent use of simulation and a higher degree of familiarity with active learning in their program in general (IV). Conclusions: Simulation at all fidelity levels should be used in nursing education. To exploit the potential, the learning approaches should be integrated into the program in general through a systematic and structured building of a learning community. A further validation and testing of the questionnaires in different programs and contexts is needed.

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The purpose of this study was to determine the influence discipline has on teaching at public schools. In chapter 2 of the literature study, the researcher focused on aspects that influence discipline at school. In chapter 3, she also looked at education law aspects that have a direct influence on education. Two structured questionnaires were used in the quantitative research. These questionnaires were distributed separately between educators and learners at nine schools of the Free State Department of Education's Fezile Dabi District. From the findings of this study, it is clear that discipline indeed has an enormous influence on teaching at public schools. The Constitution (1996) and Schools Act (84/1996) make the application of effective discipline at schools possible. / Thesis (M.Ed. (Education Law))--North-West University, Vaal Triangle Campus, 2008.