Thèse (de maîtrise)--Université Laval, 2006. / Bibliogr.: f. [95]-107. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thesis (M.A.)--Carleton University, 1985. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--Claremont Graduate University, 1998. / Includes bibliographical references (leaves 172-187).

Thesis (M. S.)--Public Policy, Georgia Institute of Technology, 2010. / Committee Chair: Susan E. Cozzens; Committee Member: Barbara D. Lynch; Committee Member: Marilyn A. Brown. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (Ph. D.)--University of Iowa, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-151).

Thesis (Ph.D. in Civil and Environmental Engineering)--University of California, Berkeley, 2003. / Cover title. Computer-produced typeface. "Fall 2003." Includes bibliographical references (p. 145-161). Also available online via the ITS Berkeley website (www.its.berkeley.edu).

Thesis (Ph. D.)--University of Hawaii at Manoa, 2002. / Includes bibliographical references (leaves 106-137). Also available on microfiche.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Jan. 13, 2009). PDF text: 121 p. : ill. (some col.) ; 2 Mb. UMI publication number: AAT 3315322. Includes bibliographical references. Also available in microfilm and microfiche formats.

This study is an exploration of the teaching and learning of nursing in the work environment. The research was designed to answer the following questions: 1. What routines and procedures are used for the induction, support and instruction of trainees in service areas? 2. How do trained nurses and nurse learners perceive teaching and learning? 3. What experiences do trainees consider result in significant learning? 4. What, in the learner's opinion, constitutes a missed learning opportunity? 5. Has the good 'teacher', viewed from the learner's perspective, any identifiable characteristics? 6. How do trained nurses communicate verbally with trainees? The attitudes and perceptions of ward sisters, student and pupil nurses were investigated by interviews. The data concerning the perceived characteristics of good teachers were developed into a questionnaire. The questionnaire was completed by a further 96 trainee nurses andthe results factor analysed. A profile was constructed from the factorsidentified. Finally, trained nurse-trainee verbal communications were observed, categorised and analysed on four wards for a four week period. This was followed by a further study of six identified good teachers. Analysis of the data leads to the conclusion that 'on the job' teaching of nurse learners is a complex global act in which the role model presented to the learner is a powerful influence. Nurses perceived as effective teachers express, generally, an attitude of care and concern for the welfare of others and a commitment to the training of nurse learners in particular. While it could not be said conclusively that 'effective' teachers use a 'participative' mode of communication, this trend was noted in two identified good teachers.

A community-based surveillance system was developed and implemented in rural areas in Cambodia. The system aimed to provide timely and representative information on major health problems and life events that would permit rapid and effective control of outbreaks and communicable diseases in general in rural communities. In the system, lay people were trained as Village Health Volunteers to report suspected outbreaks, important infectious diseases, and vital events occurring in their communities to local health staff who analysed the data and gave feedback to the volunteers during their monthly meetings. An evaluation conducted one year after implementation of the community-based surveillance system began found that the system was able to detect outbreaks early, regularly monitor communicable disease trends, and to continuously provide updated information on pregnancies, births and deaths in the rural areas. The sensitivity and specificity of case reporting by Village Health Volunteers were found to be quite high. In addition, the community-based surveillance system triggered effective responses from both health staff and Village Health Volunteers in outbreak and disease control and prevention. The results suggest that a community-based surveillance system can successfully fill the gaps of the current health facility-based disease surveillance system in the rapid detection of outbreaks, in the effective monitoring of communicable diseases, and in the notification of vital events in rural Cambodia. Empowered local people and health staff can accurately report, analyse and act upon significant health problems in their community within a surveillance system they develop, own and operate. The community-based surveillance system could easily be integrated with the current disease surveillance system. Its replication or adaptation for use in other rural areas in Cambodia and in other developing countries would be likely feasible and beneficial, as well as cost-effective.