<p>Syftet med denna studie var att beskriva sjuksköterskestudenters uppfattningar om vilka faktorer som ingår i god handledning under verksamhetsförlagd utbildning (VFU).<em> </em>Data samlades in via nio intervjuer och tre skriftliga svar, med hjälp av en intervjuguide, från sjuksköterskestudenter i termin 6 på sjuksköterskeprogrammet i Uppsala. Data analyserades med hjälp av kvalitativ innehållsanalys. Två teman utkristalliserades från analysen; studentens lärande och handledningens innehåll. Studentens lärande innefattar tre kategorier; kommunikation, organisation och förhållningssätt och handledningens innehåll fyra kategorier; kommunikation, organisation, förhållningssätt och arbetsklimat. Resultatet visade att tid till handledning och en fungerande personkemi mellan handledare och student ansågs som det mest centrala för en bra placering. Merparten av sjuksköterskestudenterna upplevde att första intrycket av VFU- platsen hade betydelse för studentens lärande och att känslan av osäkerhet hos studenten var en viktig hindrande faktor. Osäkerheten bland studenterna kom sig av otrevligt bemötande, bristande kontinuitet i handledningen och rädslan av att göra något fel. Studenterna utvecklades genom att ta eget ansvar och att deras handledare visade förtroende för dem. Samtliga studenter ansåg att handledarrollen skulle vara frivillig. De efterfrågade även en individuellt anpassad handledning, mer tid hos handledaren till handledning och ett ökat studentinflytande.<em> </em>Slutsatsen som kan dras av denna studie är att en engagerad handledare, tid till en individanpassad handledning, en trygg tillåtande lärandemiljö med möjlighet till studentinflytande och ett tidigt eget patientansvar ökade studentens utveckling under VFU.</p> / <p>The aim of this study was to describe nursing students' perceptions of what factors are included in good supervision during clinical education. Data were collected through nine interviews and three written responses with the help of an interview guide from nursing students in semester six of the nursing program in Uppsala. Data were analyzed using qualitative content analysis. Two themes were crystallized from the analysis; the student’s learning and the content of the tutoring. The student’s learning contains of three categories; communication, organization and attitude, and the content of the tutoring four categories; communication, organization, attitude and working climate. The result showed that time for tutoring and a good relationship between mentor and student was considered essential for a successful clinical placement. Most of the nursing students felt that the first impression of the ward was important for student learning and that the feeling of uncertainty was an important hindering factor. The uncertainty among the students was a result of unpleasant attitudes against the students, lack of continuity in tutoring and the fear of doing something wrong. The students developed their learning by taking responsibility and that their supervisors relied on them. All the students thought that the role of a supervisor should be voluntary. The students also requested an individualized tutoring, more time for tutoring and increased student influence. The conclusion to be drawn from this study is that a dedicated supervisor, time for an individual tutoring, an assuring teaching environment with the student having a possibility to influence, and an early given responsibility of patients increased the student’s learning during clinical education.</p>

The purpose of this qualitative study was to describe and communicate a student-constructed model of student services for electronic distance education (EDE). This study seeks to answer the following questions: Do students enrolled in EDE perceive a need for student services? If not, why not? Which services do students want/need? How do students want the services delivered? If students constructed a model of student services for EDE, what would it look like? A phenomenological approach was used. Qualitative data were collected through interviews with ten students, a document review, a survey of computer competency, and follow-up e-mail. Data were analyzed and systematically compared through constant comparative analysis and an inductive grounded theory approach was taken. One predominant finding that emerged from the conversations with the co-researchers was that of access for all students, particularly accommodations for those with special needs. Participants identified a number of services as basic to the EDE experience. They categorized services into three levels, expressing the expectation that services would evolve over time and technology. At each level a theme emerged that characterized the co-researchers' expectations and perceptions of student support services for EDE: access, interaction, and independence. The intent of level one was to provide entry to the college services and curriculum; access was used to define this level. The second level expressed the concern that students have the opportunity to interact with and be engaged by the services and the technology: interaction. The third level emphasized the need for information and services to promote independence, exploration, and autonomy in using electronic student services as well as to have available an "expert" for specific questions that are not easily or quickly answered by the services online. This level emphasized the use of real time transactions. The study concluded that students participating in EDE perceive a need for student services via distance. Participants further suggested that services provided to EDE must be equal and of the same quality as those traditionally delivered. Using the three levels that emerged from conversations with co-researchers - access, interaction, and independence - the researcher further classified the services into a model of student services using categories put forth by Namm and Holly (2000). / Graduation date: 2002

The purpose of this study was to provide a descriptive account of school counselors' perceptions of helpful and hindering events of their Oregon State University's (OSU) master's level preservice school counselor social advocacy training. Participants as co-researchers in this study engaged in the in-depth interview process, shared perceptions of helpful and hindering events of training, and engaged in collaborative interpretation and data analysis. Co-researchers kept reflective journals during this study. The major findings from this study were that co-researchers' perceptions of helpful and hindering events of training in this program were based on their views of how effective and facilitative this training had proven to be in their experience as activist advocates for students in their professional practice. Co-researchers suggested revisions of the social advocacy training program design and content based on their lived experiences of training and practice as social activist school counselors. / Graduation date: 2001

Thesis (Ph. D.)--Ohio State University, 1973. / Includes vita. Includes bibliographical references (leaves 275-303). Available online via OhioLINK's ETD Center.

The purpose of this study was to determine if agriscience teacher integration of instructional technology was related to student achievement. Knowledge of these correlations will assist teacher educators in offering more appropriate professional development opportunities for agriscience teachers. This information will also assist secondary schools in making decisions regarding technology purchases for agriscience departments. Instructional technology researchers have worked since the 1960s to gain a better understanding of the role that instructional technology plays in student achievement. Many researchers have found that instructional technology influences student learning. In the early 1980s Richard Clark published controversial findings that media has no influence on student learning. These conflicting findings led to the development of this study. A survey was developed to collect information on the level at which teachers integrate technology into their instruction. The instrument was pilot tested, and a reliability measure of .95 was found for the 42 items measuring the technology skills of teachers. Section three of the instrument had a reliability of .93 for the nine items that were used to measure teacher integration of technolo gy. Teachers' demographics, teachers' technology integration skill levels, teachers' administrative use of technology skill levels, and teachers' technology integration levels were collected from a random sample of 150 agriscience teachers in Texas. Student achievement was measured using the Texas Assessment of Academic Skills (TAAS) test. Student data were collected on 10th grade students in classes taught by the 150 teachers selected to participate in the study. The Texas Education Agency provided all TAAS data in a single data file. The primary student variables used in the study to quantify math, reading, and writing achievement were the total number of multiple choice items correct for each of these three subject areas. A low positive correlation was found between student achievement in math and teacher instructional technology integration level (.14). Negligible positive correlations (r < .10) were found between teacher instructional technology integration level and student achievement on the writing portions and reading portions of the TAAS.

Syftet med denna studie var att beskriva sjuksköterskestudenters uppfattningar om vilka faktorer som ingår i god handledning under verksamhetsförlagd utbildning (VFU). Data samlades in via nio intervjuer och tre skriftliga svar, med hjälp av en intervjuguide, från sjuksköterskestudenter i termin 6 på sjuksköterskeprogrammet i Uppsala. Data analyserades med hjälp av kvalitativ innehållsanalys. Två teman utkristalliserades från analysen; studentens lärande och handledningens innehåll. Studentens lärande innefattar tre kategorier; kommunikation, organisation och förhållningssätt och handledningens innehåll fyra kategorier; kommunikation, organisation, förhållningssätt och arbetsklimat. Resultatet visade att tid till handledning och en fungerande personkemi mellan handledare och student ansågs som det mest centrala för en bra placering. Merparten av sjuksköterskestudenterna upplevde att första intrycket av VFU- platsen hade betydelse för studentens lärande och att känslan av osäkerhet hos studenten var en viktig hindrande faktor. Osäkerheten bland studenterna kom sig av otrevligt bemötande, bristande kontinuitet i handledningen och rädslan av att göra något fel. Studenterna utvecklades genom att ta eget ansvar och att deras handledare visade förtroende för dem. Samtliga studenter ansåg att handledarrollen skulle vara frivillig. De efterfrågade även en individuellt anpassad handledning, mer tid hos handledaren till handledning och ett ökat studentinflytande. Slutsatsen som kan dras av denna studie är att en engagerad handledare, tid till en individanpassad handledning, en trygg tillåtande lärandemiljö med möjlighet till studentinflytande och ett tidigt eget patientansvar ökade studentens utveckling under VFU. / The aim of this study was to describe nursing students' perceptions of what factors are included in good supervision during clinical education. Data were collected through nine interviews and three written responses with the help of an interview guide from nursing students in semester six of the nursing program in Uppsala. Data were analyzed using qualitative content analysis. Two themes were crystallized from the analysis; the student’s learning and the content of the tutoring. The student’s learning contains of three categories; communication, organization and attitude, and the content of the tutoring four categories; communication, organization, attitude and working climate. The result showed that time for tutoring and a good relationship between mentor and student was considered essential for a successful clinical placement. Most of the nursing students felt that the first impression of the ward was important for student learning and that the feeling of uncertainty was an important hindering factor. The uncertainty among the students was a result of unpleasant attitudes against the students, lack of continuity in tutoring and the fear of doing something wrong. The students developed their learning by taking responsibility and that their supervisors relied on them. All the students thought that the role of a supervisor should be voluntary. The students also requested an individualized tutoring, more time for tutoring and increased student influence. The conclusion to be drawn from this study is that a dedicated supervisor, time for an individual tutoring, an assuring teaching environment with the student having a possibility to influence, and an early given responsibility of patients increased the student’s learning during clinical education.

The aim of this study is to investigate the notion of pupil influence in English teaching at level 1 and 2 at High-School level. The study focuses on how the students and teachers experience the possibility of influence in their English classes. Empirical data has been collected through questionnaires from two classes at year 1 and two classes at year 2 in English. The study also includes interviews from four teachers and four students. The study is both qualitative and quantitative. The results show that the majority of the students consider their possibility of influence in their English- learning to be very high in all schools to a great extent, even though the results showed that their influence in their teaching was not very extensive. The way the students mostly influenced their teaching was when discussing the planning of their courses and through regularly made evaluations of their courses. The teachers´ view on the pupil-influence was mostly linked to personal views and opinions of the matter as well as the referred information in the national curriculum for teachers. Overall the results show that the students´ and the teachers´ view on the influence seems to coincide very well. The differences in year 1 and 2 at high-school in this investigation can mostly be seen by the fact that year 2 increasingly can influence their curriculum of their courses and that they also can influence how examinations are to be carried out in a more extensive way than the students in year 1. The hypothesis of this essay, that pupil-influence should increase with age and level at high-school proved to be a partly correct assumption, mainly because the majority of the students expressed that this was partly true. Nevertheless, both the teachers and the interviewed students claimed that influence increases with age, so maybe it is hard to make a clear conclusion out of these results.

ABSTRACT Background: As a nurse it is a part of your work description to precepting students. A good relationship between preceptor and student is important for a successful precepting witch can be rewarding for both parties. There are many studies on how nurses in hospital departments experience precepting students, however it is not as explored in the prehospital care. Objective: To describe ambulance nurses' experience of precepting nursing students in the third and final year of university-level nursing school. Method: A qualitative study was conducted. Nine respondents at two ambulance stations in central Sweden were selected with the help of strategic convenience sample. The informants were nurses with specialist education in ambulance/prehospital care who had experience of working in the ambulance unit for at least a year. Result: The majority of participants were positive to precepting students and the time seemed adequate. Primarily in emergency situations the nurses felt that there was not enough time. Despite this, the nurses felt that this wasn’t a problem since they usually had time afterwards to talk and reflect over the expired events. However, many felt that because of the short internship it was hard to get to know the students, which led to an uncertainty in letting the student take care of the patient in certain situations. Conclusion: The study shows new results regarding ambulance nurse's perception of the supervision process. The study also shows differences between supervision in emergency medical services and ward care. This shows that the results from studies of the tutorial are not directly transferable to the prehospital care. Larger studies with more variation among the participants would be able to raise additional aspects in the precepting area. Keywords: nurse, ambulance, student and precepting

The focus of this study was to examine the relationship between principal ethnicity and other chosen demographics (community type of the school, average years of teacher experience, and percent of students qualifying as economically disadvantaged) and student achievement as measured by the Texas Education Agency?s (TEA?s) accountability rating system in predominantly Hispanic public high schools in Texas. The study sought to identify causal factors in relation to campus accountability rating and principal ethnicity in an effort to determine if principal ethnicity had an impact on student achievement in predominantly Hispanic public high schools in Texas. The study examined data obtained from the Texas Education Agency for the 2007-2008 school year. There were 335 schools that met the criteria set forth for the study. The findings of the study stated there was no statistically significant relationship between principal ethnicity and student achievement as measured by the TEA?s accountability system. There were some significant statistical findings in relation to principal ethnicity, accountability rating and indicators of community type of school, years of teacher experience, and percent of students qualifying as economically disadvantaged. Moderate relationships were found between community type and accountability rating and between community type and ethnicity of the principal. There were also significant relationships found between accountability rating and average years of teacher experience as well as principal ethnicity and percent of students qualifying as economically disadvantaged. There was no significant finding between principal ethnicity and average years of teaching experience. There was also no significant finding in relation to accountability rating and percent of students qualifying as economically disadvantaged. The growing number of Hispanic students entering schools is leading to more campuses becoming predominantly Hispanic in student population. The achievement gap between Hispanic students and White students has continued to be an ongoing problem and important issue. The findings of this study show that ethnicity of the principal does not have an impact on student achievement in predominantly Hispanic public high schools in Texas. Hiring administrators should focus on hiring school leaders who possess identified characteristics that lead to improved student achievement.

The purpose of this study was to describe what kind of student-faculty interactions are occurring in the context of academic student organizations as well as identify the quality and quantity of such interactions and what factors are involved with meaningful interactions. The study also determined how these interactions might differ from those occurring in other college activities and how the factors of classification, organizational status, and institutional size relate to quality and quantity of interactions in both contexts. An instrument was developed for the study using all student-faculty interactions identified by previous researchers. A total of 104 undergraduate students from four different institutions responded to the instrument. All were members of an academic student organization. Results indicated that almost all of the students had faculty advisors for their organizations. In addition, 99 percent of participants had at least one interaction with faculty since they started college. Another 81 percent had at least one interaction with faculty within their academic student organization, and 96 percent had at least one interaction with faculty within their other college activities. Over three-quarters (78 percent) said they had interactions with faculty in both their academic student organization and other college activities. Interactions were found to occur but were infrequent overall and did not differ significantly between academic student organizations and other college activities. However, there was a trend for participants to have a higher quantity of interactions within their organizations than through other activities. Most of the interactions reported by participants lasted longer than 10 minutes, which was the standard by which some researchers measured quality. For institutional size, a pattern of responses indicated that participants from small institutions may have a higher quality and quantity of interactions with faculty than their peers from large institutions. Whether or not a student served as a member or a leader in their academic student organization did appear to impact the interactions they had with faculty. Leaders reported more interactions with faculty in their organizational context than did members.