Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 263-266).

The purpose of this study was: (1) to evaluate the level of grief experienced by healthcare providers in a pediatric subacute facility, (2) to compare the levels of grief between different groups of healthcare providers (Certified Nurses' Aides, Licensed Nurses, and Respiratory Care Practitioners), and (3) to describe the personality/demographic factors that influence a healthcare provider's ability to cope effectively with compound grief.

This study compared the results for McNemar's test, the t test for related measures, and the chi-square test of independence as cell sized varied in a two-by-two frequency table. In this study. the probability results for McNemar's rest, the t test for related measures, and the chi-square test of independence were compared for 13,310 different combinations of cell sizes in a two-by-two design. Several conclusions were reached: With very few exceptions, the t test for related measures and McNemar's test yielded probability results within .002 of each other. The chi-square test seemed to equal the other two tests consistently only when low probabilities less than or equal to .001 were attained. It is recommended that the researcher consider using the t test for related measures as a viable option for McNemar's test except when the researcher is certain he/she is only interested in 'changes'. The chi-square test of independence not only tests a different hypothesis than McNemar's test, but it often yields greatly differing results from McNemar's test.

This diploma thesis evaluates and processes data from final device checks. All the devices are similar types of thermal overcurrent relays by the ABB company. For appropriate statistical data processing, the Minitab 14 statistical software was used and various statistical methods were applied. Results are always listed for each device type and each method used. The diploma thesis is divided into two parts. The first one analyzes the methods used and the second part states the method results. There is also an overall evaluation of the processed data.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.