The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.

The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.

First-hand narrative accounts of participants’ experiences during outdoor programmes are notably absent from the outdoor education literature. This thesis reports on an exploratory study which applied a creative qualitative approach called photo-elicitation interviews to gather student accounts about the ways in which they experienced an outdoor education programme known as ‘school camp’. A group of Year 10 (14-15 years old) students attending secondary school in Christchurch, New Zealand, participated in this study, and were provided with 27-exposure, disposable cameras on which they were asked to take a series of photographs to demonstrate what a residential school camp was like for them. Follow-up, individual photo-elicitation interviews with the 32 self-selected respondents (21 female, 11 male), revealed that school camp is primarily an enjoyable, social experience where students are able to spend time with their friends and develop their peer networks in a unique environment. From the perspective of these students, school camp primarily contributed to developing a greater understanding of others, while developing greater understandings of the self and the environment were less salient. A greater understanding of others was achieved primarily through the ways in which school camp created an enjoyable, novel, experience which allowed students to see their peers from a different, more ‘real’ perspective. Aspects of this novel experience which contributed to students’ social interactions included the residential nature of these camps and the absence of ‘urban’ features associated with teenage culture such as mobile phones, clothing and make-up. Interestingly, students’ camp experiences included little specific reference to the natural environment; a finding which challenges recent discourses advocating for a shift towards a more critical outdoor education aiming to promote human-nature relationships. The use of photo-elicitation interviews in this context is critically examined. Providing students with cameras was an effective way to engage young people in academic research and to capture important aspects of the outdoor experience from their perspective. To better assess the utility of the technique, it warrants further application in other outdoor education contexts. The inclusion of participant-generated photographs, however, raises several research ethics issues. This study contributes to the growing body of qualitative literature seeking to provide a more in-depth understanding of outdoor education and complements the quantitative studies which predominate in the field.

This thesis analyses problems related to the creation of the working team coupled with the process of it’s members‘ cohesion. The theoretical part of the work contains an introduction and explanation of basic concepts related to given issues. In particular, we look at the issue of the manager's personality, the theory of social Gross, work teams, styles of leadership and management teams. The last chapter contains general recommendations of basic skills in the approach of managers and management teams. The practical part is focused on the analysis of the investigation file, the analysis of the facto. The aim of the project is to design such a manager process strategy, which leads to team cohesion thereby increasing work efficiency.