This study assessed the construct validity of the School Analysis Model (SAM) Instructional Staff Questionnaire. Construct validation was necessary for several reasons. First, it has not been possible to obtain evidence of the latent factor structure of this key component of the School Analysis Model (SAM). A factor analysis using data collected with the questionnaire was conducted to assess and identify the underlying factor structure of the instrument. Second, there is no evidence that the constructs measured by the SAM are associated with attributes of school performance further empirical analysis was done to determine if latent constructs contained within the SAM Instructional Staff Questionnaire accounted for a significant proportion of variance in school effectiveness beyond that accounted for by the control variables. The eight-factor solution of the SISQ was found to be the best representation of the data based on factor loadings, scale alpha reliability estimates, conceptual cohesiveness, and number of items retained. Correlation analyses were conducted to assess the relationship between the SISQ latent factors and the control variables. Findings indicated a significant inverse relationship was found to exist between a school's SPS and poverty. Additionally, an inverse relationship was found to exist between a school's SPS and the size of a school. Several of the latent factors exhibited a relationship to the control variables as well as to other latent factors. Hierarchical multiple regression analysis was conducted in order to determine whether a combination of the latent SISQ factors account for a significant proportion of variance in school effectiveness, as measured by the school SPS. Model 1 indicated that the control variables explained approximately 56% of the variance in SPS. Model 2 indicated that the SISQ latent factors increased the proportion of variance explained by 11%. The results of this study indicated that the SISQ scales did not account for a significant proportion of the variance in SPS scores and therefore, there is substantial room for improvement in the SISQ as a measurement instrument. Results suggest that construct validation should be of primary concern in the development of measures used to evaluate and guide school improvement efforts.

This predictive study tested the theory of andragogy in a post-secondary educational setting. It produced a sound psychometric instrument (ALPDEQ). The study was one of the first to successfully isolate adult learners, a major step forward in testing andragogy. Results provided insight of andragogys effect on two student outcomes, learning and satisfaction. The findings revealed adult learners enrolled in a MBA degree program provided evidence of learning and were not influenced by andragogy. However, satisfaction with instructor and course was affected by perception of andragogical teaching behaviors exhibited by faculty. The study included many exploratory faculty and student characteristic variables, never before studied, and results indicated characteristics, above and beyond age, gender, and ethnicity, were predictors to learning and satisfaction.

This study was designed to examine the teaching perspectives, teaching preparation, previous teaching experiences and involvement in faculty development activities among faculty from a research extensive university in the southern United States. A simple random sample of 536 was drawn from the institution's faculty and total of n=131 (24.4%) responded to the survey. Respondents were asked to complete the Teaching Perspectives Inventory (TPI) via the internet and complete a survey which included questions regarding demographic variables, teaching preparation, previous teaching experience, and involvement in faculty development activities. The majority of respondents were male (n=91, 70.0%), held a doctoral degree (n=119, 91.5%) and had earned tenure (n=82, 62.6%). A majority of study respondents (n=95, 72.5%) had one dominant teaching perspective. Five (3.8%) had two or more dominant teaching perspectives and 31 (23.7%) had no dominant teaching perspectives, as measured by the Teaching Perspective Inventory. The Analysis of Variance (ANOVA) procedure was used to determine if dominant teaching perspectives were discipline-specific, using the academic college or school of the faculty member's teaching appointment for grouping purposes. The results of this analysis concluded that a significant difference existed among respondents with "Apprenticeship" as a dominant teaching perspective (F=2.036, (12, 118), p=.027). A majority of the respondents (n=91, 69.5%) reported that they had completed a course or training session on teaching, while about three-fourths (n=98, 74.8%) had served as teaching assistant during graduate study. The Pearson's r correlation coefficient was calculated to determine if a relationship existed between the dominant teaching perspectives of the faculty and their participation in on-campus and off-campus faculty development activities. Results of this test indicated no statistically significant difference between the two variables.

The purpose of this study was to explore and determine the degree of client satisfaction with utilization of primary healthcare services delivered by a nurse practitioner in the Employee Health Services department of a not for profit hospital in the Southern United States. The Nurse Practitioner Satisfaction Survey (NPSS), a 28-item Likert-type survey instrument was specifically developed for this study and administered to a sample of 300 clients. Overall high levels of patient satisfaction with nurse practitioner delivered health care services were demonstrated. The mean general satisfaction score was determined to be 86.86 / 90, with mean communication and scheduling subscale scores of 28.16 / 30 and 19.32 / 20 respectively. Factor analysis of the dataset resulted in a three-factor model that explained 70.77% of the variance. Eighteen variables with loadings ranging from .916 to .391 loaded on factor one, general satisfaction. Six variables with loadings ranging from .888 to .435 loaded on the second factor, communication satisfaction, and four variables with loadings ranging from .535 to .748 loaded on the third factor, scheduling satisfaction. No statistically significant differences in scores on the general satisfaction subscale were noted between subjects based on gender, race, age, highest educational level completed, type of health care coverage, yearly net income levels, patient type, employment status, or degree of illness or injury. Married or cohabitating subjects, however, reported general satisfaction subscale scores that were statistically higher than those who were single and never married. Multiple regression analysis of the dummy coded variables gender, age, income, and highest educational level as possible predictors of general satisfaction subscale scores revealed that subjects reporting some college attendance demonstrated scores which were 2.243 points lower than those of the other educational levels. Additionally, being a member of the 18-25 year old age group resulted in a decrease in communication subscale scores of 1.194 points, while being a member of the masters level educational group resulted in increases of 1.387 points. Further analysis revealed that scheduling satisfaction scores for subjects in the 18-25 year old age group were -.954 points lower than those reporting ages above 18-25 years.

This research effort was intended to identify the non-medical job skills projected to be needed by in-home paraprofessional caregivers of today and beyond as indicated by a Delphi panel of caregiving experts from public and private business areas as well as academia. Thirty Delphi participants were selected based on a qualifying questionnaire. Actual respondents, however, numbered 29 for Round 1, 24 for Round 2 and 23 for Round 3. Each round asked participants to respond to a survey as prompted by an open ended statement. Within the Round 1 process, participants indicated which non-medical skills from the prepared list they considered important to current and future paraprofessional in-home caregivers. They also added any other skills they believed to be worthy of consideration. Round 1 presented a prepared list of 68 skills in 7 categories. Round 2 presented 128 skills in 8 categories for which panelists provided ratings from a Likerttype scale. Round 3 presented 130 skills of which individually identified revisions were solicited toward consensus. This round produced 3 new skills which were not rated. Overall the final round achieved consensus ranging from 71% to 100% on all 130 rated items. Over the three rounds, 133 skills were identified and 130 acknowledged as having some level of importance to the effectiveness and efficiency of the paraprofessional inhome caregiver. All skills/competencies receiving rating consideration by the Delphi panelists were considered to possess some degree of importance. Importance ratings assigned by participants considered 29 as Extremely Important, 56 Very Important, 35 Important, 10 Somewhat Important while none were considered Not Important.

The 4-H advisory process is crucial to program development in the 4-H youth development program in Louisiana. Parish 4-H advisory committees in each of the 64 parishes are involved in the addressing the needs of the clientele. The primary purpose of this study was to determine the effectiveness of the 4-H Advisory Process as perceived by 4-H professionals in Louisiana and primary stakeholder groups of the LSU Agricultural Centers 4-H Program. Data for the study were obtained through surveys completed by 104 4-H youth development professionals and 142 parish 4-H advisory committee members. Additionally, six parish advisory committee members were interviewed for the qualitative portion of the study. The data were analyzed to determine the two groups perceptions of the effectiveness of the parish 4-H advisory committee process. Also the two groups were compared to determine if their perceptions differed. The majority of the 4-H youth development professionals were white (90.5%). Their average age was 37.4 years of age and they served an average of 10.23 years as a 4-H youth development professional. The majority of the parish advisory committee members in the study were white (76.1%), female (75.4%), were/had been a 4-H member (76.1%), volunteered for 4-H activities in the past (75.9%), and had not received any training to perform their duties as a parish 4-H advisory committee members (79.4%). The findings indicated that both groups perceived that the parish advisory process was effective. The parish 4-H advisory committee members had a higher level of xii agreement on the effectiveness of the advisory process than the 4-H youth development professionals on all measured scales. The interviews conducted with advisory committee members confirmed the findings of the survey data from the parish 4-H advisory committee members. Based on the results of the study it was concluded that the main focus of some parish advisory committees was the planning and evaluating of 4-H events and activities. Additionally it was concluded that the membership on the parish 4-H advisory committee is not diverse in their representation.

The purpose of this phenomenological qualitative study was to describe the lived experience of nurses who work with baccalaureate student nurses in the acute care clinical environment. Because of the nursing shortage nursing education is challenged with equipping a safe qualified workforce while preventing or reducing student attrition. Students may choose to leave the profession or receive less than optimal learning experiences when exposed to negative socialization behaviors of nurses while in the clinical environment. Findings from this study can be used to foster collaboration between nursing education and nursing service in the development of positive clinical environments for nurses and nursing students. The methodology used for data collection was one-time, in-depth semi-structured informal audio taped interviews of staff nurses who worked with student nurses in an acute clinical setting. Saturation of the data was determined after six interviews. Data analysis was conducted according to the modified van Kaam method. The following themes emerged: beliefs about nursing education, role expectations, communication structure, motivational factors, deterrent factors, and professional socialization attitudes. Findings from this study revealed that nursing education and service should establish more effective communication between staff nurses by providing them with job descriptions and role expectations while working with students. Staff nurses also need to be informed of the students learning objectives, and competencies. Staff nurses need to be empowered to change the clinical environment and resolve conflicts that may arise as a result of having students in their work environment. Most importantly the staff nurses need to be educated about their legal liability and responsibilities when working with students. Students should also be informed of their legal responsibility for nursing practice before attending a clinical course. Implications for research are to increase qualitative and quantitative studies on staff nurses who work with baccalaureate student nurses in all areas of clinical practice. Studies related to the nurses educational preparation and faculty perceptions of staff nurses working with students are needed. Future research is also needed on the effects that clinical practice models used in baccalaureate nursing education and collaborative educational reforms have on nurses, students, and faculty.

The purpose of this study was to explore the lived experience of new graduate baccalaureate prepared Registered Nurses (RNs) who work in an acute care hospital setting. The study was a phenomenological qualitative research design, with researcher-developed guiding questions to help direct the interviews. Participants had passed the National Council for Licensure Examination for Registered Nurses (NCLEX-RN), and had been practicing from three months to one year. Eight RNs participated in the study, with seven usable interviews. Results found that new graduate RNs experience multiple stressors as they acclimate to their new roles. The primary stressors that were identified by the participants included high nurse-to-patient ratios, short orientation periods, time management and prioritizing, and lack of time with their preceptors. In addition, the RNs expressed frustration with the inability to spend quality time with their patients. They felt that although the patients needs were met, they were rushed in providing care and were unable to serve as a patient advocate. Other stressors identified by the RNs were concerns about interacting with physicians, and constant apprehension that a patients condition would deteriorate and they would not recognize the change in a timely manner. In addition, concerns about lack of staff support were mentioned by a majority of the participants, and they were very particular who they approached for assistance. The results of this study also indicated that the new RNs were very committed to patient care and overall enjoyed nursing. While they acknowledged the stressors, many were very surprised by the mental and physical demands of working in an acute care hospital setting. Preceptors were of great value in the transition, and served as a role model, educator, and support system. The researcher identified the following themes that emerged: 1) The Honeymoon Phase, where the new RNs were excited, nervous, and anxious about beginning their job; 2) The Transition Phase, where reality of their roles began to set in, and multiple stressors were identified; and 3) The Divorce or Reconciliation Phase, where the new RN made the decision to stay or leave their job in the acute care hospital setting.

Computers are now a part of everyday life, with the majority of daily activities revolving around the use of a computer. The concept of technostress was first introduced in the 1980's when computers became more prevalent in the business and academic world. Nurse educators have been impacted by the rapid changes in technology in recent years. A review of the literature revealed no research studies that have been conducted to investigate the incidence of technological stress among nurse educators. Therefore, the purpose of this descriptive-correlational study was to describe the technological stressors that Louisiana baccalaureate nurse educators experienced while teaching nursing theory courses. A census of 311 baccalaureate nurse educators was selected to participate in the study, and a total of 180 questionnaires were returned resulting in a 58% response rate. Of these completed questionnaires, 61 participants indicated that they had not taught a baccalaureate nursing theory course in the past six months, which indicated a frame error, and four additional participants indicated that they did not utilize technology in their theory courses. One hundred and fifteen usable questionnaires were included in data analysis, resulting in a 46% response rate. Two researcher-developed questionnaires, a demographic data sheet and The Nurse Educator Technostress Scale, were used for data collection. Data collection was completed through the use of an on-line survey software, called Zoomerang©. Findings revealed that the baccalaureate nursing education workforce in Louisiana is aging and experiencing technological stress. Furthermore, findings indicated that there was no relationship between demographic variables, such as age, ethnicity, gender, and educational level and a nurse educator's technological stress. The variable, perceived administrative support for use of technology in the classroom, was a significant predictor in a regression model predicting Louisiana baccalaureate nurse educators' technological stress (F = 14.157, p < .001). This finding is significant in a time of shortage of qualified baccalaureate nurse educators. Results from this study support the need for a university-sponsored technology orientation and continuous technological support in order to reduce the incidence of technological stress among nurse educators.

The purpose of this study was to determine if participants in the LSU AgCenters Agricultural Leadership Development Program have increased their leadership skills and become more involved in agricultural and community issues. The target population for this study was the 252 graduates of Classes I - VIII of the LSU Ag Leadership Program. This was a descriptive study using quantitative data. The questionnaire was developed from a review of the literature and instruments from related research. It was validated by a panel of experts from the LSU School of Human Resource Education and Workforce Development and the LSU AgCenter. The field test was conducted with graduates from the Arkansas Rural Leadership Development Program, Texas Agriculture Leadership Development Program, and members of the 2004-2006 Ag Leadership class. The study investigated research questions relating to the personal and demographic characteristics of the participants; their satisfaction with the program; whether it met their needs; their perceptions of the programs impact on their: understanding of issues facing agriculture and Louisiana; becoming involved in agriculture and non-agriculture issues; relationships with others; self-concept; and development of leadership competencies. Participants were also asked to list key leadership positions they have held since participating in the program and give suggestions for topics to be added to the curriculum. Conclusions drawn were limited to respondents to the written questionnaire. Respondents strongly agreed they were satisfied with the Ag Leadership program. It met their needs, helped them improve their self-concept, and positively impacted their relationships with others. The Ag Leadership program also had a positive impact on the development of respondents leadership competencies. The Ag Leadership program had a positive impact on respondents ability to understand systems and forces affecting agriculture in the United States and issues facing Louisiana. It had a positive impact on respondents influence on and involvement in agriculture and non-agriculture issues. Respondents suggestions of topics to be added to the program were in the areas of leadership development; the business of farming; production agriculture; environmental, political, and public policy issues; marketing and trade; agriculture and public opinion; family; community; and seminars.