The image of the nurse.

Thesis (M.S.)--Boston Universit

KIPP Student Perceptions and Achievement Goal Orientations

Despite decades of research on achievement goals, little research evaluates achievement goal orientations in African American students, particularly African American males. This study, therefore, examines the relationship between students\u27 achievement goal orienations and students\u27 academic self-efficacy. A social cognitive framework describes this association, and the relationship between students\u27 achievement goal orientations and students\u27 perceptions of the classroom goal structures. In addition, the relationship between students\u27 achievement goal orientations and students\u27 beliefs about the relevance of school for future success was analyzed. Participants were eighth-grade students (N = 70) enrolled in a charter school in the Knowledge is Power Program. Results of the investigationrevealed that the males and females do not differ in their goal orientations. The results also indicated that mastery goal orientations and academic self-efficacy are positively correlated; however, performance-approach, and performance-avoidance were not related to academic self-efficacy. Results indicated that all three goal orientations of students were positively correlated with their respective classroom goals structures. Finally, as hypothesized, regression analyses revealed that mastery goal orientations, performance-approach goal orientations, and academic self-efficacy were found to be significant predictors for students\u27 educational aspirations and students\u27 beliefs about the relevance of school for future success

Early career teachers’ learning about promoting health and wellbeing:a narrative study

In Scotland, as with many other countries, the requirement to promote pupil health and wellbeing is the responsibility of all, yet little is known about how early career teachers learn to meet this responsibility. This two-year study followed five secondary school teachers from their Professional Graduate Diploma in Education (PGDE) year to the end of their first year in school as probationary teachers. A narrative approach was adopted to explore how participants’ conceptualisations of health and wellbeing developed over time, and to gain insight into what contributed to this development. Data were collected through semi-structured interviews. Following this, and guided by the work of Rodríguez-Dorans and Jacobs, narrative portraits were constructed for each participant. The narratives revealed that participants’ conceptualisation of health and wellbeing deepened between the PGDE year and the end of their induction year. In particular, participants developed a broader understanding of relationships through their induction year, with greater attention paid to their role, and the role of other teachers, in developing positive relationships. Furthermore, across both contexts, the participants revealed that the process of learning how to promote health and wellbeing was multi-faceted and complex, with various life experiences and different schools adding to this complexity. For the future, we recommend that teacher educators working in the domain of health and wellbeing begin with the teachers – exploring their personal and professional identities – past, current and future, and the various ways they connect with their lives and learning in schools

Early career teachers’ learning about promoting health and wellbeing:a narrative study

In Scotland, as with many other countries, the requirement to promote pupil health and wellbeing is the responsibility of all, yet little is known about how early career teachers learn to meet this responsibility. This two-year study followed five secondary school teachers from their Professional Graduate Diploma in Education (PGDE) year to the end of their first year in school as probationary teachers. A narrative approach was adopted to explore how participants’ conceptualisations of health and wellbeing developed over time, and to gain insight into what contributed to this development. Data were collected through semi-structured interviews. Following this, and guided by the work of Rodríguez-Dorans and Jacobs, narrative portraits were constructed for each participant. The narratives revealed that participants’ conceptualisation of health and wellbeing deepened between the PGDE year and the end of their induction year. In particular, participants developed a broader understanding of relationships through their induction year, with greater attention paid to their role, and the role of other teachers, in developing positive relationships. Furthermore, across both contexts, the participants revealed that the process of learning how to promote health and wellbeing was multi-faceted and complex, with various life experiences and different schools adding to this complexity. For the future, we recommend that teacher educators working in the domain of health and wellbeing begin with the teachers – exploring their personal and professional identities – past, current and future, and the various ways they connect with their lives and learning in schools

Sexual health help-seeking behavior among migrants from sub-Saharan Africa and South East Asia living in high income countries: A systematic review

The number of migrants has increased globally. This phenomenon has contributed to increasing health problems amongst migrants in high-income countries, including vulnerability for HIV acquisition and other sexual health issues. Adaptation processes in destination countries can present difficulties for migrants to seek help from and gain access to health services. This study examined migrants’ from sub-Saharan Africa (SSA) and South East Asia (SEA) sexual health help-seeking behavior in high-income countries with universal health coverage. The systematic review followed PRISMA guidelines and was registered with PROSPERO. Several databases were searched from 2000 to 2017. Of 2824 studies, 15 met the inclusion criteria. These consisted of 12 qualitative and three quantitative studies conducted in Australia, Spain, the United Kingdom, Belgium, Scotland, Ireland, and Sweden. Migrants experienced a range of difficulties accessing health services, specifically those related to sexual health, in high-income countries. Few studies described sources of sexual health help-seeking or facilitators to help-seeking. Barriers to access were numerous, including: stigma, direct and indirect costs, difficulty navigating health systems in destination countries and lack of cultural competency within health services. More culturally secure health services, increased health service literacy and policy support to mitigate costs, will improve health service access for migrants from SSA and SEA. Addressing the structural drivers for stigma and discrimination remains an ongoing and critical challenge

Does Reassessment of Risk Improve Predictions? A Framework and Examination of the SAVRY and YLS/CMI

Although experts recommend regularly reassessing adolescents\u27 risk for violence, it is unclear whether reassessment improves predictions. Thus, in this prospective study, we tested three hypotheses as to why reassessment might improve predictions, namely the shelf-life, dynamic change, and familiarity hypotheses. Research assistants (RAs) rated youth on the Structured Assessment of Violence Risk in Youth (SAVRY) and the Youth Level of Service/Case Management Inventory (YLS/CMI) every three months over a one-year period, conducting 624 risk assessments with 156 youth on probation. We then examined charges for violence and any offence over a two-year follow-up period, and youths\u27 self-reports of reoffending. Contrary to the shelf-life hypothesis, predictions did not decline or expire over time. Instead, time-dependent area under the curve scores remained consistent across the follow-up period. Contrary to the dynamic change hypothesis, changes in youth\u27s risk total scores, compared to what is average for that youth, did not predict changes in reoffending. Finally, contrary to the familiarity hypothesis, reassessments were no more predictive than initial assessments, despite RAs\u27 increased familiarity with youth. Before drawing conclusions, researchers should evaluate the extent to which youth receiving the usual probation services show meaningful short-term changes in risk and if so, whether risk assessment tools are sensitive to these changes

Two Mental Models of integrated Care For advanced Liver Disease: Qualitative Study of Multidisciplinary Health Professionals

OBJECTIVES: The purpose of this paper is to present two divergent mental models of integrated advanced liver disease (AdvLD) care among 26 providers who treat patients with AdvLD. SETTING: 3 geographically dispersed United States Veterans Health Administration health systems. PARTICIPANTS: 26 professionals (20 women and 6 men) participated, including 9 (34.6%) gastroenterology, hepatology, and transplant physicians, 2 (7.7%) physician assistants, 7 (27%) nurses and nurse practitioners, 3 (11.5%) social workers and psychologists, 4 (15.4%) palliative care providers and 1 (3.8%) pharmacist. MAIN OUTCOME MEASURES: We conducted qualitative in-depth interviews of providers caring for patients with AdvLD. We used framework analysis to identify two divergent mental models of integrated AdvLD care. These models vary in timing of initiating various constituents of care, philosophy of integration, and supports and resources needed to achieve each model. RESULTS: Clinicians described integrated care as an approach that incorporates elements of curative care, symptom and supportive care, advance care planning and end-of-life services from a multidisciplinary team. Analysis revealed two mental models that varied in how and when these constituents are delivered. One mental model involves sequential transitions between constituents of care, and the second mental model involves synchronous application of the various constituents. Participants described elements of teamwork and coordination supports necessary to achieve integrated AdvLD care. Many discussed the importance of having a multidisciplinary team integrating supportive care, symptom management and palliative care with liver disease care. CONCLUSIONS: Health professionals agree on the constituents of integrated AdvLD care but describe two competing mental models of how these constituents are integrated. Health systems can promote integrated care by assembling multidisciplinary teams, and providing teamwork and coordination supports, and training that facilitates patient-centred AdvLD care