Alien Registration- Brennan, Mary (Hampden, Penobscot County)

https://digitalmaine.com/alien_docs/11639/thumbnail.jp

Establishing clinical networks to deliver optimal care for children and young people with Juvenile Idiopathic Arthritis: guidance for medical professionals

M.D. ThesisBackground: Clinical networks are evolving across the United Kingdom (UK), as a means to address inequities in access to specialist care for children and young people with Juvenile Idiopathic Arthritis (JIA). There is recognition that establishing clinical networks, and educating and training health professionals has been challenging. This study therefore explored the experiences of those involved to understand this area further. The aim of this study was to produce an educational framework to guide medical professionals in this process. Methods: Focus groups and one-to-one interviews were used to explore experiences of health professionals, young people with JIA and their families. Participants were recruited from paediatric and adolescent rheumatology specialist centres, clinical networks and charities across the UK. Data was analysed using coding, memoing and mapping techniques to identify issues and features relating to the support required. The findings provided the content for an educational framework. Results: Seventy-two participants took part in 9 focus groups and 12 one-to-one interviews. Five tertiary centres and their networks were studied, 4 in England and 1 in Scotland. Networks were constantly evolving and no one network or ‘link’ within a network was the same. Different network structures gave rise to different roles and responsibilities, educational needs and training opportunities. Crucially professional and organisational boundaries have impeded the effective implementation of organisational change. Conclusions: This thesis has documented key issues and mapped out the support required for medical professionals establishing and maintaining clinical networks to deliver optimal care for children and young people with JIA. The support required is complex and context specific. There are many questions still to be answered. However, I hope my observations, theories and educational framework development provides the basis for future research and begins to facilitate change to improve care for children and young people with JIA.Arthritis Research U

Innovations in Assessing Practice Skills: Using Social Cognitive Theory, Technology, and Self-Reflection

The dissertation seeks to bridge the research and practice domains in social work education by advancing disciplinary thinking and pedagogical approaches informed by social cognitive theory, reflective practice, and the use of technology. The use of social cognitive theory (Bandura 1977, 1995, 1997) and reflective practice (Schön 1983, 1987) are proposed as complementary constructs. Together these theories have the potential to guide educational approaches that result in evidenced-informed, skills-trained social workers with the capacity for critical thinking and self-reflection, thus bridging the evidence to practice gap. The first product, a conceptual paper, advances disciplinary thinking and pedagogical approaches for teaching social work clinical practice skills by applying social cognitive theory and concepts (i.e., mastery modeling, behavioral rehearsal, self-efficacy, resiliency to difficulties) in combination with the theory of reflective practice to promote critical thinking and skill agility. Implications for social work education are discussed and pedagogical strategies offered. The second product presents research conducted within a BSW micro practice course with 28 students, in which teaching strategies informed by social cognitive theory combined with self-reflection aided by videotaping were evaluated. The developed teaching method included the sequential steps of mastery modeling of partialized skills, multiple student behavioral rehearsals, instructor feedback, and student self-reflection of videotaped sessions. Students significantly gained proficiency and self-efficacy in interviewing and problem-solving skills. The third product provides an overview of the presentation entitled “Practice Skill Pedagogy: Evaluating Use of Social Cognitive Theory, Taping, and Self-Reflection,” which was presented on March 3, 2017, at The Association of Baccalaureate Social Work Program

The life and work of Colette

Thesis (M.A.)--Boston University, 1930. This item was digitized by the Internet Archive

Innovations in Assessing Practice Skills: Using Social Cognitive Theory, Technology, and Self-Reflection

The dissertation seeks to bridge the research and practice domains in social work education by advancing disciplinary thinking and pedagogical approaches informed by social cognitive theory, reflective practice, and the use of technology. The use of social cognitive theory (Bandura 1977, 1995, 1997) and reflective practice (Schön 1983, 1987) are proposed as complementary constructs. Together these theories have the potential to guide educational approaches that result in evidenced-informed, skills-trained social workers with the capacity for critical thinking and self-reflection, thus bridging the evidence to practice gap. The first product, a conceptual paper, advances disciplinary thinking and pedagogical approaches for teaching social work clinical practice skills by applying social cognitive theory and concepts (i.e., mastery modeling, behavioral rehearsal, self-efficacy, resiliency to difficulties) in combination with the theory of reflective practice to promote critical thinking and skill agility. Implications for social work education are discussed and pedagogical strategies offered. The second product presents research conducted within a BSW micro practice course with 28 students, in which teaching strategies informed by social cognitive theory combined with self-reflection aided by videotaping were evaluated. The developed teaching method included the sequential steps of mastery modeling of partialized skills, multiple student behavioral rehearsals, instructor feedback, and student self-reflection of videotaped sessions. Students significantly gained proficiency and self-efficacy in interviewing and problem-solving skills. The third product provides an overview of the presentation entitled “Practice Skill Pedagogy: Evaluating Use of Social Cognitive Theory, Taping, and Self-Reflection,” which was presented on March 3, 2017, at The Association of Baccalaureate Social Work Program

Exploring A Complex Model Of Student Engagement In Middle School: Academic Self-Efficacy Beliefs And Achievement

A significant body of research and literature supports that student engagement in school is critical to academic outcomes. Research also finds that students’ beliefs about their ability to be successful at academic tasks will significantly influence their achievement also. The aim of this study is to explore the impact of academic self-efficacy on achievement in school, as mediated by levels of student engagement. The sample size was approximately 400 students enrolled in the 7th and 8th grade at one middle school building. In order to assess the extent of academic self-efficacy, the Academic Efficacy scale was utilized. In order to measure cognitive, behavioral and affective engagement, the Student Engagement Instrument (SEI) and The Engagement vs. Disaffection with Learning questionnaire were administered. Levels of previous and current student achievement were collected from the CORE reading Curriculum-Based Measures, English Language Arts and Math grades (converted to GPA) as well as NWEA Measures of Academic Progress. Results of the study did not support the hypothesized model. However, academic-self efficacy was found to be related to student engagement and previous and current achievement. Further, previous achievement was a significant predictor of current achievement

Design and Characterization of Biomimetic Adhesive Materials

When we engineer new materials, nature provides us with a wealth of inspiration, often in the form of proteins. The blue mussel Mytilus edulis and sandcastle worm Phragmatopoma californica produce adhesive proteins that help them to adhere in wet, turbulent environments. The frog Notaden bennetti secretes a sticky, proteinaceous emulsion that helps it defend against predators; the velvet worm bombards a similar protein onto its prey to prevent its escape. Mammals and insects produce remarkably elastic proteins to support highly repetitive motions. This work describes the design, production, and characterization of several biomimetic materials inspired by natural adhesive proteins