Faculty of Education - Theses
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ItemThe political ramifications of changes in the delivery of nursing education in Victoria( 1993)The purpose of this research was to determine; whether, between 1974 and 1987, undergraduate Nursing education in the Colleges of Advanced Education tended to politicize the new recruits to the profession via curricula. whether those asked to participate in the research believed that there was a level of information being provided during their Nursing course which they considered to be political in nature. whether those asked to participate in the research believed that this level of information that they considered to be political in nature influenced their subsequent participation in activities which could be considered in turn to be political in nature. what constraints in the workplace were identified by those asked to participate in the research, which may have adversely effected any political activity they may have been involved in, or influenced by. whether there were any other real or conceptual factors not identified or not specifically addressed in the research which could have impacted on the research participants, and possibly influenced their responses, and thus, research outcomes. Subsequent to the research, the information obtained would be scrutinized for possible outcomes, ramifications and commented on. This process is more formerly addressed in the methodology.
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ItemThe getting of professional nursing wisdom : the relevance of knowledge for undergraduate students : a phenomenological comparative study( 1993)The intention of this thesis is to identify any factors which may affect the implementation and practice of therapeutic humanistic care by undergraduate nurse students. Professional nursing practice must be acknowledged as function beyond licensure of safety. Wisdom, with reference to professional practice can only be acquired through relevant education and supported opportunities to practice. The classroom promotion and clinical transfer of empirical, holistic care is an educational mandate and as such must be addressed. The research study of this thesis as a qualitative investigation with a phenomenological approach, was designed as a small comparative study. The literature review of this thesis released certain significant questions for investigation. From these questions eventual research prompts were developed. The participants for this study were nurse student volunteers approaching course completion. The participants as distinct cohorts from a Hospital School of Nursing and a Faculty of Nursing were interviewed using the research prompts. Following data analysis, the study identified apparent differences between the valuing and practice of humanistic caring by the undergraduate nurse students from the two sites.
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ItemThe graduate nursing program : an exercise in reality orientation for the beginning practitioner in transition( 1995)Graduate Nurse Education, so long taken for granted, has of recent times been trust into the clinical spotlight. This, from the clinician practitioners, as much as anyone, has come about from the changed focus of undergraduate preparation. Whilst completing baccalaureate preparation in a University has had perceived positive results from a professional perspective it has arguably resulted in graduates demonstrating different attributes to their predecessors. No longer bureaucratically encultured, and with limited exposure to the clinical setting, the requirements of the contemporary graduate program is vastly different to its historical counterpart. Whilst the academics argue the role and place of the "Graduate Year Program" this dissertation seeks to illuminate the requirements of such a program from the unique perspective of the graduate clinician participants. That a program is a requirements is taken as granted, and arguments into the role and place of these programs are presented. The abundant literature related to the experience is discussed, in a focussed sense, within the constructs of its Australian application and in particular the Victorian precepts. The sense of "de ja vue" experienced whilst reviewing the Kramer and Benner experience arguably illuminates the discussion. The Phenomenological approach to the research task, utilising the notion of grounded theory facilitates the story of the Graduates as they experience the first three months of clinical practice in a major metropolitan hospital. An attempt is made to return to the academic agenda the notion of the "Graduate Internship" with recognition of the differing emotions that this notion evokes. The experience is further validated by canvassing the Nurse Unit Manager perceptions of the process. The findings demonstrate the importance of a clinically based transition program, one that this author believes is best offered as a component of a service based practice year. The components of a practice based year are demonstrated as best being advocated by the clinician participants of the program. The validity of their insight into their requirements are born out in this dissertation. What is important is their continued exposure to the rigours of clinical practice. This, to best translate their theoretical preparation into a capacity to meet clinical service needs. Whether these objectives have been successfully achieved will be judged by the readers of this work. Make no mistake, however, that this is an important topic and requires of the profession critical reflection and revision of the impact of the critical first few months of clinical experience for the neophyte practitioner. This is a testament to their own experiences. Experiences that they have agreed to share with us. Listen to the lesson they give, and learn for the future, the future of the Nursing Profession.
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ItemThe march of the calculator into Malaysian classrooms?( 1995)Calculators are used extensively in the workplace and are part of the technological change that is taking place in Malaysian society. However they are not used widely in the classrooms. About 200 primary, secondary and college teachers in Malaysia were surveyed about their attitudes toward the student use of calculators in the classroom and their current teaching practices. As many as 98% of the primary teachers and 83% of the lower secondary teachers have never used calculators in their mathematics lessons. The upper secondary teachers were using calculators in their classrooms because the present Malaysian national mathematics curriculum encourages and allows the use of calculators only at these levels. Most Malaysian teachers held more conservative views on calculator use than the teachers surveyed in Victoria, Australia in 1980. They felt that calculators should only be used after students have mastered basic number facts, acquired paper and pencil skills and understood the meaning of the four operations. About 29% of the teachers surveyed supported the introduction of calculators into primary classes. Although teachers believed that calculator use would enhance mathematics learning, many would not allow calculators to be used in class if they were not allowed on tests or examinations. Teachers also believed that parents would be against calculator use in the classrooms if they were not allowed on tests and examinations. It is recommended that the Malaysian Ministry of Education must allow calculator use on tests and examinations in order to encourage their use in primary and lower secondary classrooms.