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Diversity, Inclusion and Organizational Citizenship Behaviours: A Study of Nurses in the Irish Healthcare Sector
Get PDFThis thesis focuses on inclusion, national culture and Organizational Citizenship Behaviour (OCB) in the Irish healthcare sector. Due to the high number of migrant nurses employed in the sector, the level of understaffing and subsequent requirement for effective performance and behaviours, the Irish healthcare sector was chosen as the primnary focus for the research. In particular, the study draws on in-depth interviews undertaken with 37 nurses and midwives, from four cultures, currently employed in hospitals in Cork. Analysis of the interviews resulted in the identification of a number of findings. One significant finding concerns the identification of a set of behaviours, termed Profession Induced Organizational Citizenship Behaviours (PIOCHs). These behaviours refer to a set of OCBs stemming from a profession-orientation, with a particular focus on clients, in this case patients, as beneficiaries rather than on the organization. A related finding extends an existing category of OCB. Specifically, the categorisation of Helping Behaviours has been extended, and termed Organizational Centric Helping Behaviours. These behaviours are helping in origin as per the original dimension, but carry an element of necessity. This element of necessity, however, does not automatically carry the same negative connotations of forced or compulsory OCBs. A third salient finding from the interviews highlighted a culture of nursing. This suggests that a profession-oriented culture may take precedence over both national and organizational culture. In addition, a high degree of focus on the client/patient was evident, which is considered to partly contribute to the undertaking of the sets of behaviours identified in this study. A fourth and significant finding demonstrates the relative unimportance of culture-of-origin culture, yet the importance of inclusion, for the undertaking of OCBs. Finally, and importantly, a culture of nursing and organizational culture generally are far more influential than country-of-origin cultur
Gender Difference When Processing Death by Suicide: Attitudes Amongst Third Level Students Aged 18-25 Attending Cork Institute of Technology and College Support Professionals
Get PDFRationale behind research: Survivors of suicide/ suicide bereaved face unique challenges in their grief, resulting in a greater risk of conditions such as complicated grief, PTSD and suicidal ideation developing (Young, Iglewicz, Glorioso, Lanouette, Seay, llapakurti & Zisook, 2012). In dealing with or \u27processing\u27 the loss of a loved one by suicide, Wertheimer details that, suicidal thoughts are not uncommon during the early months of bereavement (1991: 178). The incidence of young men dying by suicide is notably higher than that of women in this country; a stubborn gender difference persists in Ireland with males representing on average 80% of all suicides over the past nine years (www.cso.ie). Therefore it is questionable if those that have experienced a death by suicide are placed at an increased risk of suicidal ideation. It has been noted in the Reach Out report (2005) that third level institutions have the opportunity to influence attitudes to mental health and help seeking among all students (National Office for Suicide Prevention, 2005: 25).
Research aims: This research study endeavored to understand what it is like for CIT students to respond to a death by suicide by means of their awareness, attitudes and usage of supports and establish if gender trends exist. This research also aimed to look at what further initiatives/ support services could be developed and introduced to help promote positive mental health of students attending CIT.
Research method: A purposively developed questionnaire entitled \u27Suicide Awareness\u27 was administered to a total of 325 students attending CIT (of which 299 responses were used as part of this research). For added breadth and depth across the research themes, seven interviews were conducted with key informants consisting of student support professionals and an external professional.
Research findings: The most striking finding was that of the 299 questionnaires completed, a total of 58 respondents (21.5% of males (43), 15% of females (15)) expressed suicidal ideation concerns applying in respect to 104 fellow peers. This potentially reveals the sheer volume of students thought to be in a vulnerable position by fellow peers. Just under half of questionnaire respondents reported experiencing a death by suicide of which a mere 6% of males and 12.5% of females indicated they sought professional support. An overwhelming majority of student respondents indicated that they would be more inclined to seek support via the internet (m = 87.5%, f = 87%). However, a majority of interviewees proved reluctant to embrace such an initiative and were cautious that it might replace \u27face to face\u27 counselling which was viewed as a negative outcome.
Significance of research: This research identified a notable number of students are concerned for the welfare of their peers as a result of perceived suicidal ideation. Various gender differences and similarities were identified in CIT students\u27 attitudes and usage of support services in response to mental health issues. The research identified that student\u27s perceive low threshold support (e.g. CIT Lecturers) as the most helpful source of support for personal problems rather than formal professional support services (e.g. Counselling). The research identified areas of potential progress to further promote and maintain positive mental health amongst CIT students
Isolation and Epidemiological Analysis of Verotoxigenic E. Coli from Patients with Acute Gastroenteritis: A Prospective Study Aiming to Reduce the Burden of Infection in the Cork Region.
Get PDFVerotoxigenic Escherichia coli (VTEC) is a serious gastrointestinal pathogen associated with morbidity and mortality in the first world, as accentuated by the O104 VTEC outbreak in Germany in 2011. Molecular detection of Verotoxin (VT) has increased the detection of VTEC across Europe however, Ireland still has the highest incidence and isolation is still a key step in the confirmation of infection and the control and prevention of outbreaks. Currently no standard protocol exists for the detection, isolation and characterisation of non-O157 VTEC and it is feared that due to this that the prevalence of VTEC is under-reported. This body of research aims to validate a retrospective isolation method for all VTEC serotypes and to characterise the isolates found in the Cork region.
Retrospective isolation of VT positive samples (n=98) from frozen aliquots involved overnight enrichment in EntericBio broth at 37°C, followed by dual culture of enriched faeces and Immunomagnetic separation (IMS) suspension on MacConkey agar (without salt) and CHROMagar STEC. The total isolation rate was 80.6% (n=79) of which IMS attributed to 20.3% of the isolates. Of the 79 isolates recovered, 16.6% were not isolated by the VTEC-NRL. Isolates were characterised by serotyping, biochemical profiling and antibiotic susceptibility testing. The serotypes seen were O157 (35.4%), O26 (21.5%), O103 (3.8%), O111 (10.1%), O145 (8.9%) and non-groupable (20.3%). Sorbitol fermentation was evident in 51.2% of all isolates, the fermentation of rhamnose was seen in conjunction with sorbitol fermentation in O157 isolates and glucose fermentation was infrequent across the serogroups. Resistance to at least 1 antibiotic was high (44.9%) with 57.1% of all antibiotic resistant isolates being multi-resistant. Epidemiological analysis for 2013 revealed an increase in incidence seen in the 21-40 year age group, a second earlier spike in incidence in April-May and a suspected outbreak of O111 VTEC in the Cork region during the same year.
This thesis supports the hypothesis that VTEC is under-diagnosed and under reported, and also that there is a higher prevalence of antibiotic resistance in human VTEC strains than previously thought
An Exploration of RPL in Higher Education in Ireland with Particular Focus on Quality Assurance
Get PDFThis paper focuses on examining the practice of Recognition of Prior Learning (RPL) a provision which allows a learner present previously acquired relevant learning for assessment for credit. In general all forms of learning are formally recognised within an RPL system which includes informal, non formal and formal learning. The key misconception within higher education can be that RPL requires a different quality assurance system than that of conventional assessment methods.
This paper explores current assessment policies and practices in Ireland with a particular focus on the structural realities required to deliver good practice with RPL provision for summative purposes. It seeks to identify how aligned the assessment of prior learning is with the more conventional formal systems of assessment and the implications for QA systems.
This paper will present the early findings of research into Recognition of Prior Learning practice in higher education in Ireland. It will provide insight into the diversity of the extant policies and their application within higher education institutions. It will illustrate the range of assessment methods and practicalities of RPL within the broader context of Quality Assurance.
Beyond the scope of this paper the findings of the research will provide an overall picture of how assessment methods are considered whilst not compromising quality standards. It will outline the enablers and challenges in current practice in responding to the area of RPL within a dynamic economic climate within which higher education plays a key role in supporting the reskilling and up skilling needs of the workplace
The CIT Extended Campus Model
Get PDFIn 2006 the Higher Education Authority (HEA) in Ireland released a call for proposals under its Strategic Innovation Fund (SIF). The OECD (2004) review of higher education in Ireland had made a compelling case for reform of third and fourth level education in Ireland. In the context of increasingly difficult economic circumstances the SIF became an important driver for investment and reform of higher education. One projects funded under the SIF was the Education in Employment project focused on ensuring that higher education can serve the learning needs of those in the workplace, in a partnership model which recognises the role of the workplace itself as a valuable and valid centre for learning. Following from the Education in Employment project and in consideration of a broader range of potential engagement with external enterprises the Roadmap for Employment Academic Partnerships (REAP) project was proposed to the HEA with the intention of developing a blueprint to support a broad range of different interactions between Higher Education Institutions and employers. In recognising the breadth of engagement possibilities the project consortium developed a partnership continuum which saw the possibility of academic – enterprise relationships ranging from one of mutual awareness to one of strategic partnership similar to the ‘Stairway Model to Strategic Partnership’ described by Baaken and Schröder (2008).
The National Strategy for Higher Education to 2030 (Department of Education and Skills 2011) stressed the potential for higher education to play a pivotal role in enhancing Ireland’s economic competitiveness. It also stated that greater engagement with wider communities has the potential to enhance equality in access to education and social cohesion. While the ‘engagement’ part of a HEI mission, encompassing the full range of external interactions with enterprises, individuals and communities, is often presented as distinct from the first two missions of Teaching and Research, it is only really effective if it is closely interlinked with them. Vorley and Nelles (2008) describe this third mission as a ‘thread that has the capacity to weave together teaching and research, while assuming a more economic and societal focus’. Adapting the learning derived from the SIF-funded projects the CIT Extended Campus was developed as a novel and unique response to embedding engagement within the entire mission of a HE institution and acting to support and professionalise the interface for all engagement activities.
Cork Institute of Technology’s Extended Campus is a new facility designed to support the two-way interactions of individuals and organisations with the HEI (Higher Education Institution) for knowledge exchange, lifelong learning and responsive engagement. There is a wealth of world-class research, learning and facilities available within Higher Education Institutions but it is not always clear to companies, enterprises, individuals or communities how to access, interface, or contribute to this knowledge. The aim of the CIT Extended Campus is to support and give recognition to these contributions by facilitating and providing a platform for the sharing of knowledge in both directions and enhancing opportunities for engagement with private, public and not-for-profit organisations
The importance of physicochemical characteristics and nonlinear classifiers in determining HIV-1 protease specificity
Get PDFThis paper reviews recent research relating to the application of bioinformatics approaches to determining HIV-1 protease specificity, outlines outstanding issues, and presents a new approach to addressing these issues. Leading machine learning theory for the problem currently suggests that the direct encoding of the physicochemical properties of the amino acid substrates is not required for optimal performance. A number of amino acid encoding approaches which incorporate potentially relevant physicochemical properties of the substrate are identified, and are evaluated using a nonlinear task decomposition based neuroevolution algorithm. The results are evaluated, and compared against a recent benchmark set on a nonlinear classifier using only amino acid sequence and identity information. Ensembles of these nonlinear classifiers using the physicochemical properties of the substrate are demonstrated to consistently outperform the recently published state-of-the-art linear support vector machine based approach in out-of-sample evaluations
An Exploration of Recognition of Prior Learning in Irish Higher Education: Social Responsibility and Lifelong Learning
Get PDFRecognition of Prior Learning (RPL) is a process whereby evidence of learning that has taken place prior to enrolment on a programme of study is recognised and given value in the context of a destination award. In general terms, this includes the identification, recognition, evidencing and valuing of formal, non-formal and informal learning. RPL is used as a mechanism to facilitate participation in higher education. RPL is also of relevance to the workplace and those seeking to re-enter work as it supports the inclusion of work based and situated learning in formal academic programmes. In establishing the current landscape relating to Recognition of Prior Learning in Irish Higher Education, this paper will initially consider working definitions of RPL and follow with an exploration of the drivers and benefits of RPL. The literature review will outline RPL policy developments from an international and national perspective and follow with a review of RPL practice with respect to the Irish Higher Education landscape. The paper addresses the national and European contexts as the backdrop within which institutions develop policy and practice for RPL. Social responsibility is considered in terms of access and inclusion as well as provision of information and management of expectations through quality assurance mechanisms. Considerations include the concept of social justice. Following Hamer, the paper will seek to link social justice to Axel Honneth’s theory of recognition, exploring issues as perceived by practitioners within higher education (Hamer, 2013)
Veritas Observations Of The Bl Lac Object Pg 1553+113
Get PDFWe present results from VERITAS observations of the BL Lac object PG 1553+113 spanning the years 2010, 2011, and 2012. The time-averaged spectrum, measured between 160 and 560 GeV, is well described by a power law with a spectral index of 4.33 ± 0.09. The time-averaged integral flux above 200 GeV measured for this period was (1.69 ± 0.06) × 10–11 photons cm–2 s–1, corresponding to 6.9% of the Crab Nebula flux. We also present the combined γ-ray spectrum from the Fermi Large Area Telescope and VERITAS covering an energy range from 100 MeV to 560 GeV. The data are well fit by a power law with an exponential cutoff at 101.9 ± 3.2 GeV. The origin of the cutoff could be intrinsic to PG 1553+113 or be due to the γ-ray opacity of our universe through pair production off the extragalactic background light (EBL). Given lower limits to the redshift of z \u3e 0.395 based on optical/UV observations of PG 1553+113, the cutoff would be dominated by EBL absorption. Conversely, the small statistical uncertainties of the VERITAS energy spectrum have allowed us to provide a robust upper limit on the redshift of PG 1553+113 of z ≤ 0.62. A strongly elevated mean flux of (2.50 ± 0.14) × 10–11 photons cm–2 s–1 (10.3% of the Crab Nebula flux) was observed during 2012, with the daily flux reaching as high as (18.3% of the Crab Nebula flux) on MJD 56048. The light curve measured during the 2012 observing season is marginally inconsistent with a steady flux, giving a χ2 probability for a steady flux of 0.03%
Towards an Understanding of the Use of Digital Media to Facilitate the Inclusion of Children with Learning Disabilities in Mainstream Primary School Classrooms
Get PDFInclusion, or the integration into mainstream classrooms of students with learning difficulties, should strive to make the students’ education sufficiently challenging while also making considerations for their particular capabilities and needs. A key aspect of inclusion is the requirement for appropriate support services and additional aids for both students and teachers. Digital media can be effective in helping to facilitate learning and can provide opportunities for engagement, peer learning, curriculum support and assessment. It can also promote collaborative and cooperative learning when the educational content is tailored to the capabilities of individual students. Finding teaching strategies that are suitable for an entire mainstream class, regardless of the format, is extremely difficult given that children with general learning disabilities can present with a broad range of characteristics and the amount and type of these characteristics that are present are unique to the individual.
This thesis outlines some of the issues encountered in facilitating inclusive schooling and offers some observations from a comparative study that sought to investigate the extent to which digital media could facilitate inclusion in mainstream classrooms compared to traditional teaching methods. The study aimed to determine the levels of collaboration and the potential for peer learning when participants completed tasks through both a traditional desk-based learning format (TDL) and interactive digital learning format (IDL). The findings contribute to a set of guidelines, which are discussed in this thesis with a view to informing the development of digital media for the inclusion of children with learning disabilities in mainstream primary schools. Additionally, the thesis offers some implications for practice and policy and for further research to expand this valuable research area
A Current Overview of Recognition of Prior Learning (RPL) in Irish Higher Education
Get PDFRecognition of Prior Learning (RPL) is a process whereby learning that has taken place prior to enrolment on a programme of study is explored, recognised and given value in the context of a destination award. In general terms this includes the recognition, evidencing and valuing of relevant and current formal, non-formal and informal learning. A broad aim of RPL is to encourage people to enter or re-enter formal education and to achieve qualifications through sensitive and accessible pathways. This is very much in keeping with the concept of lifelong learning as defined by Behringer and Coles (2003) as ‘learning activity that is undertaken throughout life and improves knowledge, skills and competences within personal, civic, social and /or employment related perspectives. Thus the whole spectrum of learning- formal, non formal and informal – is included as are active citizenship, personal fulfilment, social inclusions and professional, vocational and employment related aspects.’ (OECD 2003)The aim of this research is to establish current policies, processes, practices and aspirations of Irish Higher Education Institutions with regard to lifelong learning but more specifically recognition of prior learning; to contextualise this practice with particular reference to European policy framework; and to make informed recommendations for policy development which will promote a more consistent and coherent approach to RPL across Irish HE practice. The research will incorporate, the policy frameworks, as well as views from practitioners including academic assessors, students, academic and career advisory services, employers, professional bodies and social partners.This paper will present the early findings of research into Recognition of Prior Learning practice in higher education in Ireland. It will provide insight into the diversity of the extant policies and their application within higher education institutions. It will illustrate the range of practicalities of RPL within the broader context of lifelong learning.In the broader context and beyond the scope of the paper it is anticipated that exploring practice and experiences, and analysis of the research findings in an internationally informed context, will yield implications for practice within the higher education system as well as at the interface with further education and the workplace. This in turn will assist in a more informed national higher education perspective of lifelong learning