DTheses (Athabasca University)
Not a member yet
487 research outputs found
Sort by
Experiences of Ethical Tension when Using a Harm Reduction Approach with High-Risk Youth
Get PDFLittle is known about the ethical experiences of psychologists who work with high-risk youth and implement a harm reduction approach. This study uses an interpretative phenomenological analysis methodology (IPA) to explore the experiences of psychologists who are faced with ethical tensions as a result of their work with high-risk youth and the use of a harm reduction approach. A small, purposefully selected sample consisting of two psychologists-in-training and a registered psychologist were interviewed. Data analysis of the ethical tensions experienced revealed three overarching themes: questioning, acting and holding. An experience of questioning ensued for each participant when that person was initially faced with an ethical tension. The experiences of acting and holding were in reference to how the psychologists managed the tensions. Data analysis also revealed a subtheme of sitting with tension. It was noted that participants had learned to coexist with ethical tensions when working with a harm reduction approach given the prevalence of ethical tensions that arise when working with high-risk youth. Implications for practice, suggestions for further research, and limitations of the research are discussed.January 15, 201
Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process
Get PDFIn this dissertation, I present a study of how faculty and administration make sense of the strategic planning process. Strategic planning is a common activity for all types of organizations, yet there has been limited research on the practice during the past two decades. These processes often involve considerable investment of time and resources, and some question the value of that investment. Early research focused on searching for connections between planning and performance. The inconclusive results of these studies led many scholars to dismiss the process as ineffective, yet it continues to be a regular event for many organizations, including universities. Whereas many managers assert that the process itself is more important than the plan, there are few interpretive studies of strategic planning that examine what the process means for the organization.
This dissertation presents a qualitative case study of a recent strategic planning process at a Canadian university, using interviews and existing documents to develop an understanding of how individuals experienced the strategic planning process. The goal of this study is to enrich our understanding of how individuals make sense of strategic planning and what the process can mean to the organization. I use content analysis to identify situations that triggered sensemaking and apply a critical sensemaking lens to identify and analyze what the strategic planning process meant to the individuals involved. Because sensemaking is not simply a way of interpreting organizations, but also of socially constructing organizations, I also examine the impact of the sensemaking around the strategic planning process on the organization.
As an empirical study applying the critical sensemaking lens, this study provides support for the need to view sensemaking as occurring on the stage set by the organization’s formative context and power dynamics. The study reveals that the sensemaking around the strategic planning process was significantly impacted by the organization’s formative context. It also demonstrates that the strategic planning process had an impact on trust and engagement within the organization. Additionally, the study informs the practice of strategic planning, giving insight into the importance of understanding and addressing past experiences and expectations during the process and paying attention to issues and situations within the process that may be triggering sensemaking.December 201
Simulation Education for Recertification of Ventilation Associated Protocols for Respiratory Therapists
Get PDFHigh fidelity simulation is an educational tool used in healthcare to mimic experiences encountered in the real clinical environment. It has the potential to enhance teaching and learning across all health disciplines, but it is also a costly educational tool lacking rigourous research to justify and enhance its use. The purpose of this study is to investigate the impact an education session using high fidelity simulation has on Respiratory Therapists’ knowledge of mechanical ventilation associated protocols compared to usual methods of recertification. A randomized control trial using pre and post-tests allowed for comparison of scores between the two groups: those that read and reviewed the protocol and education package, and those exposed to simulation education as well as the usual method for recertification. The results are intended to inform educational practices in Respiratory Therapy departments regarding the use of simulation education to recertify Respiratory Therapists in mechanical ventilation associated protocols.2015-0
Beyond Competency: The role of professional accounting education in the development of meta-competencies
Get PDFThe accounting profession is one of many around the world that has adopted a
competency-based framework for professional certification. Based on recommendations
of the International Federation of Accountants (IFAC), professional accountants must
demonstrate a minimum level of proficiency in a set of requisite competencies. Despite
such emphasis on competency development, there is little research on the usefulness of
these competencies, the extent to which they are used in practice, or the manner in which
they are developed, especially in the context of the Canadian professional accountant.
Since the 1990s, work by a number of academics (Bolton, Brown, & McCartney,
1999; Brown, 1993, 1994; Brown & McCartney, 1995, 2004; Crawford, 2010; Tubbs &
Schulz, 2006) suggests a set of overarching skills, or meta-competencies (MCs), that are
necessary to effectively apply other competencies. MCs are a set of cognitive, personal,
and interpersonal skills, abilities, and capacities that an individual may develop (Brown,
1994; Brown & McCartney, 1995) and which are closely tied to the application of
professional “judgment, intuition and acumen” (Brown, 1994, p. 292). Thus, MCs are a
central consideration in the development of professionals and the maintenance of their
status as such.
Professional associations have traditionally focused on developing employer-
specified knowledge or technical competencies through formal programs of rigorous
study, but have, to date, paid little attention to understanding what influences the
development of MCs, especially in the context of formal versus workplace-based
experiential learning. This research examines the role of one such professional
association — the Certified Management Accountants (CMA) of Canada — in the
PROFESSIONAL ACCOUNTING EDUCATION AND META-COMPETENCIES vi
development of eight key MCs previously identified and conceptualized by Azevedo,
Gomezlj Omerzel, Andrews, Higson, Caballero, and Frech (2012): influencing and
persuading, teamwork and relationship building, critical and analytical thinking, self and
time management, leadership, ability to see the bigger picture, presentation, and
communication. In addition, interrelationships between other personal and organizational
factors that may influence the development of specific MCs were also explored.
Four key findings emerged from the study. First, by building on prior research
related to the identification and measurement of a university MC expectations gap, the
study shows CMA professional education program (PEP) does appear to bridge the
university graduate MC expectations gap for some MCs; however, CMAs may
overestimate their ability to see the bigger picture. Second, it was found that the most
significant influences on the development of various MCs were demographic factors and
learning environments. Prior education, industry, job tenure, and extracurricular
activities, however, did not seem to influence the development of MCs to the same extent
as other factors. Third, the study showed that meta-level quality indicators linking
education and employment, as identified by Azevedo et al. (2012), may not, on their own,
be robust enough to establish the same linkage to professional education and
employment. Fourth, the study raises questions regarding the role and efficacy of
professional education in MC development; these questions may be insightful to the
recently unified Canadian accounting profession with its new PEP.2014-02-2
Childhood Cancer Survivorship: A Qualitative Description of Parental Experiences with Survivorship Care Plans
Get PDFAdvancements to treatment and supportive care strategies for childhood cancer have resulted in a shift to managing late effects in the latter stages of the cancer trajectory. Survivorship care plans are communication tools produced by healthcare providers to facilitate and foster an informed and coordinated model of healthcare delivery for survivors and their families. This qualitative descriptive study explored the experiences parents of childhood cancer survivors have had with survivorship care plans. The experiences of eight parents were sought through semi-structured interviews and their views were combined with scholarly elements to expand on the current knowledge of survivorship care in pediatric oncology. Through the iterative process of qualitative content analysis three major themes were identified; Survivorship Care Plan an Important Source of Information, Reliance on Staff, and Varying Emotions of Cancer Survivorship. These results offer a unique perspective on childhood cancer survivorship. Implications for survivorship care and recommendations for future research are discussed.2015-0
Application of Telecommunications Devices for the Deaf to Adult Literacy Instruction in the Hearing Community
No full textIlliteracy remains a serious problem in Canada with a significant proportion of the adult population still unable to read and write. Illiteracy is a particularly serious problem in rural areas because a variety of factors limit access to instructional programs and restrict the quality of instruction. The intent of this research project was to determine if the TDD could be used to improve both access to adult literacy programs and the quality of instruction. The TDD is an old technology, but it has not previously been used for instructional purposes. Because of the preliminary nature of the inquiry, a case study design was originally adopted, but because of a variety of factors, this plan did not attract sufficient numbers of study participants. Following a detailed review of the case, the study plan was revised. In the revised plan, a case study design was imbedded within an overall action research framework that invited greater involvement from project participants. This revision of the plan lead to a significant increase in the number of study volunteers, and enabled the conduct of a variety of individual and group learning activities using the technology. Findings of the study include: the TDD can be used both as an adjunct to face-to-face instruction and as a vehicle for distance learning; students find the device supports attainment of their learning objectives; instructors can envisage how to use the device in distance learning applications; and use of the device needs to be integrated with the use other instructional technologies. The study also identified several limitations of the technology and highlighted where technological improvements are required.200
Exploring Physician Leadership Development in Health-Care Organizations through the Lens of Complexity Science
Get PDFPhysician leaders are viewed as critical in the transformation of health care and in improving patient outcomes and yet significant challenges exist that limit their development. Leadership in health care continues to be associated with traditional, linear models, which are incongruent with the behaviour of a complex system such as health care. Physician leadership development remains a low priority for most health-care organizations although physicians admit to being limited in their capacity to lead. This research was intended to provide conceptual and practical considerations to both physician leaders and health-care organizations that recognize the importance of developing them.
This study was based on five principles of complexity science and used grounded theory methodology to understand how the behaviours of a complex system can inform leadership development for physicians. These principles include; connectivity, interdependency, feedback, exploration-of-the-space-of-possibilities, and co-evolution and were associated with either behaviour of agents within a system, or patterns of behaviour. Semi-structured interviews and documents provided the basis for data collection. Twenty-one experts in areas of health-care management, physician leadership, or leadership development participated. Participants included authors, academics, advisors, physicians and non-physicians, at both middle and senior operational levels.
The study demonstrated that there is a strong association between physician leadership and patient outcomes and that organizations play a primary role in supporting the development of physician leaders. Findings indicate that a physician’s relationship with their patient and their capacity for innovation can be extended as catalytic behaviours in a complex system. The findings also identified limiting factors that impact physicians who choose to lead, such as reimbursement models that do not place value on leadership, and medical education that provides minimal opportunity for leadership skill development.
This study presents convincing evidence that organizations play a primary role in developing physician leaders, giving them a competitive advantage and an increased ability to affect patient outcomes. The participation of highly knowledgeable and experienced participants strengthens the value of the results of this study and is likely to provide further research opportunities in health-care organizations that prioritize physician leadership development.Nov 5, 201
Inclusive andragogy in distance education: A phenomenological perspective
Get PDFThe purpose of this qualitative study was to understand inclusive andragogy in distance education through the lived experiences of students and stakeholders involved in online teaching at a Canadian postsecondary institution. Factors influencing a barrier-free learning environment were explored from a systems perspective, utilizing the principles of universal design for learning (UDL). Semi-structured interviews were conducted using a focus group strategy and individual interviews with 10 stakeholders, and an online survey with 4 students. Through the lens of experiential phenomenology, data were thematically analyzed revealing the practical concerns and awareness of inclusive andragogy in distance education as lived day to day. Key findings suggest inclusive andragogy requires a systemic approach to address learner and cultural variability. Specifically, systemic, curricular, technological and social accessibility supported by awareness training and interdisciplinary team knowledge and collaboration emerged as essential themes of the participants’ lived experiences.2015-0
Children with chronic illnesses' perceptions of "play in hospital": A qualitative descriptive study
Get PDFIt is widely accepted that hospitalization can influence the emotional, social, cognitive, and physical development of infants, children and youth. This is particularly true for children with chronic illnesses. Children report many negatives aspects of hospitalization, yet identify “play” and recreation as the best parts. Descriptions of play outside of hospital illustrate commonalities. However, children’s perceptions or description of “play in hospital” has yet to be reported. This manuscript based thesis outlines my conceptual framework for the study, background literature, the study’s methodology, a manuscript focused on the three arts-based data gathering activities used with hospitalized school-age children in the study, followed by a manuscript of the actual study and its findings. The thesis concludes with a synopsis of the findings, implications for practice and highlights areas for future research in the areas of arts-based data gathering activities with children and “play in hospital”.June, 201
Applying Language Cultural Content in ESL DE Courses: Challenges and Recommendations
Get PDFThis thesis examined the field of English instruction focusing on instruction of cultural content in distance-delivered English courses to the Korean market. Currently, most English-language courses in Korea are delivered in traditional, F2F classes. The goal of the study was to investigate the challenges, guidelines and recommendations of integrating cultural content into such courses in DE format. Using a case study methodology, the researcher investigated the experiences of Korean students enrolled in a trial course focusing on topics related to Canadian culture. The study found that the learners enjoyed and found it convenient, engaging and interesting, and had few issues carrying out reading and writing activities. However, they found speaking and listening activities, especially synchronous speaking activities, more challenging in a DE environment. The thesis explores these challenges, as well as the important guidelines and recommendations for delivering successful DE language courses.2015-0