+publisher:"Penn State University" +contributor:("Samuel William Monismith, Committee Member")

Penn State University

1. Tanis, David Jay. Exploring Play/playfulness and Learning in the Adult and Higher Education Classroom.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16086

► Play and playfulness and their role in learning are researched extensively in early childhood education. However, as the child matures into an adult, play and… (more)

▼ Play and playfulness and their role in learning are researched extensively in early childhood education. However, as the child matures into an adult, play and playfulness are given less attention in the teaching and learning process. In adult education, there is very little research about play/playfulness and its significance for learning. Despite this oversight, there are adult educators who routinely incorporate play and playfulness in their classrooms and see it as central in the teaching of adults. This study used a comparative case study approach to explore the role of play and playfulness in learning in an adult and higher education classroom context. Based on specific criteria, four playful classrooms were identified and investigated through classroom observations, interviews with the educators, focus group interviews with students, and paper and pencil surveys administered to all students in these classrooms. Interviews were recorded and transcribed verbatim, and the classroom observations were videotaped and reviewed. Inductive analysis and constant comparative technique were utilized to analyze the data. The findings revealed that educators associated the following elements with play and playfulness: fun, spontaneity, relationship and connection, silliness or goofiness, creativity and imagination. Furthermore, play and playfulness were most frequently manifested in the classroom through risk taking, storytelling, and physical activities. Students identified cognitive gains in terms of engagement, retention, and understanding. More significantly, students indicated that play and playfulness created a unique learning environment that felt safe and encouraged risk taking. Additionally, play and playfulness created positive affect such as fun, enjoyment, and laughter in the classroom environment. This study addresses the lack of empirical research on play and playfulness in adult learning. It identifies positive benefits of incorporating play and playfulness in a classroom context and suggests that to fully realize these benefits, educators should adopt a model of learning that embraces the significance of emotions and affect. Play and playfulness facilitate learning in the adult and higher education classroom. Advisors/Committee Members: Edward W Taylor, Dissertation Advisor/Co-Advisor, Elizabeth Jean Tisdell, Committee Member, James Ewald Johnson, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: play; playfulness; adult learning; higher education classroom; ways of knowing; classroom environment; ludic classroom

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APA (6^th Edition):

Tanis, D. J. (2012). Exploring Play/playfulness and Learning in the Adult and Higher Education Classroom. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tanis, David Jay. “Exploring Play/playfulness and Learning in the Adult and Higher Education Classroom.” 2012. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/16086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tanis, David Jay. “Exploring Play/playfulness and Learning in the Adult and Higher Education Classroom.” 2012. Web. 16 Apr 2021.

Vancouver:

Tanis DJ. Exploring Play/playfulness and Learning in the Adult and Higher Education Classroom. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/16086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tanis DJ. Exploring Play/playfulness and Learning in the Adult and Higher Education Classroom. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

2. Vairo, Giampietro Luciano. Neuromechanical knee joint profiles following ipsilateral hamstring tendons autograft anterior cruciate ligament reconstruction.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15440

► The prevalence of anterior cruciate ligament (ACL) injury in young, physically active populations represents a critical area of continued investigation in clinical orthopaedics with implications… (more)

▼ The prevalence of anterior cruciate ligament (ACL) injury in young, physically active populations represents a critical area of continued investigation in clinical orthopaedics with implications for preserving knee health-related quality of life (HRQL) and addressing related public health care expenses. Clinical management of ACL injury is dependent upon various factors with ACL reconstructive surgery representing a typical mode of treatment. The objective of surgical ACL reconstruction is to restore mechanical joint stability as a means to reestablish correct knee function, improve patient self-reported accounts of knee HRQL and prevent associated musculoskeletal sequelae. Use of the ipsilateral hamstring tendons (HT) autograft has recently gained rising popularity among orthopaedic surgeons as a primary selection of harvest tissue for ACL reconstruction. Consequently, practitioners may be apprehensive to this trend with concern for sacrificing the agonistic function of the hamstrings to the native ACL, or disrupting compensatory knee flexor musculo-articular stiffness (MAS) proposed to augment joint stability in the absence of this focal passive restraint. Although numerous experiments have profiled various resultant hamstring performance indices subsequent to related tendon harvest for ACL reconstruction, no evidence exist profiling knee flexor MAS responses in an associated cohort of patients. This void in the literature warrants attention due to the fact that knee flexor MAS positively correlates with joint stability in young, physically active ACL deficient patients. Thus, the primary aim of this research study was to investigate knee flexor MAS responses to HT autograft harvest in young, physically active patients 12-to-36 months post-ACL reconstruction. Comparisons were made among the involved, contralateral uninvolved, serving as an internal control, and healthy matched control legs. Based on a prior similar experiment specific to the patellar tendon technique, it was hypothesized that knee flexor MAS would not differ among legs. Secondary aims of this research study were to descriptively profile affiliated joint range of motion (ROM) and dynamic postural control as well as hamstrings strength and endurance outcomes in this cohort of patients. Furthermore, associations between knee flexor MAS and subjective as well as objective measures of functional joint capacity were explored. The results of this research study demonstrated that knee flexor MAS was statistically significantly greater in the involved leg compared with the uninvolved and matched legs. However, no statistically significant correlations existed among knee flexor MAS and subjective or objective outcome measures. Conversely, patients exhibited statistically significant deficits in the involved leg compared with the uninvolved and matched legs for knee ROM and dynamic postural control as well as hamstrings strength and endurance. Based on these observations, it can be proposed that HT autograft harvest for ACL reconstruction does… Advisors/Committee Members: William E Buckley, Committee Chair/Co-Chair, Sayers John Miller Iii, Committee Member, John Henry Challis, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: Anterior cruciate ligament; hamstrings; reconstruction; musculo-articular stiffness

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APA (6^th Edition):

Vairo, G. L. (2012). Neuromechanical knee joint profiles following ipsilateral hamstring tendons autograft anterior cruciate ligament reconstruction. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vairo, Giampietro Luciano. “Neuromechanical knee joint profiles following ipsilateral hamstring tendons autograft anterior cruciate ligament reconstruction.” 2012. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/15440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vairo, Giampietro Luciano. “Neuromechanical knee joint profiles following ipsilateral hamstring tendons autograft anterior cruciate ligament reconstruction.” 2012. Web. 16 Apr 2021.

Vancouver:

Vairo GL. Neuromechanical knee joint profiles following ipsilateral hamstring tendons autograft anterior cruciate ligament reconstruction. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/15440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vairo GL. Neuromechanical knee joint profiles following ipsilateral hamstring tendons autograft anterior cruciate ligament reconstruction. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

3. Rosendale, Ryan P. Functional movement assessment and change after a physical fitness training program in law enforcement personnel.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21355

► Law enforcement personnel (LEP) as a population are at an increased risk for development of chronic and acute health conditions. Compared to the general population,… (more)

▼ Law enforcement personnel (LEP) as a population are at an increased risk for development of chronic and acute health conditions. Compared to the general population, higher rates of obesity, diabetes, hypertension, and musculoskeletal injury have been observed in LEP. Evidence suggests that functional movement patterns are linked to injury risk. Thus, assessment of functional movement patterns in this population was critically examined. Four studies examined measures of physical fitness and patterns of functional movement in newly hired deputy sheriffs. The first study evaluated the validity of a commercially available wrist-worn accelerometer device for estimating energy expenditure (EE) due to physical activity, with the goal of adapting the technology for research use in the deputy sheriff population. The device was able to accurately estimate EE during a bout of walking (3.0 mph); however it was not accurate for estimates of energy expenditure during more intense exercise or during habitual daylong wear. Study 2 established measures of inter-rater reliability for the Functional Movement Screen (FMS) within our sports medicine research group. Inter-rater reliability in the sports medicine research group was acceptable for longitudinal study of deputy sheriff trainees. Normative FMS data for this unique population was established in study 3. The results indicated that FMS scoring in deputy sheriff trainees was negatively associated with body mass index and age. Study 4 examined FMS scoring in deputy sheriff trainees before and after an 11-week physical fitness training program. FMS scores significantly improved following the physical fitness program, moving the group average total FMS score above the proposed injury risk threshold. These results provide the framework for future evaluation of injury risk and assessment of functional movement in LEP. Advisors/Committee Members: William E Buckley, Dissertation Advisor/Co-Advisor, Sayers John Miller Iii, Committee Member, Steriani Elavsky, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: physical fitness; functional movement; functional movement screen

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APA (6^th Edition):

Rosendale, R. P. (2014). Functional movement assessment and change after a physical fitness training program in law enforcement personnel. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rosendale, Ryan P. “Functional movement assessment and change after a physical fitness training program in law enforcement personnel.” 2014. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/21355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rosendale, Ryan P. “Functional movement assessment and change after a physical fitness training program in law enforcement personnel.” 2014. Web. 16 Apr 2021.

Vancouver:

Rosendale RP. Functional movement assessment and change after a physical fitness training program in law enforcement personnel. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/21355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosendale RP. Functional movement assessment and change after a physical fitness training program in law enforcement personnel. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

4. Pucino, Carrie L. Understanding the Transformation of Compassion in Nurses Who Become Patients.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/18301

► The purpose of this study was to examine how nurses who become patients learn compassion toward patients in their professional practice, and examine the role… (more)

▼ The purpose of this study was to examine how nurses who become patients learn compassion toward patients in their professional practice, and examine the role of empathy in the process of learning compassion. The process of learning compassion represents a significant change in the way nurses perceive this aspect of practice. Therefore, transformative learning theory serves as the theoretical framework for the study. In particular, the psychocritical (Mezirow, 1991) and developmental perspectives (Daloz, 2003; Kegan, 2000) of transformative learning serve as the theoretical lens. This qualitative study utilized narrative inquiry to examine the perspective of 12 nurses who became patients. Inclusion criteria specified that nurses must: self-disclose as having a significant patient experience after becoming an RN, self-disclose that compassion in professional practice changed as a result of the patient experience, nurses had direct patient interaction as part of their job after the patient experience, and nurses have at least five years of experience. Nurses in the study indicated that the patient experience, and sometimes life experiences, impact the development of compassion in their practice. Findings suggest that before the patient experience, compassion was in the background of nurses’ practice. However, after the patient experience, nurses discussed compassion as being in the foreground of practice; as evidenced by changes in their perspective of the importance of compassion and behavior changes in practice. Nurses, indicated that empathy is a necessary component in expressing compassion. In addition, nurses suggested that experiences, compassionate role modeling, and self-reflection contribute to the development of compassion in professional practice. Advisors/Committee Members: Edward W Taylor, Dissertation Advisor/Co-Advisor, Edward W Taylor, Committee Chair/Co-Chair, Robin Redmon Wright, Committee Member, Samuel William Monismith, Committee Member, Heather L Stuckey, Committee Member.

Subjects/Keywords: Nurse as Patient; Compassion; Learning Compassion; Transformative Learning Theory; Empathy in Transformation; Developmental Perspective of Transformation; Narrative Inquiry

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APA (6^th Edition):

Pucino, C. L. (2013). Understanding the Transformation of Compassion in Nurses Who Become Patients. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pucino, Carrie L. “Understanding the Transformation of Compassion in Nurses Who Become Patients.” 2013. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/18301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pucino, Carrie L. “Understanding the Transformation of Compassion in Nurses Who Become Patients.” 2013. Web. 16 Apr 2021.

Vancouver:

Pucino CL. Understanding the Transformation of Compassion in Nurses Who Become Patients. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/18301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pucino CL. Understanding the Transformation of Compassion in Nurses Who Become Patients. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

5. Lutter, Stacy Lynn. AN EXPLORATION OF REGISTERED NURSES’ INTENTIONS TO LEAVE THE PROFESSION: A QUALITATIVE STUDY .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/11720

► The purpose of this qualitative study was to explore the perceptions of female registered nurses who have intentions to leave the profession with particular attention… (more)

▼ The purpose of this qualitative study was to explore the perceptions of female registered nurses who have intentions to leave the profession with particular attention to the influence of gender. The theoretical framework of feminist poststructuralism informed this study, which emphasizes the role of discourse and power relations in the construction of identity. An aim of this study was to uncover the visible and invisible influences of gender as a social structure in respect to workplace experiences and career decisions in nursing. Semi-structured interviews were conducted with eleven female registered nurses who had serious intentions of leaving the nursing profession. Five major themes emerged from the data: feelings of duty and obligation; the power distribution in the hierarchy; growing incongruity between working conditions and patient care; interpersonal communication; and shifting perspectives on work and self. The findings suggest that gender role socialization was an influence on career entry into nursing which was related in some ways to the decision to leave nursing. The participants felt unable to provide adequate nursing care, and the inability to do so was found to influence their decision to leave nursing. Additionally, the participants perceived that they were at the “bottom” of the hierarchy. They also perceived that they had few opportunities for advancement and did not have access to power structures, which contributed to a lack of voice. The decision to leave was not easy for most of the participants, partially because their identity as a nurse was closely aligned with their personal identity. Several of the participants wanted to leave nursing to find passion in their work, which speaks to a need to reconceptualize the relationship between work and individual subjectivity. Thus, this study supports the feminist poststructural notion that social structures, such as gender, do affect identity development in respect to career decisions and work experiences. Based on the findings of this study, suggestions are offered both for further research and nursing education in an effort to potentially influence recruitment, practice, and retention in a profession that is already experiencing a shortage of workers. Advisors/Committee Members: Elizabeth Jean Tisdell, Dissertation Advisor/Co-Advisor, Elizabeth Jean Tisdell, Committee Chair/Co-Chair, Edward W Taylor, Committee Member, Judith E Hupcey, Committee Member, Samuel William Monismith, Committee Member, Gary Kuhne, Committee Member.

Subjects/Keywords: intentions to leave; gender; poststructural feminism; registered nurse; nursing shortage

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APA (6^th Edition):

Lutter, S. L. (2011). AN EXPLORATION OF REGISTERED NURSES’ INTENTIONS TO LEAVE THE PROFESSION: A QUALITATIVE STUDY . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lutter, Stacy Lynn. “AN EXPLORATION OF REGISTERED NURSES’ INTENTIONS TO LEAVE THE PROFESSION: A QUALITATIVE STUDY .” 2011. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/11720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lutter, Stacy Lynn. “AN EXPLORATION OF REGISTERED NURSES’ INTENTIONS TO LEAVE THE PROFESSION: A QUALITATIVE STUDY .” 2011. Web. 16 Apr 2021.

Vancouver:

Lutter SL. AN EXPLORATION OF REGISTERED NURSES’ INTENTIONS TO LEAVE THE PROFESSION: A QUALITATIVE STUDY . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/11720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lutter SL. AN EXPLORATION OF REGISTERED NURSES’ INTENTIONS TO LEAVE THE PROFESSION: A QUALITATIVE STUDY . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

6. Hayduk, Dina. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/12074

► This qualitative narrative inquiry explored women‟s self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning… (more)

Subjects/Keywords: transformative learning; women; running; narrative inquiry

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hayduk, D. (2011). USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12074

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING .” 2011. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/12074.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING .” 2011. Web. 16 Apr 2021.

Vancouver:

Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/12074.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12074

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

7. Hubbard, Tricia Joan. Contributing Factors to Chronic Ankle Instability.

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/6636

► The development of repetitive ankle sprains and persistent symptoms after initial ankle sprain has been termed chronic ankle instability (CAI). Two contributing factors to CAI… (more)

▼ The development of repetitive ankle sprains and persistent symptoms after initial ankle sprain has been termed chronic ankle instability (CAI). Two contributing factors to CAI are functional ankle instability and mechanical ankle instability. Although the two may occur in isolation, it may be a combination of the two that causes CAI. There have been relatively few studies that have examined the two in combination. Additionally, the relationship of the specific insufficiencies to each other, or how they individually contribute to ankle instability, has not been examined. There is not a clear indication of what measures are most important in discriminating between individuals with and without CAI. Therefore, the purposes of this study were to 1) examine group comparisons of the involved ankle of the CAI group and the matched ankle of the control group for ankle laxity and hypomobility, static and dynamic balance, ankle and hip strength, selected lower extremity malalignments, and ITB flexibility in subjects with unilateral CAI, 2) examine group comparisons of the symmetry indices of side-to-side differences for the same variables, and 3) examine the bivariate correlations between the variables in chronically unstable ankles. Thirty subjects with unilateral CAI and thirty healthy controls were tested. Each control subject was assigned an “involved” ankle so that there were an equal proportion of right and left involved ankles between the CAI and control groups. Measures of ankle laxity and hypomobility, static and dynamic balance, ankle and hip strength, selected lower extremity malalignments, and ITB flexibility were taken on both limbs of all subjects. For the group comparisons of the involved ankles, separate 2 x 2 mixed model ANOVAs were calculated for each dependent variable with the between factor being group (CAI, control) and the within factor with repeated measures being side (involved, uninvolved). Thirteen variables were identified as being significantly different between groups and were entered into a discriminant analysis. These variables explained 55.4% of CAI group membership. The measures significantly predictive of CAI group membership were increased inversion rotation, increased anterior displacement, more missed balance trials, and lower plantar flexion to dorsiflexion peak torque ratio. These four variables correctly predicted group membership in 86.7% of subjects. To look at differences within the ankles of the CAI and control groups symmetry indices comparing the involved and uninvolved sides of each subject were calculated for each dependent variable and compared between groups using independent t-tests. Eight variables were identified as being significantly different between groups and were entered into a discriminant analysis. These factors explained 46.5% of CAI group membership. The measures significantly predictive of CAI group membership were decreased anterior reach, diminished plantar flexion peak torque, decreased posterior medial reach, and more inversion rotation. These… Advisors/Committee Members: Jay Hertel, Committee Chair/Co-Chair, Craig Denegar, Committee Chair/Co-Chair, William E Buckley, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: sprain; lower extremity injury

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APA (6^th Edition):

Hubbard, T. J. (2008). Contributing Factors to Chronic Ankle Instability. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6636

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hubbard, Tricia Joan. “Contributing Factors to Chronic Ankle Instability.” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/6636.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hubbard, Tricia Joan. “Contributing Factors to Chronic Ankle Instability.” 2008. Web. 16 Apr 2021.

Vancouver:

Hubbard TJ. Contributing Factors to Chronic Ankle Instability. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/6636.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hubbard TJ. Contributing Factors to Chronic Ankle Instability. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6636

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

8. Beck, Julie A. Nurses' Voice: The Meaning of Voice to Experienced Registered Nurses Employed in a Magnet Hospital Workplace.

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/6675

► Magnet Hospitals are healthcare environments that have recognized excellence in nursing care. These accredited Magnet Hospitals, a term coined in the early 1980’s, were seen… (more)

▼ Magnet Hospitals are healthcare environments that have recognized excellence in nursing care. These accredited Magnet Hospitals, a term coined in the early 1980’s, were seen to have the ability to attract nurses. These hospitals have quantitatively documented greater patient satisfaction, greater nurse autonomy, lower incidence of nursing burnout and greater nursing retention. As healthcare faces one of its most significant nursing shortages, Magnet Hospitals illustrate an organizational and corporate strategy that aims to recognize nursing and hopefully retain and recruit nurses during this challenging time. While there are numerous quantitative studies that examine aspects of Magnet Hospitals such as nursing autonomy in practice, organizational hospital structure, lower nurse burnout and greater nurse retention, there remain few studies that have examined this workplace environment from a qualitative perspective. The use of nursing’s voice in this study was meant to qualitatively examine what it means for the participants to be working at an accredited Magnet Hospital. Voice implies autonomy, self-awareness, and power. The concept of voice dovetails into the Magnet Hospital literature as it provides a different lens to see what it means for the nurses who work within this setting. Voice is imperative to examine in the context of a Magnet Hospital as it helped give insight to what the nurses’ perceptions were at one particular Magnet Hospital and what they viewed as important to their work at that hospital. The findings revealed that the nurses did not feel that their voice was heard within this Magnet Hospital. There were several consistencies that arose from the conversations with the participants which include: importance of the nurse manager, physician-nurse relations, staffing concerns, committee structure, and working within the Magnet Hospital itself. Based upon these themes, several implications for nursing, human research and development, and adult education are discussed. Advisors/Committee Members: Daniele D Flannery, Committee Chair/Co-Chair, Dr Edward Taylor, Committee Member, Samuel William Monismith, Committee Member, Helen Margaret Hendy, Committee Member.

Subjects/Keywords: Nursing; Adult Education; Magnet Hospital; Voice; Women

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APA (6^th Edition):

Beck, J. A. (2008). Nurses' Voice: The Meaning of Voice to Experienced Registered Nurses Employed in a Magnet Hospital Workplace. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6675

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Beck, Julie A. “Nurses' Voice: The Meaning of Voice to Experienced Registered Nurses Employed in a Magnet Hospital Workplace.” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/6675.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Beck, Julie A. “Nurses' Voice: The Meaning of Voice to Experienced Registered Nurses Employed in a Magnet Hospital Workplace.” 2008. Web. 16 Apr 2021.

Vancouver:

Beck JA. Nurses' Voice: The Meaning of Voice to Experienced Registered Nurses Employed in a Magnet Hospital Workplace. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/6675.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beck JA. Nurses' Voice: The Meaning of Voice to Experienced Registered Nurses Employed in a Magnet Hospital Workplace. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6675

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

9. Vela, Luzita Isabel. The Disability in the Physically Active Scale: The Psychometrics of an Outcome Scale for Musculoskeletal Injuries.

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/6684

► Outcomes assessment is an integral part of ensuring quality in athletic training. Unfortunately, no validated outcomes instruments have been created to measure disablement in a… (more)

▼ Outcomes assessment is an integral part of ensuring quality in athletic training. Unfortunately, no validated outcomes instruments have been created to measure disablement in a physically active person with a musculoskeletal injury. Therefore, the purpose of this study was to assess the psychometrics of the Disability in the Physically Active (DPA) scale: a self-report instrument created to measure disablement. Design and Setting: Data were taken from participants at five settings. Participants entered at baseline or after a musculoskeletal injury (acute or persistent). Participants were asked to complete the DPA, global functioning (GF) scale and global rating of change (GRC) scale on multiple occasions. Participants: A sample of 368 participants were included at baseline. Fifty-four participants with persistent symptoms and twenty-eight participants with an acute injury participated in the study. Test-retest reliability analyses were performed in 52 participants. Measurements: We assessed the DPA’s internal consistency by calculating a Cronbach alpha value. Test-retest reliability was determined with ICC (2,1) values. An exploratory factor analysis determined the factors in the DPA scale. Concurrent validity was assessed with a linear regression while sensitivity to change was assessed by calculating effect size (ES). Responsiveness was calculated by constructing a receiver operating characteristic (ROC) curve and a minimal clinical important difference (MCID) value. Results: The Cronbach alpha score of the DPA was 0.908 and 0.890 in acute and persistent participants respectively. The ICC2,1 value of the DPA for all participants was 0.969. The factor analysis revealed that the DPA had three factors. The DPA group mean scores accounted for 97.5%-100% of the variation in GF group mean scores. The DPA demonstrated large effects on multiple occasions. The DPA demonstrated statistically significant AUC values and the MCID value for the DPA scale was established. Conclusions: This study demonstrated that the DPA is a reliable, valid, sensitive and responsive instrument that measures multiple dimensions of disablement. In addition, the MCID value presents useful information for clinicians who use the DPA to measure treatment outcomes. Research should be completed using the DPA to measure the clinical efficacy of intervention used in athletic training. Advisors/Committee Members: Craig R Denegar, Committee Chair/Co-Chair, Jay N Hertel, Committee Member, William E Buckley, Committee Member, Samuel William Monismith, Committee Member, Peter Andrew Arnett, Committee Member.

Subjects/Keywords: Disablement scheme; Saad Nagi; Validity; Reliability; Responsiveness; Sensitivity to change

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vela, L. I. (2008). The Disability in the Physically Active Scale: The Psychometrics of an Outcome Scale for Musculoskeletal Injuries. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vela, Luzita Isabel. “The Disability in the Physically Active Scale: The Psychometrics of an Outcome Scale for Musculoskeletal Injuries.” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/6684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vela, Luzita Isabel. “The Disability in the Physically Active Scale: The Psychometrics of an Outcome Scale for Musculoskeletal Injuries.” 2008. Web. 16 Apr 2021.

Vancouver:

Vela LI. The Disability in the Physically Active Scale: The Psychometrics of an Outcome Scale for Musculoskeletal Injuries. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/6684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vela LI. The Disability in the Physically Active Scale: The Psychometrics of an Outcome Scale for Musculoskeletal Injuries. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

10. Medina, Jennifer Michele. The effects of gender and lower extremity alignment on the kinematics of three functional tasks.

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/7226

► Background: Sports medicine research has focused on identifying risk factors that tend to increase the knee injury incidence in females as compared to males. These… (more)

▼ Background: Sports medicine research has focused on identifying risk factors that tend to increase the knee injury incidence in females as compared to males. These present studies were an attempt to identify kinematic differences that are independent of gender and that are more related to structure. Objective: The purposes of these studies were to evaluate the effects of gender on lower extremity (LE) kinematics and make kinematic comparisons between 3 groups of the least, middle, and most amount of LE alignment. Subjects: Twenty-four healthy subjects (12 males/12 females) between the ages of 18-30 volunteered for this study. All subjects had a history of at least 1 year of participation in competitive basketball. Measurements: Measurements of 6 LE alignments: navicular drop (ND), tibial varum (TV), quadriceps angle (QA), genu recurvatum (GR), pelvic tilt (PT), and femoral anteversion (FA) were performed on each subject. Each alignment was divided into 3 groups of the least (1), middle (2), and most (3) degree of alignment. All subjects performed 3 sport-related, functional tasks: a vertical jump, a sidestep cut, and a jump stop. Three-dimensional kinematic data for hip and knee motion were collected. Specific kinematic variables analyzed were joint angle at initial contact, peak angle, time-to-peak angle (TTP), and total angle change. Results: Females demonstrated smaller peak hip abduction angles compared to males for the vertical jump and jump stop tasks, and less hip internal rotation angles compared to males at initial contact for the sidestep cut. Group 3 of FA demonstrated less total hip flexion and more total hip adduction compared to Group 2. Groups 1 & 3 of FA demonstrated shorter TTP for knee adduction than Group 2. Group 3 of FA demonstrated shorter TTP for knee internal rotation than Group 2. Group 1 of GR demonstrated shorter TTP for hip internal rotation than Group 2. Conclusions: LE alignment contributes to alterations in kinematics during functional tasks and these alterations tend to impart more stress on the knee. Future research should focus on the identification of risk factors for knee injury that independent of gender. Advisors/Committee Members: Jay Hertel, Committee Chair/Co-Chair, Craig R Denegar, Committee Chair/Co-Chair, William E Buckley, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: ACL; knee; biomechanics; malalignment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Medina, J. M. (2008). The effects of gender and lower extremity alignment on the kinematics of three functional tasks. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7226

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Medina, Jennifer Michele. “The effects of gender and lower extremity alignment on the kinematics of three functional tasks.” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/7226.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Medina, Jennifer Michele. “The effects of gender and lower extremity alignment on the kinematics of three functional tasks.” 2008. Web. 16 Apr 2021.

Vancouver:

Medina JM. The effects of gender and lower extremity alignment on the kinematics of three functional tasks. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/7226.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Medina JM. The effects of gender and lower extremity alignment on the kinematics of three functional tasks. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/7226

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

11. Kramer, Lauren Caryl. The Relationship of Lower Extremity Malalignments in College Students with a History of ACL Injury.

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/6323

► Anterior cruciate ligament (ACL) injuries are a common and debilitating knee injury. Non-contact ACL injuries are 2-8 times more common in females for reasons that… (more)

▼ Anterior cruciate ligament (ACL) injuries are a common and debilitating knee injury. Non-contact ACL injuries are 2-8 times more common in females for reasons that are currently unknown. It has been hypothesized that structural differences between males and females may lead to the increased injury rate in females. The purpose of this study was to examine lower extremity malalignments in college students who had previously suffered an ACL injury. In addition, previous ankle injury was hypothesized to be a contributing factor to ACL injury so ankle injury history information was also collected. Fifty-two college age students (33 females, 19 males) with a history of an ACL injury and 33 females controls with no history of knee injury volunteered for this study. Participants filled out a survey of knee and ankle history and then had 16 different measures of lower extremity malalignment and flexibility taken. My most clinically relevant finding when comparing injured males and females was a significant association between ACL injury history and ankle sprain injury history. Those with a history of ACL sprain were more likely to have had an ankle sprain. To explore the relationship between malalignments and ACL injury, a discriminant analysis was performed. Thirty-five and two-tenths percent of the variation in ACL injury history was explained by twelve variables. Of those 12 variables, 21.1% of that association was explained by greater generalized laxity, greater genu recurvatum, and lack of iliotibial band (ITB) flexibility. If there is a kinetic chain relationship between previous ankle injury and risk for ACL injury, ACL prevention programs can be added to the ankle rehabilitative programs currently used. Future research on the relationship of knee and ankle injury risk factors is needed. Advisors/Committee Members: Jay Hertel, Committee Chair/Co-Chair, Craig R Denegar, Committee Member, William E Buckley, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: knee; anterior cruciate ligament; ACL; injury; lower extremity malalignments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kramer, L. C. (2008). The Relationship of Lower Extremity Malalignments in College Students with a History of ACL Injury. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kramer, Lauren Caryl. “The Relationship of Lower Extremity Malalignments in College Students with a History of ACL Injury.” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/6323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kramer, Lauren Caryl. “The Relationship of Lower Extremity Malalignments in College Students with a History of ACL Injury.” 2008. Web. 16 Apr 2021.

Vancouver:

Kramer LC. The Relationship of Lower Extremity Malalignments in College Students with a History of ACL Injury. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/6323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kramer LC. The Relationship of Lower Extremity Malalignments in College Students with a History of ACL Injury. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

12. Hershey, Jean L. THE LIVED EXPERINCE OF BECOMING A PROFESSIONAL NURSE FOR ASSOCIATE DEGREE NURSING GRADUATES: A PHENOMENOLOGICAL STUDY .

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/7680

► ABSTRACT This qualitative study used a hermeneutic phenomenological design to investigate the lived experience of becoming a professional nurse for associate degree nursing graduates. The… (more)

▼ ABSTRACT This qualitative study used a hermeneutic phenomenological design to investigate the lived experience of becoming a professional nurse for associate degree nursing graduates. The study looked specifically at the process of acquiring a professional identity for associate degree nursing graduates. The theoretical frameworks of structural functionalism and reference group theory provided the lens which guided the study. Structural functionalism is a sociological perspective describing how groups reproduce themselves by creating members whose behaviors and values correspond to the established group norms. A reference group is the social group which an individual uses to define attitudes, beliefs, and values which the individual wishes to emulate and join. Semi-structured interviews were used to learn the essence of being socialized into the profession of nursing and taking on a professional nursing identity for the participants. The major finding which was revealed from this study was that taking on of a professional identity for the associate degree graduates occurred through an intermeshing of four processes. The processes include: bringing of one’s self; including past experiences and personality traits, to the educational programs; learning to become a nursing student; socializing into the professional nurse role; and internalizing the professional identity. This finding led to the creation of the Professional Nursing Identity Model. Additional findings include: family members within healthcare professions are instrumental in guiding individuals into the profession of nursing; nursing students assess the attitudes, skills, and behaviors of the professional nurses with whom they interact; personal development is a byproduct of professional development; and learning to balance school work and home life while a student is valuable practice for balancing similar expectations of the professional nurse. Based on these findings, implications for nursing and adult education are discussed. Included are suggestions for future research surrounding professional identity development. Advisors/Committee Members: Daniele D Flannery, Committee Chair/Co-Chair, Patricia Angelica Cranton, Committee Member, Samuel William Monismith, Committee Member, Dennis Ray Lott, Committee Member.

Subjects/Keywords: Associate Degree Graduates; Socialization; Professional Identity; Nursing Students; Phenomenology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hershey, J. L. (2008). THE LIVED EXPERINCE OF BECOMING A PROFESSIONAL NURSE FOR ASSOCIATE DEGREE NURSING GRADUATES: A PHENOMENOLOGICAL STUDY . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hershey, Jean L. “THE LIVED EXPERINCE OF BECOMING A PROFESSIONAL NURSE FOR ASSOCIATE DEGREE NURSING GRADUATES: A PHENOMENOLOGICAL STUDY .” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/7680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hershey, Jean L. “THE LIVED EXPERINCE OF BECOMING A PROFESSIONAL NURSE FOR ASSOCIATE DEGREE NURSING GRADUATES: A PHENOMENOLOGICAL STUDY .” 2008. Web. 16 Apr 2021.

Vancouver:

Hershey JL. THE LIVED EXPERINCE OF BECOMING A PROFESSIONAL NURSE FOR ASSOCIATE DEGREE NURSING GRADUATES: A PHENOMENOLOGICAL STUDY . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/7680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hershey JL. THE LIVED EXPERINCE OF BECOMING A PROFESSIONAL NURSE FOR ASSOCIATE DEGREE NURSING GRADUATES: A PHENOMENOLOGICAL STUDY . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/7680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

13. Thompson, Patricia Marie. PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY .

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/8294

► This qualitative study used narrative inquiry to capture the experiences of nine Primary Care Physicians as they entered professional practice as employees of established organizations.… (more)

Subjects/Keywords: medical education; adult development; professional development; organizational entry

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APA (6^th Edition):

Thompson, P. M. (2008). PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thompson, Patricia Marie. “PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY .” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/8294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thompson, Patricia Marie. “PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY .” 2008. Web. 16 Apr 2021.

Vancouver:

Thompson PM. PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/8294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson PM. PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

14. Melincavage, Sharon Marie. ANXIETY IN STUDENT NURSES IN THE CLINICAL SETTING: A PHENOMENOLOGICAL STUDY.

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/8155

► ABSTRACT Anxiety! A word that can mean many things to many people and many things to the same person. A word that is likely to… (more)

▼ ABSTRACT Anxiety! A word that can mean many things to many people and many things to the same person. A word that is likely to provoke uncomfortable thoughts and feelings. Anxiety usually has an effect on a person’s well-being and unfortunately, it may be an adverse effect. Anxiety can affect aspects of people’s lives that are of the utmost importance to them including learning and performance in educational settings. As a nursing instructor, I teach student nurses in a baccalaureate program of nursing that prepares students to become professional registered nurses. I encounter student nurses who experience anxiety while learning in the clinical setting. Hence, the primary purpose of this interpretive Heideggerian heuristic phenomenological study was to examine student nurses’ perception of anxiety in the clinical setting. More specifically, to investigate how student nurses make meaning of, interpret, and perceive their anxiety in the clinical setting. It was also the intent of this research study to investigate how student nurses contextualize, and/or understand their anxiety in the clinical setting. Situated cognition theory is the theoretical framework for this research study. The participants are from two baccalaureate programs of nursing in northeastern Pennsylvania. This research study helps nurse educators to understand the meaning of anxiety in student nurses in the clinical setting. Research has shown that anxiety is a factor in student nurses leaving nursing education programs. If nurse educators can better understand the anxiety of student nurses, they will be able to develop curricula and educational interventions to minimize the anxiety of student nurses and enhance learning in the clinical setting. The main method of data collection for this research study was in-depth, unstructured face-to-face interviews with 7 student nurse participants which were tape recorded and transcribed verbatim. A secondary source of data collection from these same participants was the creation of an artform where the student nurses expressed their anxiety artistically. This metaphor creation was accompanied by a focus group interview which also was tape recorded and transcribed verbatim. Additional secondary sources of data collection were documents such as clinical worksheets, journals, pictures, and artforms. The student nurses were asked if they have such documents to help them make meaning of their anxiety in the clinical setting. Field notes were used as a supplement to data collection. The data were analyzed using a thematic analysis. Seven themes emerged from the data and were reported in the rich descriptive words of the participants: (a) Experiencing Inexperience, (b) Being Demeaned, (c) Being Exposed, (d) Unrealistic Expectations, (e) Being Abandoned, (f) Sensing Difference, and (g) Being Uncertain of Ability. Advisors/Committee Members: Patricia Angelica Cranton, Committee Chair/Co-Chair, Daniele D Flannery, Committee Member, Judith E Hupcey, Committee Member, Samuel William Monismith, Committee Member.

Subjects/Keywords: anxiety; student nurses; clinical setting; nursing education; phenomenology; qualitative

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Melincavage, S. M. (2008). ANXIETY IN STUDENT NURSES IN THE CLINICAL SETTING: A PHENOMENOLOGICAL STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Melincavage, Sharon Marie. “ANXIETY IN STUDENT NURSES IN THE CLINICAL SETTING: A PHENOMENOLOGICAL STUDY.” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/8155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Melincavage, Sharon Marie. “ANXIETY IN STUDENT NURSES IN THE CLINICAL SETTING: A PHENOMENOLOGICAL STUDY.” 2008. Web. 16 Apr 2021.

Vancouver:

Melincavage SM. ANXIETY IN STUDENT NURSES IN THE CLINICAL SETTING: A PHENOMENOLOGICAL STUDY. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/8155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Melincavage SM. ANXIETY IN STUDENT NURSES IN THE CLINICAL SETTING: A PHENOMENOLOGICAL STUDY. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

15. Aumiller, Betsy Bahorik. THE MEANING OF HEALTH-RELATED E-MAIL MESSAGING AT THE WORKSITE AND ITS RELATIONSHIP TO HEALTH BEHAVIOR CHANGE .

Degree: 2009, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/9316

► This qualitative inquiry was undertaken to explore how employees at two worksites made meaning of health-related e-mail messages in relation to health behavior change. Informed… (more)

Subjects/Keywords: heatlh behavior change; e-mail messaging; worksite heatlh promotion; transfromational learning; media effects

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APA (6^th Edition):

Aumiller, B. B. (2009). THE MEANING OF HEALTH-RELATED E-MAIL MESSAGING AT THE WORKSITE AND ITS RELATIONSHIP TO HEALTH BEHAVIOR CHANGE . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/9316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Aumiller, Betsy Bahorik. “THE MEANING OF HEALTH-RELATED E-MAIL MESSAGING AT THE WORKSITE AND ITS RELATIONSHIP TO HEALTH BEHAVIOR CHANGE .” 2009. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/9316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Aumiller, Betsy Bahorik. “THE MEANING OF HEALTH-RELATED E-MAIL MESSAGING AT THE WORKSITE AND ITS RELATIONSHIP TO HEALTH BEHAVIOR CHANGE .” 2009. Web. 16 Apr 2021.

Vancouver:

Aumiller BB. THE MEANING OF HEALTH-RELATED E-MAIL MESSAGING AT THE WORKSITE AND ITS RELATIONSHIP TO HEALTH BEHAVIOR CHANGE . [Internet] [Thesis]. Penn State University; 2009. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/9316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aumiller BB. THE MEANING OF HEALTH-RELATED E-MAIL MESSAGING AT THE WORKSITE AND ITS RELATIONSHIP TO HEALTH BEHAVIOR CHANGE . [Thesis]. Penn State University; 2009. Available from: https://submit-etda.libraries.psu.edu/catalog/9316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

16. Eichler, David Franklin. The Experience of Using Reflective Journals on an Outward Bound Course .

Degree: 2009, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/9463

► The writing literature specifies that cognitive mechanisms are used both in learning to write and also in writing to learn. Numerous studies have documented the… (more)

▼ The writing literature specifies that cognitive mechanisms are used both in learning to write and also in writing to learn. Numerous studies have documented the positive effects on learning that occur through writing and perpetuating these learnings in the reflective journal. Journals assist in various modes of communication and when used to critically reflect have been instrumental in a variety of learning settings. Reflective journaling research, in the fields of outdoor and adult education is scarce, but when combined with other data mechanisms assist in consciousness-raising and expression. What is notably lacking in the research is how learners actually experience reflective journaling while engaged in their learning. The purpose of this qualitative, phenomenological and heuristic study during a North Carolina Outward Bound course was to: 1) explore the lived experience of participants’ personal development through their reflective journals, and 2) explore the lived experience of participants’ social development through their reflective journals. Seven participants, including the researcher, answered daily questions in their reflective journals. In addition, the researcher used interviews, observations and daily evening debriefings as strategies to explore the phenomena of the lived experiences of using reflective journals on their Outward Bound course. The data was further triangulated through a follow-up final position statement and through member-checking. Findings of this study indicated that the participants’ experience of reflective journaling was essential in their learning and Outward Bound experience. In particular, four themes emerged from the reflective journal analysis: 1) introspection, 2) crew cohesiveness, 3) reactions to journaling, and 4) phenomenon of reflective journaling. The reflective journaling experience led participants to express their feelings and become cognizant of personal and social consciousness related to increased levels of humbleness, awarenesses of satisfaction and appreciation, inhibitive self-imposed limits, determination, self-belief and confidence. All participants developed an acceptance and appreciation of the reflective journal and affirmed that their Outward Bound experience was more meaningful because of the journaling experience. Based on these findings, a discussion focusing on implications for theory and practice is presented. Advisors/Committee Members: Patricia Angelica Cranton, Dissertation Advisor/Co-Advisor, Patricia Angelica Cranton, Committee Chair/Co-Chair, Daniele D Flannery, Committee Member, Samuel William Monismith, Committee Member, George Richard Vahoviak, Committee Member.

Subjects/Keywords: adventure education; Outward Bound; journaling; experiential education; outdoor education; reflection

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APA (6^th Edition):

Eichler, D. F. (2009). The Experience of Using Reflective Journals on an Outward Bound Course . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/9463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Eichler, David Franklin. “The Experience of Using Reflective Journals on an Outward Bound Course .” 2009. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/9463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Eichler, David Franklin. “The Experience of Using Reflective Journals on an Outward Bound Course .” 2009. Web. 16 Apr 2021.

Vancouver:

Eichler DF. The Experience of Using Reflective Journals on an Outward Bound Course . [Internet] [Thesis]. Penn State University; 2009. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/9463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eichler DF. The Experience of Using Reflective Journals on an Outward Bound Course . [Thesis]. Penn State University; 2009. Available from: https://submit-etda.libraries.psu.edu/catalog/9463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

17. Snelson, Donna Ayers. Stories of Exemplary Hospital Registered Nurses: A Narrative Analysis .

Degree: 2010, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/11565

► ABSTRACT Today the multidimensional global shortage of nurses is negatively impacting the work environment of hospital nurses and causing, in a cyclical fashion, decreasing work… (more)

▼ ABSTRACT Today the multidimensional global shortage of nurses is negatively impacting the work environment of hospital nurses and causing, in a cyclical fashion, decreasing work satisfaction, increasing nurse turnover, and decreasing patient outcomes. While strategies aimed at causation of the nursing shortage must be addressed, to support nursing until resolution occurs, it is essential to focus on strategies aimed at retaining nurses within this challenging health care environment. Using qualitative research, narrative inquiry and personal narratives, this study documents the stories of six exemplary hospital nurses who not only have stayed and survived in this hostile and challenging environment of hospital nursing, but continue to grow professionally and provide exceptional nursing care; their story is a story of career satisfaction and career success. Using narrative analysis, these stories were co-constructed with the researcher and the exceptional hospital nurses from data obtained through two interactive narrative sessions. An in depth three dimensional analysis of both the individual and collective narratives was completed. The findings of this study revealed numerous exceptional nurse characteristics and traits which not only appear within, but transcend the individual nurse narratives. First and foremost, this study indicated that the concept of caring permeated all aspects of their personal and professional being. They not only cared for their patients but these exceptional nurses cared deeply for and respected their peers, their families, their profession and themselves. Life-long learning took precedence in their nursing career, and though they believed in formal education, few pursued advanced credentials. They unanimously believed the greatest educational emphasis in nursing should be on experiential learning. Along with exemplary and positive attitudes, the exceptional nurses in this study were extremely pragmatic, value-driven individuals and employed a solutions-focused approach to problem solving. Nursing was viewed by these nurses as a profession of rewards and they celebrated these rewards continually. When compared to the extant literature on the concept of resiliency, the exceptional hospital nurses in this study displayed many of the traits of resilient individuals. Implications for adult and narrative learning are explored within this research study and, based on the findings of this study, implications for nursing education, nursing practice and future nursing research are presented. Since few studies have been completed which identify the characteristics and traits of exemplary and/or resilient hospital nurses, this study serves to add to the body of knowledge on hospital nurse exceptionality, nurse retention and nurse resiliency. Advisors/Committee Members: Patricia Angelica Cranton, Dissertation Advisor/Co-Advisor, Patricia Angelica Cranton, Committee Chair/Co-Chair, Elizabeth Jean Tisdell, Committee Member, Samuel William Monismith, Committee Member, Denise Gaspari Meister, Committee Member.

Subjects/Keywords: retention in nursing; exceptional nurses; nurse stories; narrative analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Snelson, D. A. (2010). Stories of Exemplary Hospital Registered Nurses: A Narrative Analysis . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11565

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Snelson, Donna Ayers. “Stories of Exemplary Hospital Registered Nurses: A Narrative Analysis .” 2010. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/11565.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Snelson, Donna Ayers. “Stories of Exemplary Hospital Registered Nurses: A Narrative Analysis .” 2010. Web. 16 Apr 2021.

Vancouver:

Snelson DA. Stories of Exemplary Hospital Registered Nurses: A Narrative Analysis . [Internet] [Thesis]. Penn State University; 2010. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/11565.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Snelson DA. Stories of Exemplary Hospital Registered Nurses: A Narrative Analysis . [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/11565

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

18. Preische, Jody. Determining Return-To-Play Predictors Following Non-Season Ending Injuries .

Degree: 2008, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/8018

► An objective assessment tool to assist certified athletic trainers (ATCs) in return to play (RTP) decisions of non-season ending injuries is not well established. This… (more)

▼ An objective assessment tool to assist certified athletic trainers (ATCs) in return to play (RTP) decisions of non-season ending injuries is not well established. This creates challenges in the RTP decision making process for sports medicine practitioners. Therefore, the purposes of this study were to 1) identify what disablement and demographic variables that best predict RTP status; 2) establish a normative baseline value of the Disability in Physically Active (DPA) measure; 3) identify DPA components that athletes report most affected by injury; 4) determine if the DPA is a sensitive, objective assessment tool that can be incorporated into the RTP decision-making process; 5) estimate the DPA critical value at which athletes RTP. Design and Setting: Data were gathered from NCAA athletes participating in five of the Pennsylvania State Athletic Conference (PSAC) universities. Participants were asked to complete the DPA. Participants who suffered from a non-season ending injury were asked to complete the DPA post-injury and returning to participation. Participants: A sample of 301 participants were included at baseline. An additional 278 participants from a previous study were included to assess normative baseline values. Twenty-five participants were included in the post-injury and return to participation analysis. Measurements: Data from the DPA instrument and demographic variables as predictors of RTP were assessed by using multiple regression. Normative baseline values and DPA components most affected by injury were evaluated by comparing means. Sensitivity to change was assessed by calculating effect size (ES). Responsiveness was calculated by constructing a receiver operating characteristic (ROC) curve and determining a critical value at which athletes RTP. Results: Motion, muscular functioning, and skill performance (agility, balance, precision) accounted for 57.2% of variance in the number of days to RTP. The normative DPA baseline value was 6 points +/- 2. DPA components most affected by injury were pain, impaired motion, difficulty in sport participation, and difficulty performing the skills required for activity. The DPA demonstrated large effects from baseline to injury and injury to return-to-play. A critical value of 6.5 on the DPA was identified through ROC curve analysis for RTP, but overall the DPA score is a weak predictor of RTP (area under the curve = .675). Conclusions: This study demonstrated that the DPA can detect disablement in the physically active population post-injury and upon returning to participation. In addition, the normative baseline value presents useful information for clinicians who use the DPA to measure disablement. Research should be completed on a larger sample to establish a more robust model of disablement predictors upon returning to participation. Advisors/Committee Members: William E Buckley, Committee Chair/Co-Chair, Dr Craig R Denegar, Committee Member, Samuel William Monismith, Committee Member, Dr Carol C Colbeck, Committee Member, Dr Yvette Ingram, Committee Member.

Subjects/Keywords: disablement theories; outcomes assessment tool; DPA; return-to-play predictors; disablement; impairments; functional limitations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Preische, J. (2008). Determining Return-To-Play Predictors Following Non-Season Ending Injuries . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Preische, Jody. “Determining Return-To-Play Predictors Following Non-Season Ending Injuries .” 2008. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/8018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Preische, Jody. “Determining Return-To-Play Predictors Following Non-Season Ending Injuries .” 2008. Web. 16 Apr 2021.

Vancouver:

Preische J. Determining Return-To-Play Predictors Following Non-Season Ending Injuries . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/8018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Preische J. Determining Return-To-Play Predictors Following Non-Season Ending Injuries . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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