Giving voice to lifelong learning in professional nursing practice

The purpose of this phenomenological study was to uncover the meaning of lifelong learning to nurses in an Academic Health Care setting. Six female pediatric nurses were interviewed and audiotaped in response to 2 main questions of interpretation and engagement in lifelong learning with respect to their nursing practice. Four additional probing questions elicited responses of further qualities and characteristics of the meaning of lifelong learning. The emergent themes uncovered the characteristics and nature of the journey of lifelong learning. The themes evolved into parallel characteristics developing into the concepts of personal empowerment and occupational authorship. The personal empowerment concept involved processes whereby the participants overcame or removed barriers to engage in personal lifelong learning. Participants utilized personal power and internal motivators to sustain their engagement in lifelong learning. The occupational authorship concept involved participants controlling their exploration into lifelong learning through collaboration and recognition of occupational demands to be met as a professional. The remaining themes revealed a seasoning journey. This journey entailed a process of mastery through the themes of engagement discord, discovery pilgrimage, transforming, and maturation. The engagement in this journey resulted in their lifelong learning to becoming more intuitive and a part oftheir being. The overall theme uncovered from the journeys was one of a vocation described as a call to thinking critically of nursing practice. The participants responded to lifelong learning as a call to be a good nurse by using critical thinking through reflection, transformative and constructionist learning processes. This study gave voice to the meaning of lifelong learning in their nursing practice as interpreted by -ao the nurse participants.

Transformation in teaching : listening to every voice

Action research is a methodology that supports practitioner research. This study is an exploration of one researcher's practice using the living-theory approach to action research. Initially, my focus was to improve my practice by asking how I can facilitate transformative learning experiences with the teachers with whom I work. As part of this search, I examined the contradictions between my espoused and implicit values. In keeping with the evolving nature of my inquiry, I unveiled the telos that constituted the impetus for my search, which began as a tension about the quality of my interactions and ended as a quest to find my voice among the others'. I used personal narratives, journal entries, a videotaping session, interactions with critical friends and interviews with colleagues and administrators to engage in a process of continuing self- and interactive reflection. Throughout my study, I explored how theoretical concepts intertwine with personal experiences. In the final chapter, I share the possible connections between my living educational theory and a more general theory of transformative learning. I conclude my study with a look at the transformation process I underwent as a result of the study and the new questions I formulated as I began the action research spiral again.

Whose Voice Is Present?: An Examination of Power and Privilege in Service-Learning in Ontario Universities

This research paper examines themes of power and privilege that occur within service-learning as described by 3 Ontario universities on their service-learning websites. Due to size and time restrictions, this paper was able to examine only 3 Ontario universities: Brock, Wilfrid Laurier, and Lakehead. The purpose of this study is geared towards service-learning practitioners in order for the universities and students to become more self-aware of their immense place of privilege within the service-learning context. Qualitative narrative analysis research methods were employed in this purposeful sample to examine how each university’s story of service-learning reflected themes of power and privilege. The research found that each university posed a unique narrative of service-learning representing various stakeholders’ voices and presence in different ways on their website. Brock largely focuses on faculty and student voices. Laurier intentionally attempts to include all three stakeholder voices, although still favours students and the university as an audience over the community. Lakehead’s unique program includes a plethora of voices and intends much of their information for the community members, students, and the university. The implications of this research demonstrate that universities have a large amount of power and privilege, which is carried through to the students within the service-learning partnership.

Passive Solar Building Design Using Genetic Programming

Passive solar building design is the process of designing a building while considering sunlight exposure for receiving heat in winter and rejecting heat in summer. The main goal of a passive solar building design is to remove or reduce the need of mechanical and electrical systems for cooling and heating, and therefore saving energy costs and reducing environmental impact. This research will use evolutionary computation to design passive solar buildings. Evolutionary design is used in many research projects to build 3D models for structures automatically. In this research, we use a mixture of split grammar and string-rewriting for generating new 3D structures. To evaluate energy costs, the EnergyPlus system is used. This is a comprehensive building energy simulation system, which will be used alongside the genetic programming system. In addition, genetic programming will also consider other design and geometry characteristics of the building as search objectives, for example, window placement, building shape, size, and complexity. In passive solar designs, reducing energy that is needed for cooling and heating are two objectives of interest. Experiments show that smaller buildings with no windows and skylights are the most energy efficient models. Window heat gain is another objective used to encourage models to have windows. In addition, window and volume based objectives are tried. To examine the impact of environment on designs, experiments are run on five different geographic locations. Also, both single floor models and multi-floor models are examined in this research. According to the experiments, solutions from the experiments were consistent with respect to materials, sizes, and appearance, and satisfied problem constraints in all instances.

Explaining voice behaviour: The roles of personal resources, social interdependence, and supervisor leadership style

This study contributes to current research on voice behaviour by investigating several under-explored drivers that motivate employees’ expression of constructive ideas about work-related issues. It draws from the concept of psychological climate to examine how voice behaviour is influenced by employees’ (1) personal resources (tenacity and passion for work), (2) perceptions of social interdependence (task and outcome interdependence), and (3) supervisor leadership style (transformational and transactional). Using a multi-source research design, surveys were administered to 226 employees and to 24 supervisors at a Canadian-based not-for-profit organization. The hypotheses are tested with hierarchical regression analysis. The results indicate that employees are more likely to engage in voice behaviour to the extent that they exhibit higher levels of passion for work. Further, their voice behaviour is lower to the extent that their supervisor adopts a transformational leadership style characterized by high performance expectations or a transactional leadership style based on contingent rewards and contingent punishment behaviours. The study reveals that there are no significant effects of tenacity, social interdependence, and behaviour-focused transformational leadership on voice. The findings have significant implications for organizations that seek to encourage employee behaviours that help improve current work practices or undo harmful situations.

Effects of Cerebral Blood Flow and PETCO2 on Cognitive Function During Passive Heat Stress

This thesis tested whether cognitive performance during passive heat stress may be affected by changes in cerebrovascular variables as opposed to strictly thermally-induced changes. A pharmacological reduction in cerebral blood flow (CBF) using indomethacin along with a hypocapnia-induced CBF reduction during passive heat stress (Tre ~1.5°C above baseline) were used to investigate any cerebrovascular-mediated changes in cognitive performance. Repeated measures analysis of variance indicated that One-Touch Stockings of Cambridge (OTS) performance was not affected by a significant reduction in CBF during passive heat stress. More specifically, OTS accuracy measures did not change as a result of either a reduction in CBF or increasing passive heat stress. However, it was found that OTS response time indices improved with increasing passive heat stress independent of CBF changes. In conclusion, a significant reduction in CBF does not cause additional changes in performance of an executive functioning task during severe passive heat stress.