Browsing by Subject "expectations"
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Item \"Coming To terms\": A grounded theory of dementia caregivers' journeys and expectations of care(2008-02-26) Michael Lawrence Mistric; Judith C. Drew; Thomas Teasdale; Luis Amador; Diane Heliker; Carolyn A. Phillips“Coming to Terms” presents the subjective narratives of family members about what constitutes quality long-term care (LTC) for loved-ones with dementia. It uses those narratives to develop a grounded theory of shared meanings of dementia care that reflects the basic social process by which family members formulate their initial expectations of care delivered in LTC settings.\r\n Family members transition through a five-stage process when dementia affects a loved-one. As they move through these stages, the family members process the realities of dementia and dementia care, grapple with the decision to place their loved-one in a LTC facility, and, ultimately, formulate expectations of the care they want the LTC facility to provide. In essence, family members expect the LTC facility to (1) fulfill their love-one’s basic needs, (2) provide pleasant surroundings, (3) ensure a competent staff, (4) ensure a caring staff, (5) facilitate communication, and (6) practice timely institutional responsiveness. The family members’ expectations not only play a critical role in the initial evaluation of LTC facilities but are also used subsequently to measure the effectiveness of the LTC facility in which the loved-one has actually been placed.\r\n Although the expectations of care described in this study are consistent with the findings of prior studies of expectations of care in other contexts, “Coming to Terms” breaks new ground by illustrating the transitional process through which family members’ expectations of dementia care are germinated, tested, refined, and fully formulated. Rich, descriptive detail informed these results and the participants are acknowledged and appreciated.\r\n The findings of this study can help LTC facilities better understand the issues and concerns of the families whom they serve and aid in the development of LTC policies and procedures that foster greater consumer satisfaction and peace of mind. \r\nItem Influences of aspirations and expectations on contest performance at the National FFA Agricultural Mechanics Career Development Event, 2001-2006(2009-05-15) Clark, Travis ScottThe purpose of this study was to examine how performance expectations influence contest performance at the National FFA Agricultural Mechanics Career Development Event. The population for this study included all participants at the national contest in the years 2001 through 2006 with a total response of 976 participants. Data were collected using a 20 item questionnaire administered after the contest. The questionnaire included questions to measure current educational status, aspired education and career, contest expectations, evaluations of contest relatedness to previous coursework and difficulty, preparation, and interest in agriculture and agricultural mechanics. Contest scores were used to quantify participant performance. Career Development Events are an important component to a complete FFA program used to enhance student learning. Expectations and aspirations may have an effect on student learning. Of the respondents, 61.7% had not graduated from high school. In addition, 86.4% planned to pursue education after high school, and 30.2% planned to pursue a career related to agricultural mechanics while another 40.4% planned to pursue a separate agriculturally related career. The mean response for expected individual finish was 55th place out of about 163 contestants, expected team finish was 15th place out of about 44 teams participating annually, and 43.1% expected to finish second on their team. The most statistically significant predictors of contest performance were expected individual and team finish. Participants who expected to perform better performed better. High education aspirations and career aspirations in agriculture also produced a significant influence on performance. The number of contests participated in before national contest, the relatedness of the contest to previous coursework, and the difficulty of the contest produced a significant direct influence on performance. The longer the participant has been in school and as the participant takes more agriculture courses, performance significantly increased. The interest of the participant in agriculture and agricultural mechanics positively influenced performance. Further research was proposed to specifically differentiate between aspirations and expectations, and measure performance aspirations and expectations before and after the contest. As agricultural science education moves toward a more multidisciplinary approach, it would be useful to determine how math and science courses influence performance.