Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
Browse
6 results
Search Results
Item Fostering cultural awareness : a workshop plan for professional nurses(Montana State University - Bozeman, College of Nursing, 1996) Bailey, Michelle Christine; Chairperson, Graduate Committee: Janice A. BuehlerItem Overcoming language barriers in healthcare : a bilingual assessment tool(Montana State University - Bozeman, College of Nursing, 2004) Boharski, David C.; Chairperson, Graduate Committee: Teresa K. HenryIf non-English (Spanish) speaking patients present for care to a rural clinic where the only healthcare providers available do not speak the patient’s language, the potential exists for substandard care and healthcare errors. Providers in rural clinics should have available to them an effective and reliable tool to be used for translating a non-English speaking patient’s health history into English. The purpose of this research was to develop a tool which will translate a Spanish speaking patient’s health history into English. Following a thorough review of existing literature on health history assessment, language barriers in healthcare, translation theory, and assessment tools, a two-part carbonless checkbox format health history assessment form was developed. It was found throughout the duration of this project, that certain limitations exist when attempting to bridge the language barrier. No one tool, with the exception of a provider who is fluent in the patient’s language, can entirely solve the problem of language barriers in healthcare. Further study is needed to hasten the development of additional adjuncts to aid in the provision of care to non-English speaking patients. These further studies and tools will be an invaluable resource to the healthcare industry within the United States.Item The use of three standardized developmental screening tests with Crow Head Start children(Montana State University - Bozeman, College of Nursing, 1993) Malone, Maureen Margaret; Chairperson, Graduate Committee: Jean N. GullicksThe purpose of this study was to determine the accuracy of 3 standardized developmental tests in identifying the presence or absence of developmental delays in a group of 60 Crow Head Start children living on or adjacent to the Crow reservation. The results provided by the study did not allow a decision to be made whether or not the tests provided accurate answers to the children's receptive vocabulary and developmental abilities.Item Borrowing modernity : a comparison of educational change in Japan, China, and Thailand from the early seventeenth to the mid-twentieth century(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Batchelor, Randal Shon; Chairperson, Graduate Committee: Marilyn Lockhart.In the pre-modern era, the Japanese, Chinese and Siamese sustained sophisticated educational systems that buttressed complex political, social, and cultural institutions. In the nineteenth century, the rise of Western imperialism threatened the survivals of all three realms. Unlike their East Asian neighbors, Japan, China, and Siam preserved a large measure of self-rule though they had to cede significant amounts of sovereignty. To defend their societiesα interests, their leaders sought to modernize their political, social, and economic structures. In the process, they abandoned existing educational systems in favor of Western models and practices. The purpose of this comparative study was to better understand the motivations, methods, and results of their educational modernizations by examining their educational development from the seventeenth to the mid-twentieth century. The study answered four main questions: (1) What motivated these societies to modernize their educational systems using Western models and practices? (2) How did they accomplish their educational modernizations? (3) How did they adapt Western models to suit their political, social, economic, and cultural circumstances? (4) What were the broad results of their educational modernizations? Although the inquiry heavily relies on English secondary sources, some primary-source and Japanese materials were considered. The analysis employed such recognized qualitative/historical methods as constant comparison, triangulation, negative case analysis, and internal criticism. The study found that the Japanese, Chinese, and Siamese made the adoption of European and American educational approaches a central component of their modernization strategies. While employing similar borrowing methods, namely textual study, foreign experts, study abroad, and external help, they incrementally rebuilt their educational systems through trial and error experimentation. In adapting Western models, all three added elements of their traditional ideologies. Although each nation recovered their full sovereignty, the political, social, and economic consequences of their educational modernizations differed. Nonetheless, educational reform was uniformly a catalyst for far-reaching change. Ultimately, their eclectic borrowing and shrewd adaption of foreign ideas and practices allowed the Japanese, Chinese, and Thais to create their own versions of modernity. Without the successful creation of modern educational systems, these three societies could not have become the strong nations they are today.Item From East to West : An exploratory cross cultural comparison of night eating syndrome and related eating pathology in Mainland China and the USA(Montana State University - Bozeman, College of Letters & Science, 2008) Cooper, Barbara Ellen; Chairperson, Graduate Committee: Wesley LynchThe current study investigates the prevalence rate of Night Eating Syndrome (NES) in mainland China. Although some research has investigated the prevalence and characteristics of anorexia nervosa and bulimia nervosa in China, virtually no research has been carried out on NES in the indigenous Chinese population. Thus, the primary goal of the current study was to examine NES prevalence and characteristics in China and to compare these prevalence rates and characteristics to published prevalence rates for the USA and also to a sample of college students in the USA. NES has also been linked to various other characteristics of eating pathology so the current study examined these facets as they have received inadequate attention in mainland China. Participants completed survey packets that contained the following measures: Night Eating Questionnaire (NEQ), Night Eating History and Inventory (NEHI), Eating and Attitudes Test-26 (EAT-26), Eating Disorder Inventory-2 (EDI-2), and the Food Frequency Questionnaire (FFQ). NES prevalence in the Chinese sample was found to be greater than rates for the US and for other countries. However, the NEQ may not be a valid measure for NES screening in the Chinese population. Seven of the 21 participants scoring above the NEQ cut-off, indicating likely cases of clinically diagnosable NES, also met the criteria for anorexia nervosa and one met the criteria for bulimia nervosa. Prevalence of other eating pathological symptomatology in the Chinese sample, such as anorexia nervosa, was also higher than reported rates for American Caucasians. With adjusted body mass index (BMI) norms for China, prevalence of obesity in the Chinese sample was much lower than the rates reported for Americans even though the Chinese participants overall reported consuming foods at a much greater frequency per week.Item An educational ethnography of teacher developed science curriculum implementation : enacting conceptual change based science inquiry with Hispanic students(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Brunsell, Eric Steven; Chairperson, Graduate Committee: Elisabeth SwansonAn achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood.