Doctor of Philosophy, The Ohio State University, 2017, Food, Agricultural and Biological Engineering

The problem in agricultural safety and health education for youth is that there is a lack of evidence-based assessment tools to quantify comprehension of content prior to working in agriculture. Agricultural educators, both those in middle and high school classrooms and teacher educators at colleges and universities need educational resources, easy access to these resources, and assessment strategies for agricultural safety and health content. As role models, these educators play an important role in establishing a culture of safety and instilling safe work behaviors in their learners. The purpose of this research was to increase cognitive assessment strategies for agricultural safety and health content taught in agricultural classrooms. This objective was achieved by evaluating learning outcomes developed to satisfy federal regulation, describing the tasks that youth are completing as part of their Supervised Agricultural Experience (SAE), and developing two databases with 202 total exam items. Chapters two and three provided foundational information that was missing in the literature, and Chapter four of this dissertation built on the USDA-NIFA supported Safety in Agriculture for Youth (SAY) project where a primary objective was to develop a clearinghouse to provide access as a one stop shop for agricultural safety and health content. The U.S. Department of Labor (U.S. DOL) oversees the Agricultural Hazardous Occupations Orders (AgHOs), which identifies specific tasks that youth are prohibited from performing for hire on American farms and ranches. An educational exemption from this public policy is currently in place that allows youth, 14–15 years old, to complete a certification program prior to engaging in agricultural work involving tractors and machinery. However, limited guidance is provided in the legislation regarding the format or content of the tractor and machinery certification exemption. Four AgHOs (tractor and machinery) studies were identifi (open full item for complete abstract)

Committee: S. Dee Jepsen PhD (Advisor); Ann D. Christy PhD (Committee Member); John P. Fulton PhD (Committee Member); M. Susie Whittington PhD (Committee Member) Subjects: Agricultural Engineering

PhD, University of Cincinnati, 2010, Nursing: Nursing - Doctoral Program

The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes and the mediating effects of anxiety on cognitive learning outcomes in a high-fidelity human patient simulation (HPS) experience. The secondary purpose of this study was to explain and explore student perceptions concerning the qualities and context of human patient simulation affecting anxiety and learning that may be amenable to intervention. This study used a mixed methods QUAN dominant explanatory design with simultaneous qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (n=124) enrolled in a fundamental nursing course. Data were collected using an investigator constructed Factors Affecting Learning Questionnaire, as well as, a Learner and Lifestyle Questionnaire, Elsevier Evolve custom parallel pre- and post-tests, the Building Excellence Survey, the State-Trait Anxiety Inventory, and a semi-structured group discussion. A path analysis identified relationships between cognitive learning and anxiety, readiness to learn, preparation for simulation, and learning styles. Both readiness to learn (β = -.31, p < .01) and preparation for simulation directly affected anxiety (β = .22, p < .01). Anxiety and cognitive learning outcomes were directly affected by having a strong auditory-verbal learning style (β = .21, p < .01) and (β = .27, p < .01), respectively. A hands-on learning style mildly influenced cognitive learning outcomes (-.17, p < .05). The standardized indirect effect between anxiety and cognitive learning outcomes was .08; indicating anxiety did not mediate cognitive learning outcomes as theorized. Dissonance was found between the quantitative and qualitative data. Students reported increased levels of anxiety, which negatively affected their learning. A gap exists in the literature involving variables affecting learning outcom (open full item for complete abstract)

Committee: Amy Pettigrew DNS, RN (Committee Chair); Thomas LeMaster RN, MSN, MEd (Committee Member); Wei Pan PhD (Committee Member); Theresa Beery PhD (Committee Member) Subjects: Nursing