dc.contributor.author	Wyrostek, Warren E.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2017-09-06T15:15:21Z
dc.date.available	2017-09-06T15:15:21Z
dc.date.issued	2022-09
dc.identifier.citation	Warren E. Wyrostek. "A DACUM Analysis of Health Care Chaplains in Metro New York and the Implications for Clinical Pastoral Education," P.hD. diss. Valdosta State University, 2017.
dc.identifier.other	8D2D4BEC-2AEF-B8AF-405C-137367A56196	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2885
dc.description.abstract	Until now, there has not been a single, accepted profile of the role of health care chaplains. De Vries, Berlinger, and Cadge (2008) clearly identify the issue when they say, the specific duties and responsibilities of their job are ill-defined. The duties and tasks were defined by consensus in this study using a widely used occupational analysis methodology known as DACUM. Through this study, a profile was developed by consensus and validated for the role of health care chaplain and recommendations begun for revising the current methods for developing curriculum used in Clinical Pastoral Education (CPE) units. A modified DACUM was conducted following the Eastern Kentucky University (EKU) model for DACUM facilitation. CPE Supervisors could customize the curriculum for their site based on their style and philosophy. There was no standard, accepted curriculum. Based on the ACPE Standards (Appendix A) and current practice there was a reason to question whether students were prepared for the role. The question that arose: was the reason that role-specific courses were not part of a training curriculum because the role was not defined by those in the role? There was a need to thoroughly review the role using a methodology that could be used to develop a profile that lends itself to curriculum development, training delivery, and professional consensus. The primary conclusion regarding the role of a health care chaplain, coming from this study, is the reason that there is confusion about the role is that those in the role had not been consulted about the duties and tasks performed by a chaplain. A secondary reason why the role of health care chaplain has the tension brought about by two schools of thought is the result of there not being a standard curriculum used in their training.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 Overview . 1 Statement of the Problem 4 Purpose of the Study . 5 Research Questions . 6 Significance of the Study 8 Author Disclosure . 9 Conceptual Framework . 15 Summary of Methodology 18 Research Question 1 . 19 Research Question 2 . 22 Research Question 3 . 24 Research Question 4 . 26 Limitations and Assumptions . 27 Summary . 29 Definition of Terms. 29 Chapter II: LITERATURE REVIEW 35 Introduction . 35 Overview . 35 The Role of the Health Care Chaplain 41 How Others Perceive the Role of Health Care Chaplain 44 Research: A Current Trend in Health Care Chaplaincy 48 Common Standards on Professional Chaplaincy 49 Clinical Pastoral Education . 51 Student Experience . 53 Educational Foundations . 56 Standards, Objectives, Outcomes, and Curriculum 60 Occupational Analysis 61 Key Terms Used in an Occupational or Job Analysis 62 Methods of Occupational/Job Analysis 63 An Overview of DACUM - A Way to Conduct an Occupational Analysis . 65 Summary . 77 Chapter III; METHODOLOGY .80 Overview . 80 Research Design 82 Sampling Methods 83 Participant Orientation 87 Data Collection Methods 88 Surveys 89 Interviews 90 Panels 92 Journal Memos 97 Data Analysis Methods . 98 Question and Methods Linked 100 Research Questions Mapped to Methods 101 Summary . 103 Chapter IV: DATA, FINDINGS, AND INTERPRETATIONS FOR RESEARCH QUESTION 1 .105 Introduction . 105 Panel 1 Demographics 107 Research Question 1 Review 110 Research Question 1: Profile Artifacts . 110 Artifact 1: An Initial Job Description . 111 Artifact 2: An Initial, Graphical Storyboard with Duties and Tasks 111 Artifact 3: A Rank Ordering of Duties Based on Two Metrics 112 Artifact 4: An Initial List of Concepts Chaplains Need to Know . 112 Artifact 5: An Initial List of Skills Chaplains Need to Have 114 Artifact 6: An Initial List of Traits and Tools Chaplains Need to Have . 115 Panel 1 Overview 116 Research Question 1: Findings . 116 Research Question 1a: Findings 117 Research Question 1b: Findings . 117 Research Question 1bi: Findings 117 Finding 1: Method of Analysis and Data 117 Finding 1: Interpretation . 121 Finding 2: Method of Analysis and Data 121 Finding 2: Interpretation . 127 Finding 3: Method of Analysis and Data 128 Finding 3: Interpretation . 132 Finding 4: Method of Analysis and Data 134 Finding 4: Interpretation . 136 Finding 5: Method of Analysis and Data 136 Finding 5: Interpretation . 141 Research Question 1a: Findings 142 Finding 6: Method of Analysis and Data 142 Finding 6: Interpretation . 146 Research Question 1b: Findings . 146 Finding 7: Method of Analysis and Data 146 Finding 7: Interpretation . 150 Research Question 1bi: Findings 151 Finding 8: Method of Analysis and Data 151 Finding 8: Interpretation . 153 Chapter V: DATA, FINDINGS, AND INTERPRETATIONS FOR RESEARCH QUESTION 2 .154 Introduction . 154 Panels 2 and 5 Demographics . 156 Research Question 2 Review 159 Research Question 2: Profile Artifacts . 160 Artifact 1: A Revised Job Description 160 Artifact 2: A Revised and Validated, Graphical Storyboard 161 Artifact 3: A Rank Ordering of Duties Based on Two Metrics 161 Artifact 4: A Revised List of Concepts Chaplains Need to Know . 162 Artifact 5: A Revised List of Skills Chaplains Need to Have . 164 Artifact 6: A Revised List of Traits and Tools Chaplains Need to Have . 165 Panel 2 Overview 166 Research Question 2: Findings . 167 Research Question 2a: Findings 167 Research Question 2b: Findings . 167 Research Question 2bi: Findings 167 Finding 1: Method of Analysis and Data 168 Finding 1: Interpretation . 171 Finding 2: Method of Analysis and Data 173 Finding 2: Interpretation . 177 Finding 3: Method of Analysis and Data 177 Finding 3: Interpretation . 192 Research Question 2a: Findings 193 Finding 4: Method of Analysis and Data 193 Finding 4: Interpretation . 195 Research Question 2b: Findings . 196 Finding 5: Method of Analysis and Data 196 Finding 5: Interpretation . 199 Research Question 2bi: Findings 200 Finding 6: Method of Analysis and Data 200 Finding 6: Interpretation . 201 Chapter VI: DATA, FINDINGS, AND INTERPRETATIONS FOR RESEARCH QUESTIONS 3 AND 4 203 Introduction . 203 Panels 3 and 4 Demographics . 205 Research Questions 3 and 4 Review . 208 Panels 3 and 4 Overview. 209 Research Question 3: Findings . 211 Research Question 3a: Findings 211 Research Question 3b: Findings . 211 Research Question 3bi: Findings 211 Research Question 4: Findings . 212 Research Question 4a: Findings 212 Research Question 4b: Findings . 212 Research Question 4bi: Findings 212 Research Question 3 Findings 213 Finding 1: Method of Analysis and Data 213 Finding 1: Interpretation . 214 Finding 2: Method of Analysis and Data 215 Finding 2: Interpretation . 216 Finding 3: Method of Analysis and Data 217 Finding 3: Interpretation . 218 Finding 4: Method of Analysis and Data 218 Finding 4: Interpretation . 220 Finding 5: Method of Analysis and Data 221 Finding 5: Interpretation . 223 Research Question 4 Findings 223 Finding 6: Method of Analysis and Data 223 Finding 6: Interpretation . 226 Finding 7: Method of Analysis and Data 227 Finding 7: Interpretation . 228 Finding 8: Method of Analysis and Data 228 Finding 8: Interpretation . 229 Finding 9: Method of Analysis and Data 231 Finding 9: Interpretation . 232 Summary of Major Findings by Panel 233 Panel 1 Major Findings (Chapter 4) 233 Panel 2 Major Findings (Chapter 5) 234 Panel 3 Major Findings (Chapter 6) 235 Panel 4 Major Findings (Chapter 6) 235 Panel 5 Major Findings (Chapter 5) 236 Chapter VII: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .237 Introduction . 237 Problem Statement 238 Purpose of the Study . 238 Research Questions . 239 Literature Review 241 Chaplain’s Role . 242 Role of CPE 243 DACUM 244 Summary . 245 Methods and Procedures . 245 Research Design 245 Protocol Followed . 246 Sampling . 247 Data Collection . 248 Data Analysis 248 Validation 249 Major Conclusions 250 This Study’s DACUM Profile 250 Chaplain’s Role . 252 CPE . 253 DACUM 254 Recommendations . 255 Chaplain’s Role . 255 CPE . 256 DACUM 257 Summary: 258 REFERENCES: 260 APPENDIX A: 2010 ACPE Objectives and Outcomes for a Basic Unit of CPE 292 APPENDIX B: HealthCare Chaplaincy Network CPE Core Curriculum 296 APPENDIX C: Demographic Survey .300 APPENDIX D: End-of-Session Survey 310 APPENDIX E: Marketing Brochure for Participants .314 APPENDIX F: Institutional Review Board (IRB) Approval and Consent Forms317 APPENDIX G: Sample Photo Journal Distributed to All Participants for Validation 327 APPENDIX H: Report Sent to All Participants for Review and Validation .336 APPENDIX I: Left-side and Right-side of Panel 1 DACUM Storyboard 349 APPENDIX J: Left-side and Right-side of Panel 2 DACUM Storyboard .352 APPENDIX K: Table K1-Table K12: Matrices Showing Each Research Question Mapped to Sampling Methods, Collection and Analysis Methods. .355	en_US
dc.language.iso	en_US	en_US
dc.subject	Chaplains	en_US
dc.subject	Medical care	en_US
dc.subject	Clinical Pastoral Education	en_US
dc.subject	Eastern Kentucky University	en_US
dc.title	A DACUM Analysis of Health Care Chaplains in Metro New York and the Implications for Clinical Pastoral Education	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Downey, Steven
dc.description.committee	Fiester, Herbert
dc.description.committee	Wiley, Ellen W.
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum and Instruction	en_US