This research evaluated an innovative and uniquely structured nursing student exchange programme which was designed with the aim of contributing to the accomplishment of Strategic Objective One of a University in Hong Kong. The six week programme was conducted between the School of Nursing of a University in Hong Kong and the School of Nursing of a University in Shanghai. Students from both Schools constituted two classes, one of which was held in Hong Kong and the other in Shanghai. Each class contained a mix of students from both Hong Kong and Shanghai, i.e. exchange and non-exchange students. The learning experiences arranged in the programme included theory taught in classroom lectures and in tutorials, clinical visits and social activities. The lectures were given by teachers from both Schools. The teacher from the School of Nursing in Hong Kong gave the lectures on 'Health Counselling', using English as the teaching language medium. Two teachers from the School of Nursing in Shanghai gave the lectures on 'Interpretation of Clinical Data', using Putonghua as the teaching language medium. With the use of videoconferencing, students in the classes in both sites received the lectures simultaneously. The tutorials were conducted in each of the Schools separately without the use of videoconferencing. Following initial access negotiations by the teachers, the non-exchange students organised the clinical visits to different health care settings which they attended together with their exchange student classmates. They also organised and, together with their exchange student classmates, shared in various social and cultural activities. The objectives of the research were firstly to determine whether the objectives of the student exchange programme had been met. These programme objectives addressed the enhancement of participating students' all-round development in seven elements which were stated in the Strategic Objective One of the University in Hong Kong. The second objective

The past decade has seen immense change within the radiography profession internationally, as technical advancements and education and training initiatives have evolved to keep pace with the demands of the clinical environment. In Hong Kong (HK), it is necessary to establish a Continuous Professional Development (CPD) model for radiographers, to objectively monitor and assess the performance of individual radiographers throughout their working lives. Consequently, the current thesis aims: To investigate the need to implement a CPD scheme for Diagnostic Radiographers in HK, which will guide clinical performance and act as a means of monitoring the career progression of individuals within the profession. Information gained in this study will be used to identify the potential for improvement in radiography services and education via the creation of a CPD driven performance model. Objectives The objectives of this study are to: i) investigate and evaluate the current means of assessing clinical performance of Diagnostic Radiographers within the public hospitals in HK; ii) ascertain the views and opinions of relevant stakeholders on specialisation, CPD and role extension of Diagnostic Radiographers in HK; iii) suggest a CPD model for monitoring clinical performance of diagnostic radiographers at all levels of progress within the profession, based on the competencies identified and the consensus views of relevant stakeholders; iv) consult and seek professional views on the CPD model within the clinical environment in HK; v) establish a CPD model, following consultation feedback, for assessing clinical performance of Diagnostic Radiographers in HK that supports professional development. Methods The study used both quantitative and qualitative methods to collect data, by means of questionnaires and semi-structured interviews. The target population included all radiographers and radiologists employed within the HA, all radiography academics, and an Executive Manager (Allied Health

This dissertation consists of three studies which addressed the issue of describing creativity and enhancing creativity in Chinese writing among primary school students in Hong Kong. Although creativity is valued in the Curriculum Reform of Hong Kong, the degree to which creativity is incorporated into teaching by Chinese Language teachers was unknown. Study One addressed this issue by a survey using a tailor-designed 14-item questionnaire conducted among 449 Chinese Language teachers in primary schools to tap the respondents' perceptions of creativity, perceived ways of developing students' creativity, and their day-to-day practice of writing in classrooms. The results show that most of the teacher respondents conformed to the traditional method of teaching writing. Results suggested a detailed study to enhance teacher's skills in teaching creativity in Chinese which formed the foundation for Study Three. With Study One as the foundation, distinctions between Eastern and Western perspectives of creativity may be explored in future. Study Two was the development and validation of the Chinese Creative Writing Scale (CCWS) that was later applied as an outcome measure for creative writing in Chinese language in Study Three. The development of CCWS contributes to the measurement of creative writing in Chinese. With its good internal consistency, inter-rater reliability and construct validity, it can be used as an outcome measure for assessing the effectiveness of enhancing creativity in Chinese writing. With minor modifications, the scale can be applied in Mainland China, Taiwan, and Chinese societies elsewhere in the world. In Study Three, we first developed four learning studies using the phenomenographic approach and the Theory of Variation. To test the effect of the learning study approach, a quasi-experimental trial was then conducted in a primary school in Hong Kong. Four teachers joined the learning study for one academic year. Some 277 students were randomly allocated