scholarly journals Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Eileen M. McKinlay ◽  
Peter A Gallagher ◽  
Lesley A Gray ◽  
Christine L Wilson ◽  
Susan R Pullon
Keyword(s):  
Focus Groups ◽  
Interprofessional Education ◽  
Clinical Teaching ◽  
Shared Vision ◽  
Team Formation ◽  
Teacher Interviews ◽  
Educational Preparation ◽  
Trust Development ◽  
Study Approach ◽  
Teaching Team

Background: Descriptions of interprofessional education (IPE) programs and teacher competencies exist, but limited research has been undertaken about the process of IPE teaching team formation. This research project examined how pedagogically naïve clinicians of different disciplines initially formed an IPE teaching team.Methods and Findings: A case study approach was undertaken with data collected over the first sixteen months of an IPE program. Data included: audio recordings, transcripts, and field notes from nine individual teacher interviews, two teaching team focus groups, five student focus groups, and eight summary reports. Data analysis using a grounded theory constant comparison approach revealed themes relating to the formation, development, and evolving sophistication of the teaching team from functioning, to co-ordinating, to co-operating, and finally to collaborating. These stages were influenced by four external factors: remote rural context, Hauora Māori principles, personal attributes, and teacher development.Conclusions: Formation of interprofessional clinical teaching teams requires educational preparation, time learning to work with each other, and trust development, with a number of local contextual factors influencing this process. Teaching team formation paralleled Wegner’s Community of Practice model where shared vision supported the adoption of an increasingly complex IPE pedagogy.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

scholarly journals Interprofessional Education: Graduate Students’ Perspectives

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Judy L. Leflore ◽  
Mary Lou Bond ◽  
Mindi Anderson ◽  
Susan Baxley ◽  
Desiree A. Díaz
Keyword(s):  
Focus Groups ◽  
Graduate Education ◽  
Interprofessional Education ◽  
Qualitative Methodology ◽  
Student Evaluation ◽  
Social Work Students ◽  
Professional Role ◽  
Master Of Social Work ◽  
Student Input ◽  
Beginning Students

Background: This program evaluation used qualitative methodology to describestudents’ expectations, concerns, needed supports, and experiences in a yearlongInterprofessional Education program.Methods and Findings: Focus groups were used to obtain the views of nurse practitionerand Master of social work students. Students participated in focus groups atthe program beginning and completion. Interprofessional education competencies,expectations, and concerns were examined. Results showed that at the beginning,students indicated a desire to understand the other’s professional role. They alsoexpressed concerns. During the post-program interviews, students indicated adesire to have had more classes and work together in clinical practice. Limitationsincluded a lack of participation of all students in the final focus groups.Conclusions: Student input in a program is essential. Further research is needed.Keywords: Interprofessional education (IPE); Qualitative research; Student evaluation;Graduate education

Opening the black box of employee entrepreneurship decision-making

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qingyan Ye ◽  
Duanxu Wang ◽  
Kai Zeng
Keyword(s):  
Decision Making ◽  
New Venture ◽  
Team Formation ◽  
Valuable Insight ◽  
Content Type ◽  
Study Approach ◽  
Interactive Decision Making ◽  
Entrepreneurial Team ◽  
Depth Study ◽  
Decision Making Processes

PurposeEmployee entrepreneurship has recently become an emerging area of investigation. However, due to the fragmentation of the turnover and entrepreneurship literature, no coherent theoretical framework has been developed to provide an adequate description of the employee entrepreneurial process. The purpose of this paper is to gain a deeper understanding of why and how an employee in an established organization progresses toward starting a new venture by exploring the key decision-making processes during the initial stages of employee entrepreneurship.Design/methodology/approachThis study addresses the following research questions: What are the key decision-making processes during the initial stages of employee entrepreneurship? How are these decisions made, and how do they interact? This study employed a multiple case study approach, which enabled the authors to gain valuable insight into these “what” and “how” questions. The data consist of 28 in-depth employee entrepreneurship cases.FindingsBased on an in-depth study of 28 cases, this study constructs a comprehensive model of the dynamic and interactive decision-making processes that lead to employee entrepreneurship. In particular, the findings reveal that rather than being a linear staged activity, employee entrepreneurship is an inherently iterative process that involves a set of interrelated subdecision-making processes related to turnover, team entrepreneurship and partner recruitment that entail multiple iterations and feedback loops based on an individual's cognitive judgment.Originality/valueBy illustrating and clarifying the importance of the effects of different initial motivations and the attributes of the network in the course of the employee entrepreneurship decision-making process, this study integrates the turnover and entrepreneurship literature and makes significant contributions to the current literature on employee entrepreneurship. Moreover, this study complements research investigating entrepreneurial team formation by providing a detailed understanding of how the lead entrepreneur and the prospective partner make mutual choices during the entrepreneurial team formation process.

PROFIT AND RISK SHARING IN A VIRTUAL ENTERPRISE

2004 ◽  
Vol 01 (01) ◽  
pp. 75-92 ◽  
Author(s):  
JOUKO KARJALAINEN ◽  
TERO HAAHTELA ◽  
PEKKA MALINEN ◽  
VESA SALMINEN
Keyword(s):  
New Product Development ◽  
Risk Sharing ◽  
Virtual Enterprise ◽  
New Product ◽  
Profit Sharing ◽  
Shared Vision ◽  
Risk Attitudes ◽  
Case Study Approach ◽  
Study Approach

Organizations are increasing the use of partnerships but improved models addressing the sharing of profits and risks are needed to foster innovations in networked new product development. We have used a case study approach to explore the implementation of profit- and risk-sharing mechanisms in a virtual enterprise. Lack of a shared vision may have been the most important cause for the early decomposition of the virtual enterprise. Therefore, the trust did not start to accumulate during the cooperation. This would have been imperative for the implementation of profit sharing mechanisms, because risk attitudes seemed to favor hierarchical rewarding mechanisms.

scholarly journals How can leaders and managers in the Police support the learning of others and at the same time, support their own?

2018 ◽  
Vol 7 (3) ◽  
pp. 228-247 ◽  
Author(s):  
Jenni Jones
Keyword(s):  
Focus Groups ◽  
Personal Development ◽  
Structured Interviews ◽  
Line Managers ◽  
Content Type ◽  
Team Members ◽  
Study Approach ◽  
Moderating Factors ◽  
The Uk

Purpose The purpose of this paper is to attempt to demonstrate that formal mentoring is a helpful tool to develop managers within the changing context of the UK Police, and to highlight how managers can have an influence on mentoring programmes and the learning within them. Design/methodology/approach A longitudinal qualitative case study approach was chosen and semi-structured interviews were conducted alongside focus groups. Findings The findings showed that both mentees and mentors perceived they were learning within the mentoring relationship. Also, despite some common themes in relation to the key moderating factors, managers were seen as both facilitating and hindering these mentoring relationships. Research limitations/implications It was recognised that although interesting to compare and contrast the findings between the two different case study organisations, the findings drawn from this study may not be directly applicable to other mentoring programmes beyond these UK Police Forces. More could have been explored in the focus groups and information could have been collected from those that did not attend the interviews or the focus groups. Originality/value This research adds value as there is little written about the mentoring and managers, within the interesting changing context of the UK Police force. The insights from this mentoring research suggest that there is much learning to be gained by both parties through mentoring and that line managers need to be encouraged away from the day to day reactive approach towards being more proactive with supporting the personal development of their team members (and themselves) into the future. If they are more involved and supportive of learning and development interventions, then they and their team members will gain more from the experience and this will ultimately help them to make a more positive difference within their role.

scholarly journals Health Professions Students' Teamwork Before and After an Interprofessional Education Co-Curricular Experience

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Shelley C. Mishoe ◽  
Kimberly Adams Tufts ◽  
Leigh A. Diggs ◽  
James D. Blando ◽  
Denise M. Claiborne ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Roles And Responsibilities ◽  
Study Approach ◽  
Positive Attitudes ◽  
Before And After ◽  
Moderate Effect Size ◽  
Health Sciences Students

Background: Effective interprofessional collaboration may positively impact clinical outcomes, patient satisfaction, and cost effectiveness. However, educational silos and discipline-specific socialization have reinforced each health profession’s independent values, attitudes, and problem-solving approaches.Methods and Findings: Students’ (N = 376) attitudes about teamwork were measured with the Interprofessional Attitudes Scale, Teamwork, Roles, and Responsibilities subscale using a pretest-posttest design. Experiential learning strategies and a case study approach were used to introduce students to the roles and responsibilities of the students’ disciplines. There was a positive mean difference in pretest-posttest measures (p < .001) with a moderate effect size (r = .27).Conclusions: Providing opportunities for pre-licensure health sciences students to understand the roles and responsibilities of other disciplines through IPE co-curricular learning can enhance positive attitudes toward teamwork.

scholarly journals Catalyzing Transformational Partnerships for the SDGs: Effectiveness and Impact of the Multi-Stakeholder Initiative El día después

2020 ◽  
Vol 12 (17) ◽  
pp. 7189
Author(s):  
Jaime Moreno-Serna ◽  
Wendy M. Purcell ◽  
Teresa Sánchez-Chaparro ◽  
Miguel Soberón ◽  
Julio Lumbreras ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Transformational Change ◽  
Shared Vision ◽  
Social Needs ◽  
The Sustainable Development ◽  
Study Approach ◽  
Agenda 2030 ◽  
Development Goals ◽  
Stakeholder Partnerships ◽  
Multi Stakeholder

Partnerships are essential to delivering the transformational change demanded by the Sustainable Development Goals (SDG) and essential to achieving Agenda 2030. It is therefore necessary to strengthen the partnering capacity of different types of organizations so they can collaborate in multi-stakeholder partnerships. However, partnership working can be costly in terms of time and other resources and is complex. Given the urgency and importance of sustainable development, illustrated by the recent pandemic and social unrest around inequity, we focused on the creation of a partnership that became effective quickly and was able to deliver societal impact at scale. Using a case study approach, the transformational potential and the early stages of “El día después” (in English, “The day after”) were analyzed as it represents a multi-stakeholder partnership forged to frame an SDG-oriented collaborative response to the COVID-19 crisis in Spain. El día después is defined as a partnership incubator, a space where public administrations interact under conditions of equivalence with all the other stakeholders, where private companies can link their innovation processes to other SDG-committed actors and social needs and where the academic sector can participate in a sustained dialogue oriented to the action. Our findings reveal that in order to catalyze the co-creation process and achieve systemic change through a set of connected multi-stakeholder initiatives, a very flexible collaborative arrangement is required, with all partners acting as facilitators. In this way, a solid interdisciplinary team is created, united around a shared vision, with trust-based relationships and a common identity fueling impact-oriented projects targeted to advance the SDGs.

scholarly journals Interprofessional Education in Four Canadian Undergraduate Nursing Programs: An Examination of the Supporting Data

2020 ◽  
Vol 3 ◽  
pp. 34-49
Author(s):  
Emily Donato ◽  
Nancy Lightfoot ◽  
Leigh MacEwan ◽  
Lorraine Carter
Keyword(s):  
Focus Groups ◽  
Interprofessional Education ◽  
Review Process ◽  
Nursing Programs ◽  
Faculty Members ◽  
Learning Activities ◽  
Northern Ontario ◽  
Undergraduate Nursing ◽  
Multiple Case

Canadian nursing programs are required to provide Interprofessional Education (IPE) since formal inclusion in the undergraduate curricula in 2012. This multiple case study explored how four undergraduate university nursing programs in Northern Ontario integrated IPE into their curricula, including opportunities and challenges of meeting the new IPE requirements. Data collected and analyzed in the study were: interviews with program directors, focus groups and interviews with faculty members, program documentation and information on websites, and on-site program observations. This paper extends the findings of this study and the themes identified in it. These themes were as follows: 1) varied understandings of IPE, 2) diverse IPE learning activities within curricula, 3) the requirement for support and resources for IPE and research, 4) student participation and leadership in IPE, and 5) limited IPE evaluation (Author names removed for integrity of review process, 2019). In this paper, the themes are explored in further depth through extensive consideration of documentation provided by the involved universities. These resources complement the data derived through interviews and focus groups with faculty and directors.  Exploration of these data is a valuable means of illuminating any congruencies and dissonances found in the director and faculty data.    

scholarly journals Exploring Teachers’ Approaches to Science Practical Work in Lower Secondary Schools in Malaysia

2021 ◽  
Author(s):  
◽  
Siti Shamsiah Binti Sani
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Science Curriculum ◽  
Practical Work ◽  
Science Content ◽  
Teacher Interviews ◽  
Teacher Expectation ◽  
Study Approach ◽  
Group Interviews ◽  
Lower Secondary Schools

<p>Practical work in science is a teaching approach that aims to enable students to develop procedural and conceptual understanding and an understanding about the nature of science. Practical work is required by the Malaysian Science Curriculum at all school levels. The purpose of this research was to gain an understanding of teachers’ views and practices in conducting practical work in lower secondary schools. This research, which adopted a case study approach, was underpinned by constructivist views of learning and investigated the phenomenon of practical work in three co-educational schools in the state of Melaka. The participants were three science teachers and their classes of about 35 students each. Data were collected through teacher interviews, classroom observations, document analysis and focus group interviews with students. Findings suggest that teachers’ understanding about practical work were aligned with their purposes for conducting practical work. Practical work that teachers offered promoted low levels of inquiry and at best students were developing a view that in science we follow a set of procedures to arrive at a well-known conclusion. Teachers’ practices were constrained by limited resources, prescribed texts, the amount of content to be taught, and their science content knowledge. Student learning was constrained by the limited exposure to authentic science investigation, low teacher expectation, a focus on hands-on rather than minds-on learning, and the language of instruction. The findings have implications for teacher practice and science education policy for lower secondary schools in Malaysia.</p>

Sign in / Sign up

Export Citation Format

Share Document