scholarly journals Bridging the Gap between Theory and Practice in Integrated Care: The Case of the Diabetic Foot Pathway in Tuscany

2016 ◽  
Vol 16 (2) ◽  
pp. 9 ◽  
Author(s):  
Sabina Nuti ◽  
Barbara Bini ◽  
Tommaso Grillo Ruggieri ◽  
Alberto Piaggesi ◽  
Lucia Ricci
Keyword(s):  
Integrated Care ◽  
Diabetic Foot ◽  
Theory And Practice

Trial and error, together: divergent thinking and collective learning in the implementation of integrated care networks

2018 ◽  
Vol 84 (3) ◽  
pp. 452-468 ◽  
Author(s):  
Jenna M. Evans ◽  
Agnes Grudniewicz ◽  
Peter Tsasis
Keyword(s):  
Integrated Care ◽  
Mental Model ◽  
Large Scale ◽  
Divergent Thinking ◽  
Negative Impact ◽  
Care Delivery ◽  
Collective Learning ◽  
Theory And Practice ◽  
Successful Implementation ◽  
Coordinated Action

Hybrid networks that link disparate professionals and organizations are a common approach to deliver integrated care to patients. Recent literature argues that successful implementation of these networks demands a socio-cognitive perspective in which stakeholder mental frames and thought processes are prioritized, investigated, and compared. The aims of this article are to identify where mindsets diverge among clinical and managerial stakeholders involved in the implementation of integrated care networks known as ‘Health Links’ (HLs) in Ontario, Canada, and to describe strategies to support stakeholders’ capacity to collectively learn and develop more convergent views. Drawing from shared mental model theory and practice-based learning theory, a secondary analysis was conducted of interview data with 55 healthcare professionals and managers involved in the implementation of HLs. We identified examples of divergences in stakeholders’ conceptualization of the HL design and approach (‘strategy mental model’) and their perceptions of each other and how they work together (‘relationship mental model’). We also identified four strategies that facilitate learning and possibly mental model convergence. The results of the study may help guide stakeholder dialogue towards collective learning and coordinated action for integrated care delivery. Points for practitioners The findings suggest that in the implementation of large-scale change involving multiple stakeholder groups, there are predictable areas where divergent views are likely to occur and may have a negative impact on coordinated action. An awareness of these potential divergences can guide practitioners to examine them explicitly and regularly, and to proactively develop strategies to support practice-based learning and the development of a convergent perspective.

An integrated care pathway to save the critically ischaemic diabetic foot

2006 ◽  
Vol 60 (6) ◽  
pp. 667-669 ◽  
Author(s):  
K. El Sakka ◽  
N. Fassiadis ◽  
R. P. S. Gambhir ◽  
M. Halawa ◽  
H. Zayed ◽  
...  
Keyword(s):  
Integrated Care ◽  
Diabetic Foot ◽  
Care Pathway ◽  
Integrated Care Pathway

Organizing integrated care for older persons: strategies in Sweden during the past decade

2015 ◽  
Vol 29 (1) ◽  
pp. 128-151 ◽  
Author(s):  
Helene Berglund ◽  
Staffan Blomberg ◽  
Anna Dunér ◽  
Karin Kjellgren
Keyword(s):  
Integrated Care ◽  
Consumer Choice ◽  
Older Persons ◽  
Theoretical Framework ◽  
Choice Models ◽  
Theory And Practice ◽  
Integration Theory ◽  
Local Health ◽  
Content Type ◽  
The Past

Purpose – The purpose of this paper is to describe and analyse ways of organizing integrated care for older persons in Sweden during the past decade. Design/methodology/approach – The data consist of 62 cases of development work, described in official reports. A meta-analysis of cases was performed, including content analysis of each case. A theoretical framework comprising different forms of integration (co-ordination, contracting, co-operation and collaboration) was applied. Findings – Co-operation was common and collaboration, including multiprofessional teamwork, was rare in the cases. Contracting can be questioned as being a form of integration, and the introduction of consumer choice models appeared problematic in inter-organization integration. Goals stated in the cases concerned steering and designing care, rather than outcome specifications for older persons. Explicit goals to improve integration in itself could imply that the organizations adapt to strong normative expectations in society. Trends over the decade comprised development of local health care systems, introduction of consumer choice models and contracting out. Research limitations/implications – Most cases were projects, but others comprised evaluations of regular organization of integrated care. These evaluations were often written normatively, but constituted the conditions for practice and were important study contributions. Practical implications – Guiding clinical practice to be aware of importance of setting follow-up goals. Social implications – Awareness of the risk that special funds may impede sustainable strategies development. Originality/value – A theoretical framework of forms of integration was applied to several different strategies, which had been carried out mostly in practice. The study contributes to understanding of how different strategies have been developed and applied to organize integrated care, and highlights some relationships between integration theory and practice.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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