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Dissertations / Theses on the topic 'Collaborative teamwork'
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Yang, Guang. "Team Lab, a collaborative environment for teamwork." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ54543.pdf.
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Gerhardt, Clara, Kristie Chandler, and Celeste Hill. "Collaborative Teamwork: For Better or For Worse." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/15.
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This poster presentation describes the group dynamics within a collaborative learning setting. In the Parenting class, which is a requirement within the Human Development and Family Science major, students are encouraged to choose their own groups which will then function as family units for the duration of the semester. The learning principle behind these team exercises is twofold: on the one hand the groups have to cover curricular material and access information related to best parenting practices. On the other hand, by being part of a group themselves, they have to reflect on the challenges that may occur within family units, and this entails meta-cognition. The groups have to collaborate to complete tasks similar to the way families deal with real-life challenges. One of the first tasks concerns parenting techniques in the case of disruptive behavior of children. The groups have to access best parenting practices and resources by accessing sites that list and describe evidence based parenting programs. They have to find best outcomes as a family, and outline the appropriate parenting techniques. It becomes apparent to group members that a family unit has a permanence that has to be accepted, respected, and used a as tool. Not exiting from a group necessitates negotiating skills, display of mutual acceptance and collaboration. The instructor of the class has been trained in the basics of group dynamics, and serves as a resource to guide the students; and can comment on the observed process. Theoretically groups are predicted to go through phases of forming, norming, storming, performing and ultimately adjourning, first described by Tuckman (1965). This sequence is illustrated with descriptions of real-life events occurring in the classroom. When students choose their own groups, the underlying learning principle is to make them responsible for their choices and deal with the unanticipated surprises and challenges. This strategy is intentional. Inevitably, during the semester, cracks appear in these happy units, and students complain that they cannot work in this group, or with that person. When there is dissent in the group, it also provides the perfect learning opportunity. Dynamics of dissent can occur in any group, including family groups. Students are reminded that family groups have permanence and in a similar fashion they cannot change their groups once they have chosen them. Hence the focus shifts to finding techniques and ways of restoring the group homeostasis and thereby implied functioning. In doing so, students are encouraged to follow several steps: one is to understand their group’s behavior according to a systems approach and becoming acquainted with systems theory. Subsequently they need to find ways to resolve the conflict in a respectful manner and become productive. Students realize the parallel between their functioning as a group and many parenting situations. As part of the conflict resolution they need to implement structure in combination with the welcoming qualities of nurture. The student working groups find that just like families, they ultimately have to display constructive coping strategies to support group cohesion and functionality.
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Prichard, Jane S. "Teamwork and collaborative learning : does team skills training enhance educational outcomes?" Thesis, University of Southampton, 2002. https://eprints.soton.ac.uk/33468/.
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Barrett, Gilbert. "COLLABORATIVE CONTEXT-BASED REASONING." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2722.
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This dissertation explores modeling collaborative behavior, based on Joint Intentions Theory (JIT), in Context-Based Reasoning (CxBR). Context-Based Reasoning is one of several contextual reasoning paradigms. And, Joint Intentions Theory is the definitive semantic framework for collaborative behaviors. In order to formalize collaborative behaviors in CxBR based on JIT, CxBR is first described in terms of the more popular Belief, Desire, and Intention (BDI) model. Once this description is established JIT is used as a basis for the formalism for collaborative behavior in CxBR. The hypothesis of this dissertation is that this formalism allows for effective collaborative behaviors in CxBR. Additionally, it is also hypothesized that CxBR agents inferring intention from explicitly communicating Contexts allows for more efficient modeling of collaborative behaviors than inferring intention from situational awareness. Four prototypes are built and evaluated to test the hypothesis and the evaluations are favorable. Effective collaboration is demonstrated through cognitive task analysis and through metrics based on JIT definitions. Efficiency is shown through software metric evaluations for volume and complexity of code.Ph.D.
School of Electrical Engineering and Computer Science
Engineering and Computer Science
Computer Engineering PhD
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Finn, Rachael. "Collaborative work in the operating theatre : conflict and the discourse of 'teamwork'." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397548.
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Berg, Shannon. "Bridging silos : increasing collaborative teamwork between family physicians and home health staff." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45264.
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Family physicians (FPs) and home health staff (HHS – home care nurses, case managers, occupational and physiotherapists, and nutritionists) share complex acute and chronically ill patients, but experience significant barriers to collaborative care. This study employed a mixed methodology design to assess the effectiveness of use by FPs and HHS of a structured communication process (pre-scheduled, secure audio-conferencing) about patients they shared, involving all HHS staff and a convenience sample of 22 FPs providing service in one geographic area of a large multi-cultural Canadian city. Following a three-month baseline measurement period, FPs were randomized to an intervention or usual communication group, and the intervention was applied for eight months. Outcome measures included number of shared patients; total number of contacts about shared patients; changes in perception of quality of collaboration; and qualitative experience of using the intervention. Primary data sources included extracts and chart reviews from the HHS electronic clinical documentation system; pre- and post-study administration of a published survey designed to measure perception of collaboration for FPs and home care staff ; and post-study semi-structured interviews and focus groups. Non-parametric statistical procedures and mixed effects Poisson regression for longitudinal count data were used for quantitative data, and thematic content analysis for qualitative data. Results from quantitative and qualitative analysis were considered overall to generate insights into how to further collaborative care planning between FPs and HHS. The average number of shared patients per FP per month did not change, but a statistically significant increase was observed in the average number of contacts per shared patient between FPs and HHS for both study groups in the intervention phase. FPs and HHS agreed that the conferences were beneficial for patients, and both gained a better understanding of each others’ services and work processes. Both FPs and HHS provided evidence that structural barriers greatly impede collaboration between primary and community care. Use of audio-conferencing may have provided a proactive, efficient method of communication that avoided the need for subsequent back-and-forth clarification. Limitations included the small sample size of FPs and short timeline of the intervention period given the magnitude of the change expected.
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Peng, Chengzhi. "Teamwork in architectural modelling : representation and communication requirements for computer support in collaborative design." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/20735.
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This thesis presents a study of what is required for a computer system to support human creative collaborative design activity. The field of design study is targeted on architecture. Design is seen essentially as an activity of modelling complex objects with or without computers. 'Teamwork in architectural modelling' is, therefore, the realm of inquiry, with the goal of identifying the representation and communication requirements for computer support. A phenomenon of collaborative design to be explained is how the distribution of design work among multiple participating expertise is related to the integration of individual design contributions into products with architectural unity. Several historical cases of building design projects are studied. We examine the design expressions produced by members of the design team in each case. Based on the results of case studies, we put forward two distinct teamwork patterns in collaborative design: metaphorist and structuralist. The teamwork patterns are subsequently treated with more elaborate analyses and simulations. Prior to the presentation of the requirement studies, a survey of the current state of the art in building collaborative drawing and design support systems is provided. The survey shows that our concern of supporting collaborative design modelling remains a subject largely unexplored by the current system designs. For each teamwork pattern identified, a situation-theoretical framework is adopted for carrying out a more elaborate analysis.
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Schönig, Stefan, Macias Cristina Cabanillas, Ciccio Claudio Di, Stefan Jablonski, and Jan Mendling. "Mining team compositions for collaborative work in business processes." Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/s10270-016-0567-4.
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Process mining aims at discovering processes by extracting knowledge about their different perspectives from event logs. The resource perspective (or organisational perspective) deals, among others, with the assignment of resources to process activities. Mining in relation to this perspective aims to extract rules on resource assignments for the process activities. Prior research in this area is limited by the assumption that only one resource is responsible for each process activity, and hence, collaborative activities are disregarded. In this paper, we leverage this assumption by developing a process mining approach that is able to discover team compositions for collaborative process activities from event logs. We evaluate our novel mining approach in terms of computational performance and practical applicability.
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Rosen, Michael. "COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2727.
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This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Hunter, Jane. "One More Thing: Faculty Response to Increased Emphasis on Project Teams in Undergraduate Engineering Education." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196119.
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Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.
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Sundholm, Hillevi. "Spaces within Spaces : The Construction of a Collaborative Reality." Doctoral thesis, Kista : Department of Computer and Systems Sciences (Stockholm University together with KTH), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6860.
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Yinger, Nicholas S. "A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091.
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Navrátil, Karel. "Analýza možností a využití IT v týmové práci na školních projektech." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114146.
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This thesis "The Analysis of IT possibilities and utilization in teamwork on the school projects" deals with a problem of teamwork cooperation of the students of the University of Economics in Prague. The students worked on school projects, using information technologies. The introduction of the thesis deals with the basic theoretical knowledge of formation, functioning and team communication. Then some specification of collaborative software is given. Fundamental subject matter of the practical part of this thesis shows the outcome of a survey by questionnaire which analyses students' general view on teamwork. It is followed by the team origin aspect, organization of teams and the analysis of information technology possibilities and utilization in the cooperation of students. In conclusion the author makes some suggestions resulting from gained information on the school team creation and on the information technologies utilization in teamwork projects.
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Babineau, Louis. "L'impact de l'appropriation d'un collecticiel de travail sur le fonctionnement interne et l'efficacité des équipes de travail à durée déterminée." Thèse, Université de Sherbrooke, 2009. http://hdl.handle.net/11143/8242.
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Résumé : Confrontées à un environnement toujours plus turbulent et compétitif et à la nécessité de s'adapter avec souplesse et agilité, les entreprises ont de plus en plus recours aux technologies et aux applications informatiques collaboratives afin de créer et de mobiliser des équipes de projet. L'objectif sous-jacent est de les rendre aussi efficaces et efficientes que possible, indépendamment du lieu et du temps de travail. Dans ce contexte, les équipiers doivent s'approprier les technologies qui sont mises à leur disposition afin de se soutenir mutuellement et d'assurer la gestion des ressources dont ils disposent, de façon à produire leurs livrables efficacement et suivant le rendement attendu. L'objectif de cette thèse de doctorat est d'analyser si l'appropriation d'une technologie virtuelle de travail contribue effectivement à soutenir le fonctionnement interne et l'efficacité d'équipes de travail à durée déterminée, ainsi qu'à analyser le rôle médiateur du fonctionnement interne entre l'appropriation d'une part, et l'efficacité d'autre part. L'appropriation renvoie ici à la mesure dans laquelle les équipiers s'entendent a) sur les modalités d'utilisation (accord sur l'usage) de la technologie collaborative de travail qu'il partage et l'environnement virtuel qu'elle constitue, b) sur l'usage qu'ils en font, c) sur le sentiment de possession (appropriation psychologique) qu'ils peuvent exprimer à son égard. La présente recherche a été réalisée grâce à l'administration d'un questionnaire d'enquête auprès d'un échantillon de 304 personnes regroupées en 34 équipes de travail à durée déterminée. Les résultats obtenus permettent de constater que deux variables, soit l'appropriation psychologique et l'accord sur l'usage, sont liées positivement aux deux dimensions du fonctionnement interne de l'équipe, à savoir au soutien interpersonnel et à la gestion du travail d'équipe. L'accord sur l'usage est de surcroît lié aux trois critères d'efficacité, soit à la qualité de l'expérience groupale, à la pérennité et au rendement. L'appropriation psychologique n'est toutefois pas liée au troisième critère, soit au rendement. L'usage est lié uniquement au soutien interpersonnel et à la qualité de l'expérience groupale, et ce, de manière négative. Par ailleurs, les tests de médiation réalisés permettent de constater que le fonctionnement interne de l'équipe semble effectivement jouer un rôle médiateur entre, d'une part, l'appropriation psychologique et l'accord sur l'usage et, d'autre part, les trois critères d'efficacité. Cette thèse de doctorat contribue de plusieurs manières au développement de la connaissance. Elle permet d'abord de constater qu'il est possible de s'approprier psychologiquement un environnement virtuel de travail, et que cette appropriation est en lien avec le fonctionnement interne et l'efficacité des équipes de travail. De plus, elle permet aussi de constater que cette variable se distingue bien d'un autre construit, soit de l'accord sur l'usage. Il s'agit à ces égards d'une première qui a permis l'élaboration d'un instrument de mesure doté de propriétés psychométriques intéressantes. Elle contribue aussi à la généralisation possible d'une conception multidimensionnelle du fonctionnement interne et de l'efficacité des équipes de travail à durée déterminée. Le constat d'un rôle médiateur du fonctionnement interne entre deux formes d'appropriation et certains des critères d'efficacité constitue aussi une observation intéressante et inédite dans le contexte de l'usage d'une technologie collaborative au sein des équipes à durée déterminée. Ce cadre de mesure semble donc pouvoir s'appliquer aussi aux équipes de projet.||Abstract : Faced with an ever changing and compétitive environment, and with the necessity of adapting with agility and rapidly, companies rely more and more on technology and Groupware to create and mobilize project teams. The underlying objective is to make them as efficient and effective as possible, regardless of the time and place that members add their collaborations. In order to collaborate in such a context and to produce their work efficiently and according to the desired outcome, team members must first appropriate the technologies that are made available to them, whose purposes are mutual support and proper management of resources. The goal of this research is to analyze if the appropriation of a virtual office contributes effectively to support the team and the efficiency of project teamwork, as well as to analyze the mediating rôle of the internai functioning between appropriation and efficiency. In this case, appropriation refers to the measure of the team members' consent a) on the consensus on appropriation of the Groupware that they will be using and the virtual environment that it constitutes, b) on actual Groupware use, c) and on psychological appropriation towards the Groupware. This research was carried out by handing out a survey to a sample of 304 people grouped into thirty-four teams working on projects with fixed terms. The results of this study indicate that the two variables, psychological appropriation and consensus on appropriation, are positively correlated to the two dimensions of the internai functioning; interpersonal support and management of work. Moreover, the consensus on appropriatio is also linked to the three criteria for efficiency: the quality of the group work experience, the durability and the output. However, there is no indication of a corrélation between the psychological appropriation and the third factor of efficiency, output. The results do indicate that actual Groupware use is negatively connected to interpersonal support and to the quality of the group work experience. Indeed, the test for the mediating rôle of the internai functioning of the group indicate that there is, in fact, a relationship between the psychological appropriation and the consensus on appropriation, and the three factors of efficiency. This doctoral thesis contributes in many ways to the development of knowledge on this topic. Firstly, there is a clear démonstration that psychological appropriation is, in fact, possible for a virtual work environment, and that this appropriation has a link with the internai functioning and efficiency of a project team. Moreover, the research also helps to demonstrate that the psychological appropriation is distinct from other variables such as consensus on approproation. Indeed, this unique factor allowed for the création of an interesting new measuring device with psychometric attributes. The research also contributes to a certain généralization of the multidimensional conception of the internai functioning and efficiency of group work. Finally, the récognition of the mediating rôle of the internai functioning between two types of appropriation and some of the efficiency criteria is both interesting and un-heard of in the context of the use of Groupware by work group with fixed terms. So, it would seem that the measurement framework could also be applied to project teams.
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Leinonen, P. (Piritta). "Interpersonal evaluation of knowledge in distributed team collaboration." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285974.
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Abstract The study investigated how individuals evaluate others' knowledge when they work as a distributed team. Theoretically, the study was based on contemporary theory on collaborative learning and combined with the theories which explain how individuals evaluate others' perspectives in social learning situations. Interpersonal evaluation of knowledge was conceptualized as one mediating process which is needed between social and individual knowledge planes. This study builds on a design-based research approach. Three research experiments were conducted. In the study, a pedagogical model and a visualization tool were developed based on the findings gathered from the first and the second empirical research experiments. It was also investigated how the working model and the visualization tool supported interpersonal evaluation of knowledge. In practice, the model and the tool were tested in the experiments with distributed teams. The results of the experiments are reported in four research articles (Articles I–IV). Based on the analysis of the three research experiments, it can be concluded that when the distributed team members evaluate the other team members' thinking, they use several cognitive reasoning strategies. The findings indicate that the evaluation strategies, such as perspective-taking, comparing, attribution and categorization fulfill each other when the team members try to take the perspectives and shared knowledge of others into account. The results showed also that with the working model or the visualization tool it was possible to support only some strategies of interpersonal evaluation of knowledge at one time. The findings highlight the fact that interpersonal evaluation of knowledge is a multidimensional process. The dimensions which affect the evaluation of others' knowledge are externalized knowledge presented in communication, and an individual's knowledge about, for instance, others' expertise, which may not be externalized in communication. In future studies different levels of analysis are needed to understand how interpersonal evaluation of knowledge is related to the interactions between team members and with technological resources in practiceTiivistelmä Tässä tutkimuksessa tarkastellaan hajautetun tiimin jäsenten pyrkimyksiä arvioida toistensa tietoa. Yhä useammin sekä suomalaisten että globaalien organisaatioiden toiminta perustuu ongelmien ratkaisemiseen ja uuden tiedon kehittämiseen tiimeissä. Yleensä monimutkaisten ongelmien ratkominen edellyttää tiimiläisten tapaamisia ja keskusteluja, mutta se ei ole aina mahdollista esimerkiksi pitkien välimatkojen vuoksi. Tällöin tiimiläiset kommunikoivat pääosin teknologian välityksellä, mikä osaltaan tekee tiimiläisten keskinäisestä ymmärtämisestä ja siten myös ongelmien ratkaisusta haastavaa. Teoreettisesti tutkimus nojautuu kollaboratiivisen yhteisöllisen oppimisen teoriaan ja sosiokognitiiviseen oppimisnäkemykseen, joissa toisten tietojen arviointi ja pyrkimys vastavuoroiseen ymmärtämiseen nähdään oppimiselle tärkeinä prosesseina. Tutkimuksessa sovelletaan myös sosiaalispsykologian tutkimuksissa käytettyjä teorioita attribuutiosta ja kategorioinnista. Tutkimus koostuu kolmesta osatutkimuksesta, ja se seuraa Design Based Research -tutkimusotetta. Ensimmäisen ja toisen osatutkimuksien tulosten perusteella kehitettiin yhteisölliseen hajautettuun tiimityöhön työskentelymalli ja visualisointityökalu, jota hajautetun tiimin jäsenet käyttivät tietorepresentaatioiden ja jaetun tiedon arvioimisen tukena kolmannessa osatutkimuksessa. Yleisesti visualisointityökalun ja työskentelymallin avulla pyrittiin tukemaan hajautettujen tiimien jäsenten vastavuoroista ymmärrystä. Toisten tietojen arvioimiseen käytettyjä strategioita tarkasteltiin useiden laadullisten tutkimusmenetelmien avulla. Tutkimuksen tulokset osoittavat, että ymmärtääkseen toistensa näkökulmia hajautettujen tiimien jäsenet käyttävät kognitiivisina strategioina perspektiivinottoa, vertailua, attribuutiointia ja kategorisointia. Perspektiivinotossa pyrkimyksenä on ymmärtää toisen tiimin jäsenen näkökulma jaetun tehtävän sisällön kannalta. Vertailu perustuu omien ja toisten tiimiläisten tietorakenteiden erojen ja yhteneväisyyksien etsintään. Lisäksi tuloksista nousee esille erityisesti tarve ymmärtää, mikä tieto on jo jaettua tiimin jäsenten kesken. Tutkimuksen tulokset osoittavat, että yhteisöllisen ongelmanratkaisun tutkiminen hajautetussa tiimityössä vaatii yksilön kognitiivisten toimintojen analysointia osana sosiaalista tilannetta
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Staubitz, Thomas [Verfasser], Christoph [Akademischer Betreuer] Meinel, Kloos Carlos [Gutachter] Delgado, and Martin [Gutachter] Ebner. "Gradable team assignments in large scale learning environments : collaborative learning, teamwork, and peer assessment in MOOCs / Thomas Staubitz ; Gutachter: Carlos Delgado Kloos, Martin Ebner ; Betreuer: Christoph Meinel." Potsdam : Universität Potsdam, 2020. http://d-nb.info/1219579327/34.
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Westerberg, Sarah. "The Effect of Sustained Principal Development on the Development and Maintenance of Collaborative Activities in Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2356.pdf.
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Vargas, D'Uniam Jessica, Landayeta Enrique Chiroque, and Velarde María Vanessa Vega. "Innovation in university teaching. A proposal for interdisciplinary and collaborative work in higher education." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117084.
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This article presents the systematizing of the implementation of an experience of innovation in the university teaching realized from a perspective interdisciplinary and collaborative of the Faculty of Education and Faculty of Art, taking as an intention the creation of Peruvian stories for children for the development of the sensibility, the appraisal and valuation of the national and regional wealth. For the accomplishment of the analysis focal groups were used as method of compilation of information by the intention of knowing the perception of the students of the above mentioned powers on his participation in this formative activity. The process developed 22 children books with a Peruvians themes allowed each group of students to apply specialized knowledge and abilities learned within their respective faculties towards a common project which had a set of both pedagogical and artistic criteria.Este artículo presenta la sistematización de la implementación de una experiencia de innovación en la docencia universitaria, realizada desde una perspectiva interdisciplinaria y colaborativa de las Facultades de Educación y de Arte, teniendo como propósito la creación de cuentos peruanos para niños para el desarrollo de la sensibilidad, la apreciación y valoración del patrimonio nacional y regional. Para la realización del análisis se usaron grupos focales como método de recolección de datos con el propósito de conocer la percepción de los estudiantes de dichas facultades sobre su participación en esta actividad formativa. La muestra estuvo constituida por 8 alumnos de Arte y 7 alumnas de Educación. Se elaboraron 22 cuentos infantiles peruanos, lo que permitió a los alumnos desarrollar y aplicar los conocimientos y habilidades aprendidos en cada curso en torno a un producto común, respondiendo a criterios pedagógicos y artísticos.
Este artigo apresenta o sistematizando da implementação de uma experiênciade inovação na docência universitária, levou a cabo de um interdisciplinaria de perspectiva e colaborador das Faculdades de Educação e de Arte, tendo como propósito a criação de histórias peruanas para crianças para o desenvolvimento da sensibilidade, a avaliação e estimação do patrimônio nacional e regional. Para a realização da análise grupos focais foram usados como método de juntar de dados com o propósito de conhecer a percepção dos estudantes destas faculdades na participação deles nesta atividade formativa. A amostra foi constituída por 8 estudantes de Arte e 7 estudantes de Educação. Foram elaboradas 22 histórias peruanas infantis, o que permitiu aos estudantes desenvolver e aplicar os conhecimentos e habilidades aprendidas em cada curso ao redor de um produto comum, respondendo a aproximações pedagógicas e artísticas.
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Cunha, Ana Aparecida Simões da. "Definição de um modelo de sistema de aprendizagem colaborativa apoiado por computador com enfase em trabalho em equipe." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/259427.
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Orientador: Leo Pini MagalhaesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação
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Resumo: Apesar da presença crescente de equipes de trabalho e de sua importância nas corporações, cerca de 50% das iniciativas de trabalho em equipe ainda falham pois os profissionais não estão preparados para atuar de forma colaborativa. Isso indica que não apenas as habilidades técnicas, mas também as sociais deveriam ser aprendidas na escola. Este trabalho descreve um modelo conceitual para um ambiente de aprendizagem colaborativa apoiada por computador, em que os estudantes são estimulados a se ajudar mutuamente para desenvolver a interdependência positiva, a responsabilidade coletiva, a interação contributiva, as habilidades sociais (liderança, tomada de decisão, construção de confiança, comunicação, gerenciamento de conflitos, etc.) e o processamento da equipe. A infra-estrutura de suporte do modelo é baseada nas áreas chave da aprendizagem colaborativa apoiada por computador: Coordenação, Percepção, Comunicação e Colaboração
Abstract: Despite the growing use and importance of work teams, about 50% of all workplace team initiatives fail because the employees are not prepared to work collaboratively. This indicates that not only the technical skills, but the social ones should be learned at school. None of the existing Learning Management Systems evaluated, presented tools to foster collaboration among students, thus, this work describes a model for a collaborative learning environment, wherein students are stimulated to help each other to develop the positive interdependence, individual accountability, promotive interaction, social skills (Leadership, decision-making, trust building, communication, conflict-management, etc) and group processing. The infrastructure which supports the model is based on the main areas of collaborative learning: Coordination, Awareness, Communication and Collaboration
Mestrado
Engenharia de Computação
Mestre em Engenharia Elétrica
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Ivey, Carole. "Interdisciplinary Teamwork Pedagogy." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2381.
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The purpose of this study was to describe the interdisciplinary teamwork pedagogy of the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training programs, specifically the content focus, instructional methods, and assessment practices. LEND programs are a national network providing long-term, graduate interdisciplinary training through federal funds from the Health Resources and Services Administration's Maternal Child Health Bureau. This study used a mixed method approach to describe the interdisciplinary teamwork pedagogy of LEND training programs. The study occurred in three stages: 1) a survey of LEND training directors, 2) a survey of LEND interdisciplinary teamwork instructors, and 3) document review of the national LEND website and LEND program websites. Data were analyzed using statistical and qualitative methods and interpreted through the use of professional competencies, the How People Learn framework, and research literature. This study provides for an understanding of interdisciplinary teamwork within one national program in order to inform efforts for training, practice, and research.
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Alves, Dulcimar Batista. "Percepção de fisioterapeutas sobre a formação profissional para o trabalho em equipe e a prática colaborativa." Universidade Federal de São Paulo, 2016. http://repositorio.unifesp.br/11600/45792.
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Previous issue date: 2016As Diretrizes Curriculares Nacionais do curso de Fisioterapia referem-se às competências e habilidades gerais e específicas a serem desenvolvidas durante a graduação. Preveem que a formação deve contemplar as necessidades sociais da saúde, com ênfase no Sistema Único de Saúde estimulando o pensamento crítico e produtivo, com base nos problemas da população assistida e valorizando o conhecimento que é cotidianamente produzido nas unidades de saúde e articulando-o com o que é produzido na universidade. Em 2010 a Organização Mundial da Saúde reconhece que o trabalho em equipe e a prática colaborativa podem fortalecer os sistemas de saúde e promover melhor resolutividade e qualidade dos serviços em saúde. O presente estudo teve por objetivo identificar a percepção de fisioterapeutas sobre sua formação profissional para o trabalho em equipe e a prática colaborativa através de uma pesquisa exploratória com abordagem quali-quantitativa. O instrumento, hospedado no GoogleForms, foi respondido por 67 fisioterapeutas atuantes em serviços públicos e privados de atenção e recuperação à saúde, contendo dados de identificação, características sobre a formação profissional, 27 assertivas em Escala “tipo Likert” e questões abertas sobre a prática profissional, competências para o trabalho em equipe e sugestões para implementar/aprimorar o trabalho em equipe no ambiente de prática. Todos os participantes possuem tempo de experiência profissional superior a um ano e assinaram o Termo de Consentimento Livre e Esclarecido. De posse dos dados coletados foi realizada a análise estatística exploratória em busca de indicadores para demonstrar a percepção dos fisioterapeutas em relação às competências desenvolvidas durante sua formação em preparação para o trabalho em equipe e a prática colaborativa. Os resultados indicaram que ainda há dificuldades enfrentadas nos cenários de prática quanto ao trabalho em equipe e prática colaborativa, principalmente no que diz respeito à atenção centrada no paciente, observando-se que ainda vigora o modelo biomédico centrado na doença e na figura do médico. No que diz respeito ao desenvolvimento de competências e habilidades para o trabalho em equipe parece que, mesmo estando presentes em momentos da formação profissional, isso não garante a efetividade do trabalho e das práticas colaborativas nos cenários de prática.
The “Diretrizes Curriculares Nacionais” for Physical Therapy Graduation Course is a curriculum guideline that lists general and specific skills and abilities to be developed by students during graduation. The document is substantiated on the perspective of social and healthcare needs, comprised by the Brazilian Public Health System “Sistema Único de Saúde” (SUS) and aims to encourage critical thinking and productive reasoning based on the main public health issues, valuing practical knowledge regularly produced in health facilities that ought to be linked with the information produced at the University. In 2010 the World Health Organization recognizes that teamwork and collaborative practice can encourage better resolution, improve quality and strengthen health services. The present study aimed to identify physical therapists’ perception about their training for teamwork and collaborative practice through an exploratory research with qualitative and quantitative approaches. An assessment questionnaire, hosted on GoogleForms, was answered by 67 physical therapists’ active in public and private health care services and includes identification data, information on vocational training, 27 assertions in Likert type scale, open-ended questions regarding professional practice skills for teamwork and suggestions to implement and enhance teamwork in the clinical environment. All participants of this study have more than one year of professional practice and signed the consent form. Using the collected data, an exploratory statistical analysis was carried out searching for indicators to demonstrate the physical therapists’ perception concerning the skills developed during their training regarding teamwork and collaborative practice. The outcomes of the research indicated that there are still some difficulties perceived in clinical scenarios regarding teamwork and collaborative practice, especially underlining the patient as the main focus of attention, instead of the still prevailing biomedical model focused on the disease and the doctor. Regarding the development of skills and abilities for teamwork, it seems that even being present during training, this does not guarantee the effectiveness collaborative work practices in clinical scenarios.
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Ferreira, Gustavo. "Trabalho em equipe e educação interprofissional na atenção às deformidades craniofaciais: uma análise." Universidade Federal de São Paulo, 2017. http://repositorio.unifesp.br/11600/45803.
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Previous issue date: 2017Introdução: As deformidades craniofaciais apresentam-se como uma situação complexa com consequências psicológicas, fisiológicas e sociais que exigem a intervenção de uma equipe com variados profissionais, como médicos, cirurgiões dentistas, nutricionistas, psicólogos e assistentes sociais, na perspectiva de uma equipe de Prática Colaborativa. Neste contexto, não tem como não mencionar a Formação Interprofissional para esta prática. Esta modalidade de Currículo Inovador, seja em graduação, pós-graduação, formação continuada ou em formação permanente tem sido um desafio atualmente. Segundo a OMS, a educação interprofissional ocorre quando estudantes de duas ou mais profissões aprendem sobre os outros, com os outros e entre si para possibilitar a colaboração eficaz e melhorar os resultados na saúde. Objetivo geral: Investigar o processo de formação e educação permanente para o trabalho em equipe de docentes e discentes que atuam na atenção a pacientes com deformidades craniofaciais com vistas à prática colaborativa e à integralidade do cuidado. Objetivos específicos: Apreender as concepções de trabalho em equipe e prática colaborativa de profissionais que atuam em deformidades craniofaciais, levantar as dificuldades vivenciadas pelos profissionais no seu processo de educação permanente como uma equipe de saúde, e avaliar a incorporação da Educação Interprofissional (EIP) à educação permanente das equipes. Método: O estudo foi quali-quantitativo, de natureza descritiva e exploratória, observando-se os preceitos éticos. A pesquisa se deu em duas etapas: a primeira foi a aplicação do Instrumento Atitudinal do tipo Likert respondido por 36 profissionais, sendo este construído com 3 dimensões fundamentadas nos objetivos do estudo. A segunda etapa foi a realização de entrevistas semi-estruturadas feitas com 15 profissionais (número que se deu pela saturação das informações). Os dados do Likert foram analisados estatisticamente e o conteúdo das entrevistas por meio de análise de conteúdo, modalidade temática e os dados posteriormente triangulados. Resultados: Os respondentes, em sua maioria, concordam com a eficácia do Trabalho em Equipe Colaborativo e entendem que esta prática deve ser melhorada, com a necessidade de intersecção de áreas de atuação profissional no cotidiano de suas atividades e com a importância do planejamento conjunto de ações, entendendo que este ponto deve ser intensificado. Diante das dificuldades vivenciadas na Educação Permanente da Equipe, observa-se um predomínio do enfoque multiprofissional de atuação, a predominância de um modelo de educação permanente multiprofissional, a necessidade de práticas com horários protegidos, formação e atuação interprofissional com metodologias inovadoras, existência de variáveis como falta de tempo, poucos recursos, individualismo, falta de motivação pessoal que atrapalham a EP da equipe. Em relação à Educação Interprofissional, os profissionais confundem EIP com formação fragmentada multiprofissional, reconhecem a EIP como uma estratégia de formação que possibilita que os mesmos adquiram um perfil holístico de atuação e saiam mais preparados para atuar em equipes com perfil colaborativo, percebem que a EIP melhora as relações profissionais, aumenta a resolutividade, diminui custos, diminui estresse, humaniza a relação profissional/paciente. Conclusões: Esperamos que este estudo subsidie propostas de intervenção, de forma dialogada, que permitam a constante evolução do atendimento a pacientes com deformidades craniofaciais, em relação à comunidade e instituições congêneres.
Introduction: Craniofacial deformities present a complex situation with psychological, physiological and social consequences that require the intervention of a team with a variety of professionals, such as physicians, dental surgeons, nutritionists, psychologists, social workers, from the perspective of a team of one Collaborative Practice. In this context, it is impossible not to mention the Interprofessional Training for this practice. This modality of Innovative Curriculum, whether in undergraduate, postgraduate, continuing education or in permanent formation has been a challenge today. According to WHO, inter-professional education occurs when students from two or more professions learn about each other, with each other and with each other to enable effective collaboration and improve health outcomes. General objective: To investigate the process of formation and permanent education for the teamwork of teachers and students who work in the care of patients with craniofacial deformities with a view to collaborative practice and integral care. Specific objectives: To understand the conceptions of team work and collaborative practice of professionals who work on craniofacial deformities, to raise the difficulties experienced by professionals in their process of permanent education as a health team, and value the incorporation of Interprofessional Education (EIP) to the permanent education of the teams. Method: The study was qualitative and quantitative, of descriptive and exploratory nature, observing the ethical precepts. The research was carried out in two stages: first was the application of the Likert type Attitudinal Instrument where 36 professionals answered, being this one constructed with 3 dimensions based on the objectives of the study. The second step was semi-structured interviews with 15 professionals (a number that occurred due to saturation of information). Likert data were analyzed statistically and content of the interviews by content analysis, thematic modality and the later triangulated data. Results: Respondents, for the most part, agree with the effectiveness of Collaborative Teamwork and understand that this practice should be improved, with the need to intersect areas of professional activity in the daily life of its activities and with the importance of joint planning of actions, understanding that this point should be intensified. Faced with the difficulties experienced in the Permanent Education of the Team, a predominance of the multiprofessional approach of action is observed, the predominance of a multiprofessional permanent education model; The need for practices with protected schedules, training and interprofessional work and with innovative methodologies, existence of variables such as lack of time, few resources, individualism, lack of personal motivation that disrupt the EP of the team. In relation to Interprofessional Education, professionals confuse IPE with fragmented multiprofessional training, recognize the IPE as a training strategy that allows them to acquire a holistic profile of performance and leave more prepared to act in teams with a collaborative profile, perceive that IPE improves professional relationships, increases resolution, decreases costs, reduces stress, humanizes the professional / patient relationship. Conclusions: We hope that this study will subsidize intervention proposals, in a dialogical way, that allow the constant evolution of care for patients with craniofacial deformities, relationship with the community and similar institutions.
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Jones, Leslie William. "The relationship of teamwork factors to perceived success of inter agency collaboration." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618858.
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The purpose of this study was to determine the relationship of teamwork factors to perceived success of interagency collaboration.;Administrators (n = 375) of eight governmental service agencies, state and local, serving handicapped children, ages birth through twenty-one (21), in Virginia responded to the researcher's mailed survey. The survey instrument was validated with 20 graduate students and 4 national experts in interagency collaboration. A telephone follow-up on certain items in the survey with 26 randomly selected respondees resulted in a significant reliability coefficient (Spearman Correlation Coefficient of .9307). The survey collected, in addition to certain demographic data, information on the perceptions of agency personnel regarding successful interagency collaboration and the perceived existence of teamwork factors. Multiple correlation and regression was used to produce a linear combination of independent variables (perceived existence of teamwork factors) which correlated (p < .05) with the dependent variable (perceived level of success in interagency collaboration).;The major findings of this study were: (1) administrators perceived that teamwork factors make a significant contribution toward success in interagency collaboration, yet, it is their perception that these teamwork factors are not as evident in their interagency contacts with other agency personnel. (2) A relationship did exist between the perceptions of agency personnel as to the level of success in interagency collaboration and their corresponding perception as to the level of existence of teamwork factors; (3) Top and low level personnel within agencies did agree on the perceived level of success in interagency collaboration; (4) There was substantial agreement between the agencies on the perceived level of contribution each teamwork factor makes toward successful interagency collaboration; (5) Problem-solving ability and communication appear to be the two teamwork factors which best predicted the level of perceived success of interagency collaboration; (6) Trust appeared as a factor which differentiated between certain agencies as well as between state and local agency personnel. Local agency personnel did not identify trust as being as important as the other four factors, while three agencies did not view it as important; (7) Local level agency personnel did not identify leadership as being as important as the other four factors.
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O'Brien, Sharon. "Collaboration: A Process in Understanding." Thesis, The University of Arizona, 2005. http://hdl.handle.net/10150/193290.
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After years of education, many people enter the workforce without the team-working skills fundamental in today's innovation economy. As one of the primary goals of education is to prepare students for the workforce, a shift from individual learning to collaborative learning is recommended. One way to incorporate collaborative learning in formal education is through students' engagement in the collaborative development of plays. When understanding of collaboration is achieved, according the theories of Teaching for Understanding, the learner can apply knowledge outside of the domain in which it was learned. Team-based management in business and collaborative playbuilding in theatre share congruent structural principles, therefore, the application of knowledge from one domain to the other is natural. This study investigated how university students came to understand collaboration through involvement in a Collaborative Play Development course. Findings support the recognition of collaborative theatre as an opportunity to develop marketable skills for the learners.
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Koutsikouri, Dina. "Individual and collective success : the social dynamics of multidisciplinary design teamwork." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6383.
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Effective team working across disciplines is essential to solve the technological and managerial problems associated with construction projects. However, while it is widely accepted that this method of working is critical to the achievement organisational goals, it is a poorly understood process. Generic best practice recipes on how to improve team work in collaborative projects appears to have had limited impact on performance. Unless the realities of implementing and managing such joint endeavours are conceptualised and articulated in a manner that reflects the actual processes and patterns of behaviour, multi-disciplinary team working will remain a poorly understood working model. The goal of this work was to develop a conceptual framework that visualises the real success factors of multi-disciplinary working so that practitioners can apply a new understanding of predictable processes and patterns of behaviours to improve collaborative project outcomes. To achieve this, the project started with an exploration of critical success factors in multi-disciplinary design projects, encompassing extensive interviewing, workshops and a survey followed by a grounded theory (GT) study of collaborative working in six multi-disciplinary design projects. The switch to GT methodology offered possibilities to further probe into the dynamics of multi-disciplinary team working from the perspective of the team members. The findings show that team working in multi-disciplinary design projects can be explained through the social process of informalising. Informalising refers to the strategies practitioners use to cope with the multiple pressures and unforeseen demands that pervade the collaborative design environments. It portrays the relevance of managing of expectations and value-judging to remain effective and efficient in the face of change and uncertainty. These are critical factors that influence the project trajectory and experience of those involved. Alongside these results the work also demonstrates the importance of so called super soft factors such as shared values, creativity and innovation and passion and enthusiasm to achieve positive project outcomes. Overall, recognising that the process of informalising forms an essential part of cultivating collaboration, and hence getting the work done, more attention should be given to understand such activity in today s turbulent and transient project organisations. Knowledge and understanding of this form of emergent and improvisational strategy may enable managers to predict and control patterns of behaviour inherent in the management of collaborative design projects, and positively influence project outcomes in terms of perceived value and profit.
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Keller, Felix S. "Scorecard for Managing E-Collaboration in International Virtual Consulting Teams." St. Gallen, 2008. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/01651538003/$FILE/01651538003.pdf.
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Johansson, Fredrik, and Emma Sylvan. "Vårdteamet : Faktorer som skapar ett fungerande team." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22367.
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I omvårdnadsarbetet behövs förmågan att samarbetaoch kommunicera för att ge god vård. Dialog anses nödvändig vid hälso- ochsjukvårdsarbete då informationsutbyte ger ökar kunskap och bidrar tillkollektivt ansvar. Såväl patienter sompersonal på de svenska sjukhusens vårdavdelningar vittnar om att samarbetetmellan professioner inte är optimalt. Syftet med studien varatt undersöka vilka faktorer som skapar ett fungerande vårdteam. Studien genomfördes som en litteraturstudie där nio vetenskapligaartiklar utgjorde underlaget för resultatet. Ett välutvecklat vårdteam med godkommunikation och gott samarbete bör utveckla goda relationer. Goda relationerkommer ur att arbeta mot gemensamma mål, respektera varandras professionellakompetens och att lyfta och bearbeta konflikter. För att detta ska uppnås krävsgod kommunikation. Kommunikationen mellan medlemmarna i teamet underlättas ommedlemmarna talar ett gemensamt språk. Ett sätt att styra kommunikationen motett gemensamt språk kan vara att införa kommunikationshjälpmedel med SBAR somett gott exempel. Problem bland nya medlemmar i ett vårdteam är oförståelse förhur mycket arbete som ligger bakom att bygga ett effektivt team med godkommunikation. Ett team skapas inte av att bara sätta ihop en grupp människor,teamarbete kräver arbete. En rekommendationär att tidigt i alla utbildningar, som leder till att bli en del av ettvårdteam utbildas och diskutera detta. Dock bör även personal i vårdteam fåchans till fortsatt utbildning i vårdteamsarbete och kommunikation. Merforskning inom området som studien syftar till behövs och speciellt forskningmot svenska förhållanden.Within caring the ability to collaborate and communicate is needed in order to provide good care. Dialog is considered essential in healthcare work, the exchange of information increases knowledge and contributes to collective responsibility. Patients and staff at Swedish hospital wards testify that cooperation between professions is not optimal. The aim of this study was to examine what factors creates a functioning team. The study was conducted as a case study in which the result was based on nine scientific papers. A well-developed healthcare team with good communication and collaboration develops good relationships. Good relationships come out of working toward common goals, respecting each other’s professional expertise and processed conflicts. Communication between team members is facilitated if members speak a common language. One way to enhance the communication of a common language can be the introduction of specific communication aids with SBAR as a good example. A problem among new team members is the lack of understanding of how much work is behind building an effective team with good communication. A team is not created by simply putting together a group of people, teamwork requires work. One recommendation is that early in any training, which leads to being part of a healthcare team, educate and discuss this issue. However, staff in care teams should also get the chance for further education in communication and teamwork. More research in the area in which the study aimed is needed, especially research on Swedish conditions.
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Kvarnström, Susanne. "Collaboration in Health and Social Care : Service User Participation and Teamwork in Interprofessional Clinical Microsystems." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för beteendevetenskap och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15022.
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This thesis addresses the relationship between citizens and the welfare state with a focus on the collaboration between service users and professionals in Swedish health and social care services. The overall aim of the thesis was to explore how professionals and service users experience collaboration in health and social care. Descriptive and interpretative study designs were employed in the four studies that comprise this thesis. A total of 87 persons participated in the four studies, including 22 service users and 65 front-line professionals. The research methods included focused group interviews, individual interviews and interactive participant reflection dialogues. The first study describes the discursive patterns in the front-line professionals’ constructions of ‘we the team’ which positions the service user as both a member and a non-member of the interprofessional team. The second study surfaces the difficulties of interprofessional teamwork as perceived by professionals. The third and the fourth studies explore how service users and professionals construct and perceive the concept of service user participation. The findings show that collaboration in terms of service user participation cannot only be understood as contract relationships between consumers and service providers. Service users and professionals perceive that there are several other ways to act as a citizen and for people to exercise human agency in relation to the welfare state. This thesis shows that the various conceptions of service user participation in interprofessional practice encompass dimensions that include themes of togetherness, understanding and interaction within the clinical microsystem. The findings of the four studies are discussed and used to create models that aim to conceptualise collaboration. These models can contribute to learning and improvement processes which facilitate the development of innovative service user-centered clinical microsystems in health and social care.
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Levesque, Marie-Julie. "Interprofessional Collaboration in the Operating Room: A Nursing Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42751.
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The aim of this thesis was to examine the contribution of nurses to interprofessional collaboration (IPC) in the operating room (OR) guided by the Interprofessional Education Collaborative Patient Care Practice (IECPCP) framework. First, a secondary analysis of interviews with 19 registered nurses was conducted. Twenty emergent themes were identified. The most prevalent of the four dimensions (internalization; shared goals and vision; governance; and formalization) consisted of the internalization dimension relating to human interaction and sense of belonging within the interprofessional team. A scoping review then identified 20 studies evaluating four interventions (briefings, checklists, team training, and debriefings) used to improve IPC in the OR. Despite weak study designs, these interventions showed improvements in communication, teamwork, and safety outcomes. OR nurses contribute mainly through interactional processes and they require organizational support to foster their efforts in IPC. Nurse are involved in all IPC interventions and their contribution is important to support IPC in the OR.
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Baird, Kelly R. "Perceptions Regarding Interdisciplinary Collaboration of Graduate Students in Health-Related Graduate Programs." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353950577.
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Fellner, Angela N. "The Effects of Emotional Intelligence on Performance of a Cognitive Task in the Context of Collaboration vs. Competition." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1227269628.
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Borders, Morgan R. "The Effect of Emotional Competencies on Team Functioning." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1578305626794175.
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Loversidge, Jacqueline M. "Faculty Perceptions of Preparation of Medical and Nursing Students for Interprofessional Collaboration." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337615230.
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Valentine, Anthony G. "Transforming public spaces through performance." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001207.
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Larsen, Kathryn A. "The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6759.
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Much research on collective teacher efficacy focuses on outcomes, mainly the benefits to students. However, there is no research that explores how teacher teams enact the theoretical antecedents to collective efficacy set out by Bandura (1977, 1993), namely vicarious learning, verbal persuasion, psychological arousal, and mastery experiences, to make such achievements possible. This qualitative study explores the experiences of two teams of secondary language arts teachers who were collectively efficacious and how they operationalized Bandura's theoretical antecedents of collective teacher efficacy in becoming so. After verification of levels of personal and collective efficacy, team interviews were held specifically addressing the implementation of the four antecedents. Interview transcripts were coded and restoried, highlighting critical incidents in the process of becoming collectively efficacious. The findings for these two teams show an incomplete understanding of collective efficacy. It is often thought that enacting the four antecedents will result in a collectively efficacious team; however, my study demonstrates that teachers must become effective teacher teams before they could develop collective teacher efficacy. My findings indicate that relationships among team members are crucial for successful implementation of other elements. Implications for administrators revolve around their important role in helping teachers develop collegial relationships with each other. Team relationships can also have a significant impact on novice teachers when proper mentoring and support are provided.
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Odén, Jenny, and Josefina Malmberg. "Kan vi ronda? : Sjukhusrond som rutin och arbetsredskap." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16823.
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Sjuksköterskor ifrågasätter ibland sin närvaro under ronden och för motivation krävs förståelse för yrkesrollens betydelse. Trots rondens potential för vårdutveckling saknar den erkännande som ett viktigt forskningsområde. Syftet var att studera ronden som företeelse på sjukhus. En litteraturstudie grundad på 13 artiklar utfördes. Resultatet belyser att ronden skedde på rutin, aldrig ställdes in samt innehade främst tre funktioner: planering och utvärdering av patientvården, en pedagogisk funktion samt en samordnande funktion. Rondens upplägg påverkade patienters upplevelse och delaktighet. Sjuksköterskor kände sig ofta exkluderade, hade svårigheter att förmedla information och bidrog sällan till beslutsfattandet. Sjuksköterskans bidrag under ronden var nödvändigt och höjde patientsäkerheten. Gemensamma verktyg för kommunikation, dokumentation och riskanalyser inom vårdteamet har utvecklats för att förbättra ronden. Det förekom att patienter och vårdpersonal var missnöjda med upplägget av ronden och i båda grupperna fanns de som kände oro under ronden samt hade bristfällig kunskap om dess innebörd och syfte. Ronden bör därför lyftas i utbildningen och studenter tränas i att kommunicera med andra inom vårdteamet. Yrkesverksamma bör främja patienters delaktighet och förståelse under ronden. Kommande forskning bör utgå från ett omvårdnadsperspektiv och riktas mot hur ronden kan användas som ett effektivt arbetsverktyg och hur teamarbete kan uppmuntras.Nurses sometimes question their presence during the ward round and understanding of the importance of their professional role is required as motivation. In spite of the ward rounds’ potential for care development it lacks recognition as an important research area. The aim was to study the ward round as a phenomenon. A literature review was conducted using 13 papers. The findings reveal that the ward round was conducted as a routine part and was never cancelled. It consisted of mainly three functions; planning and evaluation of the patient care, a pedagogical function and a coordinating function. The format affected patients experience and participation. Nurses often felt excluded, experienced difficulties in providing information and rarely contributed to decision making. Nurses’ contribution in the ward round was essential and increased patient safety. Common tools for communication, documentation and risk analysis within the care team have been developed to improve the ward round. There were patients and staffs who were dissatisfied with the format and there existed anxiousness during the ward round and lack of knowledge about the meaning and purpose in both groups. The ward round needs to be highlighted in education and students need to practice communication with other care team members. Professionals should promote patient participation and understanding during the ward round. Future research should include a nursing perspective and address how the ward round could be used as an effective tool and how to promote teamwork.
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Ottosson, Alicia, and Malin Wetterhall. "Alla pusselbitar behövs : En fallstudie om interprofessionellt teamarbete i äldreomsorgen." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18640.
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When the population is getting older, the need for complex care and nursing interventions in elderly care increases. To create a holistic view of the elder and their life situation, interprofessional team collaboration is often desirable and necessary. Teamwork is often described in positive terms, but previous research has shown that this work method is complicated and requires constant reflection and development. The purpose of this study was to investigate how elderly care teamwork is formed in the interaction between representatives of different professionals. To accomplish this purpose, we have studied how the team members define a well-functioning teamwork and difficulties, and how consensus is achieved in the team. This qualitative case-study combines observation and semi-structured interviews with five informants from different professions working together in an elderly care team: one manager, one assistance case worker, one nurse, one physiotherapist and one of the nursing staff. The results of the study were then analyzed with the terms domain consensus and domain conflict taken from the new institutionalism. The study shows that the informants define a well-functioning teamwork as a work method where openness and mutual respect towards each other’s competence, creates a better holistic view of the elder and their needs. The informants also present teamwork difficulties as disagreements and gabble. The study finally suggests that there is a consensus regarding teamwork goals, and regarding who is entitled to claim knowledge in the different fields of the working area.I takt med en åldrande befolkning ökar också behovet av komplexa vård- och omsorgsinsatser inom äldreomsorgen. Detta leder till att interprofessionell teamsamverkan i många fall är önskvärd och nödvändig för att skapa en helhetssyn över den äldre och dennes livssituation. Teamarbete beskrivs ofta i positiva ordalag, men tidigare forskning har visat att detta arbetssätt är komplicerat och kräver ständig reflektion och utveckling. Vårt syfte med denna studie har varit att studera hur teamarbete i äldreomsorgen formas i samspelet mellan representanter av olika yrkesgrupper. För att uppnå detta syfte har vi studerat hur teamets aktörer definierar ett väl fungerande teamarbete och svårigheter, samt på vilket sätt det råder samförstånd i teamet. Vi har genomfört en kvalitativ fallstudie där vi genom observation och fem intervjuer med yrkesgrupperna enhetschef, biståndshandläggare, sjuksköterska, sjukgymnast och undersköterska har studerat ett team inom äldreomsorgen. Studiens resultat analyserades sedan utifrån begreppen domänkonsensus och domänkonflikt hämtade ur den nyinstitutionella teorin. Studien visar att informanterna definierar ett väl fungerande teamarbete som ett arbetssätt där öppenhet och respekt gentemot varandras kompetenser bidrar till en ökad helhetssyn över den äldre och dennes behov. Informanterna beskrev i sina intervjuer även att svårigheter i form av meningsskiljaktigheter och ”kackel” kan förekomma. Studien visar slutligen att det råder samförstånd gällande teamarbetets mål, samt gällande vem som har rätt att göra anspråk på de olika kunskaperna inom verksamhetsområdet.
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Bachmann, Petr. "Aplikace pro podporu týmové spolupráce dostupné volně přes internet." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-15633.
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The topic of the presented diploma thesis revolves around team cooperation support applications, also known under the term groupware. The author first explains the common terms pertaining to the issue at hand and subsequently places these applications into the information system infrastructure of an organization. Afterward, the functions of these applications are listed and characterized in more detail. The core of this thesis lies in outlining a method of evaluating these applications in terms of their meeting predetermined criteria (groupware, the SaaS model, free of charge, general scope of functions). From the user's perspective, the applications are evaluated by criteria divided into four areas (graphic design, user-friendliness, functionality, technological compatibility). Weighted average is instrumental to the analysis. The method puts accent on flexibility, fair-mindedness, reusability. The final part of the present diploma thesis is devoted to the underlying principles of the manual which would help team leaders to choose the right groupware application.
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Dåderman, Erica, and Elin Karlsson. "Vårdpersonalens erfarenheter vid implementering och arbete med god och nära vård för de mest sjuka äldre individerna : en kvalitativ empirisk studie med fokusgrupper." Thesis, Högskolan Dalarna, Omvårdnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34545.
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Bakgrunden till studien belyser utmaningarna med en växande andel äldre befolkning nationellt och de förändringar av vården som behövs för att täcka behoven med befintliga resurser. Regeringen har tillsatt en utredning för att redogöra för vilka förändringar som behöver göras inom hälso-och sjukvård för att klara förutsättningarna i framtiden, och bygga upp god och nära vård till befolkningen. Borgholms hälsocentral har förändrat sitt arbetssätt och ställt om verksamheten för att utveckla vården främst för de mest sjuka äldre individerna. Syftet med studien har varit att beskriva vårdpersonalens erfarenheter vid implementering och arbetet med god och nära vård för de mest sjuka äldre individerna, med utgångspunkt i Borgholmsmodellens centrala delar. Metoden utgår från en kvalitativ empirisk studie med deduktiv ansats. Fyra fokusgrupper med 15 personer har deltagit i semistrukturerade intervjuer på Borgholms hälsocentral. Informationen har analyserats med kvalitativ innehållsanalys. Huvudfynden belyser vikten av relationer med medaktörer för att skapa bättre vårdkedjor, behovet av samverkan i team och samordningssjuksköterskans roll i planering och uppföljning för patienten. Resultatet påvisar betydelsen av tillgänglighet till resursfunktioner i verksamheten, och möjlighet till uppföljning av patienter i hemmet med hjälp av digital teknik. Stödet från ledningen för att avsätta tid i verksamheten beskrivs, och vikten av att god och nära vård är ett delat ansvar på patientens villkor. Slutsatserna av studien visar att samverkan på alla nivåer i och utanför verksamheten är grunden för god och nära vård för sjuka äldre. Tillgänglighet och kontinuitet skapar trygghet och är en förutsättning för att vården för de mest sjuka äldre ska kunna utgå från ett personcentrerat förhållningssätt. När vården byggs upp utifrån patientens behov och förutsättningar, och samverkan mellan aktörerna i primärvården ger trygga vårdkedjor kan onödiga vistelser på akutmottagningar för de mest sjuka äldre förhindras och kvaliteten på vården öka.The background for this study highlights the challenges with an increasing proportion of older people on a national level and the changes in care which are necessary to meet the needs with existing resources. The Government has appointed a study to report on what changes need to be made in health care to meet the presumptions in the future, to build up good and close care for the population. Borgholms Health Care Centre has changed the way of working to develop care for the sickest older individuals. The purpose of this study was to describe the health professionals´ experience of implementation and work with good and close care to the sickest older individuals, based on the central parts in the Borgholm´s model. The method is based on a qualitative empirical study with a deductive approach. Four focus groups with 15 persons have taken part in semi-structured interviews at Borgholm´s Health Care Centre. The information has been analysed with qualitative content analysis. The main outcome of this study points out the importance of co-actors to create better care chains, the need for collaboration and the nurse´s coordination role in planning and structuring the care.The result demonstrates the importance of available resource functions in the organisation, and opportunities to monitor patients at home with digital techniques. The support from the management to allocate enough time is described and the importance of good and close care being a shared responsibility on the terms of the patient. The conclusion shows that collaboration at all levels in and outside the organisation is the basis for good and close care for the sickest older individuals. Accessibility and continuity create security and is a condition for the care of the sickest older individuals to be based on a person-centred approach. When care is built on the patients’ needs and conditions and collaboration between co-actors in primary care provides safe care chains unnecessary visits at the emergency unit for the sickest older individuals can be avoided and the quality of care increase.
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Callebert, Lucile. "Activités collaboratives et génération de comportements d'agents : moteur décisionnel s'appuyant sur un modèle de confiance." Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2299/document.
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Lorsqu’ils travaillent en équipe, les humains ont rarement des comportements optimaux : ils peuvent faire des erreurs, manquer de motivation ou de compétence. Dans les domaines des environnements virtuels ou des systèmes multi-agents, de nombreux travaux ont cherché à reproduire les comportements d’équipes humaines : un agent représente alors un membre de l’équipe. Cependant, ces travaux ont très souvent pour objectif la performance de l’équipe, et non la fidélité des comportements produits. Pour former un apprenant en environnement virtuel à prêter attention et à s’adapter aux autres, nous avons cherché dans cette thèse à reproduire des comportements humains réalistes et non-optimaux de travail d’équipe. Plus particulièrement, nous nous sommes intéressés aux équipes auto-organisées, c’est-à-dire aux équipes dans lesquelles le pouvoir de décision est réparti entre les membres, et dans lesquelles l’organisation est implicite. Dans de telles équipes, l’organisation se fait non pas au travers des communications mais par l’observation et l’anticipation des comportements des autres. Pour s’organiser, chaque agent doit se demander ce qu’il est préférable de faire en fonction de ce que pourraient faire les autres, et donc se poser des questions telles que Ai-je confiance en la compétence de mon coéquipier pour faire cette tâche ? Les relations de confiance permettent donc à chacun de prendre en compte les autres. Pour générer de tels comportements, nous proposons un système permettant aux agents de raisonner d’une part sur un modèle de l’activité à effectuer et d’autre part sur les relations de confiance qui les lient aux autres agents de l’environnement. Dans ce cadre, notre première contribution porte sur l’augmentation du langage de description de l’activité Activity-DL de manière à permettre la description d’activités collectives. Nous proposons également des mécanismes de propagation de contraintes et d’informations qui faciliteront le raisonnement des agents. Ces contraintes et informations permettront par exemple aux agents de répondre à la question Avons-nous les compétences nécessaires pour faire la tâche qui permettra de réaliser notre but collectif ? Notre seconde contribution porte sur la proposition d’un modèle d’agent opérationnalisant le modèle de confiance de Mayer et al. (1995), sélectionné après une étude de la littérature en sciences humaines et sociales sur la confiance. La confiance d’un agent en un autre est décrite selon trois dimensions : l’intégrité, la bienveillance et les compétences. Chaque agent est donc défini par ces trois dimensions et a des croyances sur l’intégrité, la bienveillance et la compétence des autres agents. De plus chaque agent possède des buts qui lui sont personnels ainsi que des buts collectifs et devra donc choisir quel but privilégier. Finalement nous proposons un moteur décisionnel qui permet à chaque agent de calculer l’importance qu’il accorde à ses buts afin de sélectionner une tâche. Nous avons défini les mécanismes de calcul de l’importance des buts de manière à modéliser l’influence sur l’agent de ses croyances sur les autres, et pour sélectionner une tâche, l’agent raisonne à la fois sur les modèles d’activité et sur ses attentes à propos du comportement des autres, également générées à partir des croyances de l’agent sur les autres. Nous avons implémenté notre système et constaté qu’il répond à nos objectifs de génération de comportements d’équipe réalistes et non optimaux. Nous avons également conduit une évaluation perceptive préliminaire au cours de laquelle les participants ont notamment été capables de percevoir la confiance ou le manque de confiance d’un agent en un autre grâce à son comportementWhen working in teams, humans rarely display optimal behaviors: they sometimes make mistakes, lack motivation or competence. In virtual environments or in multi-agent systems, many studies have tried to reproduce human teamwork: each agent acts as a team member. However, the main objective in those studies is the performance of the team: each agent should display optimal behavior, and the realism of those simulated behaviors is not a concern. To train someone in a virtual environment to pay attention to and to adapt to their teammates, we built a decision-making system for agents to display realistic and non-optimal behaviors. More specifically, we are interested in self-organized teams (i.e. teams where the decision power is decentralized among its members) and in implicit organization (i.e. when team members do not interact through communications but rather through the observation of others’ behaviors). In such a team, each agent has to think about what it should do given what others could do. Agents then have to ask themselves questions such as Do I trust my teammate’s competence to perform this task? Trust relationships therefore allow agents to take others into account. We propose a system that allows agents to reason, on the first hand, on models of the activity they have to do, and on the other hand, on trust relationships they share with others. In that context, we first augmented the Activity-Description Language so that it supports the description of collective activities. We also defined mechanisms for constraint generation that facilitates agent reasoning, by giving them the answer to questions like Do we have the required abilities to perform the task which will achieve our goal? We then proposed an agent model based on the model of interpersonal trust of Mayer et al. (1995) that we selected after a study of trust in social science. This model describes trust relationship with three dimensions: the trustor trusts the trustee’s integrity, benevolence and abilities. An agent is therefore defined through those three dimensions, and has a mental model of each other agent; i.e. has trust beliefs about others’ integrity, benevolence and abilities. Moreover each agent has both personal and collective goals (i.e. goals that are shared with other members of the team), and thus will have to decide which goal to focus on. Finally we proposed a decision-making system that allows an agent to compute the importance it gives to its goals and then to select a task. When computing goal importance, the agent is influenced by its trust beliefs about others, and to select a task, it reasons on the activity models and on its expectations about what others could do. Those expectations are generated from the agents’ trust beliefs. We implemented our system and observed that it produces realistic and non-optimal behaviors. We also conducted a preliminary perceptive evaluation which showed that participants were able to recognize one agent’s trust or lack of trust in another through the behaviors of the first one
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Agreli, Heloise Lima Fernandes. "Prática interprofissional colaborativa e clima do trabalho em equipe na Atenção Primária à Saúde." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-27062017-165741/.
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Introdução: Nas organizações de saúde, a Prática Interprofissional Colaborativa (PIC) e Clima do Trabalho em Equipe (CTE) são essenciais para promoção do cuidado integrado e melhoria na qualidade da assistência em saúde. Entretanto, a implementação da PIC tem se mostrado um desafio, com lacuna de conhecimentos relacionados a sua operacionalização no âmbito do Sistema Único de Saúde (SUS). Assim como a PIC, o CTE preocupa-se com aspectos relacionais e organizacionais do trabalho interprofissional. Poucas investigações têm explorado a relação entre PIC e CTE. Este estudo considera as implicações do CTE para a PIC, destaca as ligações teóricas e empíricas entre os dois, e sugere como o CTE pode ter um papel na compreensão e operacionalização da PIC. Objetivo geral: Analisar a PIC em equipes de Atenção Primária à Saúde (APS) com diferentes perfis de CTE. Método: estudo de método misto sequencial explanatório (quantitativo-qualitativo) realizado em 18 equipes da Estratégia Saúde da Família (ESF), em município da região metropolitana de São Paulo. Na fase 1 (quantitativa), o CTE foi avaliado com a aplicação da Escala de Clima do Trabalho em equipe (ECTE) em 18 equipes da ESF (N=144). Para análise dos dados utilizou-se estatística descritiva, análise de agrupamentos (método Ward) e análise bivariada (t student). Na fase 2 (qualitativa), realizou-se estudo de caso múltiplo com entrevistas em profundidade com membros das equipes (N=24) que apresentaram escores contrastantes na ECTE. Na coleta e análise dos achados qualitativos foram utilizadas técnicas da teoria fundamentada em dados. Os resultados das fases 1 e 2 foram integrados. Resultados: Na fase 1 foram identificados dois agrupamentos de equipes: (A) com maiores e (B) de menores escores na ECTE. As diferenças entre os grupos foram estatisticamente significativas em todos os fatores da escala: participação na equipe (p<0,001), apoio para ideias novas (p=0,002), objetivos da equipe (p=0,001) e orientação para as tarefas (p=0,015). Achados da fase 2 corroboram os achados da fase 1, sendo as equipes do agrupamento A aquelas que apresentaram características relacionais e processuais mais favoráveis ao CTE e também à PIC. A análise interpretativa permitiu a identificação de duas modalidades contingenciais e dinâmicas de colaboração: 1) colaboração em equipe e 2) colaboração intersetorial, em rede e com a comunidade. Em torno das modalidades identificadas foi proposto um modelo da PIC. O modelo descreve as condições em que a PIC ocorre, as formas como se apresenta e suas consequências na organização da assistência à saúde. Conclusões: A análise do CTE mostrou-se capaz de prover insights sobre a PIC nas equipes. O modelo proposto apresenta conhecimentos que contribuem para compreensão e operacionalização da PIC. Os resultados sugerem que embora o clima de equipe tenha um papel importante na construção da colaboração, a compreensão da PIC no âmbito do SUS requer a consideração de elementos pertinentes à inovação no trabalho interprofissional e da própria forma de organização da APS e das Redes de Atenção à Saúde.Background: In health care organizations, Interprofessional Collaborative Practice (ICP) and Team Climate (TC) are essential means to promote integrated care and improve health care quality. However, implementing ICP presents a series of challenges, and there is a lack of knowledge of how to operationalize this approach within the Brazilian Health Care System (SUS). Like Interprofessional Collaborative Practice, Team Climate is concerned with the effectiveness of relational and organisational aspects of interprofessional work. Few studies have explored the relationship between these two concepts or the role that Team Climate might play in establishing the operational conditions needed for Interprofessional Collaborative Practice. This study considers the implications of Team Climate for Interprofessional Practice, highlights the theoretical and empirical links between the two, and suggests how Team Climate may have a role in understanding and operationalising Interprofessional Collaborative Practice more effectively. Aim: To analyse ICP in Primary Health Care (PHC) teams with different TC. Methods: This is a mixed methods sequential explanatory study (quantitative-qualitative) conducted with 18 primary care teams from the Family Health Strategy (FHS), in the metropolitan region of São Paulo. In Stage 1 (quantitative), Team Climate was assessed using the Team Climate Inventory (TCI) in all 18 teams (144 participants in total). Data from the TCI were analysed using descriptive statistics, cluster analysis (Wards method) and bivariate analysis (Student t). In Stage 2, which used a multiple qualitative case study approach, data were collected through in-depth interviews with members (N=24) from teams with contrasting scores on the TCI. Grounded theory techniques were employed to analyse the qualitative data. Findings from both stages of the research were then compared and considered together. Results: Two different clusters of teams were identified in Stage 1: (A) teams with the highest mean scores; and (B), teams with the lowest mean scores on the TCI. Differences between cluster A and B were statistically significant for all TCI factors: participative safety (p <0.001), support for new ideas (p = 0.002), team goals (p = 0.001) and task orientation (p=0.015). Findings from Stage 2 reinforced quantitative findings from Stage 1. Teams from cluster A demonstrated more positive relational and processual characteristics to support TC and ICP. Interpretative analysis revealed two dynamic and contingent modalities of collaboration: 1) team collaboration; and 2) collaboration between different health and social sectors, within a healthcare network, and with the community. A framework for Interprofessional Collaborative Practice in primary health care was developed, based on these modalities of collaboration, and describing the conditions, modalities and health care consequences of ICP. Conclusions: Analysis of Team Climate provided insights into ICP in healthcare teams. The proposed framework provides fresh insights into the understanding and operationalization of ICP, and suggests that although Team Climate is important in establishing collaboration, the understanding of ICP within SUS also requires consideration of a range of other factors, including innovation in interprofessional work and the organizational structure of PHC and Health Care Networks.
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Owens, Myra G. "Factorial Validity of the Team Skills Scale as used for Geriatric Interdisciplinary Team Training (GITT)." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1568.
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Lim, Kate. "Getting to Zero Preventable Falls: An Exploratory Study." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6039.
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Objective: The objective of this study is to examine relations between patient safety culture and processes of care, specifically, how patient safety culture influences the prevention of patient falls. The purpose of this inquiry is to identify the barriers and facilitators that can advance an inpatient rehabilitation facility to become a high reliability organization and advance interdisciplinary teamwork.
Method: A qualitative phenomenological approach was conducted and an interpretive phenomenological analysis explored the experiences of frontline staff with regard to patient safety culture and fall prevention. The study utilized semi-structured interviews with 24 frontline staff from three inpatient rehabilitation hospitals. Participants were selected using purposive sampling and individually interviewed.
Results: Findings revealed barriers and facilitators for each dimension of patient safety culture that drive fall prevention. Teamwork within and across disciplines, such as between nursing and therapy, affect how they communicate with one another. Issues related to staffing were the most common concerns amongst nursing staff; especially the issue of staffing ratio and patient acuity. Leadership played a role in supporting the culture of safety and holding staff accountable.
Conclusion: Fall prevention requires collaborative efforts between nursing and therapy in an inpatient rehabilitation setting. Dimensions of patient safety culture such as good teamwork, effective communication, adequate staffing, nonpunitive response to errors, and strong leadership support are essential in maintaining a high reliability process for adaptive learning and reliable performance.
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Jacquet, Pascale. "De l'implication à l'impact du fonctionnement, de la formation et de la situation géographique des protagonistes de l'Éducation nationale sur la mise en place du travail en équipe des enseignants du premier degré." Thesis, Antilles, 2016. http://www.theses.fr/2016ANTI0073/document.
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Cette thèse porte sur la mise en place du travail en équipe dans les écoles du premier degré. C’est une recherche descriptive qui s’appuie sur l’observation et la description du fonctionnement des équipes pédagogiques à travers les points de vue des acteurs de l’Éducation nationale, principalement à l’île saint Martin et en Guadeloupe. L’enjeu est d’étudier les impacts qu’apporteront différents éléments choisis sur la mise en œuvre du travail en équipe dans les écoles, comme il est préconisé par les textes officiels ministériels.Cette étude est basée sur le modèle d’Engeström. Elle s’appuie sur une dé- marche qualitative et privilégie l’usage de l’entretien semi- directif. Le corpus se compose de 80 entretiens, complétées par quatre enquêtes.Dans une première partie, la thèse se concentre sur le fonctionnement et l’organisation des directeurs d’école, chef d’orchestre dans une l’équipe pédagogique. Puis, ce sont les systèmes de formation initiale et continue des personnels de l’Éducation (directeurs, enseignants et inspecteurs) en France et dans le monde qi sont observés de près. Enfin, des observations du fonctionnement en équipes dans des zones, souvent difficiles, permettront de voir si l’implantation géographique des écoles favorise le fonctionnement en équipe des personnels qui y officientThis thesis focuses on the teamwork in first-degree’s schools. This is a descriptive research based on observation and description of teams organisation through the views of actors of national education, in St. Martin Island first and then in Guadeloupe. The challenge is to study the impacts that will bring various elements chosen on the implementation of the teamwork in schools, as it is recommended by the minsterial official texts.This study is based on the model of Engeström. It’s a qualitative approach and which favours the use of semi-directive interview. The corpus consists of 80 inter- views, supplemented by four surveys.In a first part, the thesis concentrates on the functioning and the organization of the headmasters in schools, as manager of the teaching team. The second part is based on the accurate analysis of the initial and continuous training system of personal of education (headmasters, teachers and inspectors) in France and in the world. The observations of the teamwork in difficult areas will show if the geographical location of schools promotes the organisation of the staff that officiates in those places
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Silva, Joana Rita Ferreira da. "O trabalho colaborativo em equipa: conceções e práticas das equipas pedagógicas." Master's thesis, Escola Superior de Educação, Instituto Politécnico de Setúbal, 2014. http://hdl.handle.net/10400.26/6310.
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Mestrado em Educação Pré-EscolarO presente relatório de investigação tem como principal intenção compreender as conceções que as equipas pedagógicas têm acerca do trabalho colaborativo em equipa e contribuir para a sua otimização. O estudo realizado é baseado no paradigma interpretativo e com a metodologia de investigação qualitativa, particularmente inspirado na abordagem da Investigação-Ação. Visa identificar e compreender as conceções e as práticas desenvolvidas pelas equipas pedagógicas, no que diz respeito ao trabalho colaborativo em equipa. Os dois contextos onde se realizou o presente estudo estão enquadrados nas instituições onde decorreram os estágios, no contexto de creche e de jardim-de-infância. É a partir das informações recolhidas através dos instrumentos e procedimentos de recolha de informação selecionados (observação participante e inquérito por questionário às equipas pedagógicas) que irei descrever e interpretar as conceções das equipas pedagógicas em estudo. Na parte da fundamentação teórica deste relatório analiso os conceitos de base do estudo, a saber: o trabalho em equipa, o trabalho colaborativo, liderança e clima organizacional
This investigation report intends to comprehend what the pedagogical teams concept about the collaborative teamwork and contributes to its optimization. The work developed is based in the interpretative paradigm and in the qualitative investigation methodology, mainly inspired by the investigation-action approach. This report seeks to identify and comprehend the conceptions and the developed approach by the pedagogical teams to what concerns the collaborative teamwork. This study was made in the institutional contexts where the internships were made, namely, baby nursery and kindergarden. Based on the gathered information through the chosen instruments and procedures (participating observation and pedagogical teams inquiry) will be described and interpreted the pedagogical teams conceptions in analysis. In the report theoretical argumentation were analyzed the study base concepts, such as: team work, collaborative work, leadership and organizational climate.
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Källström, Madeleine, and Michaela Bonnerup. ""Någonstans måste man samverka" : En kvalitativ studie om tvärsektionell samverkan mellan kommun och region." Thesis, Uppsala universitet, Centrum för socialt arbete - CESAR, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384457.
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Syftet med denna studie var att få insikt i de professionellas upplevelser av tvärsektionell samverkan mellan kommun och region. Studien ämnade bidra till ökad förståelse gällande professionellas upplevelser av vad anses fungera och brista gällande samverkan mellan kommun och region. Detta efter lagen om samverkan mellan kommun och landsting vid utskrivning från sluten hälso- och sjukvård(SFS 2017:612) trätt i kraft 1 januari 2018. Studiens empiri inhämtades genom semi-strukturerade intervjuer med tre anställda från regionen och fem anställda från socialtjänsten inom kommunen. Nationell och internationell tidigare forskning gällande tvärsektionell samverkan som varit relevant för studien har inhämtats. Tillsammans med tidigare forskning har symboliskt tolkande använts som övergripande teori samt att samverkan, handlingsutrymme och makt har använts som teoretiska begrepp. Dessa begrepp är relaterade till tvärsektionell samverkan och har använts för att genomföra en analys av det inhämtade materialet. Slutsatser i studien visar på att det finns brister och skilda åsikter som existerar i samverkan mellan kommun och region. Slutsatser visar även på otillräcklig kunskap gällande övriga yrkesprofessioners arbetsområden, resurser och kompetens är en stor kunskapslucka som samtliga intervjupersoner önskar förbättring kring för att upprätthålla och utveckla samverkan.The aim of this study was to gain insight into the professional’s experiences of interdisciplinary collaboration between the municipality and county councils. The study was intended to contribute to an increased understanding of the professional's experiences of what is considered to work and what is considered to lack in the interdisciplinary collaboration between the municipality and county councils. This after the law on cooperation between the municipality and county councils when discharge from closed health care(SFS 2017: 612) came into force on January 1, 2018. The study's empirical data was obtained through semi-structured interviews with three employees from county councils and five employees from the social services within the municipality. National and international previous research on interdisciplinary collaboration that has been relevant to the study has been obtained. Together with previous research, an overall theory called symbolic interpretation and theoretical concepts such as collaboration, power and freedom of action, all related to interdisciplinary collaboration, have been used to analyze the material that has been obtained. Conclusions in the study show that there are shortcomings and differing opinions that exist in the interdisciplinary collaboration between the municipality and county councils. Conclusions also show that insufficient knowledge regarding the work areas, resources and competence of other professional professionals is a major gap in knowledge that all interviewees wish to improve on in order to maintain and develop collaboration.
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Lövqvist, Ulrika, and Anna Svensson. "Upplevelse av teamarbete vid vård av patienter i prehospital miljö. : En intervjustudie med sjuksköterskor från ambulansverksamheten och sjuksköterska/läkare från ambulanshelikopter." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39239.
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Introduktion: I den moderna prehospitala akutsjukvården kan ambulansens och ambulanshelikopterns samverkan ha stor betydelse för den svårt skadade eller sjuka patienten. Syfte: Syftet med studien var att undersöka vad sjuksköterskor inom ambulansen och sjuksköterska/läkare från helikoptern/akutbilen upplevde kunde påverka teamarbetet i den prehospitala miljön. Metod: En kvalitativ deskriptiv innehållsanalys med semistrukturerade intervjuer användes. 10 informanter från ett län i mellansverige inkluderades, fem kvinnor och fem män. Urvalet bestod i att informanterna skulle ha varit verksamma inom ambulansverksamheten i minst ett år samt ha erfarenhet av det prehospital samarbetet mellan ambulans och ambulanshelikopter. Intervjuerna spelades in, transkriberades till text och analyserades. Resultat: Studiens resultat presenterades i två teman med sju underkategorier. De två temana var: Ett dynamiskt teamarbete påverkas av tydliga roller och ett kontinuerligt förbättringsarbete och Teamarbete och kommunikation mellan kompetenserna i teamet. Konklusion: De olika rollerna vid teamarbetet har blivit tydligare med tiden och teamarbetet upplevdes ha blivit bättre med tiden. Hospitering och tid till övning beskrevs kunna optimera teamarbetet. Informanterna upplevde sig delaktiga i vården. Den prehospitala erfarenheten och bristen på den var av betydelse vid samverkan mellan enheterna.Introduction: In the modern prehospital emergency care, ambulance and ambulance-helicopter's interactions play an important role for the severely injured or sick patients. Aim: The aim of the study is to examine what nurses in ambulance and nurse/doctor from the helicopter/emergency car experienced could affect the team work in the prehospital environment. Method: A qualitative descriptive content analysis of semi-structured interviews were used. 10 pieces of informants from a province in central Sweden were included five women and five men. The sample consisted of informants would have been active in the ambulance business for at least 1 year and have experience in the full spectrum of cooperation between ambulance and ambulance helicopter. The interviews were recorded, transcribed to text and analyzed. Results: The results of the study were presented in two themes with seven subcategories. The two themes were: A dynamic teamwork are influenced by clear roles and a continuous improvement and Team work and communication between the competencies of the team. Conclusion: The different roles in the cooperation has become clearer with time and team work was perceived to have become better with time. Site visits and time to exercise described to optimize teamwork. The informants perceived themselves involved in care. The prehospital experience and the lack of it was of importance to cooperation between units.
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Sweitzer, Sarah D. "The Influence of Negative Affectivity on Perceived Morale and Team Cooperation." Xavier University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1433339405.
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Ljungberg, Ising Daniel, and Carl Johan Stendahl. "Sjuksköterskors erfarenhet av kommunikation mellan ambulanssjukvården och räddningstjänsten : -En kvalitativ intervjustudie." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102455.
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Bakgrund. För att tillgodose ett tryggt patientomhändertagande krävs god kommunikation mellan olika vårdande yrkesgrupper. Vägen dit är full av utmaningar. När kommunikationen brister är det oftast på grund av oförståelse av respektive roller mellan yrkesgrupper och störningar i miljön där kommunikationen utförs. För ett väl fungerande samarbete mellan personal på ambulans och räddningstjänst är god kommunikation av högsta vikt. Syfte. Syftet med studien var att undersöka erfarenheten sjuksköterskor inom ambulansverksamheten har av kommunikation med räddningstjänstpersonal under samverkan. Metod. En kvalitativ intervjustudie med induktiv ansats genomfördes med elva sjuksköterskor verksamma i södra delen av Sverige. Genom användandet av Critical Incident Technique togs sjuksköterskornas erfarenhet och hanteringen av specifika händelser i samband med kommunikation med räddningstjänstpersonal fram. Intervjuerna analyserades genom en kvalitativ innehållsanalys. Resultat. Två huvudteman framkom i resultatet: Kännetecken på god kommunikation under samverkan och kännetecken på bristande kommunikation under samverkan. Skapandet av huvudteman gjordes utifrån åtta teman som formades utifrån deltagarnas beskrivningar av de Kritiska Incidenterna och deras hantering och beteende kring dessa incidenter. Slutsats. Det finns fördelar när ambulanspersonal och räddningstjänstpersonal arbetar på samma station. Fördelen med att känna varandra till namn ökar även förståelsen för varandras arbete och samverkan blir lättare. En väl fungerande kommunikation bidrar till ett effektivt teamarbete. I samband med större händelser ökar risken att kommunikationen fallerar. Det kan möjligtvis påverka patientomhändertagande. Att ha gemensamma utbildningsdagar där de olika yrkesgrupperna lär sig av varandra rekommenderas. Då det även tycks saknas forskning på området rekommenderas det.Background. To provide safe care for patients, good communication between different professional caring groups is essential. Lack of communication is usually due to misunderstanding of the respective roles between involved professionals and disturbances in the environment where the communication is carried out. For a well-functioning collaboration between personnel in the ambulance and rescue services, good communication is of utmost importance. Purpose. The purpose of the study was to investigate the experience nurses in the ambulance service have of communication with the rescue service during collaboration. Method. A qualitative interview study with an inductive approach with eleven nurses active in the southern part of Sweden was conducted. By using the Critical Incident Technique, the nurses' experience and the handling of specific incidents related to communication with the emergency services were defined. The interviews were analyzed through a qualitative content analysis with the aim of creating categories and themes of the experiences. Results. Two main themes emerged: Characteristics of good communication during collaboration and characteristics of lack of communication during collaboration. The two main themes contained eight themes based on the participants' descriptions of the Critical Incidents and their handling and behavior around these incidents. Conclusion. There are benefits when ambulance personnel and emergency services personnel work at the same station. The advantage of knowing each other by name also increases the understanding of each other's work and collaboration becomes easier. A well-functioning communication contributes to effective teamwork. In connection with major events, the risk of failure during communication increases. This may affect patient care. It is recommended to have joint practice where the different professional groups learn from each other. Further research in the field is recommended.
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Jastan, vash Shabnam, and Helen Simonen. "Distriktssköterskors upplevelse av att arbeta i ett tvärprofessionellt team på BVC kring överviktiga barn och deras familjer." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-22200.
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Övervikt och fetma är ett växande komplext folkhälsoproblem även hos barn. Följdsjukdomarna som övervikt och fetma orsakar ett lidande för drabbade barn, vilket även är en stor kostnad för vården och samhället. Flera olika yrkeskategorier förutom distriktssköterskor, som läkare, dietist och psykolog möter barn i arbetet kring övervikt och fetma. Syftet med studien är att belysa distriktssköterskors upplevelse av att arbeta i ett tvärprofessionellt team på BVC kring överviktiga barn och deras familjer. Dataanalysen har skett genom en kvalitativ innehållsanalys enligt Elo och Kyngäs (2008) med en induktiv ansats där åtta distriktssköterskor som arbetar på BVC har intervjuats. I resultatet framkommer betydelsen av ett tvärprofessionellt teamarbete. Genom att samarbeta med dietisten får familjen och barnet träffa sedan träffa dietisten som ger stöd kring kost, portionsstorlek och näringsberäkning av måltidsportioner. Dock är distriktssköterskorna inte närvarande under detta möte. Psykologen kan stödja familjen i deras vardag med gränssättning och med dagliga rutiner som kan påverka familjens kost och levnadsvanor. Teamarbetet med läkarna fungerar bra men deras kunskapsnivå kring att vara uppdaterade på rådande riktlinjer och åtgärder anses bristfälliga, vilket påverkar arbetet kring de överviktiga barnen. Samarbetet med både familjecentralen och med pedagogerna på förskolan anses vara betydelsefull i arbetet kring överviktiga barn. För att alla i teamet ska vara uppdaterade på riktlinjer för övervikt och fetma är det en organisatorisk fråga för att tid ska frigöras åt läkarna så att de kan gå på utbildningsdagarna där gemensam kunskap inhämtas. Genom att förenkla processen med att skriva remiss till obesitasmottagningen och genom att öka samarbetet med både familjecentral och pedagoger på förskolan skulle det stödjande och förebyggande arbetet kring överviktiga barn främjas. Det bidrar i sin tur till en förbättrad folkhälsa och minskade samhällsekonomiska kostnader. Genom teamarbete och genom att tillvarata de olika specialistkompetenserna ökar chanserna för distriktssköterskor att kunna hjälpa det överviktiga barnet och familjen.Overweight and obesity are a growing complex public health problem. The secondary diseases that overweight and obesity cause means suffer for the child and cost the society money. The aim of the study is to elucidate district nurses' experience of teamwork at primary child health care centers with overweight children and their families. The data analysis was done through a qualitative content analysis according to Elo and Kyngäs (2008) with an inductive approach where eight district nurses working at primary child health care centers were interviewed. The result shows the importance of cross-professional teamwork. By working with the dietitian, the family and the child receive support regarding diet, portion size and nutritional calculation of meal portions. The psychologist can support the family in their everyday lives with boundaries and with daily routines that can affect the family's diet and lifestyle. Teamwork with the doctors works well, but their level of knowledge about being updated on prevailing guidelines and measures is considered inadequate, which affects the work of the overweight children. Through teamwork and utilizing the various specialist skills, the chances of being able to help the obese child and the family increases. Collaboration with both the family center and the educators at the preschool is considered to be important in the work on overweight children. For everyone in the team to be up to date on guidelines for overwight and obesity, it is an organizational issue to free time for the doctors so that they can go on training days where common knowledge is obtained. By simplifying the process of writing a referral to the obesity clinic and by increasing cooperation with both family centers and educators at the preschool, the supportive and preventive work on obese children will be promoted. This in turn contributes to increased public health and reduced socio-economic costs.