Interpreting qualitative data

Professionals in healthcare are increasingly encouraged to work together. This has acted as a catalyst for research on interprofessional collaboration. Authors suggest developing interprofessional collaboration is not just the job of managers and policy makers; it also requires active contributions of professionals. Empirical understanding of whether professionals make such contributions and if so, how and why, remains fragmented. This systematic review of 64 studies from the past 20 years shows there is considerable evidence for professionals actively contributing to interprofessional collaboration. Although the evidence is limited, we can show they do so in three distinct ways: by bridging professional, social, physical and task-related gaps, by negotiating overlaps in roles and tasks, and by creating spaces to be able to do so. Professionals from different professions seem to make different contributions. Moreover, differences exist between collaborative settings and healthcare subsectors. We conclude by proposing a research agenda to advance our understanding of these contributions in theoretical, methodological and empirical ways.

https://www.tandfonline.com/doi/pdf/10.1080/13561820.2019.1636007

Working on working together. A systematic review on how healthcare professionals contribute to interprofessional collaboration

Getting it right for every child

In the current study, the aim is to determine the effect of flipped classroom model on students’ classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test quasi-experimental design with control group was applied. The experimental group was lectured with flipped classroom model whereas the courses were carried out based on the current curriculum in the control group. In the current study, descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. It was concluded that there is a significant difference between the pre-test and post-test scores of the experimental group whearas there is no significant difference between the pre-test and post-test scores of the control group. Finally, teachers can be suggested to use flipped classroom model to enhance classroom engagement.

/pdf/efl-learners-reading-comprehension-development-through-mall-4ij0vsdnd9.pdf

EFL Learners' Reading Comprehension Development through MALL: Telegram Groups in Focus.

On this topic, Bob Hudson w1x previously observed that ‘‘It is now de riguer to talk of the shift from hierarchy to network in public sector governance « but what is often lacking is an understanding of how to analyse network governance’’. In literature, many commentators indeed point out that networks are unlike markets and hierarchies. However, the current authors argue that such forms are not necessarily distinctive and might be overly inclusive, whereas when looking at inter-organisational relations, networks do not necessarily form a distinct category (superior in terms of flexibility, trust and innovation); they might still derive from market relations or hierarchical regulation. For such reasons, the book highlights that in order to understand the relationship between network structure and organisational performance, it is ‘‘necessary to examine the biases that particular types of relations might have to support certain kinds of performance’’. A balanced account of inter-organisational relations is therefore provided and tested throughout the chapters with explanatory purposes.

/pdf/managing-networks-of-twenty-first-century-organisations-5af9rveurr.pdf

Managing networks of twenty-first century organisations

Introduction: The 200 4 Children Act in the UK saw the introduction of integrated working in children's services. A raft of change followed with processes designed to make joint working easier, and models and theories to support the development of integrated work. This paper explores the links between key concepts and practice. Methods : A practitioner action research approach is taken using an autoethnographic account kept over six months. The research question was, to what extent is this group collaborating? Results: When the architecture of practice was revealed, differences between espoused and real practice could be seen. Whilst understanding and displaying the outward signs of an effective multi professional group, the individuals did not trust one another. This was exhibited by covert interprofessional issues. As a result, collaborative inertia was achieved. This realisation prompted them to participate in further developmental and participative action research. Conclusion : The paper concludes that trust and relational agency are central to effective leadership of multi professional teams.

https://dspace.library.uu.nl/bitstream/handle/1874/220755/750-2725-3-PB.pdf?sequence=2

Leading multi-professional teams in the children’s workforce: an action research project

Introduction: Collaboration was legislated in the delivery of integrated care in the early 2000s in the UK. This research explored how the reality of practice met the rhetoric of collaboration. Theory: The paper is situated against a theoretical framework of structure, agency, identity and empowerment. Collectively and contextually these concepts inform the proposed model of ‘collaborative agency’ to sustain integrated care. The paper brings sociological theory on structure and agency to the dilemma of collaboration. Methods: Participative action research was carried out in collaborative teams that aspired to achieve integrated care for children, young people and families between 2009 and 2013. It was a part time, PhD study in collaborative practice. Results: The research established that people needed to be able to be jointly aware of their context, to make joint decisions, and jointly act in order to deliver integrated services, and proposes a model of collaborative agency derived from practitioner’s experiences and integrated action research and literature on agency. The model reflects the effects of a range of structures in shaping professional identity, empowerment, and agency in a dynamic. The author proposes that the collaborative agency model will support integrated care, although this is, as yet, an untested hypothesis.

/pdf/collaborative-agency-to-support-integrated-care-for-children-1wd8qxgjlx.pdf

Collaborative agency to support integrated care for children, young people and families: an action research study

This paper presents the findings of a case study on the use of Transactional Analysis (TA) in schools in England. The paper gives a brief overview of TA and its relevance to secondary education – for pupils, teachers and school improvement. TA is a field of psychology that looks at the ‘transactions’ that go on between people when they communicate. Self-awareness and understanding of others enables individuals and groups to develop effective and powerful communication and a better climate in the workplace. This paper goes on to present the findings of the case study on teaching TA to children and young people from 11 – 25 and their teachers. We have found that children, young people and teachers with TA skills have better self-awareness, increased understanding of others and as a consequence better relationships and can demonstrate impact on attendance, attainment, personal and professional lives and school climate overall.  We conclude with recommendations for practice.  KeywordsSelf-awareness; communication; emotional; attendance; attainment.

https://ojs.cumbria.ac.uk/index.php/TEAN/article/download/89/163

Karen Stuart

Papers

Leading multi-professional teams in the children’s workforce: an action research project

Collaborative agency to support integrated care for children, young people and families: an action research study

The use of Transactional Analysis in Secondary Education: A Case Study