Collaborative Attitude Research Articles

Effects of local institutions on the adoption of agroforestry innovations: evidence of farmer managed natural regeneration and its implications for rural livelihoods in the Sahel

The present study aims at (1) assessing how the existing local formal and informal institutions affect farmer managed natural regeneration (FMNR) practices and, (2) evaluating the benefits of such practices on livelihoods. The propensity score with continuous treatments was used to assess the effects of a set of covariates on FMNR as well as the impacts of that practice on income, cereal production and caloric intake using data collected from 1,080 rural households in Burkina Faso, Mali, Niger, and Senegal. This study demonstrated that regeneration of trees on farms, whereby farmers play an active role in the types of trees and their densities, is important as a practice and safety-net by providing cash income, caloric intake and diet, and crops supplements throughout dryland areas of West Africa. Overall, FMNR cannot be excluded as a recommendation in any geographical region. In addition, the study concludes that the effects of institutions in fostering FMNR practices in the Sahel are mixed. In areas with well-structured formal and informal institutions, populations seem to have adopted a better collaboration attitude with the local government by developing plans for a good management and protection of natural resource including FMNR practices. However, in areas where these commissions are being assimilated to governmental institutions, the willingness to raise incentives towards a better management of natural resources is less perceived. While recognizing the benefits of trees and tree products on caloric intake and diet, there is a need to explore in much more details, the FMNR-food nexus in future researches by going beyond what was covered from this study.

In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators

<p class="3">The paper explores the change process that university teachers need to go through in order to become fluent with Open Education approaches. Based on a literature review and a set of interviews with a number of leading experts in the field of Open Educational Resources and Open Education, the paper puts forward an original definition of Open Educator which takes into account all the components of teachers’ work: learning design, teaching resources, pedagogical approaches and assessment methods- of teachers’ activities. Subsequently, to help the development of teachers’ openness capacity, the definition is further developed into a holistic framework for teachers, which takes into account all the dimensions of openness included in the definition and which provides teachers with self-development paths along each dimension. By working on the definition and on the framework with the interviewed experts, the paper concludes that a strong relation exists between the use of open approaches and the networking and collaboration attitude of university teachers, and that in order to overcome the technical and cultural barriers that hinder the use of open approaches in Higher Education, it is important to work on the transition phases – in terms of awareness and of capacity building - that teachers have to go through in their journey towards openness.</p>

A pilot program to improve nursing and surgical intern collaboration: Lessons learned from a mixed-methods study

BackgroundInter-professional collaboration is an integral component of a successful healthcare team. We sought to evaluate the impact of nursing student participation in a one-day intensive inter-professional education (IPE) training session with surgical interns on participant attitudes toward inter-professional collaboration. MethodsFollowing IRB approval, pre and post IPE session survey responses were compared to determine the impact on participant attitudes toward inter-professional collaboration. Pre and post session semi-structured interviews were transcribed and analyzed to identify relevant themes. ResultsSurgical interns (n = 38) more than nursing students (n = 11), demonstrated a measurable improvement in attitude towards ‘collaboration and shared education’ (interns: median score pre = 26, post = 28, p = 0.0004; nursing student: median score pre = 27, post = 28, p = 0.02). Qualitative analysis of interviews identified major themes that supplemented this finding. ConclusionAn eight hour, one day IPE session has a positive impact on collaborative attitudes and supports the case for increased inter-professional education amongst interns and nursing students.

Relationship among Collective Self-Esteem and Collaborative Learning Attitude and Team Achievement in a College Classroom

Relationship among Collective Self-Esteem and Collaborative Learning Attitude and Team Achievement in a College Classroom

Conducting a large, multi-site survey about patients' views on broad consent: challenges and solutions.

BackgroundAs biobanks play an increasing role in the genomic research that will lead to precision medicine, input from diverse and large populations of patients in a variety of health care settings will be important in order to successfully carry out such studies. One important topic is participants’ views towards consent and data sharing, especially since the 2011 Advanced Notice of Proposed Rulemaking (ANPRM), and subsequently the 2015 Notice of Proposed Rulemaking (NPRM) were issued by the Department of Health and Human Services (HHS) and Office of Science and Technology Policy (OSTP). These notices required that participants consent to research uses of their de-identified tissue samples and most clinical data, and allowing such consent be obtained in a one-time, open-ended or “broad” fashion. Conducting a survey across multiple sites provides clear advantages to either a single site survey or using a large online database, and is a potentially powerful way of understanding the views of diverse populations on this topic.MethodsA workgroup of the Electronic Medical Records and Genomics (eMERGE) Network, a national consortium of 9 sites (13 separate institutions, 11 clinical centers) supported by the National Human Genome Research Institute (NHGRI) that combines DNA biorepositories with electronic medical record (EMR) systems for large-scale genetic research, conducted a survey to understand patients’ views on consent, sample and data sharing for future research, biobank governance, data protection, and return of research results.ResultsWorking across 9 sites to design and conduct a national survey presented challenges in organization, meeting human subjects guidelines at each institution, and survey development and implementation. The challenges were met through a committee structure to address each aspect of the project with representatives from all sites. Each committee’s output was integrated into the overall survey plan. A number of site-specific issues were successfully managed allowing the survey to be developed and implemented uniformly across 11 clinical centers.ConclusionsConducting a survey across a number of institutions with different cultures and practices is a methodological and logistical challenge. With a clear infrastructure, collaborative attitudes, excellent lines of communication, and the right expertise, this can be accomplished successfully.

“Refreshed…reinforced…reflective”: A qualitative exploration of interprofessional education facilitators’ own interprofessional learning and collaborative practice

While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators’ own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants’ reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals’ roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

Learning about Collaborative Knowledge Building: A Case of Future School in Singapore

This study discusses the design, enactment and evaluation of a Collaborative Knowledge Building (CKB) workshop, designed to resolve the prevalent problem that Asian students tend to lack the necessary skills and appreciation for collective cognitive responsibility. The study was conducted with Secondary one (13-year-old) students in one of the future schools in Singapore. The students participated in the CKB workshop that was designed with the material and structural conditions (i.e., idea cards, knowledge wall, opportunistic grouping, reflective presentation) coupled with explicit instruction to help them learn about collaborative knowledge building skills. For evaluation, the participants completed the perception survey about collaborative learning attitudes after the workshop. We also collected and analyzed discourse data of one selected group’s discussion. The findings reveal that the students showed overall positive perception about collaborative learning experiences in the workshop and the indicators of knowledge building discourse moves in the group discussion. However, the students still needed more guidance in the process of teamwork, particularly in consensus building due to the tendency to reach a quick consensus.

The Readiness of Students to Learn Interprofessional Teamwork in Antenatal Care

Introduction: Indonesia as a developing country have a higher Maternal Mortality Rate (MMR). The prevention efforts is developing interprofessional collaborative practice (IPCP) in the level of health care. Collaboration attitudes should start from education level through interprofessional education training and simulation for student. The objective of this study was to analyze the effect of interprofessional education training toward the readiness of students to learn interprofessional teamwork in antenatal care. Methods: Quasi-experimental design (pre test and post test without control) with Time-Series Design. Participants used in this study were students of five semester in STIKes Karya Husada Kediri year of 2011/2012 and the number of samples are 60 students. Technique sampling using simple random. The data collected by used questionnaires Readiness Interprofessional Learning Scale (RIPLS) and checklist observations using Teamwork Score (TWS). Anova, Friedman test, and Kruskal Wallis was used to statistically analyzed the data. Results: Readiness to learn interprofessional teamwork indicates the value of p = 0.001 thats means there are significant differences between the readiness before and after training IPE. Delta test showed that p value > 0.05 so there is no difference between the three programs study on readiness to learn interprofessional teamwork in antenatal care. Discussion: Interprofessional education training using simulation methods can affect the readiness of nursing, midwifery and nutritionist students for learning interprofessional teamwork in antenatal care.Keywords: interprofessional education, readiness, training and simulations, pre clinics students, antenatal care.

The Readiness of Students to Learn Interprofessional Teamwork in Antenatal Care

Introduction: Indonesia as a developing country have a higher Maternal Mortality Rate (MMR). The prevention efforts is developing interprofessional collaborative practice (IPCP) in the level of health care. Collaboration attitudes should start from education level through interprofessional education training and simulation for student. The objective of this study was to analyze the effect of interprofessional education training toward the readiness of students to learn interprofessional teamwork in antenatal care.Methods: Quasi-experimental design (pre test and post test without control) with Time-Series Design. Participants used in this study were students of five semester in STIKes Karya Husada Kediri year of 2011/2012 and the number of samples are 60 students. Technique sampling using simple random. The data collected by used questionnaires Readiness Interprofessional Learning Scale (RIPLS) and checklist observations using Teamwork Score (TWS). Anova, Friedman test, and Kruskal Wallis was used to statistically analyzed the data.Results: Readiness to learn interprofessional teamwork indicates the value of p = 0.001 thats means there are significant differences between the readiness before and after training IPE. Delta test showed that p value > 0.05 so there is no difference between the three programs study on readiness to learn interprofessional teamwork in antenatal care.Discussion: Interprofessional education training using simulation methods can affect the readiness of nursing, midwifery and nutritionist students for learning interprofessional teamwork in antenatal care.

Being impolite while pretending to be polite. The rupture of politeness conventions in electoral debates

This paper is a part of a larger research that pursues a global understanding of impoliteness in face-to-face electoral debates. That research distinguishes three essential axes, three complementary analytical perspectives: functional strategies of impoliteness, linguistic-discursive mechanisms to implement them and social impacts of impolite acts. In this frame, the present work develops an in-depth analysis of a special category of mechanisms, namely the rupture of politeness conventions, a subgroup within postliteral implicit mechanisms. This subgroup acquires its identity by the fact of carrying out a linguistic action that is conventionally associated with a polite attitude, but doing it in a rhetorically insincere way: the consequence is that apparent politeness becomes impoliteness. Relevant aspects in the characterization of ruptures are isolated and, on this basis, it is developed a detailed analysis of three specific kinds of mechanisms in which ruptures take shape: using ironic statements, developing different forms of overpoliteness and adopting a falsely collaborative attitude toward the interlocutor. The analysis of that group of mechanisms takes into account, simultaneously, the other two axes of the main research, strategies and social impacts.

An Individual or Team – In What Terms Do We Think about Entrepreneurship

Entrepreneurship is usually recognized as the individual behaviour or process. At the same time entrepreneurs are presented as the leaders who should be able to manage the teams and to use teams’ capital to achieve business goals. There are some resources discussing collective entrepreneurship or entrepreneurial teams as the conditions for running a company successfully or for reaching innovative results. The aim of this article is to analyse if individualistic versus team approach is prevalent and important in business students’ perception of entrepreneurship and their preferences. The research conducted on 120 students group indicates these are not the important approaches and the teams’ entrepreneurial capital seems to be undervalued by young Poles. There is some recommendation concerning support of collaboration attitudes in entrepreneurial activities.

Rete e reti per contrastare lo spreco alimentare: pratiche di consumo responsabile nell'era digitale

National and international researches on the subject of food waste confirm that such waste are relevant even in the domestic consumption. Thus responsible and sustainable consumption turns out to be necessary in order to reduce food waste. To limit such levels of waste and set in motion surplus food re-distribution mechanisms, it’s been implemented practices, eased by enabled environment like web platform, that promote the gift in the framework of a collaborative consumption. The keywords marking these online anti-food waste practices, are solidarity, sociability, trust and reciprocity, doing together in order to cooperate. This paper aims to develop an analysis that makes us understand how this collaborative consumption, conceptually meant in the broader framework of the sharing economy, favour re-distribution practices of surplus food. In such case the added value is represented by a social capital to the end of collective wellbeing. Practices carried out by consumers to tackle food waste by means of sharing digital platform, experiment new way of consumption, socialization, mobilization, participation, civic engagement. These processes take place in a global economy context where decentralization of the production means and free access are progressively replacing the ownership, exchange is replacing the production. The citizens-consumers interconnected, ever more aware of their privileged role of critics, are experimenting a really collaborative attitude combining their personal needs with those of society seeking, thus, new ways to live sustainably.

Psychosis and polydrug abuse in a patient with Dandy-Walker variant

Background and purposeDandy Walker “syndrome” (DWS) was firstly defined by Dandy and Blackfan, and then described by Hart et al. [1] as a series of neurodevelopmental anomalies in the posterior fossa, including Dandy-Walker (DW) malformation, DW variant (cerebellar hypoplasia/aplasia of the cerebellar vermis and cystic dilatation of the fourth ventricle), mega-cisterna magna and posterior fossa arachnoid cyst. Mental symptoms have been associated with DWS in previous reports, but the spectrum of mental symptomatology widely varies between clinical cases, ranging from psychotic/schizophrenia-like to mood/cognitive symptoms [2].MethodsHere we describe a case of psychosis and polydrug abuse in a 27-year-old man with DW variant a 4-year history of polydrug abuse, sporadic alcohol abuse, epilepsy and psychotic symptoms including delusions of reference/persecution, suspiciousness, associated with obsessive thoughts, mood lability and persistent anxiety.ResultsHe was recovered for a 28-day program of detoxification from drug addiction/stabilization of psychiatric symptoms. Family history of Bipolar Disorder, gambling disorder (father) and depression (mother). The mental status examination at baseline revealed slowness of thought, psychomotor retardation, aboulia/anhedonia/apathy/hypomimic facies/asthenia/social withdrawal/deflected mood/poor thought content/blunted affect/self-neglect/poor insight, cognitive impairment and oppositive and partially collaborative attitude and behaviour. Borderline intelligence activity was found on WAIS-R (IQ = 79). At the baseline, he was taking carbamazepine 400 mg BID (baseline serum level: 6.720 μg/ml), gabapentin (400 mg BID), paroxetine (20 mg/d), olanzapine (10 mg/d) and methadone (70 ml/d), with a poor response/control both on psychotic and seeking drug symptomatology.References not available.ConclusionsFurther DWS clinical cases should be evaluated in order to better investigate the role of this variant to addictive and psychotic symptoms.Disclosure of interestThe authors have not supplied their declaration of competing interest.

"Network Structure, Collaborative Context, and Individual Creativity"

Network research has yet to determine whether bonding ties or bridging ties are more beneficial for individual creativity, but the debate has mostly overlooked the organizational context in which such ties are formed. In particular, the causal chain connecting network structures and individual outcomes often assumes that different network structures embody specific individual behaviors. This paper challenges the widespread assumption that dense, heavily bonded network structures imply a collaborative attitude on the part of network actors. We propose that collaboration can also be contextual and exogenous to a network’s structural characteristics, such that it moderates the effects of both dense and brokered networks on individual creativity. Specifically, we argue that knowledge acquisition and, in turn, individual creativity are more likely when an individual’s network position has a good fit with the network’s organizational context. Thus, actors in dense network structures acquire more knowledge and eventually become more creative in organizational contexts where collaboration is high. Conversely, brokers who arbitrage information across disconnected network contacts acquire more valuable knowledge, and thereby achieve higher creativity, in organizational contexts where collaboration is low.

Online interprofessional education in dietetic students

AbstractAimThe need for dietetic students to develop interprofessional collaborative practice capabilities is well recognised. The aim of this study was to examine the ability of an online interprofessional education (IPE) unit (using asynchronous and synchronous media) to improve dietetic students' confidence in understanding professional roles and attitudes associated with interprofessional practice along with exploring their experience in the unit.MethodsFinal year master of dietetic students undertaking a compulsory online unit in IPE were invited to complete a questionnaire examining their confidence in understanding professional roles and their interprofessional attitudes both pre‐ and post‐delivery of the unit, and to participate in semi‐structured telephone interviews to explore their experience in the unit.ResultsThirty‐five dietetic students completed the questionnaire pre‐ and post‐unit, along with seven students undertaking a telephone interview. Their confidence in understanding the roles of other health professions (P = 0.000 to 0.014), self‐assessment of interprofessional communication and teamwork skills (P = 0.002) and attitudes towards interprofessional interaction (P = 0.001) and interprofessional relationships (P = 0.002) increased significantly from pre‐ to post‐unit. The students articulated positives about the experience (flexibility of the delivery, opportunity to reflect on personal factors related to teamwork, increasing their knowledge of other professions) and some challenges (lack of body language, some technological difficulties, the need for regular contribution to the teams' asynchronous discussion boards).ConclusionsThis study suggests that although there can be some challenges in online IPE, it can be a positive experience and can improve dietetic students' collaborative practice attitudes and confidence in understanding other professional roles.

Strengthening regional innovation through network-based innovation brokering

The primary objective of this paper is to demonstrate how regional innovation system theory may be translated into manageable micro-level methods with the potential for strengthening the productive dynamics of a regional innovation system. The paper meets this objective by presenting network-based innovation brokering (NBIB), a practical method designed using insights from regional innovation system theory and trust theory. Five cases from two Norwegian regional innovation networks show that in addition to knowledge development and diffusion, NBIB strengthened collaborative attitude and trust between members of the regional innovation system. Moreover, it served as an arena for entrepreneurial experimentation, resulting in projects combining two modes of innovation; the Science, Technology and Innovation mode and the Doing, Using and Interaction mode. The method, thus, may be viewed as a useful addition to the inventory of methods used to stimulate innovation in regional innovation systems (RISs). On a more general level, the paper represents a call to the community of innovation researchers and practitioners to give a higher priority to the question of how to better realize the pragmatic potential of RIS-theory.

Attitude of Basic Science Medical Students Toward Interprofessional Collaboration.

Purpose: Interprofessional collaboration (IPC) and interprofessional education (IPE) are increasingly emphasized in the education of health professions. Xavier University School of Medicine, a Caribbean medical school admits students from the United States, Canada, and other countries to the undergraduate medical course. The present study was carried out to obtain information about the attitude toward IPC among basic science medical students and note differences, if any, among different subgroups.Methods: The study was conducted among first to fifth semester students during July 2015 using the previously validated Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC). Gender, age, semester, and nationality were noted. Participants’ agreement with a set of 20 statements was studied. Mean total scores, working relationship, and accountability scores were calculated and compared among different subgroups of respondents (p<0.05).Results: Sixty-seven of the 71 students (94.4%) participated. Cronbach’s alpha value of the questionnaire was 0.827, indicating good internal consistency. The mean total score was 104.48 (maximum score 140) while the working relationship and accountability scores were 63.51 (maximum score 84) and 40.97 (maximum score 56), respectively. Total scores were significantly higher among third-semester students and students of Canadian nationality. Working relationship and accountability scores were higher among first and third-semester students.Conclusion: The total working relationship and accountability scores were lower compared to those obtained in a previous study. Opportunities for IPE and IPC during the basic science years should be strengthened. Longitudinal studies in the institution may be helpful. Similar studies in other Caribbean medical schools are required.

Simulation on neonatal stabilization and transport

Legal problems are more numbered even in Neonatology. Hospital policy should establish strategies to limit systematic, environmental and human errors, including solutions to optimize organization and increase knowledge [1].Staff retraining by means of simulation could be a precious instrument. Simulation works through mechanisms that are proper of our brain for decision-making (i.e. simulated mind) [2]. The capacity of evaluating a situation earlier than it happens and so planning possible actions is the so called anticipatory simulation [3]. Physiological basis of simulation effectiveness are deeply related to mirror neurons [4]. Simulation emphasizes the so called “deutero-learning”, i.e. the context in which (proto-)learning processes occur: at the same time people are learning simple concepts, and also learning something about the world and about how things occur [5]. In sum, simulation maximises learning through the extraction of implicit rules, and putting specific bits of basic experiences in context to generalise them. The aim of this lecture is to focus on methods of simulation on neonatal stabilization and transport (more than on medical procedures themselves). Simulation retraining for medical (or nurse) staff should be based on the andragogic approach: adults are conscious of their own educational needs and focus their own attention on specific interests (related to daily practice) [6]. This methodological approach needs that teachers behave as peers towards learners, with empathy and a collaborative attitude. A precious additive methodological element is fun: the serious medical game is the approach to optimize technical memories trough emotions [5]. In our experience, materials for simulation are daily clinical devices and innovative stuff developed by a multidisciplinary collaboration [7];we discuss published guidelines (e.g. STABLE Program) and participants’ experiences. As regards neonatal stabilization and transport, we perform: i) annual retraining sessions for all the operators in our Unit, ii) low and medium fidelity simulation sessions for nearby hospitals, iii) high fidelity sessions for colleagues working at geographically uncomfortable hospitals (i.e. island) and so needing for transport by helicopter, as a kind of “full scale CRM (Crisis Resources Management)”. In our opinion the traditional approach to teaching is inadequate for retraining of adult professionals. We propose simulation as the method to deepen knowledge, strengthen abilities and so optimize performances. Recording sessions and analysing them to discuss behaviours is a main instruments for debriefing. Every kind of support (e.g. e-learning platforms, papery stuff, pocket memory materials, etc) is admitted and should be creatively promoted.

Diversidade, redundância e competência distribuída em um sistema virtual de aprendizagem colaborativa

O trabalho proposto discute o conceito de aprendizagem colaborativa, tomando como ponto de partida o conceito de Zona de Desenvolvimento Proximal (ZDP), formulado por Vygotsky (1978). Por entender que o processo de colaboração em um sistema de aprendizagem se faz em uma perspectiva para além da descrita para a ZDP. Defendo então, o conceito de competências distribuídas que se realizam dentro de um sistema altamente complexo, marcado pela emergência de atitudes colaborativas em decorrência da diversidade (HOLLAND, 1995, VAN LIER, 2004) e da capacidade de redundância (DAVID e SUMARA; 2006) que caracterizam os sistemas sociais. Para mostrar essa dinâmica, tomo para análise, 1.370 e-mails intercambiados pelos participantes (professor e alunos) de uma comunidade virtual de aprendizagem. A análise permitiu verificar que o processo de colaboração se configurou em uma propriedade dinamizadora da comunidade, ou seja, um evento que emergia nos interstícios entre o previsível e o imprevisível do sistema. As práticas colaborativas entre os participantes do sistema estudado se configuraram uma propriedade do sistema, pois, através delas o sistema estudado se revelou ainda mais dinâmico e complexo.

Effectiveness of interprofessional education by on-field training for medical students, with a pre-post design.

BackgroundInterprofessional Education (IPE) implies how to achieve successful teamwork, and is based on collaborative practice which enhance occasions for relationships between two or more healthcare professions. This study evaluates the effectiveness of IPE in changing attitudes after a training recently introduced to medical education for second-year students at the University of Padova, Italy.MethodsAll medical students following a new program for IPE were enrolled in this study. The Interdisciplinary Education Perception Scale (IEPS) was administered before and after training, according to observation-based and practice-based learning. Data were analysed with Student's paired t-test and Wilcoxon's signed rank test.Results277 medical students completed both questionnaires. Statistically significant improvements were found in students' overall attitudes as measured by the IEPS and four subscale scores. Gender-stratified analyses showed that improvements were observed only in female students in subscale 4 (“Understanding Others’ Values”). Students who had a physician and/or health worker in their family did not show any improvement in subscales 2 (“Perceived need for cooperation”) or 4 (“Understanding Others’ Values”).ConclusionsOur results indicate that IPE training has a positive influence on students’ understanding of collaboration and better attitudes in interprofessional teamwork. More research is needed to explore other factors which may influence specific perceptions among medical students.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0409-z) contains supplementary material, which is available to authorized users.