Practice Partners Research Articles

Exploring the role of healthcare partners in referrals to a community-based exercise program with a healthcare-community partnership designed for people with balance and mobility limitations

Purpose To explore how healthcare partners in community-based exercise programs for people with balance and mobility limitations perceive and enact referral in the context of their role. Materials and methods We conducted a descriptive, qualitative study involving semi-structured interviews and reflexive thematic analysis. Results Twelve healthcare partners from the Together In Movement and Exercise (TIMETM) program completed interviews. Seven (58%) participants were clinicians and 5 (42%) held non-clinical roles. The most common professional background of participants was physical therapy (n = 9, 75%). Clinicians made direct referrals while non-clinical participants facilitated referral by promoting the program. The main theme was healthcare partners perceive their role in referrals as secondary to their role as educators and trainers. Subthemes were: (1) healthcare partners fulfill educator and trainer roles when conducting formal training of instructors, educating instructors during program visits, and fielding questions; (2) almost all healthcare partners facilitate referral by sharing program information formally and informally; and (3) healthcare partners in clinical practice make direct referrals depending on the clientele. Conclusions Healthcare partners perceive their roles as educators and trainers as taking precedence over their role in referrals. Findings can be used to guide selection and training of healthcare partners, design of clinical education programs, and research on competencies.

Integrating Sustainability and Digital Advancements In Maritime Law Education: Enhancing Cadet Preparedness

This research investigates the integration of sustainability principles and digital advancements in maritime law education within vocational training programmes. Drawing on qualitative perspectives from maritime professionals and educators, the study identifies critical areas for curriculum enhancement and skill development. Key findings highlight the industry's emphasis on regulatory compliance, safety management, and the use of digital technologies in maritime operations. The research underscores the importance of practical training modules, simulation-based learning, and industry partnerships in preparing cadets for real-world challenges. Expertise from industry stakeholders informs curriculum design, focusing on digital navigation tools, safety protocols, and regulatory frameworks like STCW and IMO standards. Assessment of cadet readiness reveals strengths in theoretical knowledge but emphasizes the need for more extensive practical training. Innovative approaches using simulators and online platforms enhance learning outcomes and operational efficiencies. The study concludes with recommendations for ongoing collaboration between academia and industry to sustain curriculum innovation and prepare a competent workforce for the evolving maritime industry.

You can travel AND have a career as a practice partner. And don't forget being a mum too!

Embracing whatever was thrown her way, Laura Bowen proved that a successful career and travel were good partners; not stopping there she sold the practice and went on to win the Clipper Round the World yacht race.

Freire, Critical Pedagogy, and Culture Circles

In celebration of our 20th Anniversary as a journal, the InterActions: UCLA Journal of Education and Information Studies editorial team opted to put forth a call on the work of Paulo Freire, critical pedagogy, and culture circles. It’s hard not to continue to see why critical pedagogy, a praxis of nurturing critical consciousness toward humanization and society towards justice, continues to be an essential aspect of education in P-20 settings in a healthy democracy. This issue was an opportunity to showcase contemporary work and research inspired by the legacy of Paulo Freire. Humanizing education is a collective practice in partnership with students and communities, redresses structures that maintain social inequalities and hierarchies of human life, and repairs the harm they have inflicted (Freire, 1970; Paris & Alim, 2017). The call to humanize education is especially urgent given our ongoing crises in education: unceasing youth gun violence and school shootings (Schildkraut & Muschert, 2019); the defunding divestment of public instruction and closures of public schools (George, 2024); the varied emergences COVID-19 variants and other looming pandemics (Pokhrel & Chhetri, 2021); corresponding deterioration of working conditions and livable wages for those working for our nation’s education systems (Schmitt & deCourcy, 2022; Souto-Manning & Melvin, 2021); book bans and bans misconstruing interpretations of Critical Race Theory, and acceptance and kindness towards LGBTQIA students, teachers, and their families (Morgan, 2022); proposed and implemented legislation to dehumanize queer, trans, nonbinary, and intersex children and parents (Goldberg & Abreu, 2024); and ongoing racialized hate and terror harming Black, Asian, and other nonwhite students, teachers, and their families, among others (Gillborn, 2006; Gover et al., 2020 ; Tuchinda, 2023; Wun, 2014). The urgency of critical pedagogy remains as relevant as ever.

Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

AbstractThis article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.

An Applied Research Partnership to Improve The Children’s Behavioral Health System Of Care

Objective and ApproachThis session describes a doctoral student-led process to align research, policy, and practice partners around the use of integrated data to address a policy priority—the mounting youth mental health crisis. The project partners engaged in a five-year governance process to leverage integrated administrative data from a large health and human service agency in one U.S. state. Qualitative field notes—collected while conducting quantitative analyses and engaging partners—were analyzed to document a realistic timeline and process for ethical, actionable research using cross-sector data. ResultsFive key lessons for partnership-engaged research emerged, emphasizing the importance of adapting to changes in project themes, leveraging strong partnership to address data quality concerns, nurturing existing and new relationships, balancing data access and data privacy, and supplementing administrative data with contextual data. ConclusionsThough engaging deeply with partners takes substantial time and energy, there are benefits to researchers, policymakers, practitioners, and most importantly, residents whose data are represented. Furthermore, building pathways to legally and ethically access integrated data can promote the efficient, strategic use of data for social policy research, and ultimately, be leveraged to support evidence-based policymaking in an ever-changing world. ImplicationsThis session underscores the value of forming applied research partnerships and building legal and ethical pathways to access integrated data when tackling complex social policy issues.

Using System Dynamics for Local Authority Public Health practice in England

A key function of local authority public health teams in England is to undertake a regular health needs assessment of their population. This involves forecasting, among other things, prevalence and incidence of long term conditions and health care service demand. Over the last few years, Kent County Council Public Health has adopted the use of system dynamics modelling (SDM) to not only do this but generate scenarios to simulate the impact of different interventions across different cohorts defined by age groups and diagnosable conditions. These include “no conditions” as well as understand the combined effects of different interventions, demographic changes and wider health determinants. Risk factors, such as smoking, diet and physical activity, were calculated using local linked data for the incidence of single conditions, progression toward complex needs and levels of morbidity including frailty. These were used to create the dynamics of the model. Incidence, prevalence and mortality for each cohort were projected over 25 years with “do nothing” and “Better Health” scenarios. The size of the “no conditions” cohort increased, and the other cohorts decreased in size. The impact of the interventions on life expectancy at birth and healthy life expectancy was significant. SDM heavily influenced local authority commissioning decisions for health improvement services redesign such as smoking cessation, weight management as well as other secondary prevention measures such as hypertension management and cardiovascular disease screening delivered by General Practice and other health service partners.

Collaborating for Social Change: Promising Practices for Effective Youth-Adult Partnerships

Collaborating for Social Change: Promising Practices for Effective Youth-Adult Partnerships

Stronger Together: A Successful Model of Health System-Community Collective Action During the COVID-19 Pandemic

Abstract: Background: Discontinuity between health care delivery systems and community-based organizations is a significant barrier to improving population health. Objective: To describe the facilitators and barriers experienced by a health system–community partnership 15 months after implementation. Methods: Coalition members who led committees within the coalition or had active, sustained participation in coalition activities were invited to participate. Qualitative interviews used a semi-structured interview guide that elicited information on coalition functioning. A content analysis used inductive and deductive codes which were reviewed using a consensus process. Final themes centered on factors that facilitated or impeded the coalition’s success in supporting community needs during the COVID-19 pandemic. Lessons Learned: Coalition stakeholder perspectives identified several critical factors: defined governance, a culture of trust that accelerates learning, reliable resources, and a health-care anchor organization committed to shared investment. Conclusions: Lessons from this endeavor contribute to a deeper understanding of successful practices for health system-community partnerships.

General practice variation in peptic ulcer prophylaxis: a nationwide register-based study

Background Incidence of peptic ulcer bleeding can be substantially reduced by prophylactic use of proton pump inhibitors (PPIs) in patients at risk, but use of PPI varies among risk patients, and substantial under-prescribing may exist. The variation in prophylactic prescribing among general practices remains unknown. Methods A nationwide register-based cross-sectional study analyzing the proportion of patients at risk of ulcer bleeding receiving PPI treatment within Danish general practices. Using logistic regression, we analyze associations between general practice characteristics and prophylactic treatment among patients at risk of ulcer bleeding listed with the general practice. Results In most general practices, less than 40% of the patients at increased risk of ulcer bleeding were covered by PPI. Geographical variation was present, where practice location outside the capital area was associated with higher odds of PPI coverage among their risk patients. Partnership practices with GPs with a mean age ≥65 years or with only female GPs were associated with higher odds of providing prophylaxis among their risk patients compared to practices with a mean GP age <45 years or with only male GPs. Similar associations were not found for single-handed practices. Conclusions A significant under-prescribing of ulcer prophylaxis is common across all general practice characteristics, and only few associations with practice characteristics were present. Most efforts to rationalize PPI prescribing have aimed at reducing overprescribing but the findings point to under-prescribing as a problem as well. Development of new methods to assist GPs in identifying individuals at risk of ulcer complications is needed.

Model of partnership in sustainable palm oil: efforts to increase partnerships in the palm oil business in Indonesia

Purpose A partnership model is necessary for palm oil plantations’ sustainability. The developed model does not identify the optimal technique for smallholder palm oil because it faces complex challenges. This study aims to determine a partnership model for sustainable palm oil plantation business in Indonesia. Design/methodology/approach Qualitative research methods were used, and data analysis was performed using NVivo 12 Plus software, which helps improve the accuracy of qualitative studies and provides implications for evidence-based studies. All respondents, whether through surveys, interviews or focus group discussions, understood their contributions to this research and provided consent. Findings The results indicate that the core–plasma partnership pattern implemented by companies needs to be considered a relevant model for partnerships in the Indonesian palm oil industry. Social networks play a role in implementing this partnership pattern, which is influenced by the diversity of the actors involved. However, complexity arises from the dynamics of power and position among these actors, which demands increased interaction and mutual trust. Therefore, various dimensions must be considered, including plantation management, product marketing, cultivation techniques and sustainable development. Research limitations/implications The research results have limitations, particularly regarding access to information for company policymakers, because there remains complexity related to the position and dominance of power between actors, which influences the achievement of common goals. A more complex analysis is needed to produce complete research. Further studies are required to provide a more comprehensive explanation of the humanist approach in the context of palm plantations. Originality/value This study provides an important theoretical implementation: a more humane approach through a partnership model that adds value and is based on aspects of morality in implementing partnerships in the palm oil plantation sector. It also provides new and substantial insights regarding practical implementation for policymakers and practitioners who want to improve partnership practices in sustainable palm oil businesses by implementing value-added and morality-based partnership models in Indonesia as well as other developing countries.

An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.

Collaborating for co-researching: A multi-stakeholder case narrative of student nurses co-researching technology-supported care

AimEvaluate the impact of LS@H project participation on stakeholders. BackgroundAs populations age and workforces decline, care technology in nursing is becoming increasingly commonplace. Collaboration between nurse academia, education and practice can result in practice-based research and meaningful learning for nursing students and staff. However, little is known about the factors influencing effective collaboration. Based on the knowledge that narratives can be an effective vehicle for healthcare practice change, a Dutch school of nursing and its practice partners collaborated on the Living Longer and Safe at Home! (LS@H) project. This project aimed to explore a more person-centred approach to the use of technology in nursing care. Having gathered data from multiple sources to construct case narratives on the use of technology in older persons care, students nurses were able to contribute to practice development as their narratives were fed back to local and regional teams. DesignTo evaluate the impact of the LS@H project, we employed the same methodology used in the project: mixed data gathering methods to construct a case narrative. LS@H project students, supervisors, mentors and higher management shared their experiences and the research team constructed the case narrative. MethodsQualitative data were gathered via individual, duo and group interviews and supplemented with a survey among students. Transcription and thematic analysis followed, with multiple rounds of critical peer review before the thematic framework was agreed, survey results integrated and the case narrative constructed. ResultsAccording to stakeholder participants, the LS@H project led to an unfreezing of the status quo in both education and practice. The approach was new and guidelines with community support was needed to allay fears. The project design enabled a sense of shared ownership, across individuals and organisations for improving practice. Perspectives on the use of technology and older persons nursing were transformed. Critically dialoguing case narratives encouraged purposeful action to improve practice and fostered reflective practice among students and teams. ConclusionsCollaborative practice-based research can be a valuable learning experience for student nurses, positively influencing their view of nursing practice as well as enabling them to actively contribute to practice development. Adequate preparation, supervision and practice mentorship is vital, alongside practice (leader) commitment to ensure continued student assignments with subsequent critical dialogue of the multi-stakeholder case narratives produced. Registration numberAt point of submission put this on title page

Degenerative Cervical Myelopathy Awareness in Primary Care: UK National Cross-Sectional Survey of General Practitioners.

Degenerative cervical myelopathy (DCM) is a progressive neurological condition, characterized by spinal cord injury secondary to degenerative changes in the spine. Misdiagnosis in primary care forms part of a complex picture leading to an average diagnostic delay of 2 years. This leads to potentially preventable and permanent disability. A lack of awareness secondary to deficits in postgraduate education may contribute to these delays. This study aims to assess the awareness of DCM in the setting of general practice. General practitioners completed a quantitative web-based cross-sectional questionnaire. The 17-item questionnaire captured data regarding demographics, subjective awareness, and objective knowledge. The questionnaire was disseminated via professional networks, including via practice managers and senior practice partners. Incentivization was provided via a bespoke DCM fact sheet for those that completed the survey. A total of 54 general practitioners representing all 4 UK nations responded to the survey. General practitioners most commonly self-assessed that they had "limited awareness" of DCM (n=24, 51%). General practitioners felt most commonly "moderately able" to recognize a case of DCM (n=21, 46%). In total, 13% (n=6) of respondents reported that they would not be at all able to recognize a patient with DCM. Respondents most commonly reported that they were "moderately confident" in their ability to triage a patient with DCM (n=19, 41%). A quarter of respondents reported no prior introduction to DCM throughout their medical training (n=13, 25%). The mean score for knowledge-based questions was 42.6% (SD 3.96%) with the lowest performance observed in patient demographic and clinical recognition items. General practitioners lack confidence in the recognition and management of DCM. These findings are consistent with the diagnostic delays previously described in the literature at the primary care level. Further work to develop and implement educational interventions to general practitioner practices is a crucial step to improving patient outcomes in DCM.

School–University Partnership in Vietnam From School Teachers’ Perspectives

This article investigates partnership practices between initial teacher education (ITE) institutions in Vietnam using questionnaires and focused-group interviews. The results revealed that: (a) current partnerships mostly aimed at improving the professional capacity of school teachers and quality of student learning; (b) limited activities exist in collaborative research, curriculum development, and ITE; and (c) of different aspects of a partnership, more attention need to be paid to reviewing partnership directions, involving different stakeholders in the decision-making process, and creating opportunities for staff to work in each other's organization. The results of this study carry significant implications for the development, management, and support of partnership activities. Moreover, these findings have the potential to contribute to a broader international comprehension of partnership activities, particularly in contexts where knowledge in this area is limited.

Regulator of G-protein signaling expression in human intestinal enteroendocrine cells and potential role in satiety hormone secretion in health and obesity

Gut L-type enteroendocrine cells (EECs) are intestinal chemosensory cells that secrete satiety hormones GLP-1 and PYY in response to activation of G-protein coupled receptors (GPCRs) by luminal components of nutrient digestion and microbial fermentation. Regulator of G-protein Signaling (RGS) proteins are negative regulators of GPCR signaling. The expression profile of RGS in EECs, and their potential role in satiety hormone secretion and obesity is unknown. Transcriptomic profiling of RGS was completed in native colonic EECs was completed using single-cell RNA sequencing (scRNA-Seq) in lean and obesity, and human jejunal EECs with data obtained from a publicly available RNAseq dataset (GSE114853). RGS validation studies were completed using whole mucosal intestinal tissue obtained during endoscopy in 61 patients (n=42 OB, n=19 Lean); a subset of patients' postprandial plasma was assayed for GLP-1 and PYY. Exvivo human intestinal cultures and invitro NCI-H716cells overexpressing RGS9 were exposed to GLP-1 secretagogues in conjunction with a nonselective RGS-inhibitor and assayed for GLP-1 secretion. Transcriptomic profiling of colonic and jejunal enteroendocrine cells revealed a unique RGS expression profile in EECs, and further within GLP-1+ L-type EECs. In obesity the RGS expression profile was altered in colonic EECs. Human gut RGS9 expression correlated positively with BMI and negatively with postprandial GLP-1 and PYY. RGS inhibition in human intestinal cultures increased GLP-1 release from EECs exvivo. NCI-H716cells overexpressing RGS9 displayed defective nutrient-stimulated GLP-1 secretion. This study introduces the expression profile of RGS in human EECs, alterations in obesity, and suggests a role for RGS proteins as modulators of GLP-1 and PYY secretion from intestinal EECs. AA is supported by the NIH(C-Sig P30DK84567, K23 DK114460), a Pilot Award from the Mayo Clinic Center for Biomedical Discovery, and a Translational Product Development Fund from The Mayo Clinic Center for Clinical and Translational Science Office of Translational Practice in partnership with the University of Minnesota Clinical and Translational Science Institute.

Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education?

The Spectrum of Involvement describes six levels of active patient involvement in healthcare education. Only at the highest levels are patients described as 'equal partners'. Although this framework was never intended to be hierarchical, healthcare educators continue to strive towards aspirations for involving patients as 'equal partners' in education. However, we do not know what these partnerships mean for all stakeholders and how they can be achieved in practice. This study explores key stakeholders' understandings and experiences of patient partnerships in healthcare education. A qualitative case study design was adopted, underpinned by a social constructivist philosophical stance. Semi-structured interviews were conducted with patients (n = 10) and educators (n = 10) from across a Medical School and a Healthcare School. Five focus groups were held with penultimate year students (n = 20) from across the two Schools. Data were analysed using reflexive thematic analysis. Three themes were generated: (i) equal partnerships are neither feasible nor desirable; (ii) partnership is about being and feeling valued; and (iii) valuing patients as partners. Patients did not always desire the highest levels of involvement, as 'equal partners' in education. All stakeholders agreed that partnership need not be synonymous with equality. Instead, they contended that true partnerships were about valuing patients for their contributions at any level of involvement. Remuneration, student feedback, training and providing institutional access were viewed as important methods of valuing patients as partners. Patients, educators and students questioned the notion that patient partnerships are only achievable at the highest levels of involvement. Critical application of the Spectrum of Involvement in future research and education is encouraged. This study addresses a gap in the literature, providing tangible approaches to valuing patients as partners that are endorsed by all stakeholders. We propose a model for achieving valued patient partnerships in educational practice.

Health Care Chessboard: The Evolution of My Practice's Partnership with a Larger Organization

Health Care Chessboard: The Evolution of My Practice's Partnership with a Larger Organization

Training in Public Health Informatics and Technology Leveraging a Multi-institutional Partnership Model and Emphasizing Experiential Learning.

Though public health is an information-intense profession, there is a paucity of workforce with Public Health Informatics and Technology (PHIT) skills, which was evident during the coronavirus disease 2019 (COVID-19) pandemic. This need is addressed through the PHIT workforce program (2021-2025) by the Office of the National Coordinator for training and to increase racial and ethnic diversity in the PHIT workforce. The objective is to share details on the Training in Informatics for Underrepresented Minorities in Public Health (TRIUMPH) consortium, funded by the PHIT workforce program. The TRIUMPH consortium is a collaboration between academic and practice partners with a commitment to training 879 students in PHIT. The Schools of Public Health and Nursing at the University of Minnesota, Jiann-Ping Hsu College of Public Health at Georgia Southern University, Morehouse School of Medicine, and Public Health Informatics Institute offer PHIT training through various programs. Academic institutions focus on student recruitment, developing courses/curriculum, and granting degrees/certificates, and the role of practice partners is to support experiential learning through internships/practicums. The TRIUMPH consortium is progressing toward its goals, with 692 students (79%) already trained in a PHIT modality as of December 2023. The learners comprise diverse race/ethnicity, including White (48%), Black/African American (32%), Asian (10%), White Hispanic (5%), American Indian/Alaska Native (2%), and Black Hispanic (1%). Numerous internships have been completed in settings ranging from state/local public health agencies to health care delivery systems. Diversity initiatives were supported by partnering with existing programs (e.g., the AMIA First Look program and the Nursing Knowledge Big Data Science conference). This consortium model is an excellent approach to informatics training and sharing expertise across partners. It provides scalability and broader geographic outreach while presenting opportunities to students from underrepresented backgrounds. Lessons learned have implications for overall informatics training (e.g., partnerships models, promoting racial/ethnic diversity).

Partnering with Reach Out and Read to understand families' experiences with books and their babies

AbstractObjectiveVia a research–practice partnership centering community partners' needs and goals in the research design, we examined how parent, infant, and social‐contextual characteristics relate to shared book reading frequency and perceptions of Reach Out and Read (ROR), a national physician‐to‐family program.BackgroundShared book reading is associated with higher quality parent–child interactions and enhanced cognitive and socioemotional development. However, only a small percentage of families share books with their infants daily. Understanding factors related to engagement in book sharing is necessary to create developmental messaging that reflects families' experiences.MethodParents (N = 70) in a southeastern U.S. state were recruited from two participating pediatric clinics and responded to an online survey. Regression analyses examined significant infant, parent, and social‐contextual predictors of shared book reading frequency and perceived ROR value.ResultsFindings indicated that parents' insurance, mental health symptoms, and perceptions of the parent‐provider relationship significantly predicted shared book reading frequency. Perceived ROR value was best predicted by parents' mental health symptoms.ImplicationsStrengthening the parent–provider relationship and talking with families about their needs and experiences with their infants may support clinicians in partnering with families around literacy promotion and early relational health.ConclusionResults suggest the value of considering socioeconomic status, parental mental health symptoms, and the parent–provider relationship when promoting early literacy and relationship‐building experiences during infancy.