Professional Collaboration Research Articles

Impact of Cooperation Established Between Physicians and Nurses Working at Surgical Clinics on The Tendency of Nurses to Make Medical Errors

The aim of this study is to determine the effect of cooperation between physicians and nurses working in ‎surgical clinics on the tendency of nurses to make medical errors. The research was carried out in a ‎descriptive manner at Yozgat Bozok University Research and Application Center surgical units between April-‎May 2021. 130 surgical nurses and 40 surgeons were included in the study. In the evaluation of the data, ‎independent two-sample t-test, Mann-Whitney U test, one-way analysis of variance, Duncan test, Kruskal ‎Wallis test, Pearson correlation coefficient, and regression analysis were used. When the Jefferson Physician ‎and Nurse Professional Collaboration Scale mean scores of physicians and nurses were examined; the mean ‎score of nurses was 52.2±5.8, and the mean score of physicians was 50.7±4.6. Nurses' Malpractice Tendency ‎Scale mean score was determined as 236.1±16.5. It was determined that when the Jefferson Physician and ‎Nurse Professional Collaboration Scale score of the nurses increased by one unit, the Malpractice Tendency ‎Scale score increased by 1.247. Statistically, it was determined that there was a weak positive relationship ‎‎(p<0.05). The existence of a healthy and effective cooperation system between physicians and nurses in ‎surgical units is important in preventing medical errors. In our study, it was determined that the physician-‎nurse relationship in surgical units had an effect on the medical error tendency of nurses. In line with the data ‎obtained, it is recommended to measure the reflections of the trainings on the cooperation in order to ‎increase the effective trainings in changing the professional communication within the team on doctor-nurse ‎cooperation in a positive way and to strengthen the concrete data.

Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication

Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who worked with students with complex communication needs. Findings revealed wide variability in network size and function across these educators. Information is reported about collaborative partners, frequency of communication, perceptions of trust, and exchange of supports across relationships (i.e., informational, tangible, emotional supports). Teachers and speech-language pathologists who worked with students with access to high-tech augmentative and alternative communication (AAC) had larger professional networks than those whose students only used unaided AAC (e.g., gestures, signs) or low-tech AAC such as picture symbols. This research provides an important first look at AAC-related professional networks and collaboration patterns within these networks to inform future research and practice.

Developing new professional identities: from in-service teacher to in-service teacher educator

ABSTRACT This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators’ participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for unearthing the social and relational dimensions of developing as teacher educators in Turkish in-service teacher education (INSET) context. The analysis drew on the theoretical-methodological framework which is composed of five identity lenses (becoming, doing, knowing, being, and belonging). The findings indicated that a supportive community of colleagues and the attitudes of INSET participants were the building blocks of teacher educators’ development. This article highlights the significance of professional collaboration and the crucial influence of INSET participants on in-service teacher educators’ identity development.

Linking distributed leadership with collective teacher innovativeness: The mediating roles of job satisfaction and professional collaboration

Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particularly in terms of revealing whether and to what extent school leadership might influence this construct. Existing literature suggests that distributed leadership can influence teachers’ instructional practices, emotions, and daily activities, all of which could be important to teacher innovativeness. The present study, therefore, aimed to explore the effect of distributed leadership in fostering collective teacher innovativeness, as well as the mediating roles played by job satisfaction and professional collaboration, by using the Teaching and Learning International Survey 2018 dataset. The findings of the partial mediation structural equation model analysis revealed that distributed leadership has both direct and indirect effects on collective teacher innovativeness, as mediated by job satisfaction and professional collaboration. The results provide evidence of how principal leadership practices impact teachers’ changes in behaviors through professional attitudes and practices.

PRACTICAL ENGINEERING SKILLS TRANSFER IN THE NIGERIAN UNIVERSITY SYSTEM: A REVIEW OF EDO STATE UNIVERSITY UZAIRUE

The contemporary engineer is required to manage environmental, cultural, and social issues while resolving complex technical problems that call for the work of inter–professional collaboration. The technological, ICT, and soft skills needed by an engineer have been separated into these three categories. Numerous routine job positions would not only be threatened by the market growth for, and use of these technological innovations in the engineering industry, but it would also drive innovative and exciting opportunities and call for authentic intelligence and creativity. This review therefore, using a tactical methodological approach, discloses the significance of effecting workable engineering expertise in the Nigerian Institutions whilst also suggesting that, unless efforts are made to continually develop and foster the acquisition of engineering skills, the daunting new fad with the use of technological innovations within the engineering industry will inevitably lead in the joblessness of engineering graduates and professionals. This suggestion is, in fact, expected to generate so much prospects for engineers with an entrepreneurship and innovation perspective whilst take creating an enabling environment for innovations via the use of emerging technologies. Keyword: Skills, framework, engineers, practical, technologies, entrepreneurial.

Sensor Technology and Intelligent Systems in Anorexia Nervosa: Providing Smarter Healthcare Delivery Systems.

Ubiquitous technology, big data, more efficient electronic health records, and predictive analytics are now at the core of smart healthcare systems supported by artificial intelligence. In the present narrative review, we focus on sensing technologies for the healthcare of Anorexia Nervosa (AN). We employed a framework inspired by the Interpersonal Neurobiology Theory (IPNB), which posits that human experience is characterized by a flow of energy and information both within us (within our whole body), and between us (in the connections we have with others and with nature). In line with this framework, we focused on sensors designed to evaluate bodily processes (body sensors such as implantable sensors, epidermal sensors, and wearable and portable sensors), human social interaction (sociometric sensors), and the physical environment (indoor and outdoor ambient sensors). There is a myriad of man-made sensors as well as nature-based sensors such as plants that can be used to design and deploy intelligent systems for human monitoring and healthcare. In conclusion, sensing technologies and intelligent systems can be employed for smarter healthcare of AN and help to relieve the burden of health professionals. However, there are technical, ethical, and environmental sustainability issues that must be considered prior to implementing these systems. A joint collaboration of professionals and other members of the society involved in the healthcare of individuals with AN can help in the development of these systems. The evolution of cyberphysical systems should also be considered in these collaborations.

Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master's Students.

BackgroundIn the master’s program of advanced practice nursing at a Norwegian university college, the learning activity reflection groups were converted into virtual reflection group (VRG) meetings during the COVID-19 pandemic. Regardless of the students’ clinical practices in different hospitals, they could participate in the same VRG meeting on the web together with the educator from the university college, and the clinical supervisors were invited to participate. The students were in the process of developing the core competence required in their role as advanced practice nurses (APNs), and they had increased responsibility in the implementation of the VRG meetings.ObjectiveIn this study, we aimed to explore how master’s students of advanced practice nursing experienced VRG meetings during the COVID-19 pandemic.MethodsA qualitative exploratory design was adopted using focus group interviews. A group of students in the master’s program of advanced practice nursing participated in an interview that lasted for 60 minutes. They had experienced participating in the VRG meetings following a rigorous guide during their clinical practice. The data from the focus group were analyzed using qualitative content analysis.ResultsThe main findings of this study highlighted the importance of structure in VRG meetings, the role of increased responsibility in students’ learning processes, the development of APN students’ competencies, and increased professional collaboration with clinical supervisors. The APN students and clinical supervisors also continued their discussions in the clinical setting afterward, which strengthened the collaboration between students’ education in the master’s program and their clinical practice.ConclusionsVRG meetings gave the students the opportunity to lead professional discussions while reflecting thoroughly on the chosen patient cases from clinical practice. They experienced receiving feedback from fellow students, supervisors, and educators as stimulating their critical thinking development.

Leveraging Social Media to Enhance Recruitment Efforts in Fellowship Training Programs

Social media (SoMe) has become a prominent resource for the medical community because it provides an avenue for professional networking, collaboration, research dissemination, educational resources, and advocacy.1 The coronavirus disease-2019 pandemic expanded the use of SoMe, and the subsequent transition to virtual interviews created an opportunity for fellowship and other training programs across the globe to adapt recruitment strategies.2 SoMe became an integral platform for fellowship programs to highlight the mission, goals, culture, and strengths of their programs.

Multidisciplinary teams in the clinical care of fibrotic interstitial lung disease: current perspectives.

Multidisciplinary team (MDT) meetings, involving the integrated collaboration of healthcare professionals, are increasingly used in clinical practice to inform the diagnosis and treatment of interstitial lung diseases (ILDs). Over time, the assessment of patients with ILD has transitioned from discussions among clinicians, radiologists and pathologists to the inclusion of a broader range of clinical data and specialist expertise. Studies have shown that a multidisciplinary approach can have many benefits for the clinical care of patients with ILD by improving the diagnostic confidence for different ILDs and guiding treatment decisions. The utility of MDT discussions for diagnosis, monitoring disease progression and management decisions, will need to be considered based on how it is best positioned in the diagnostic and therapeutic process, as well as the practicality and challenges of its use. There are also uncertainties and heterogeneity concerning the optimal practices of MDT meetings in ILD care. In this review, we describe recent developments refining the approach to MDTs in clinical practice, including who should be involved in the MDTs, when it is most needed, their use in patient management, challenges in their implementation, and ongoing controversies in the field that need further research.

District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic

Gifted education coordinators play critical roles in administration and supervision of gifted education and accelerated learning programs in their districts. However, these roles are ill-defined in the literature. During the COVID-19 pandemic, leaders have been called upon to support educators and administrators in a variety of ways. This exploratory study sought to investigate the experiences of district gifted education coordinators during the first year of the pandemic. Qualitative data were collected from a national sample of 11 district gifted education coordinators through semi-structured interviews. An inductive thematic analysis revealed four categories that addressed their roles during this period: (a) professional responsibilities, (b) instructional leadership, (c) program management, and (d) communication and collaboration. The overarching theme across all interviews was the rapid need to pivot and adapt to constant change to ensure equitable access to advanced instruction. Implications for administrators of gifted education programs and areas for future study are addressed.

농업인의 직업건강

Purpose : Agricultural workers are aging and feminizing, not to mention their bodily functions are declining. Occupational accidents and diseases of agricultural workers are becoming a social issue by lowering their quality of life as well as economic difficulties for them. The purpose of this study is to investigate the industrial accidents status and prevention strategies of various occupational risk factors for agricultural workers. Methods : We summarized past empirical or theoretical literature. Results : Agricultural workers are exposed to a wide range of occupational hazards, such as pesticides, toxic gases (ammonia, hydrogen sulfide, methane etc.), diesel exhaust, heat waves, noise, vibration and organic dust. Also, agricultural workers are vulnerable to infectious diseases (tsutsugamushi disease, leptospirosis etc.) due to the biohazardous factors and to musculoskeletal diseases due to physical work loads and inappropriate posture. Conclustion : In order to prevent occupational accidents and diseases, agricultural workers should be educated in the health protection strategies such as wearing protective equipment. To this end, it is necessary to have collaboration of employers, healthcare professionals, researchers and administrators.

Towards an Interdisciplinary Development of IoT-Enhanced Business Processes

IoT-enhanced Business Processes make use of sensors and actuators to carry out the process tasks and achieve a specific goal. One of the most important difficulties in the development of IoT-enhanced BPs is the interdisciplinarity that is demanded by this type of project. Defining an interdisciplinary tool-supported development approach that facilitates the collaboration of different professionals, with a special focus on three main facets: business process requirements, interoperability between IoT devices and BPs, and low-level data processing. The study followed a Design Science Research methodology for information systems that consists of a 6-step process: (1) problem identification and motivation; (2) define the objectives for a solution; (3) design and development; (4) demonstration; (5) evaluation; and (6) communication. The paper presents an interdisciplinary development process to support the creation of IoT-enhanced BPs by applying the Separation of Concerns principle. A collaborative development environment is built to provide each professional with the tools required to accomplish her/his development responsibilities. The approach is successfully validated through a case-study evaluation. The evaluation allows to conclude that the proposed development process and the supporting development environment are effective to face the interdisciplinary nature of IoT-enhanced BPs.

Discourse Approach to Communicative Competence Formation of University Students

The paper studies one of the urgent problems of current higher education – the training of a new specialist’s generation. The authors reveal the concept of a competitive specialist with professional communicative competence. They pay special attention to the need for future specialists to develop foreign language communicative competence within the “discourse – communication – cross-cultural professional collaboration” paradigm. In this regard, particular attention deserves the formation of discursive competence as a component of the professional communicative competence of a specialist. It is considered that a university graduate knows various types of discourses and their characteristics, knows the methods of their construction and perception in specific areas and communication scenarios. The authors provide examples of training in foreign language professional communication based on modern methods and techniques of teaching foreign languages (for example, a training project, visual means, and text work). The authors conclude that in current conditions, a competitive specialist needs to demonstrate readiness for cross-cultural communication activities using a foreign language in international professional and business relations.

Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers

The past decades have witnessed an increasing number of studies documenting native English teachers’ (NETs’) challenges in professional development and collaboration with nonnative English teachers’ (NNETs’) across multiple educational contexts. There are also debates in TESOL regarding the essentialized dichotomy of NETs and NNETs with insufficient recognition of the educational and cultural experiences of teachers of English as a foreign language (EFL) / English as a second language (ESL). Little research has been conducted on the lived experiences of transnational multilingual NETs who work in heritage contexts; and how they position themselves when they conduct their teacher identity work and negotiate between heritage identity and NET identity. This study, drawing on the notion of ethical self-formation and its application in teacher identity research as a theoretical lens, addresses the gap by investigating the identity construction of two transnational NETs of Chinese ethnicity returning to their home context in Hong Kong to teach. The findings indicate that (1) the participants negotiated their multilingual identity and the monolingual NET identity ascribed in the workplace, (2) they developed counter-strategies to turn the knowledge of the local language and culture into resources in teaching, and (3) they agentively expanded the definition of NET and situated them in the full institutional and social context to consider their identity conflict and self-empowerment. The findings have implications for education policy to accommodate and value the plural-competences of NETs and NNETs.

Instagram as a platform for teacher collaboration and digital social support

Social media platforms can be sites for professional collaboration and the provision of digital social support among teachers. Instagram is one such platform that is widely used but that has received only limited attention from education researchers. To date, little is known about which teachers use Instagram for collaboration, the ways in which they collaborate, and how this collaboration contributes to their perceptions of digital social support. Using questionnaire data from 249 teachers from Germany, we identified three collaboration activities among teachers on Instagram: information seeking, information sharing, and co-creating. While teachers with higher levels of enthusiasm for teaching in particular are more likely to use Instagram to seek information, teachers with higher self-efficacy levels are more likely to share content. In addition, seeking and sharing information as well as co-creating are each positively associated with various forms of perceived digital social support. These findings point to the potential of social media use contributing to teacher professional development and indicate that it deserves more attention in both teacher education and research.

Jessica Benjamin Discusses Her Work with Galit Atlas

ABSTRACT I’m honored to be here with Jessica Benjamin, one of the most sophisticated and profound thinkers in psychoanalysis. Jessica and I started working together nearly twenty years ago, right after I moved to New York. She was one of my first supervisors. Jessica taught me analytic freedom, analytic discipline and what brilliant thinking looks like. One might say that I grew up next to her, but in so many ways she raised me. Throughout the years our relationship developed to become a deep friendship and a professional collaboration. We wrote a paper together that was published at the IJP titled The Too Muchness of Excitement: Sexuality in Light of Excess, Attachment and Affect Regulation. Different versions of that paper are chapters in my first book “The Enigma of Desire” and in Jessica’s last book “Beyond Doer and Done to.” Today I would like to talk with Jessica about her important contributions to psychoanalysis: her psychoanalytic work on intersubjectivity, early development and the mother infant-bond, her ideas of the Third, Doer and Done to and more. I would like to integrate the personal and the professional, theory and practice and look at the ways her feminist work, her philosophical thinking as well as her social activism are all organized around the theory of recognition.

Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development

ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers’ learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers’ learning.

The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration.

Principals’ distributed leadership plays a critical role in teacher innovativeness; however, research evidence regarding the relationship between them is limited. This study aims at examining the effect of distributed leadership on teacher innovativeness as well as the mediating roles of teacher autonomy and professional collaboration. Using the data of 132,376 teachers derived from the 2018 Teaching and Learning International Survey (TALIS), the study applied a structural equation model (SEM) for analysis. The results revealed that distributed leadership had positive direct effects on teacher innovativeness, teacher autonomy, and professional collaboration. Meanwhile, teacher autonomy and professional collaboration significantly mediated the effect of distributed leadership on teacher innovativeness, respectively. Practical implications are discussed, school leaders are expected to adopt distributed leadership style and establish a supportive school environment, and individual teachers are supposed to cultivate a culture of collectivism and make effective use of autonomy in their teaching innovation.

Examining Generational Differences, Sociocultural Variables, and Clergy-mental Health Professional Collaboration in Korean American Clergy Response to Intimate Partner Violence

Examining Generational Differences, Sociocultural Variables, and Clergy-mental Health Professional Collaboration in Korean American Clergy Response to Intimate Partner Violence

A Study on the Translatability of the Developmental Assessment Report into the Individualized Education Plan in the Philippines

ABSTRACT The Special Education Process (SEP) demands the collaboration of various professionals and personalities to create the Individualised Education Plan (IEP), beginning with the evaluation conducted by clinical psychologists, psychiatrists and in this study, developmental paediatricians. Assessments acts as a keystone document, serving as basis for determining placement levels, student support requirements and depth of academic training to be implemented. With inclusion gradually being implemented in the Philippines, the study sought to determine the translatability of the assessment report produced by developmental paediatricians into the IEP. The study used documentary analysis of 50 individualised education plans derived from the assessment reports of 10 different developmental paediatricians. The documents were analysed to determine the presence of components needed to refer to in making the IEP. The data shows that the assessment reports have four components, namely profile, present level of condition, report and recommendation. These components can be used as reference material in creating the IEP, and as a basis for a structured approach in creating the document. However, the study also shows how the report content and structure slightly differ for each other, making some of the reports easier to refer to compared to others.