post-doctoral plan understanding technologies that promote interprofessional collaboration in...
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About Brenda Employment University of Manitoba, Faculty of Medicine, Division of Continuing Professional Development: Director of e-Learning Program Advisor, Manitoba Practice Assessment Program Athabasca University, Centre for Nursing and Health Studies Graduate Program: Facilitator Health Sciences Centre Winnipeg: Director of Nursing Education (various titles)TRANSCRIPT
Post-Doctoral Plan
Understanding Technologies that Promote Interprofessional Collaboration in Practice
and Education
Brenda Stutsky RN, BN, MScN, EdS, PhD
Post-Doctoral Fellow with Dr. Heather Laschinger
Arthur Labatt Chair in Health Human Resource Optimization
About BrendaEducation•PhD: Nova Southeastern University, Graduate School of Computer and Information Sciences, Computing Technology in Education 2009•EdS: Nova Southeastern University 2008•MScN: UWO 1991•BN: U of Manitoba 1988•Nursing Diploma: Winnipeg 1983
About BrendaEmployment•University of Manitoba, Faculty of Medicine, Division of Continuing Professional Development:
• Director of e-Learning• Program Advisor, Manitoba Practice
Assessment Program•Athabasca University, Centre for Nursing and Health Studies Graduate Program: Facilitator•Health Sciences Centre Winnipeg: Director of Nursing Education (various titles) 1993-2010
Research: DoctoralEmpowerment and Leadership Development in an Online Story-Based Learning Community•Mixed methods design•Nurse educators (RNs) employed in hospitals in BC, Manitoba, & Ontario•Final sample size of 35•19 in the facilitated community•16 in the self-organizing community
Pretest•Conditions of Work Effectiveness Questionnaire: Structural Empowerment•Psychological Empowerment Instrument•Leadership Practices Inventory
12 Week Online Learning Community
Posttest•Pretest Questionnaires &•Community of Inquiry Instrument
12 Week Online Learning Community•Facilitated or self-organizing
• Facilitated: I was the facilitator – assisted with analyzing stories
• Self-Organizing: Organized own pages, self-analyzed stories
•Wiki – metaphor School of Nursing• Classrooms; Auditorium; Locker; Lounge;
Bulletin Board; Library; Suggestion Box; Calendar; Sandbox
•Learned about leadership practices•Told their leadership stories
• Storytelling main teaching-learning strategy• 1 Best and 3 others
Leadership PracticesModel the Way
Inspire a Shared
Vision
Challenge the Process
Enable Others to
Act
Encourage the Heart
Kouzes & Posner
Leadership PracticesSignificant increases in both groups over time:• Model the Way ↑ (F = 15.10, p < .001)• Inspire a Shared Vision ↑ (F = 34.78, p < .0001)• Challenge the Process ↑ (F = 28.01, p < .0001)• Enable Others to Act ↑ (F = 14.83, p < .001)• Encourage the Heart ↑ (F = 17.04, p < .001)
No significant difference between the communities
Structural Empowerment
Opportunity
Formal Power
Information Support
Informal Power
Resources
Kanter (1977, 1997)
Psychological Empowerment
Meaning Competence Impact Self- Determination
Spreitzer & Quinn (2001)
Structural EmpowermentSignificant increases in both groups over time:•Opportunity ↑ (F = 7.80, p < .05)•Informal power ↑ (F = 20.35, p < .0001)
Psychological EmpowermentSignificant increases in both groups over time:•Competence ↑ (F = 5.63, p < .05)•Self-determination ↑ (F = 16.90, p < .001)•Impact ↑ (F = 10.81, p < .05)
No significant difference between communities
Community of Inquiry
Social Presence
CognitivePresence
TeachingPresence
EducationalExperience
Garrison, Anderson, & Archer (2000)
Community of InquiryTeaching presence:Direct Instruction: ↑ in facilitated community
Scores on each of the 3 subscales above midrange: teaching presence highest followed by cognitive and social presence
3 Community Phases•Introduction & Familiarization•Working•Disengagement
Research: Current Projects•Validation of the Manitoba Practice Assessment Program•Weighting CanMEDS Roles and Competencies•A Pan-Canadian Inventory of Physician Assessment, Enhancement, and Remediation Activities
What I Am Going to Do!1.Explore the relationships among interprofessional education (IPE), empowerment, and healthy and supportive work environments.
Activities•Conduct a literature review•Draft an IPE theoretical framework for future testing Deliverables•IPE framework: December 2011•Draft manuscript for publication: December 2011•Presentation to UWO Faculty: March 2012
What I Am Going to Do!2.Potential testing of the IPE theoretical framework.
Activities•Prepare a CIHR grant to test framework via a virtual community (extension of doctoral work)•Involve collaborative partnersDeliverables•Grant submission: 2012 (Potential educational focus for virtual environment: Aboriginal oral-systemic health)•Project plan for virtual community: March 2012•Beta version of non-populated community: August 2012
Virtual Community•Stories/cases of patients and families•Interprofessional teams•Settings: hospital, clinics, community, patient units, human resources•Community newspaper•Online and blended learning•Link to/used in combination with:
• Electronic health record• Learning management system• e-Learning activities• www.manitobacpd.com
•Limitless scope•Peer-review process
What I Am Going to Do!3.Develop quantitative analysis skills.
ActivitiesAttend relevant statistical workshops offered at UWOLearn from Dr. Laschinger Deliverable•Apply quantitative analysis skills in grant development and potential testing of the IPE framework
Biweekly teleconference mentoring meetings & be on-site at UWO at minimum 4 times
I Want to Pave the Way for Future Research!
Note: One of my summer projects