Practice Model: Collaborative Practice

Norsen, Lisa; Opladen, Janice; Quinn, Jill R.

doi:10.1016/s0899-5885(18)30421-0

Cited by 58 publications

(33 citation statements)

References 4 publications

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“…Create a shared vision that is well communicated between and supported by all members (Norsen et al, 1995;Schroeder et al, 1999;Mann, 2001;Whitt et al, 2008;Thomas and May, 2010). …”

Section: Physical Environmentmentioning

confidence: 99%

“…The selected students and staff should negotiate the sharing of responsibility and autonomy within the partnership process for their mutual benefit (Norsen et al, 1995;Mann, 2001;HEA, 2014).…”

Section: Share Power and Responsibility Within The Partnershipmentioning

confidence: 99%

“…Partnerships are most effective when they are well organised, and all participants are aware of the resources/supports available and the procedures that need to be followed (Norsen et al, 1995;Schroeder et al, 1999;Whitt et al, 2008).…”

Section: Carefully Manage and Monitor The Operation Of The Relationshipsmentioning

confidence: 99%

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Inclusive partnership: enhancing student engagement in geography

Moore‐Cherry

Healey

Nicholson

et al. 2015

Journal of Geography in Higher Education

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Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff?student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.Peer reviewe

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“…Create a shared vision that is well communicated between and supported by all members (Norsen et al, 1995;Schroeder et al, 1999;Mann, 2001;Whitt et al, 2008;Thomas and May, 2010). …”

Section: Physical Environmentmentioning

confidence: 99%

Section: Share Power and Responsibility Within The Partnershipmentioning

confidence: 99%

See 1 more Smart Citation

Inclusive partnership: enhancing student engagement in geography

Moore‐Cherry

Healey

Nicholson

et al. 2015

Journal of Geography in Higher Education

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“…(Hall, 2005). Las habilidades de cooperación, asertividad, responsabilidad, comunicación, autonomía y coordinación son esenciales para el eficaz trabajo en equipo (Norsen et al, 1995).…”

Section: Introductionunclassified

Diagnóstico del Trabajo en Equipo en Estudiantes de Ingeniería en Chile

2017

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ResumenEl objetivo de esta investigación es conocer cómo se prepara a los futuros ingenieros de Chile en el desarrollo del trabajo en equipo, y si existen diferencias entre distintas instituciones. El trabajo en equipo es una habilidad fundamental que todos los ingenieros deben tener en su carrera profesional. Es por este motivo que los centros de educación superior deben formar esta habilidad en los estudiantes de ingeniería. Dentro de los resultados principales de la investigación se encuentra que los estudiantes de ingeniería trabajan en equipo con compañeros de su misma carrera, pero no con compañeros de distinta carrera. Se encontró también que no existen diferencias entre los distintos centros de educación superior acerca de lo que estudiantes hacen cuando trabajan en equipo. Las prácticas que los estudiantes más hacen es comunicar y escuchar activamente a sus compañeros y la que menos hacen es colaborar efectivamente. Palabras clave: trabajo en equipo; diagnóstico; estudiantes de ingeniería; universidades chilenas Diagnosis of the teamwork of engineering students in Chile AbstractThe objective of this research is to know how engineering students in Chile are prepared in the development of teamwork, and if there are differences between different institutions. Teamwork is a fundamental skill that all engineers must have in their professional career. It is for this reason that higher education institutions must train this skill in engineering students. Among the main results of the research it was found that engineering students work as a team with colleagues of the same career, but not with colleagues of different career. It was also found that there are no differences between the different higher education centers about what students do when working as a team. The practices that most students do is to actively communicate and listen to their peers and the least they do is effective collaboration.

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“…Some of the key elements of collaborative practice are cooperation, communication, responsibility, and coordination. 4 When PT/PTA collaborative practice was looked at specifically, appropriate and effective interaction, assignment of tasks, and consultation were identified as essential skills and key elements. 5 For the purposes of this study, the term ''intradisciplinary'' will refer to work and/or study within one discipline (physiotherapy) and ''collaborative practice'' will be defined as working together in a joint effort toward the goal of optimal patient care.…”

Section: Introductionmentioning

confidence: 99%

Intradisciplinary Clinical Education for Physiotherapists and Physiotherapist Assistants: A Pilot Study

Jelley

Larocque²,

Patterson³

2010

Physiotherapy Canada

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Purpose: This study investigated the perceived impact of a paired 5-week clinical placement on physiotherapy (PT) and physiotherapist assistant (PTA) students' skills. Students were supervised by a PT clinical instructor (CI), and a collaborative peer-coaching model was used. Method: Three pairs of PT and PTA students participated in concurrent paired placements incorporating the concepts of reciprocal peer coaching and the 2:1 model of supervision. Qualitative data were gathered using pre-and post-placement interviews and the participants' journals. Results: The participants reported that using this clinical education model increased their self-directed learning. This outcome was anticipated by the researchers with the incorporation of the 2:1 model of supervision. The post-placement interviews also indicated that there was informal teaching among students, as expected from the integration of reciprocal peer coaching. Participants reported an improvement in the students' competencies in communication, consultation, and assignment of tasks within the physiotherapy team. The students further reported an increase in their confidence with regard to their respective roles and an improvement in their ability to work effectively within the physiotherapy team. Conclusion: As indicated by the comments and reviews of the participants, pairing PT and PTA students on clinical placements and incorporating a collaborative peer-coaching model can result in improvements in the students' skills in communication, consultation, and assignment of tasks. Mots clé s : apprentissage collaboratif, é ducation clinique interdisciplinaire, enseignement par les pairs, physiothé rapeute adjoint, physiothé rapie 75

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Practice Model: Collaborative Practice

Cited by 58 publications

References 4 publications

Inclusive partnership: enhancing student engagement in geography

Inclusive partnership: enhancing student engagement in geography

Diagnóstico del Trabajo en Equipo en Estudiantes de Ingeniería en Chile

Intradisciplinary Clinical Education for Physiotherapists and Physiotherapist Assistants: A Pilot Study

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