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Improving Interprofessional Collaboration in Norwegian Primary Schools

4 settembre 2020 aggiornato da: Ira Malmberg-Heimonen, Oslo Metropolitan University

Improving Interprofessional Collaboration in Norwegian Primary Schools - A Cluster-randomised Study Evaluating the Effects of the LOG-model.

This study includes designing, implementing and evaluating the effectiveness of process-based measures for improving interprofessional collaboration in Norwegian primary schools (5-7th grades). Focusing on leadership and organizational development, the overarching aim is to improve the use of existing interprofessional competence within schools. The interventions include meetings at municipal-level (strategic), school-level (operative) and class-level (operative), with feedback procedures to ensure communication between and within all levels. Also school internal and school external collaborators are involved at all levels of intervention.

In order to avoid contradictory roles, an implementation team is responsible for developing and implementing the intervention, while the research team conduct an independent evaluation. The model will be evaluated by a cluster-randomized design to evaluate the effectiveness of the intervention. The hypothesis is that schools that utilize the process-based intervention (intervention group) will improve their interprofessional team work in a way that enhances the pupil's learning- environment and teachers professional competence, self-efficacy and efficient use of working hours compared to their counterparts in the control group. We anticipate main effects to be found at pupil level, mainly through improved early assessment, intervention and efficient follow-up. The project is a collaboration between four Norwegian municipalities and includes a total of 37 Schools, half of which will be randomized to experimental condition and half to control condition.

The project is financed by The Norwegian Directorate for Education and Training with a duration of three years and three months. The project is led by Professor Ira Malmberg-Heimonen. The project is a collaboration between Faculty of Social Sciences and the Work Research Institute (AFI), at Oslo and Akerhus University College of Applied Sciences. Participants in the project are Ira Malmberg-Heimonen (project leader), Anne Grete Tøge, Therese Saltkjel, Knut Fossestøl, Elin Borg and Selma Therese Lyng. Participants in the implementation team are Øyvind Pålshaugen, Hanne Christoffersen and Christian Wittrock, also from Oslo and Akerhus University College of Applied Sciences, in addition to Torbjørn Lund from the Arctic University of Norway

Panoramica dello studio

Stato

Completato

Condizioni

Intervento / Trattamento

Descrizione dettagliata

Comprehensive process-based intervention for improving interprofessional team collaboration in schools. A cluster-randomized study.

Start at 01.04.2017 Finnish at 30.06.2020. Funding: The Norwegian Directorate for Education and Training Collaboration: All public schools at primary level in four Norwegian municipalities

Primary schools participating in the study:

From the municipality of Ålesund: Åse, Aspøy, Blindheim, Ellingsøy, Emblem, Flisnes, Hatlane, Hessa, Larsgården, Lerstad, Spjelkavik, Vik and Stokke, and Voldsdalen.

From the municipality of Harstad: Bergseng, Bjarkøy, Harstad, Kanebogen, Kila, Lundenes, Medkila skole, Seljestad and Sørvik From the municipality of Nedre Eiker: Mjøndalen, Krokstad, Solberg, Steinberg, Stenseth and Åsen.

From the municipality of Lillehammer: Vingar, Vingrom, Søre Ål, Røyslimoen, Kringsjå, Ekrom and Buvollen (will be merged), Hammartun and Jørstadmoen

Advisory Board for the project:

Senior researcher Mary Visher, Manpower Demonstration Research Corporation (MDRC), USA Professor Nancy Cartwright, Durham University, UK, and University of California, San Diego, USA Analyst and content director Jarl Inge Wærnes, LearnLab, Oslo Norway

There are interprofessional resources in Norwegian schools and municipalities that are not fully utilized/exploited. Oslo and Akershus University College of Applied Sciences has been commissioned to design, implement and evaluate the effectiveness of a process-based model for interprofessional team collaboration in Norwegian primary schools. In order for municipal school owners and leaders to better utilize the potential related to existing interprofessional resources in schools, municipalities will implement a process-based model with a focus on leadership and better coordination of existing interprofessional resources. While the work process will be the same for all schools enrolled to experimental group, the content of the intervention will vary based on local conditions, resources and needs. A manual describes how the work process should be carried out. The model is hereafter referred to as the LOG-model, a Norwegian acronym, referring to the terms leadership, organization and coordination

The evaluation will be conducted as a cluster-randomized trial, where 37 primary schools will be randomly assigned to experimental and control groups. Schools randomized to experimental group will implement the LOG-model, while schools assign to the control group will work as previously with interprofessional collaboration. While schools in the experimental group will receive economic resources to compensate for implementing the model and participating in the research, schools randomized to control group will get, however, somewhat less financial compensation for taking part in the research. The implementation team offer supervision and support to schools randomized to the experimental group throughout the project period.

The main working method in the LOG-model is the interchange and feedback process between discursive practices, i.e. the discussion of interprofessional team collaborating measures and the execution/testing of these measures.

Staff from Oslo and Akershus College of Applied Sciences will have different roles in the project. Beside the implementation team with the role of facilitating implementation processes in schools randomized to experimental group, the process evaluation team will study implementation processes mainly based on qualitative data. The researchers in the effect-evaluation team will mainly work with quantitative data.

Prior to randomization a baseline questionnaire will be collected from the teachers and their interprofessional collaborators e.g. educational and psychological counseling services, public health nurses and child welfare social workers. Baseline information on pupils will be based on a survey data collected autumn 2017 and survey data and administrative data for follow-up + 12 and + 24 months. Long-term effects for pupils will be measured after the project has formally ended, up to 4 years after baseline, given that the Norwegian Directorate for Education and Training authorize access and deliver administrative data for follow-up.

The project will assess whether schools randomized to experimental group that are implementing the LOG-model improve their interprofessional collaboration in a way that has positive effects on learning environment, learning outcomes and early intervention for pupils. At teacher level we expect the model to increase competence for interprofessional collaboration, teacher self-efficacy and more efficient use of teachers working time.

This knowledge will inform the debate on what the effects of interprofessional team collaboration can be in schools.

The project is funded by The Norwegian Directorate for Education and Training and led by professor Ira Malmberg-Heimonen, Oslo and Akershus University College.

Participants in the project are Ira Malmberg-Heimonen (project leader), Knut Fossestøl, Øyvind Pålshagen, Elin Borg, Selma Therese Lyng, Anne Grete Tøge, Hanne Christensen, Thorbjørn Lund and Therese Saltkjel.

Tipo di studio

Interventistico

Iscrizione (Effettivo)

4130

Fase

  • Non applicabile

Contatti e Sedi

Questa sezione fornisce i recapiti di coloro che conducono lo studio e informazioni su dove viene condotto lo studio.

Luoghi di studio

  • Norvegia
      • Harstad, Norvegia, 9403
        • Bergseng skole
      • Harstad, Norvegia, 9405
        • Harstad skole
      • Harstad, Norvegia, 9407
        • Seljestad primary school
      • Harstad, Norvegia, 9411
        • Kanebogen skole
      • Harstad, Norvegia, 9414
        • Medkila skole
      • Harstad, Norvegia, 9415
        • Kila skole
      • Harstad, Norvegia, 9419
        • Sørvik skole
      • Harstad, Norvegia, 9420
        • Lundenes skole
      • Harstad, Norvegia, 9425
        • Bjarkøy skole
      • Lillehammer, Norvegia, 26013
        • Søre Ål skole
      • Lillehammer, Norvegia, 2607
        • Vingrom skole
      • Lillehammer, Norvegia, 2608
        • Vingar skole
      • Lillehammer, Norvegia, 2609
        • Hammartun skole
      • Lillehammer, Norvegia, 2611
        • Røyslimoen skole
      • Lillehammer, Norvegia, 2618
        • Kringsjå skole
      • Lillehammer, Norvegia, 2624
        • Ekrom skole
      • Lillehammer, Norvegia, 2625
        • Buvollen skole
      • Lillehammer, Norvegia, 2625
        • Jørstadmoen Skole
      • Nedre Eiker, Norvegia, 3050
        • Mjøndalen skole
      • Nedre Eiker, Norvegia, 3050
        • Åsen skole
      • Nedre Eiker, Norvegia, 3053
        • Steinberg Skole
      • Nedre Eiker, Norvegia, 3055
        • Krokstad skole
      • Nedre Eiker, Norvegia, 3055
        • Stenseth Skole
      • Nedre Eiker, Norvegia, 3057
        • Solberg skole
      • Ålesund, Norvegia, 6025
        • Aspøy skole
      • Ålesund, Norvegia, 6025
        • Blindheim primary school
      • Ålesund, Norvegia, 6025
        • Ellingsøy primary and secondary school
      • Ålesund, Norvegia, 6025
        • Emblem skole
      • Ålesund, Norvegia, 6025
        • Flisnes skole
      • Ålesund, Norvegia, 6025
        • Hatlane skole
      • Ålesund, Norvegia, 6025
        • Hessa skole
      • Ålesund, Norvegia, 6025
        • Larsgården skole
      • Ålesund, Norvegia, 6025
        • Lerstad skole
      • Ålesund, Norvegia, 6025
        • Spjelkavik primary school
      • Ålesund, Norvegia, 6025
        • Stokke og Vik skole
      • Ålesund, Norvegia, 6025
        • Voldsdalen skole
      • Ålesund, Norvegia, 6025
        • Åse Skole

Criteri di partecipazione

I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.

Criteri di ammissibilità

Età idonea allo studio

Da 10 anni a 14 anni (Bambino)

Accetta volontari sani

Sì

Sessi ammissibili allo studio

Tutto

Descrizione

Inclusion Criteria:

  • Pupils in grades 5 - 7 in 4 municipalities and 37 primary schools
  • Teachers in grades 5-7 in 4 municipalities and 37 primary schools
  • Interprofessional collaborators at municipal level

Exclusion Criteria:

  • NA

Piano di studio

Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.

Come è strutturato lo studio?

Dettagli di progettazione

  • Scopo principale: Trattamento
  • Assegnazione: Randomizzato
  • Modello interventistico: Assegnazione di gruppo singolo
  • Mascheramento: Separare

Armi e interventi

Gruppo di partecipanti / Arm
Intervento / Trattamento
Sperimentale: LOG-model schools
Experimental schools implement the LOG-model
Altro: LOG-model
Besides the LOG-manual, school owners and leaders receive economic compensation and the intervention team will supervise the implementation. School-owners, school leaders and teachers will participate in dialogue-seminars at the municipal level and the school level respectively. The aim is to discuss and agree on the goal and content of the work and discuss the experiences from the implementation. The main arena for discussing and practical implementation will be in local collaborating teams or "resource teams" in each school. The resource teams at schools will consist of various interprofessional competences in addition to the school leader. The main method in the LOG-model is the interchange and feedback process between the discussion of measures and the execution of these measures.
Comparatore attivo: Treatment as usual schools - TAU
Control schools performing interprofessional team collaboration as usual
Altro: TAU
Ordinary practices related to interprofessional team collaboration

Cosa sta misurando lo studio?

Misure di risultato primarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Change in interprofessional team collaboration among staff
Lasso di tempo: improvement from baseline (2017) to +12 (2018) months and +24 (2019) months
Perceptions of Interprofessional Collaboration model questionnaire(teachers and collaborators)
improvement from baseline (2017) to +12 (2018) months and +24 (2019) months

Misure di risultato secondarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Change in teacher self-efficacy
Lasso di tempo: improvement from baseline to +12 and 24 months (measured yearly)
Norwegian teachers self-efficacy scale
improvement from baseline to +12 and 24 months (measured yearly)
Change in learning environment (teacher-level)
Lasso di tempo: +12 and 24 months after baseline
Questions from the OECD TALIS Survey (national teacher survey)
+12 and 24 months after baseline
Change in teaching practices
Lasso di tempo: +12 and 24 months after baseline
Questions from the OECD TALIS Survey
+12 and 24 months after baseline
Change in special needs education
Lasso di tempo: change between baseline and +12 and +24 months after (measured yearly)
amount of pupils who receive special needs education (amount at class or school level)
change between baseline and +12 and +24 months after (measured yearly)
Change in learning enviroment (pupils)
Lasso di tempo: +12 and +24 after baseline
Questions from the Norwegian "Elevundersøkelsen" (National pupils survey)
+12 and +24 after baseline

Collaboratori e investigatori

Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.

Sponsor

Oslo Metropolitan University

Collaboratori

The Norwegian Directorate for Education and Training

Studiare le date dei record

Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.

Studia le date principali

Inizio studio (Effettivo)

1 aprile 2017

Completamento primario (Effettivo)

30 giugno 2020

Completamento dello studio (Effettivo)

30 giugno 2020

Date di iscrizione allo studio

Primo inviato

2 agosto 2017

Primo inviato che soddisfa i criteri di controllo qualità

11 agosto 2017

Primo Inserito (Effettivo)

14 agosto 2017

Aggiornamenti dei record di studio

Ultimo aggiornamento pubblicato (Effettivo)

7 settembre 2020

Ultimo aggiornamento inviato che soddisfa i criteri QC

4 settembre 2020

Ultimo verificato

1 agosto 2019

Maggiori informazioni

Termini relativi a questo studio

Parole chiave

Altri numeri di identificazione dello studio

  • 54470 (NSD)

Piano per i dati dei singoli partecipanti (IPD)

Hai intenzione di condividere i dati dei singoli partecipanti (IPD)?

NO

Descrizione del piano IPD

After embargo + 5 years after finishing study (2025)

Informazioni su farmaci e dispositivi, documenti di studio

Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti

No

Studia un dispositivo regolamentato dalla FDA degli Stati Uniti

No

Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .

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