Improving Interprofessional Collaboration in Norwegian Primary Schools
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
調査の概要
詳細な説明
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.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Harstad、ノルウェー、9403
- Bergseng skole
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Harstad、ノルウェー、9405
- Harstad skole
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Harstad、ノルウェー、9407
- Seljestad primary school
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Harstad、ノルウェー、9411
- Kanebogen skole
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Harstad、ノルウェー、9414
- Medkila skole
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Harstad、ノルウェー、9415
- Kila skole
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Harstad、ノルウェー、9419
- Sørvik skole
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Harstad、ノルウェー、9420
- Lundenes skole
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Harstad、ノルウェー、9425
- Bjarkøy skole
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Lillehammer、ノルウェー、26013
- Søre Ål skole
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Lillehammer、ノルウェー、2607
- Vingrom skole
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Lillehammer、ノルウェー、2608
- Vingar skole
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Lillehammer、ノルウェー、2609
- Hammartun skole
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Lillehammer、ノルウェー、2611
- Røyslimoen skole
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Lillehammer、ノルウェー、2618
- Kringsjå skole
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Lillehammer、ノルウェー、2624
- Ekrom skole
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Lillehammer、ノルウェー、2625
- Buvollen skole
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Lillehammer、ノルウェー、2625
- Jørstadmoen Skole
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Nedre Eiker、ノルウェー、3050
- Mjøndalen skole
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Nedre Eiker、ノルウェー、3050
- Åsen skole
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Nedre Eiker、ノルウェー、3053
- Steinberg Skole
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Nedre Eiker、ノルウェー、3055
- Krokstad skole
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Nedre Eiker、ノルウェー、3055
- Stenseth Skole
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Nedre Eiker、ノルウェー、3057
- Solberg skole
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Ålesund、ノルウェー、6025
- Aspøy skole
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Ålesund、ノルウェー、6025
- Blindheim primary school
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Ålesund、ノルウェー、6025
- Ellingsøy primary and secondary school
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Ålesund、ノルウェー、6025
- Emblem skole
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Ålesund、ノルウェー、6025
- Flisnes skole
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Ålesund、ノルウェー、6025
- Hatlane skole
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Ålesund、ノルウェー、6025
- Hessa skole
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Ålesund、ノルウェー、6025
- Larsgården skole
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Ålesund、ノルウェー、6025
- Lerstad skole
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Ålesund、ノルウェー、6025
- Spjelkavik primary school
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Ålesund、ノルウェー、6025
- Stokke og Vik skole
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Ålesund、ノルウェー、6025
- Voldsdalen skole
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Ålesund、ノルウェー、6025
- Åse Skole
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参加基準
適格基準
就学可能な年齢
健康ボランティアの受け入れ
受講資格のある性別
説明
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
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：処理
- 割り当て：ランダム化
- 介入モデル：単一グループの割り当て
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：LOG-model schools
Experimental schools implement the 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.
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アクティブコンパレータ：Treatment as usual schools - TAU
Control schools performing interprofessional team collaboration as usual
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Ordinary practices related to interprofessional team collaboration
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in interprofessional team collaboration among staff
時間枠：improvement from baseline (2017) to +12 (2018) months and +24 (2019) months
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Perceptions of Interprofessional Collaboration model questionnaire(teachers and collaborators)
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improvement from baseline (2017) to +12 (2018) months and +24 (2019) months
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in teacher self-efficacy
時間枠：improvement from baseline to +12 and 24 months (measured yearly)
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Norwegian teachers self-efficacy scale
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improvement from baseline to +12 and 24 months (measured yearly)
|
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Change in learning environment (teacher-level)
時間枠：+12 and 24 months after baseline
|
Questions from the OECD TALIS Survey (national teacher survey)
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+12 and 24 months after baseline
|
|
Change in teaching practices
時間枠：+12 and 24 months after baseline
|
Questions from the OECD TALIS Survey
|
+12 and 24 months after baseline
|
|
Change in special needs education
時間枠：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)
|
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Change in learning enviroment (pupils)
時間枠：+12 and +24 after baseline
|
Questions from the Norwegian "Elevundersøkelsen" (National pupils survey)
|
+12 and +24 after baseline
|
協力者と研究者
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
キーワード
その他の研究ID番号
- 54470 (NSD)
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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LOG-modelの臨床試験
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University of PennsylvaniaMarch of Dimes積極的、募集していない
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Cumhuriyet University募集
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Cliniques universitaires Saint-Luc- Université...完了