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Improving Interprofessional Collaboration in Norwegian Primary Schools

4 de setembro de 2020 atualizado por: 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

Visão geral do estudo

Status

Concluído

Condições

Intervenção / Tratamento

Descrição detalhada

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 de estudo

Intervencional

Inscrição (Real)

4130

Estágio

  • Não aplicável

Contactos e Locais

Esta seção fornece os detalhes de contato para aqueles que conduzem o estudo e informações sobre onde este estudo está sendo realizado.

Locais de estudo

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

Critérios de participação

Os pesquisadores procuram pessoas que se encaixem em uma determinada descrição, chamada de critérios de elegibilidade. Alguns exemplos desses critérios são a condição geral de saúde de uma pessoa ou tratamentos anteriores.

Critérios de elegibilidade

Idades elegíveis para estudo

10 anos a 14 anos (Filho)

Aceita Voluntários Saudáveis

Sim

Gêneros Elegíveis para o Estudo

Tudo

Descrição

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

Plano de estudo

Esta seção fornece detalhes do plano de estudo, incluindo como o estudo é projetado e o que o estudo está medindo.

Como o estudo é projetado?

Detalhes do projeto

  • Finalidade Principal: Tratamento
  • Alocação: Randomizado
  • Modelo Intervencional: Atribuição de grupo único
  • Mascaramento: Solteiro

Armas e Intervenções

Grupo de Participantes / Braço
Intervenção / Tratamento
Experimental: LOG-model schools
Experimental schools implement the LOG-model
Outro: 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.
Comparador Ativo: Treatment as usual schools - TAU
Control schools performing interprofessional team collaboration as usual
Outro: TAU
Ordinary practices related to interprofessional team collaboration

O que o estudo está medindo?

Medidas de resultados primários

Medida de resultado
Descrição da medida
Prazo
Change in interprofessional team collaboration among staff
Prazo: 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

Medidas de resultados secundários

Medida de resultado
Descrição da medida
Prazo
Change in teacher self-efficacy
Prazo: 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)
Prazo: +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
Prazo: +12 and 24 months after baseline
Questions from the OECD TALIS Survey
+12 and 24 months after baseline
Change in special needs education
Prazo: 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)
Prazo: +12 and +24 after baseline
Questions from the Norwegian "Elevundersøkelsen" (National pupils survey)
+12 and +24 after baseline

Colaboradores e Investigadores

É aqui que você encontrará pessoas e organizações envolvidas com este estudo.

Patrocinador

Oslo Metropolitan University

Colaboradores

The Norwegian Directorate for Education and Training

Datas de registro do estudo

Essas datas acompanham o progresso do registro do estudo e os envios de resumo dos resultados para ClinicalTrials.gov. Os registros do estudo e os resultados relatados são revisados ​​pela National Library of Medicine (NLM) para garantir que atendam aos padrões específicos de controle de qualidade antes de serem publicados no site público.

Datas Principais do Estudo

Início do estudo (Real)

1 de abril de 2017

Conclusão Primária (Real)

30 de junho de 2020

Conclusão do estudo (Real)

30 de junho de 2020

Datas de inscrição no estudo

Enviado pela primeira vez

2 de agosto de 2017

Enviado pela primeira vez que atendeu aos critérios de CQ

11 de agosto de 2017

Primeira postagem (Real)

14 de agosto de 2017

Atualizações de registro de estudo

Última Atualização Postada (Real)

7 de setembro de 2020

Última atualização enviada que atendeu aos critérios de controle de qualidade

4 de setembro de 2020

Última verificação

1 de agosto de 2019

Mais Informações

Termos relacionados a este estudo

Palavras-chave

Outros números de identificação do estudo

  • 54470 (NSD)

Plano para dados de participantes individuais (IPD)

Planeja compartilhar dados de participantes individuais (IPD)?

NÃO

Descrição do plano IPD

After embargo + 5 years after finishing study (2025)

Informações sobre medicamentos e dispositivos, documentos de estudo

Estuda um medicamento regulamentado pela FDA dos EUA

Não

Estuda um produto de dispositivo regulamentado pela FDA dos EUA

Não

Essas informações foram obtidas diretamente do site clinicaltrials.gov sem nenhuma alteração. Se você tiver alguma solicitação para alterar, remover ou atualizar os detalhes do seu estudo, entre em contato com register@clinicaltrials.gov. Assim que uma alteração for implementada em clinicaltrials.gov, ela também será atualizada automaticamente em nosso site .

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