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