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Post-Doctoral Plan

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 Brenda Education

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Post-Doctoral Plan

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  1. 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

  2. About Brenda • Education • 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

  3. About Brenda • Employment • 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

  4. Research: Doctoral • Empowerment 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

  5. 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

  6. 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

  7. Leadership Practices Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart Kouzes & Posner

  8. Leadership Practices Significant 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

  9. Structural Empowerment Opportunity Information Support Resources Formal Power Informal Power Kanter (1977, 1997)

  10. Psychological Empowerment Meaning Competence Impact Self- Determination Spreitzer & Quinn (2001)

  11. Structural Empowerment • Significant increases in both groups over time: • Opportunity ↑ (F = 7.80, p < .05) • Informal power ↑ (F = 20.35, p < .0001) • Psychological Empowerment • Significant 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

  12. Community of Inquiry Social Presence Cognitive Presence Educational Experience Teaching Presence Garrison, Anderson, & Archer (2000)

  13. Community of Inquiry Teaching 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

  14. 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

  15. What I Am Going to Do! • 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

  16. What I Am Going to Do! • 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 partners • Deliverables • 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

  17. 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

  18. What I Am Going to Do! • Develop quantitative analysis skills. • Activities • Attend relevant statistical workshops offered at UWO • Learn 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

  19. I Want to Pave the Way for Future Research! Note: One of my summer projects 

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