Improving interprofessional collaboration in Norwegian primary schools: A cluster-randomized study evaluating effects of the LOG model on teachers' perceptions of interprofessional collaboration

What matters in low-threshold collaboration? Perceptions of interprofessional collaboration between education and social and healthcare professionals in Finnish primary schools

This study examined the factors linked to low-threshold interprofessional collaboration in the context of Finnish primary schools. The main purpose of the study was to analyze how education and health and social care professionals perceived their mutual collaboration. The PINCOM-Q scale was used to identify factors related to interprofessional collaboration in professionals' work settings. The results indicate that individual factors such as work motivation and personal power are prominent in low-threshold collaboration. At the group level, communication has an important role to play in interprofessional collaboration. Professionals (n = 204) perceived mutual exchange of information as an important aspect of working together. The aspects that matter in the low-threshold mode of interprofessional collaboration are a complex combination of individual, group and less obvious organizational factors, all of which both reflect and are reflected in an individual's motivation and commitment to cooperation. The establishment of long-term and systematic low-threshold, interprofessional collaboration presupposes that individual interests are realized in good interaction in equal encounters between different organizational domains.

Improving interprofessional collaboration in schools: A cluster-randomized study evaluating the effectiveness of the LOG model on collaboration practices

Although interprofessional collaboration is emphasized as important in schools, little is known about how it should be organized. We analyzed the effects of an organizational model of interprofessional collaboration, the LOG model. The model aims to improve interprofessional collaboration by identifying and improving various meeting places for collaboration, involving municipal school leaders, principals, staff, and interprofessional collaborators, and by increasing feedback from meeting places in and around schools. In a cluster-randomized design including 35 Norwegian primary schools, 19 schools were randomized to the experimental group and implemented the LOG model, and 16 were randomized to a control group. A total of 142 interprofessional collaborators (e.g., school nurses, social workers, and principals) received a questionnaire prior to randomization, with one- and two-year follow-up. Using a validated scale to measure interprofessional team collaboration, we evaluated the effects of the model on collaborators' perceptions in four dimensions: (a) Reflection on process, (b) Professional flexibility, (c) Newly created professional activities, and (d) Role interdependence. During the first, but not the second year of follow-up, the results demonstrated positive and statistically significant effects of the LOG model on the dimensions Reflection on process (p< .001) and Newly created professional activities (p= .016). Our findings demonstrate the potential of interventions addressing interprofessional collaboration at the organizational level.

Collaboration between teachers and educational-psychological service counsellors

This qualitative study examines cross-professional collaboration between Educational-Psychological Service (EPS) counsellors and school teachers who have pupils with special needs in their class. Research shows that EPS counsellors spend much time writing assessment reports, that they do not have much presence in school and that there is a power imbalance between the collaborating parties. The collaboration may be experienced as imbalanced because the teacher is dependent on the EPS counsellors’ expertise and assessment reports for special teaching resources to be made available for pupils. Six teachers have been interviewed about their collaboration with EPS staff. The thematically analysed findings show that the teachers generally have good collaboration with the counsellors and trust them. However, they feel vulnerable because their teaching is being assessed, and they depend on the EPS report’s recommendations for resources. The informants feel that the typical signs of an equal collaboration relationship are when the partners have a good dialogue and mutual trust. A role clarification between the collaboration parties is needed, where there is trust, acknowledgement and mutual respect. This will in turn inspire a collaboration that leads to changes in the teaching situation and to special teaching measures for the pupils with special needs.

Psychometric Properties of the German Version of the Perception of Interprofessional Collaboration Model-Questionnaire (PINCOM-Q)

OBJECTIVE

The Perception of Interprofessional Collaboration-Model Questionnaire (PINCOM-Q) measures professionals' perceptions of interprofessional collaboration in the field of child and youth mental health. The aim of this study was to validate the PINCOM-Q in a sample of German child welfare and child and youth mental health professionals.

METHODS

The PINCOM-Q was translated into German and its underlying factor structure was examined using exploratory and confirmatory factor analysis.

RESULTS AND DISCUSSION

Findings from this study suggest four factors (Interprofessional Climate, Conflict, Role Expectancy and Shared Goals, and Motivation) capture the concept of perceptions of interprofessional collaboration between child welfare and child and adolescent psychiatry.

CONCLUSION

The use of PINCOM-Q (German) can be recommended as a research tool, investigating professional groups working with children and young people with multiple and complex needs.