Primary health care reform is currently underway in Ontario with the goals of improving health care access, quality and continuity of care while increasing patient and provider satisfaction and cost effectiveness. Interprofessional collaboration in the provision of primary health care has been widely espoused in the health care literature as a means of achieving the goals of primary health care reform. Primary health care nurse practitioners in collaboration with physicians and other allied health professionals have a fundamental role in enhancing primary health care in Ontario. The purpose of this study was to explore and describe nurse practitioners’ experiences and perceptions of interprofessional collaboration with physicians in the provision of primary health care in Ontario. A qualitative descriptive study design was used and six nurse practitioners working in a variety of primary health care settings in Ontario were purposively sampled and interviewed regarding their experiences and perceptions of interprofessional collaboration with partnering physicians. Interviews were analyzed using qualitative content analysis techniques and themes were identified. Seven themes were identified as key factors influencing collaboration within the nurse practitioner – physician dyad from the nurse practitioner’s perspective. These themes included: quality of communication, complementary vision, physician remuneration methods, establishing and maintaining relationships, investing time and energy, nurse practitioner competency and expertise and mutual trust and respect. A model of nurse practitioner – physician interprofessional collaboration is used to organize the themes identified. The findings of this study support current recommendations for joint education initiatives for health care professionals and practice initiatives aimed at improving collaboration between partnering nurse practitioners and physicians. Areas for future research include incorporating the client’s experiences and perceptions within collaborative practice as well as developing and evaluating interventions that strengthen collaboration within the health care team / Thesis (Master, Nursing) -- Queen's University, 2009-09-22 12:06:31.203

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The aim of this study was to examine, in the work against bullying how collaboration between the school counselor and other professions is described by the different professions within the student health team as well as how they describe that the different competencies involved in such teams shapes problem definitions and solutions. The student health (swedish- elevhälsoteamet) team of which the study is based on consists of different professions such as school counselors, school nurses, special education teachers, school psychologists and school principles. We have interviewed representatives of all the above mentioned professions with the exception of school psychologists using a qualitative research design. In this study we have chosen to focus on two student health teams from two different primary schools located in a middle-sized municipality in southern Sweden. We have analysed the results using new institutional theory and the terms domain and power.   The main conclusion of the study is that school counselors themselves feel they have a specific knowledge regarding bullying but have difficulties in capitalizing on it while collaborating with the other professions in the student health team. In line with early research the school counselors also feel marginalised by the fact that they are the only professional social workers in a work place mainly dominated by educationalists. Other problems facing school counselors and similarly affecting the collaboration with other professions within the school and particularly in the student health team are indistinct roles, less contact with students and restriction due to confidentiality.

Syftet med denna studie är att utifrån ett destinationsutvecklingsperspektiv studera Stockholms hotellsektors samarbete med Stockholm Visitors board. Det visas i studien att turism har stor betydelse för världsekonomin och Sverige. Destinationer, liksom företag, konkurrerar med varandra för att locka turister. För att bli mer konkurrenskraftig kan destinationen genom samarbete effektivisera sin marknadsföring av platsen och få alla parter att dra åt samma håll. Stockholm Visitors Board som har huvudansvaret för marknadsföring av Stockholm är då undersökningsobjektet. Eftersom det finns ett mål att utöka antalet gästnätter i Stockholm blev hotellen i Stockholms stad det andra undersökningsobjektet. För att besvara studiens två frågeställningar har fyra hotell valts ut för att diskutera hotellens roll i samarbetet med Stockholm Visitors Board. Slutsatsen som kan dras efter studien är att Stockholm Visitors Board delvis inte nått ut till alla hotell vilket kan bero på bristande i kommunikation, hög kostnad samt att ett flertal hotell inte ser nyttan av samarbetet. / The purpose of this study is, from a destination development perspective, to study the hotel sector’s collaboration with the tourism promotion agency Stockholm Visitors Board, in Stockholm. It is shown in this study that tourism is of great importance for the world economy, and for Sweden. Destinations, as well as corporations, are competing with each other to attract tourists. To become more competitive, the destination can, through cooperation, streamline their marketing to get all parties to pull together. Stockholm Visitors Board, who has the primary responsibility for the promotion of Stockholm, became the object under examination. Since there is a goal to increase the number of guest nights in Stockholm, the hotels in Stockholm became the second survey item. To answer the study's two issues, four hotels have been chosen to discuss the hotels' role in the cooperation with Stockholm Visitors Board. The conclusion that can be drawn from the study is that Stockholm Visitors Board did not reach out to all hotels which may be due to a lack of communication, high cost, and that many hotels do not see the benefits of cooperation.

In a world that is becoming increasingly globalized, a change in the nature of higher education is leading to increased collaboration across borders. In a sector once dominated by developed countries, developing countries are becoming larger players in providing education to their countries and expanding into the field of providing education for others. This partnership began in 1992 when Manitoba was experiencing reduced government funding, frozen tuition rates and declining student numbers while Malaysia was building the capacity of their higher education system. An inter-institutional partnership was established to create a mutually beneficial relationship between the Faculty of Engineering, University of Manitoba, and University College Sedaya International (UCSI) in Malaysia. This partnership was established with clear cut benefits to both parties and developed over time with close personal ties between the institutions. However, the partnership has been declining since 2003 when UCSI was permitted to grant degrees. The lifecycle of the partnership is examined in light of this structural change. Organization models of episodic change and punctuated equilibrium, and transformative learning theory are used to explain the status of the partnership and the options for its sustainability.

This case study described how a simple, low cost survey of library users was conducted at the Engineering Library of the University of Saskatchewan in order to better understand user needs and prepare for the service and space planning. The results show that students wanted more computers, more group and individual study space, and longer library hours. Based on the results, quick actions have been taken. The results also provided valuable information for the planning of the rejuvenation of the Engineering Library. Allowing each member of the team to showcase their talents, this project was a great team building exercise, and resulted a stronger , more cohesive working environment.

The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive education in their community and how they perceive their role in the implementation process as it unfolds in their communities. The researcher acknowledges that inclusive education has been widely researched in South Africa. A number of studies focused on the parents’ role, teachers’ attitudes, addressing barriers to learning, people living with disabilities and the implementation of the policy on inclusive education. However, very limited research has been conducted on the community’s perceptions and its role towards the implementation process. A qualitative phenomenological design was followed to obtain an in-depth understanding of members’ experiences regarding the implementation of inclusive education. Participants in this study were from a marginalised rural community (characterized by the lack of access to resources and service delivery) in the Ehlanzeni region in Mpumalanga. The participants were purposively selected by employing the snowball sampling technique to ensure the inclusion of community members who represent the voices of the community. Data collection involved a six hour work session with 58 participants and six semi structured individual interviews with five members who attended the work session and the sixth, who did not, to crystallise the themes that emerged in the work session. Findings in this study revealed that the community understands inclusive education as creating spaces for all to learn, a project that involves the whole community and the facilitation of collaboration between stakeholders. They perceive the role that they could play in the implementation of inclusive education as accepting responsibility to include all members of the community, supporting those who care for people with disabilities, changing infrastructure to accommodate disability in communities and challenging the unequal distribution of resources. Conclusions drawn from the study suggest that inclusive education is a continuous and ongoing process that requires the development of collaborative relationships and support for all role players in enhancing the inclusion process. It is recommended that the Department of Education involve all stakeholders from different sectors at all levels to facilitate the implementation of inclusion in their communities. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive education in their community and how they perceive their role in the implementation process as it unfolds in their communities. The researcher acknowledges that inclusive education has been widely researched in South Africa. A number of studies focused on the parents’ role, teachers’ attitudes, addressing barriers to learning, people living with disabilities and the implementation of the policy on inclusive education. However, very limited research has been conducted on the community’s perceptions and its role towards the implementation process. A qualitative phenomenological design was followed to obtain an in-depth understanding of members’ experiences regarding the implementation of inclusive education. Participants in this study were from a marginalised rural community (characterized by the lack of access to resources and service delivery) in the Ehlanzeni region in Mpumalanga. The participants were purposively selected by employing the snowball sampling technique to ensure the inclusion of community members who represent the voices of the community. Data collection involved a six hour work session with 58 participants and six semi structured individual interviews with five members who attended the work session and the sixth, who did not, to crystallise the themes that emerged in the work session. Findings in this study revealed that the community understands inclusive education as creating spaces for all to learn, a project that involves the whole community and the facilitation of collaboration between stakeholders. They perceive the role that they could play in the implementation of inclusive education as accepting responsibility to include all members of the community, supporting those who care for people with disabilities, changing infrastructure to accommodate disability in communities and challenging the unequal distribution of resources. Conclusions drawn from the study suggest that inclusive education is a continuous and ongoing process that requires the development of collaborative relationships and support for all role players in enhancing the inclusion process. It is recommended that the Department of Education involve all stakeholders from different sectors at all levels to facilitate the implementation of inclusion in their communities. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Thesis (M.A. (Social Work))--North-West University, Potchefstroom Campus, 2008.

The purpose of this auto-ethnographic and art-based study is to examine how the experiences throughout my life have influenced my practice as an artist. It is within the context of a socially constructed past and present place that I will explore my own process in terms of collaboration and the implications for an artist-teacher, or teaching artist. I reflect upon how my values and philosophy as an art educator have been formed from the synthesis of my experiences. My relationships with a gallery, its clients, and a fellow artist provide the context for reflecting about my process and gaining insights into my potential role as a model and influence on my future students.