The university art museum can make a significant contribution to the academic and cultural life of the parent institution. While there are many roles of art museums within institutions of higher education, there is a common thread -- the conviction that interdisciplinary exhibitions and programs expand the relevance of the art museum within the academic community. In this study, I examine interdisciplinary collaborations between the university art museum and faculty from diverse academic disciplines at American institutions of higher education. What relationships, if any, exist between academic programs and art museums at universities? What institutional structures are keys and barriers to successful collaboration between the university art museum and academic programs? What factors determine the success of interdisciplinary collaboration between the university art museum and diverse academic programs? In order to fully explore the possibilities of interdisciplinary collaboration, qualitative analysis of current initiatives at university art museums throughout the United States was necessary. The conceptual framework of interdisciplinary exhibitions and programs is thus established. Secondly, case studies examine the organizational culture of the institutions and challenges of interdisciplinary collaboration at the University of Virginia Art Museum, the Joel and Lila Harnett Museum of Art of Art at the University of Richmond, and the Philip and Muriel Berman Museum of Art at Ursinus College. As well, my professional experience, through a retrospective account of projects at the Daura Gallery at Lynchburg College, provides insights into both the potential and process of interdisciplinary collaboration. While I am mindful that this informs my conviction that interdisciplinarity and collaborative practice is essential to the university art museum, the partiality that existed at the onset of the study was recognized and subjected to a rigorous research and methodology that imparts validity and authenticity to this inquiry. While the “publish or perish” convention of the academy supports discipline-specific research and individual publication, I contend that the university art museum must engage in interdisciplinary dialogue through which perceptions are changed and new meanings are unveiled while respecting the integrity of the disciplines involved. This study of institution-wide interdisciplinary collaboration between university art museums and the academic institutions of which they are part reveals what is being done through innovative exhibitions and programming to promote the interconnectedness of ideas and issues. Collaboration with diverse academic disciplines reaffirms the traditional expectations of the museum of investigation, inquiry, and intellectual challenge. Purposive exhibitions grounded in collaboration between academic disciplines can generate debate, critique, and conversation. In doing so, the university art museum is an indispensable component of the university’s mission and asserts its relevance to the institution and its role in the educational experience through collaboration between the university’s academic programs and the university art museum.

Research suggests the collaborative role school counselors can have with administrators to bolster school reform and facilitate a safe and positive learning environment for all K-12 students (College Board, 2009a, 2009b) is vital. Unfortunately, research that explores the roles and efforts of school counselors and administrators in their collaborative work for and with lesbian, gay, bisexual, and transgender (LGBT) students is scare. Yet, according to Goodrich, Harper, Luke, and Singh (2013), LGBT students “have long struggled in schools with little support” (p. 319). To address this gap, the purpose of this phenomenological study was to explore the experiences of school counselors and administrators in their work to support a safe and supportive school climate for LGBT students. The following research questions informed and guided this study: a) What are the lived experiences of school counselors and administrators who make concerted efforts to improve the educational environment for LGBT students? b) How do school counselors and administrators make meaning with their relationships in their work with LGBT students? The methods used to recruit participants for this study were modeled after College Board’s (2009b) study with seven exemplary school counselor-principal teams. In College Board’s (2009b) study, researchers identified school counselors and principals who received recognition for demonstrating exemplary contribution in their respective professional organizations. These exemplary professionals were than paired with their school counselor/administrator counterpart for joint interviews (College Board, 2009b). By paralleling the best practice protocol established by the College Board (2009b), this study consisted of three rounds of interviews with four school counselor-administrator teams. Participants were selected from national and/or state level LGBT educational organizations, where a school counselor and/or administrator were awarded/recognized for creating a safe and inclusive school environment for LGBT youth. Additional participants included school counselors and administrators identified as the school counselor or administrator counterpart to the awarded. The researcher completed an inductive approach to data analysis, utilizing both open coding and horizontalization to reduce the data. Thematic categories emerged from the data and are presented and discussed as they relate to the overarching research questions. The between-case themes include: Learning firsthand, leading by example, intentional partnering, moving beyond turf wars, and pushing the system. Recommendations for school counselors, administrators, and school counselor-administrator teams are provided. Directions for future research are also discussed. Keywords: School counselors, administrators, interdisciplinary collaboration, LGBT youth

The aim of this study is to explore how agencies in Gävleborg operate and collaborate in cases concerned with trafficking for forced labour. The study also aims to investigate the agencies employees’ perception of how the collaboration affect the result of their work. The collaboration in Gävleborg is an interdisciplinary collaboration which the social services is a part of. Since the authors of this study are students of the social work program, the social worker’s role has naturally been reflected and slightly more focused on. The theories used in this study are team typology and influencing factors. The theories provides an explanation of how different professions work together and what factors influence their work. By doing semi-structured interviews with five employees from different collaborating agencies the authors have found out more about the collaborative work done in Gävleborg and the perception the employees have of the collaboration. The result shows an overall positive attitude towards the collaboration and that the interdisciplinary collaboration contributes to a developed work process that benefit the victims of trafficking for forced labour.

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Objective: The objective of this study is to examine relations between patient safety culture and processes of care, specifically, how patient safety culture influences the prevention of patient falls. The purpose of this inquiry is to identify the barriers and facilitators that can advance an inpatient rehabilitation facility to become a high reliability organization and advance interdisciplinary teamwork. Method: A qualitative phenomenological approach was conducted and an interpretive phenomenological analysis explored the experiences of frontline staff with regard to patient safety culture and fall prevention. The study utilized semi-structured interviews with 24 frontline staff from three inpatient rehabilitation hospitals. Participants were selected using purposive sampling and individually interviewed. Results: Findings revealed barriers and facilitators for each dimension of patient safety culture that drive fall prevention. Teamwork within and across disciplines, such as between nursing and therapy, affect how they communicate with one another. Issues related to staffing were the most common concerns amongst nursing staff; especially the issue of staffing ratio and patient acuity. Leadership played a role in supporting the culture of safety and holding staff accountable. Conclusion: Fall prevention requires collaborative efforts between nursing and therapy in an inpatient rehabilitation setting. Dimensions of patient safety culture such as good teamwork, effective communication, adequate staffing, nonpunitive response to errors, and strong leadership support are essential in maintaining a high reliability process for adaptive learning and reliable performance.

As part of the current fast growing development of digital technologies, collaborations between professions such as neurosciences, robotics, big data processing and artificial intelligence offer new possibilities for healthcare. For these new technologies to reach clinical practice, there is an increasing need for interdisciplinary organizational work to support decision-making over their introduction. In the field of neurorehabilitation, exoskeletons are an example of a robotic tool that can be used to regain locomotion abilities after a neurological injury. They are part of an umbrella term, Robot-Assisted-Rehabilitation (RAR), that stands for neurological recovery techniques assisted with robotic tools. For these tools, the introduction, evaluation and implementation in clinical practice have not been evaluated. In many cases it is also not taken into account that tools such as rehabilitation robotics are context-dependent. In other words, the needs, opportunities and challenges that come together with working efficiently with this new technology can widely vary between clinics, regions and countries. Lastly, it appears that smaller hospitals consider themselves in need of tools to support their decision-making in the RAR introduction phase. In collaboration with Hälsostaden and Region Skåne, we set out to develop a tool to support Ängelholm Hospital (ÄH) in their decision-making over a test-bed trial of RAR in their clinical setting. A tool that we coined the Co-Strategy Process (CSP), was developed based on identified needs related to this stage of the process, using a blend of interdisciplinary scientific methods. It integrates internal and external interdisciplinary expertise and includes four steps: Preparation, Knowledge Empowerment, Exchange & Development and Synthesis & Report. The current Master thesis presents the development and assessment of the CSP at ÄH. In the present context, it results in a new tool for supporting organizations implementing new technologies, optimized based on its application in a Swedish clinical setting. This tool aims at serving this introductory process, so that new technologies can be implemented meeting the needs of both the clinic and patients. / e Rehab-robotic project in collaboration with Uppsala University, Basel University and ETH Zurich

<div>Disciplinary perspectives, as a core element of interdisciplinary work, represent the ways individuals may see and approach a situation based on their unique disciplinary background and training. Interdisciplinary collaboration requires individuals to leverage disciplinary perspectives and knowledge from diverse fields to build a shared understanding of the problem situation. However, based on the diversity of background and experiences within a team, interdisciplinary collaboration can be a challenge because collaborators must negotiate disciplinary differences, while also fundamentally experiencing the collaborative situation in different ways. Therefore, it is important to understand how individuals engage and experience disciplinary perspectives in their practice of collaboration. In this study, I investigated the nature of disciplinary perspectives in the context of educational development. </div><div><br></div><div>The profession of educational development broadly aims to support the teaching and learning mission of higher education institutions, where educational developers work with faculty, graduate students, and administration on teaching, instruction, curriculum, and organizational development across disciplines. As such, educational developers play a significant role in engineering education transformation and offer a unique context to investigate interdisciplinary practice. In this work, educational developers bring their diverse disciplinary perspectives to their collaborative interactions. </div><div><br></div><div>In this dissertation, a phenomenographic study was conducted to investigate the following research question: how do educational developers experience disciplinary perspectives in the work of educational development? Phenomenography is a qualitative research approach that focuses on the variation in how a phenomenon is experienced and conceptualized. I adopted a situative theoretical perspective to see disciplinary perspectives in relation to the contexts, social interactions, and activities through which interdisciplinary work is performed. I conducted semi-structured interviews with eighteen educational developers from Centers for Teaching and Learning across the United States and Canada. Participants were recruited from various disciplinary backgrounds and levels of experience. In the interview, participants shared general descriptions about their work, and specific descriptions of an experience where they worked with others who contributed different disciplinary perspectives. Additionally, a scenario-based elicitation exercise was used to frame participants’ description of how diverse disciplinary perspectives appear in their work. The analysis followed an iterative and generative process to discern features and qualities of disciplinary perspectives. </div><div><br></div><div>The findings of this study are presented as a phenomenographic outcome space consisting of five categories of description as distinct ways that disciplinary perspectives are experienced by educational developers. Additionally, the findings illustrate how disciplinary perspectives become externalized as an object that is brought forward and shaped in collaborative interactions. This research contributes to further understanding interdisciplinary collaboration in two ways. First, for interdisciplinary practice, the findings provide an integrated view of the variation in ways of experiencing disciplinary perspectives such that educational developers may attune and attend to different collaborative interactions. Second, with the situative perspective, I provide insight into the situated knowledge that constitutes how disciplinary perspectives become meaningful based on educational developers’ position in relation to different disciplinary spaces. My findings highlight the situative relationships between the individual educational developer, their practice with disciplinary perspectives, and their work tasks in educational development. As educational developers continue to develop their practice to advance teaching and learning in higher education, this research contributes to the professional knowledge of educational developers in support of interdisciplinary collaboration. </div><div><br></div>

Objectives: This cross-sectional survey aimed to evaluate the oral health behaviour of patients prior to endoprosthesis (EP), as well as the handling of oral health topics by German orthopaedic surgeons. Materials and methods: Consecutive patients prior to EP answered a questionnaire regarding oral health behaviour, oral hygiene, oral complaints and information on the relationship between EP and oral health. Another questionnaire was digitally mailed to orthopaedic centres throughout Germany. This questionnaire included the importance of oral health for EP and issues on dental referrals/consultations prior to EP. Results: A total of 172 patients were included in the study, of whom 35.5% of patients reported that they were informed about oral health and EP. Half of the individuals reported regular professional tooth cleaning, and less than one-third (29.1%) reported of the performance of interdental cleaning. Information on oral health and EP was associated with regular professional tooth cleaning (yes: 59.8% vs. no: 35.6%, p = 0.01). A total of 221 orthopaedic clinics were included in the study, of which only a few had dental contact (14%), although the majority (92.8%) of the clinics were familiar with causal relationships between oral health and EP infections. Less than half of the centres reported of either verbal (48%) or written (43.9%) referrals for their patients to the dentist. University Medical Centres reported of more frequent dental contacts (p < 0.01). Conclusion: Prior to EP, patients exhibited deficits in oral health behaviour, and orthopaedic clinics exhibited a lack of dental collaboration. Improvements in interdisciplinary care, especially regarding practical concepts for patient referral and education on oral health, appear to be necessary.

Syftet med denna studie var att få insikt i de professionellas upplevelser av tvärsektionell samverkan mellan kommun och region. Studien ämnade bidra till ökad förståelse gällande professionellas upplevelser av vad anses fungera och brista gällande samverkan mellan kommun och region. Detta efter lagen om samverkan mellan kommun och landsting vid utskrivning från sluten hälso- och sjukvård(SFS 2017:612) trätt i kraft 1 januari 2018. Studiens empiri inhämtades genom semi-strukturerade intervjuer med tre anställda från regionen och fem anställda från socialtjänsten inom kommunen. Nationell och internationell tidigare forskning gällande tvärsektionell samverkan som varit relevant för studien har inhämtats. Tillsammans med tidigare forskning har symboliskt tolkande använts som övergripande teori samt att samverkan, handlingsutrymme och makt har använts som teoretiska begrepp. Dessa begrepp är relaterade till tvärsektionell samverkan och har använts för att genomföra en analys av det inhämtade materialet. Slutsatser i studien visar på att det finns brister och skilda åsikter som existerar i samverkan mellan kommun och region. Slutsatser visar även på otillräcklig kunskap gällande övriga yrkesprofessioners arbetsområden, resurser och kompetens är en stor kunskapslucka som samtliga intervjupersoner önskar förbättring kring för att upprätthålla och utveckla samverkan. / The aim of this study was to gain insight into the professional’s experiences of interdisciplinary collaboration between the municipality and county councils. The study was intended to contribute to an increased understanding of the professional's experiences of what is considered to work and what is considered to lack in the interdisciplinary collaboration between the municipality and county councils. This after the law on cooperation between the municipality and county councils when discharge from closed health care(SFS 2017: 612) came into force on January 1, 2018. The study's empirical data was obtained through semi-structured interviews with three employees from county councils and five employees from the social services within the municipality. National and international previous research on interdisciplinary collaboration that has been relevant to the study has been obtained. Together with previous research, an overall theory called symbolic interpretation and theoretical concepts such as collaboration, power and freedom of action, all related to interdisciplinary collaboration, have been used to analyze the material that has been obtained. Conclusions in the study show that there are shortcomings and differing opinions that exist in the interdisciplinary collaboration between the municipality and county councils. Conclusions also show that insufficient knowledge regarding the work areas, resources and competence of other professional professionals is a major gap in knowledge that all interviewees wish to improve on in order to maintain and develop collaboration.

Introduction : En dépit des nombreuses recommandations visant la promotion des soins palliatifs dans tous les milieux de soins, de nombreux obstacles conceptuels, culturels et organisationnels limitent encore aujourd’hui l’intégration de cette approche dans les unités de soins intensifs (USI). Or, notre équipe a récemment démontré que trois conditions facilitent l’intégration des soins palliatifs à l’USI, soit le partage d'une vision commune, un processus de décision concertée et un environnement propice (Guay, Michaud, & Mathieu, 2013). But : La présente étude cherchait à construire, implanter et évaluer, en collaboration avec une équipe de soins intensifs, une intervention visant à intégrer ces conditions. Méthode : Un devis qualitatif de recherche-action a été choisi (Stringer, 2007). Ce devis collaboratif offre un cadre organisationnel structuré valorisant la prise de décision consensuelle. Résultats : La première phase a conduit à la coconstruction d’une intervention à deux composantes comprenant une pratique harmonisée par l’entremise d’un atelier de formation interactif et une communication rehaussée par la mise en place d’une structure régulière de rencontres interdisciplinaires. Suivant un processus itératif et éclairé par des données probantes, la phase d’implantation et de validation continue a favorisé l’appropriation du changement par l’équipe et conduit à l’émergence d’une nouvelle pratique, laquelle a été évaluée positivement par l’équipe et appréciée par la famille. Conclusion : Cette étude illustre concrètement comment la recherche-action favorise le processus d’apprentissage et d’innovation en transformant le milieu clinique en un lieu de croissance et de production de savoirs. Les conditions facilitantes préalablement identifiées ont su éclairer cette étude et bien que nos résultats soient indissociables du milieu à l’étude dans lequel ils ont été générés, le processus de recherche proposé par cette étude pourrait inspirer d’autres milieux cliniques. / Abstract: Introduction: Despite numerous recommendations promoting the integration of palliative approach to all clinical settings, many conceptual, cultural and organizational barriers still limit the integration of this approach in the intensive care unit (ICU). However, our team has recently demonstrated that three conditions promote the integration of palliative care in the ICU. Namely, a common vision, a collaborative decision-making process and a proper environment (Guay et al., 2013). Aim: In the light of these results, we have developed, implemented and evaluated in collaboration with an ICU team, an intervention aiming to integrate these previously identified conditions. Method: A qualitative action research design was chosen for this study. This collaborative method, values consensual decision-making process and provides an organizational structure allowing success and sustainability (Stringer, 2007). Results: The development phase led to the co-construction of a two components intervention, the first one is an educational component through an interactive training workshop and a communication component by implementing a regular structure of interdisciplinary enhancing by establishing a regular structure of interdisciplinary meeting. Following an iterative process and informed by evidence, the implementation and continuous validation phase has promoted ownership of the change by the team and led to a new practice, which was positively evaluated by the team and appreciated by the family. Conclusion: This study illustrates how action research promotes the process of learning and innovation in transforming the clinical environment in a place of growth and knowledge production. The previously identified facilitating conditions were able to enlighten this study. Although our results are inextricably linked to the environment in which they were generated, the research method proposed by this study could inspire other clinical settings.