Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 13, 2008) Vita. Includes bibliographical references.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Clinical Nursing, 2003. / "September 2002" Includes bibliographical references (leaves 301-318).

Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 180-201.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 227-238). Also available via the Internet.

Thesis (M. A.)--University of British Columbia, 2006. / Includes bibliographical references.

Proponents of the use of cotherapists have stressed the importance of compatibility for effective cotherapy teams; however, the nature of compatibility has received little attention in experimental literature. This study investigated the nature of an effective cotherapy relationship through use of concepts espoused by George Kelly in his personal construct theory. Based on the results of the study, it was recommended that cotherapists be paired on the basis of their cognitive congruence. It was further proposed that cotherapists, especially those low in content congruence, allow themselves sufficient time for case discussion prior to and following their therapy sessions.

D.Cur. / A qualitative approach was followed to conduct a case study. Data was collected through participative observation, document analysis and interviewing of team members representing seven different disciplines. The practice model of Dickoff, James and Wiedenbach (1986:415-435) was utilized as theoretical framework to explore and describe the role players involved in team functioning within the context of primary health care. Team objectives and processes relevant to team functioning as well as the dynamics of team work were described and compared to a guide for team functioning, the elements which were derived from a literature study. The credibility of the research was enhanced through long term involvement in the activities of the study case as participative observer, through triangulation of methods to collect and verify data and through peer evaluation and auditing. It was determined that within the context of a home care service at primary health care level, it was mainly the nurse, being the team member with whom the patient and family have continued personal contact, who acts as team leader and initiates involvement of members from other disciplines. The decisions regarding whom to involve and how and when to involve them, are based on the knowledge and skills of the nurse in relation to the situation he/she has to manage, the acceptability of the team approach and compliance by the patient and family, the attitude, commitment and perception of other team members as well as the availability of facilities and infrastructure to enable team functioning. The organizational and philosophical framework within which service is delivered have a direct impact on team functioning. Community involvement and its acceptance of responsibility for health, enhances quality team functioning, but is dependant on effective empowerment strategies, a sound trust relationship and a reliable support system. Clear and agreed upon goals and objectives for team functioning are essential for effective team work. Innovative and creative strategies are necessary to enable team members representing different disciplines, who function in the context of primary health care, to have sufficient contact with each other to discuss objectives, give feedback and communicate effectively. Processes for and dynamics in team functioning are complex in nature and need to be identified, evaluated and, if necessary, adapted on a regular basis to promote effective team functioning. The objectives of the research, namely to explore and describe team functioning at primary health care level and to formulate guidelines for effective team functioning, were realized. A structure for working from the basis of a core team was proposed, as well as interdisciplinary training of team members, commencing at undergraduate level and continuing throughout professional life. The researcher recommends that the guidelines formulated with regard to the role players, context, objectives, processes and dynamics of team functioning at primary health care level be implemented. Aspects related to team functioning to be further researched have been identified, namely: assessing the quality of team functioning at primary health care level; the effect of interdisciplinary training on team functioning; the relationship between team functioning and the health status of communities; cost-efficiency of team functioning; utilizing latest technological developments for communication between and support for team members at primary health care level; the relationship between community empowerment, community involvement and interdisciplinary team functioning and the design of a model for team functioning at primary health care level. The research report is written in Afrikaans, but the conclusions reached in each of the nine chapters have also been translated into English to enhance the accessibility of research findings.

The traditional model of leadership in medicine and health care generally centres around a hierarchical structure of power and influence, resting in the hands of a select few administrators, with limited input from employees. A newly developed Cancer treatment centre in the Province of British Columbia, Canada has attempted to institute a unique, team-based system of shared leadership and decision-making. In order to accomplish this task, the Senior Administrator of the centre hired professional group development experts to facilitate the formation of the newly established Leadership Team. A team of nine individuals participated in a group-process based model of team leadership development, consisting of a series of intensive weekend workshops. This study evaluates the impact of those intensive workshops on the members of the Cancer centre Leadership Team. Qualitative case-study methodology, combined with the use of indepth interviews, illuminated eight categories of shared experience among seven of the nine team members, as a result of having participated in the workshop series. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

INTRODUCTION: Interprofessional education (IPE) is the organized integration of health care disciplines. IPE provides an environment for students and faculty from multiple disciplines to learn collaboration and communication skills for future clinical practice. In the 1970s, United States health institutions began focusing on team-based health care and IPE. IPE was viewed as a solution to the growing burden of health care costs and the increasing ratio of diseases to available resources. IPE was formed around four competencies--Ethics, Communication, Teamwork, and Roles and Responsibilities--to provide students with the necessary tools to work efficiently in health care teams upon entering the workforce. FOCUS AND GOALS: USF Health currently has five major pre-professional disciplines on its campus--medicine, physical therapy, pharmacy, nursing, and public health. An IPE initiative began in 2010 in order to eventually integrate portions of all disciplines and their curricula. The central question of this thesis is, "Has there been a change within the student and faculty populations of USF Health in terms of IPE awareness and opinion since before the IPE initiative began in 2010?" This thesis aims to evaluate the changes in both student and faculty perspectives across several health disciplines at USF Health when compared to previously recorded perspectives from 2010. This information will be recorded to provide a guide for improving the current IPE initiative at USF Health. METHODS: Using data from a 2010 survey, the researchers created an updated survey and released it to the students and faculty of all five disciplines. The results provided a comparison for the original 2010 data. A general literature review was used to supplement the collected survey results and guide the analysis and discussion of data. Results: The qualitative data from the original student (n=29) and faculty (n=58) surveys was quantified and compared against the data from the updated student (n=83) and faculty (n=16) surveys. Several consistent themes were found in responses from selected questions. The following themes were found within the literature: student and faculty perspectives of IPE, barriers and opportunities to IPE, and implementation methods. CONCLUSION: The study found that changes in opinion occurred between both student and faculty participants. Both students and faculty showed an increase in IPE awareness and alluded to several barriers that were also found within the literature. This study will serve as a continued method of evaluating IPE at USF health in order to maintain a continued improvement of IPE implementation amongst all colleges. LIMITATIONS: The initial student data set was significantly smaller than the new student data set and represented a different distribution of disciplines. This may account for some of the changes observed between both groups and should be considered in any future analysis of this data. Because the data presented in this thesis project is a preliminary sample of the future, complete survey results, a follow-up analysis of the complete data will be required to draw any comprehensive conclusions from this study.

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