Clinical Geriatrics as a Team Sport: Fostering Interprofessional Experiences in the Community

Team-based care is necessary to provide better healthcare outcomes for the complex needs of older adults. Shared clinical learning experiences prepare practitioners to work in collaborative partnership to achieve optimal outcomes. To promote collaborative partnership, we established interprofessional community based clinical experiences with older adults at home, in assisted living and in skilled nursing facilities. One nurse practitioner faculty member was paired with 2 students for each clinical experience day. Initially these were face-to-face encounters, however, with the onset of COVID-19, all high-risk encounters were converted to a virtual modality. The clinical encounters focused on the Age Friendly Model (4M). Post clinical discussions and recommendations focused on interprofessional treatment plans. A REDCap(TM) survey was completed by all student participants for program evaluation. Of the 14 surveys sent, 11 were completed; 10 (77%) females; 3 (23%) males; 7 (50%) family practitioner students; 7 (50%) adult-gerontology nurse practitioner students. Four had previous home health experience (14%), and 10 had none (86%). 4M Likert scale (1-5) means were “what matters” = 4.27, medications = 4.18, mentation = 4.09, and mobility = 4.09. Students found the overall experience valuable (mean = 4.27). Of 11 students, 3 (27%) were involved telehealth experiences. Students found real community based clinical experiences to be very enlightening, offering a different perspective, and altering their appreciation for the everyday life of the older adult. Future plans include adding social work and physical therapy students to these clinical experiences to enhance interprofessional education.

Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces

The article examines the complexities associated with effectively and comprehensively tackling the climate change crisis. Focusing on the need for education, the authors discuss a model of Education for Sustainable Development (ESD) that supports the development of competencies, coalition building and the capacity to support and maintain positive action. Drawing upon principles highlighted by the United Nations, the paper outlines the breadth and depth of knowledge required to support transformative ESD. Firstly enhancing comprehensive knowledge that develops cognitive, affective and axiological dimensions and proficiency. This enhances critical engagement with information and enables individuals to act responsibly and align with others in coalition building. The second element refers to collaborative partnership that is crucial for changes to be effective. This has been one of the most challenging barriers preventing positive action on the catastrophe pf climate change. Finally, the paper emphasizes the need to develop the competencies for supporting collective action, which will enable sustained action across transnational, transdisciplinary and transnational boundaries.

Public Transportation Development in Surakarta City in Partnership Governance Perspective

Transportation plays an important role in mobility in urban areas. Surakarta City provides Bus Rapid Transit (BRT) transportation system, Batik Solo Trans. This research aims to find out the partnership performed by Surakarta City in public transportation development in partnership governance perspective. Data collection was conducted through interview and documentation. Analysis was conducted using Successful Collaborative Partnership principle from Agarwal, Caiola, and Gibson (2015). The research took place in Surakarta City, particularly in PT. Bengawan Solo Trans, PT. Trans Global Mandiri, Transportation Office, and Technical Executive Unit for Transportation as the organizer of feeder along with Bersama Satu Tujuan Cooperative. The research method used here was qualitative one with descriptive approach. The result of research shows that the principle of Successful Collaborative Partnership is analyzed based on 4 principles: (1) Clear Goals: to improve public service safely, comfortably, and affordably to the public; (2) Clear Roles: Government contributes to formulating policy, funding “buy the service” program, licensing, and providing public transportation infrastructure. The private is the operator responsible fully for public transportation management; (3) Trust: Surakarta City government trusts fully the private to perform cooperation, to provide and to manage Batik Solo Trans and feeder bus service; and (4) Commitment: Government and Private are committed mutually to providing transportation infrastructure, managing, maintaining, and operating public transportation.

Navigating Uncharted Waters: Teachers Collaborating Across Difference

<p>This thesis provides a unique navigational story which describes my own careful exploration of a collaborative dynamic when culturally diverse teachers worked together on a unique professional development initiative. Between 2001 and 2003 the Ministry of Education in Aotearoa/New Zealand funded the first phase of an action research initiative, Te Kauhua/Maori in the Mainstream Pilot Project, in a number of schools across the country. This initiative aimed to improve teaching practice and outcomes for Maori students through the development of collaborative partnerships between MÃ ori and non-Maori within participating school communities. I worked to gather the stories of teachers' collaborative partnership work, from various perspectives over a period of two years, in two schools which had taken part in this first phase of this government funded project. The immediate result of such collective work was a commitment to work together for change and improvement in practice, and an apparent transformation in the thinking and practices of many teachers. My initial analysis highlighted partnership mechanisms and processes which held much promise and which had enabled the beginnings of change within and across both school communities. However as I continued my investigation over time I came to realise that sustaining change and development in schools, targeted at student groups who have been marginalised in the education system for a long time, was more complex than I first realised. Beneath the surface, in both schools, were submerged influences which militated against continuation and acceptance of such collaborative partnership work within and across both cultural communities. It became increasingly clear that a lack of shared vision across the schools generally, together with active resistance on the parts of particular groups, contributed to destroying the respect, trust and partnership that I thought had been established within the staff communities. This thesis therefore outlines the opportunities, challenges and threats to collaborative partnership work that aims to improve practice and outcomes for culturally diverse students.</p>

Navigating Uncharted Waters: Teachers Collaborating Across Difference

<p>This thesis provides a unique navigational story which describes my own careful exploration of a collaborative dynamic when culturally diverse teachers worked together on a unique professional development initiative. Between 2001 and 2003 the Ministry of Education in Aotearoa/New Zealand funded the first phase of an action research initiative, Te Kauhua/Maori in the Mainstream Pilot Project, in a number of schools across the country. This initiative aimed to improve teaching practice and outcomes for Maori students through the development of collaborative partnerships between MÃ ori and non-Maori within participating school communities. I worked to gather the stories of teachers' collaborative partnership work, from various perspectives over a period of two years, in two schools which had taken part in this first phase of this government funded project. The immediate result of such collective work was a commitment to work together for change and improvement in practice, and an apparent transformation in the thinking and practices of many teachers. My initial analysis highlighted partnership mechanisms and processes which held much promise and which had enabled the beginnings of change within and across both school communities. However as I continued my investigation over time I came to realise that sustaining change and development in schools, targeted at student groups who have been marginalised in the education system for a long time, was more complex than I first realised. Beneath the surface, in both schools, were submerged influences which militated against continuation and acceptance of such collaborative partnership work within and across both cultural communities. It became increasingly clear that a lack of shared vision across the schools generally, together with active resistance on the parts of particular groups, contributed to destroying the respect, trust and partnership that I thought had been established within the staff communities. This thesis therefore outlines the opportunities, challenges and threats to collaborative partnership work that aims to improve practice and outcomes for culturally diverse students.</p>

Collaborative Partnership and New Farm Management for Solving Drought According to Different Geo-Social Environment in the Northeast of Thailand

This article studied the collaborative partnership among governmental organisations, local farmer scholar leaders and farmers at the local level. Their collaborative partnership aimed to promote and strengthen grassroots participation through new farm management. The farmer families tried to cope with drought situation by learning and practising new skills at local farmer scholar leaders’ learning centres. They were supported by related external and internal organisations in order to manage their agricultural areas when confronted with drought and infertile soil. The physical aspect, rolling landscape and mostly sandy soil, combined with excessive water in the rainy season became conditions that heavily affected crops in the northeast of Thailand. This was regarded as a major agricultural problem within the region considered as the most poverty-stricken area of the country. Through learning and exchanging views among the farmers, from various geo-social environments, regarding their drought experiences and new farm management techniques, it was found that they had attained considerable success in improving their appropriate, self-reliant and environmentally friendly agricultural practices, guided by, and complied with, the principles and philosophy of sufficiency economy.

Librarian and Biochemist’s Experience Building a Collaborative Partnership in the Classroom and Beyond

A challenge for instruction librarians is building strong, collaborative partnerships with faculty who value your expertise as both a librarian and a faculty member. This article discusses how a request to “help with citations” evolved into scaffolded information literacy instruction that focuses on the shared value of open resources and led to a partnership providing more opportunities to support each other.

The Role of an Advocate in Innovating the Adaptive Apparel Market: A Case Study

The apparel global supply chain is fragmented and globalized, making it challenging to satisfy consumers’ wants and needs. Thus, to satisfy the consumer's wants and needs, global supply chain management is critical to a brand's success in the marketplace. The goal of this study was to gain an in-depth, holistic, and contextualized understanding of the experience and knowledge Mindy Scheier, an adaptive apparel advocate, gained by managing and negotiating the existing supply chain functions during her collaboration with Tommy Hilfiger® to launch the first mainstream children's adaptive apparel line. To achieve this goal, a case study was deployed. The authors found that supply chain networks required unique adaptations to their existing manufacturing processes to ensure the adaptive design innovations were viable; however, those supply chain adaptations were not significant. Further, the authors found that a collaborative partnership with an advocate seemingly provided a competitive advantage in the marketplace.

Decision-Making Toolkit

Physician assistant (PA) training is rooted in treating the whole patient and developing a trusting and collaborative partnership with patients and their families. This foundation is critical in the advance care planning (ACP) process for patients who are seriously or terminally ill. Understanding the ACP process, the components and reasons behind them, and the tools for successful discussions and decision-making is a key skill set for all healthcare providers, including PAs. This chapter examines the components of ACP, including advance directives, the POLST paradigm, decision-makers, prognostication, documentation, and legacy planning. ACP is key in capturing what is most important to our patients in terms of their health, their life, and their goals related to both.