dc.contributor.author | Hynek, Kamila Angelika | |
dc.contributor.author | Malmberg-Heimonen, Ira | |
dc.contributor.author | Tøge, Anne Grete | |
dc.date.accessioned | 2020-08-19T08:06:14Z | |
dc.date.accessioned | 2021-01-15T09:55:36Z | |
dc.date.available | 2020-08-19T08:06:14Z | |
dc.date.available | 2021-01-15T09:55:36Z | |
dc.date.issued | 2020-01-13 | |
dc.identifier.citation | Hynek KA, Malmberg-Heimonen I, Tøge AG. Improving interprofessional collaboration in Norwegian primary schools: A cluster-randomized study evaluating effects of the LOG model on teachers’ perceptions of interprofessional collaboration. Journal of Interprofessional Care. 2020 | en |
dc.identifier.issn | 1356-1820 | |
dc.identifier.issn | 1356-1820 | |
dc.identifier.issn | 1469-9567 | |
dc.identifier.uri | https://hdl.handle.net/10642/9318 | |
dc.description.abstract | Increased demand for interprofessional collaboration within the educational field also increases the
need for the development and evaluation of interventions to improve collaboration. In Norway, the LOG
model was developed and implemented in compulsory schools to facilitate interprofessional collaboration by increasing arenas for more efficient use of existing interprofessional resources. We evaluate the
effects of the model on teachers’ perceptions of interprofessional collaboration in a cluster-randomized
trial, with 19 schools randomized to the experimental group and 16 schools to the control group. We
use data from 5th–7th grade teachers in the 35 participating schools (N = 157) prior to randomization
and one-year into the implementation. Response rates were 70% and 74%, respectively. The PINCOM-Q
scale was used to analyze effects of the model on various dimensions of interprofessional collaboration.
At the one-year follow-up, the LOG model demonstrates no significant effects on teachers’ perceptions
of interprofessional collaboration. However, there is an indication of effect on the organizational aim
dimension (ES = −0.39, CI = −0.82–0.03), but the evidence is not conclusive. | en |
dc.description.sponsorship | This work was supported by the The Norwegian Directorate for Education and Training. | en |
dc.language.iso | en | en |
dc.publisher | Taylor & Francis | en |
dc.relation.ispartofseries | Journal of Interprofessional Care; | |
dc.subject | Interprofessional collaboration | en |
dc.subject | Education | en |
dc.subject | Teachers | en |
dc.subject | Cluster-randomized studies | en |
dc.subject | Interventions | en |
dc.subject | Interprofessional collaboration models | en |
dc.subject | PINCOM-Q | en |
dc.title | Improving interprofessional collaboration in Norwegian primary schools: A cluster-randomized study evaluating effects of the LOG model on teachers’ perceptions of interprofessional collaboration | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2020-08-19T08:06:14Z | |
dc.description.version | publishedVersion | en |
dc.identifier.doi | https://dx.doi.org/10.1080/13561820.2019.1708281 | |
dc.identifier.cristin | 1771590 | |
dc.source.journal | Journal of Interprofessional Care | |
dc.relation.projectID | Norges forskningsråd: 269298 | |