Post-Doctoral Plan Understanding Technologies that Promote Interprofessional Collaboration in Practice and Education Brenda Stutsky RN, BN, MScN, EdS, PhD Post-Doctoral Fellow with Dr. Heather Laschinger Arthur Labatt Chair in Health Human Resource Optimization

About Brenda Education PhD: Nova Southeastern University, Graduate School of Computer and Information Sciences, Computing Technology in Education 2009 EdS: Nova Southeastern University 2008 MScN: UWO 1991 BN: U of Manitoba 1988 Nursing Diploma: Winnipeg 1983

About Brenda Employment University of Manitoba, Faculty of Medicine, Division of Continuing Professional Development: Director of e-Learning Program Advisor, Manitoba Practice Assessment Program Athabasca University, Centre for Nursing and Health Studies Graduate Program: Facilitator Health Sciences Centre Winnipeg: Director of Nursing Education (various titles)

Research: Doctoral Empowerment and Leadership Development in an Online Story-Based Learning Community Mixed methods design Nurse educators (RNs) employed in hospitals in BC, Manitoba, & Ontario Final sample size of in the facilitated community 16 in the self-organizing community

Pretest Conditions of Work Effectiveness Questionnaire: Structural Empowerment Psychological Empowerment Instrument Leadership Practices Inventory 12 Week Online Learning Community Posttest Pretest Questionnaires & Community of Inquiry Instrument

12 Week Online Learning Community Facilitated or self-organizing Facilitated: I was the facilitator – assisted with analyzing stories Self-Organizing: Organized own pages, self- analyzed stories Wiki – metaphor School of Nursing Classrooms; Auditorium; Locker; Lounge; Bulletin Board; Library; Suggestion Box; Calendar; Sandbox Learned about leadership practices Told their leadership stories Storytelling main teaching-learning strategy 1 Best and 3 others

Leadership Practices Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart Kouzes & Posner

Leadership Practices Significant increases in both groups over time: Model the Way ↑ (F = 15.10, p <.001) Inspire a Shared Vision ↑ (F = 34.78, p <.0001) Challenge the Process ↑ (F = 28.01, p <.0001) Enable Others to Act ↑ (F = 14.83, p <.001) Encourage the Heart ↑ (F = 17.04, p <.001) No significant difference between the communities

Structural Empowerment Opportunity Formal Power InformationSupport Informal Power Resources Kanter (1977, 1997)

Psychological Empowerment MeaningCompetenceImpact Self- Determination Spreitzer & Quinn (2001)

Structural Empowerment Significant increases in both groups over time: Opportunity ↑ (F = 7.80, p <.05) Informal power ↑ (F = 20.35, p <.0001) Psychological Empowerment Significant increases in both groups over time: Competence ↑ (F = 5.63, p <.05) Self-determination ↑ (F = 16.90, p <.001) Impact ↑ (F = 10.81, p <.05) No significant difference between communities

Community of Inquiry Social Presence Cognitive Presence Teaching Presence Educational Experience Garrison, Anderson, & Archer (2000)

Community of Inquiry Teaching presence: Direct Instruction: ↑ in facilitated community Scores on each of the 3 subscales above midrange: teaching presence highest followed by cognitive and social presence 3 Community Phases Introduction & Familiarization Working Disengagement

Research: Current Projects Validation of the Manitoba Practice Assessment Program Weighting CanMEDS Roles and Competencies A Pan-Canadian Inventory of Physician Assessment, Enhancement, and Remediation Activities

What I Am Going to Do! 1.Explore the relationships among interprofessional education (IPE), empowerment, and healthy and supportive work environments. Activities Conduct a literature review Draft an IPE theoretical framework for future testing Deliverables IPE framework: December 2011 Draft manuscript for publication: December 2011 Presentation to UWO Faculty: March 2012

What I Am Going to Do! 2.Potential testing of the IPE theoretical framework. Activities Prepare a CIHR grant to test framework via a virtual community (extension of doctoral work) Involve collaborative partners Deliverables Grant submission: 2012 (Potential educational focus for virtual environment: Aboriginal oral- systemic health) Project plan for virtual community: March 2012 Beta version of non-populated community: August 2012

Virtual Community Stories/cases of patients and families Interprofessional teams Settings: hospital, clinics, community, patient units, human resources Community newspaper Online and blended learning Link to/used in combination with: Electronic health record Learning management system e-Learning activities Limitless scope Peer-review process

What I Am Going to Do! 3.Develop quantitative analysis skills. Activities Attend relevant statistical workshops offered at UWO Learn from Dr. Laschinger Deliverable Apply quantitative analysis skills in grant development and potential testing of the IPE framework Biweekly teleconference mentoring meetings & be on-site at UWO at minimum 4 times

I Want to Pave the Way for Future Research! Note: One of my summer projects