Learning to be interdisciplinary: An action research approach to boundary spanning

Abstract

Objective This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design The design employed in this study was participatory action research, an inductive approach. Setting The study took place during a semester-long, one-credit elective graduate seminar course. Method The study included five faculty members and eight graduate students from the fields of audiology, speech-language pathology, and rehabilitation counselling. Data gathering techniques used included observation, dialogue, and reflection. Results Three themes were identified as important in providing an environment conducive to collaboration between professionals and families, namely: 1 the need for acceptance of differing perspectives, 2 empowerment and its contribution to the process of inquiry, and 3 self-awareness in the learning process and the resultant increase in awareness of others.Conclusion While all participants confirmed the importance of trust, empowerment, low risk, and clear definition of process goals, both faculty and students found it extremely difficult to break out of their familiar routines. Given how difficult it was to surface and test assumptions in this context, these findings provided insight into the challenges at UNIV NEBRASKA LIBRARIES on April 10, 2015 hej.sagepub.com Downloaded from 6 interdisciplinary teams will face when they try to work with families as equals in the treatment decision-making process.

Facilitating and evaluating a student‐led seminar series on global health issues as an opportunity for interprofessional learning for health science students

“…Although it is unclear whether such attitudes are fixed (Rudland & Mires 2005), these findings support earlier evidence that IPE can change attitudes, empower one's own profession, foster respect for others’ professions, build relationships, and reduce misconceptions that hinder teamwork (Barr 2002; Pearson & Pandya 2006). This study was supported by results of Munoz & Jeris (2005) who found participants gained a realization of the importance of mutual respect and acceptance of the perspectives of others for the development of effective collaboration. Students may begin to be successful in this by diminishing negative stereotypes and developing more positive attitudes towards their own and others’ professions (Oandasan & Reeves 2005b).…”

Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

“…Clearly, a more open, ongoing dialogue between students and teachers is needed to negotiate intervention goals, clear up misunderstandings related to professional roles and foster greater trust between different role-players. The need for acceptance of different perspectives was identified by Muñoz and Jeris (2005) as one of the areas that is important for creating a setting where effective collaboration can take place. Students also recognised the value of having such discussions with the teacher to address issues as they arise, particularly halfway through the practicum.…”

“…However, this seems to have placed an unanticipated but ultimately unfair financial and logistical burden on students and had perhaps de-emphasised the crucial contribution that the teachers could make in planning early literacy activities. Alternative incentives should therefore be identified to encourage teachers' participation, and future practicums should instead aim to be a joint exploration of available resources in order to improve early literacy intervention (Muñoz & Jeris 2005). This would ultimately contribute to student-teacher interaction, which more closely resembles transprofessional collaboration as outlined in the E-E model.…”

A boundary spanner intervention for increasing community engagement outcomes — Phase 1: Framing case studies in context

“…Much literature originates from the field or organizational dynamics and management. Investigations on boundary spanners as interorganizational links [13], the effects of boundary spanner work on organizational structures and on personal interorganizational identity [8], impact within K12 STEM education [14], and other studies [15,16] have helped shaped the direction of this work and will be drawn upon for guidance within phase 3 for effective boundary spanner intervention.…”