Suchergebnisse

AbstractPurposeThe aim was to study the relational dynamics of interorganizational cooperation over the life of a labor market project supporting unemployed young people.MethodsThe methodological process followed the practice theory toolkit described by Nicolini (2012). Data were collected by ethnographical methods through the initiation, development and closing down of the project. Data analysis was performed in relation to three focus areas: (a) tensions between creativity and normativity, (b) processes of legitimation and stabilization and (c) interactional order.ResultsThe results visualized how a lack of consensus and the presence of two divergent rationalities, a coordinating rationality and an empowerment rationality, within the project organization had major influences on the initiation, development and closing down of the project.ConclusionsThe study has, by using a practice theory approach, illuminated the complex dynamics of cooperative projects. The study highlights four central and relative conditions when setting up cooperative projects: (a) to enable open and clear communication, (b) to create an adequate structure for the project and clarify assignments and roles in the project organization, (c) to build trustful relationships within the project organization and towards cooperative actors, and (d) to prioritize steering and monitoring in cooperative projects in order to avoid the project deviating from its purpose.

The focus group is a research methodology in which a small group of participants gathers to discuss a specified issue under the guidance of a moderator. The discussions are tape-recorded, transcribed and analysed. Notably, the interaction between focus group participants has seldom been evaluated, analysed or discussed in empirical research. We argue that considering the focus group in light of current research into interaction in problem-based learning (PBL) tutorial groups would facilitate the deliberate exploitation of group processes in designing focus groups, staging data collection and analysing and interpreting data. When the analytical focus shifts from mere content analysis to an analysis of what the participants themselves are trying to learn, one can explore not only what the participants are talking about, but also how they are trying to understand and conceptualise the issue under discussion.

This study examines how patient care is developed in meetings between students of occupational therapy, physiotherapy, nursing and medicine who are allowed to shape their own interprofessional collaboration. We conduct a thematic interpretative analysis of audio recordings and observations from the meetings and informal talks with the students. The analysis draws on traditions in sociocultural learning theory that deal with interaction on something in common between actors with different knowledge bases and the consequences of this interaction. The analysis showed that the students developed collaboration in patient care by sharing, assessing and determining professional knowledge of patients' health conditions collectively. In conclusion, we argue that the students learned to use a multiprofessional knowledge base in the design of patient treatment when they were given responsibility to create the collaboration themselves. This demonstrates that students can be encouraged to independently develop professional collaboration in patient care within interprofessional education.
Corrected and republished 22.12.2019.

Learning has been defined as a condition for improving the quality of healthcare practice. The focus of this paper is on physicians' learning and their support of others' learning in the context of Swedish healthcare. Data were generated through individual and focus group interviews and analyzed from a socio-material practice theory perspective. During their workday, physicians dynamically alternated between their own learning and their support of others' learning in individual patient processes. Learning and learning support were interconnected with the versatile mobility of physicians across different contexts and their participation in multiple communities of collaboration and through tensions between responsibilities in healthcare. The findings illustrate how learning enactments are framed by the existing "practice architectures." We argue that productive reflection on dimensions of learning enactments in practice can enhance physicians' professional learning and improve professional practice.