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Skolens oppfatning av tverrprofesjonelt samarbeid: en utforskende studie innen en norsk ungdomsskole
Nordic Council of Ministers, Nordic School of Public Health NHV.
2012 (Norwegian)Independent thesis Advanced level (degree of Master (Two Years))Student thesisAlternative title
School's perception of interprofessional collaboration : An exploratory study in a Norwegian junior high school (English)
Abstract [no]

Hensikten: med denne studien er å få kunnskap om lærernes og ledelsens oppfatninger av, og erfaringer med, tverrprofesjonelt samarbeid. Deres oppfatning av behovet for, og muligheter for, å implementere tverrprofesjonelt samarbeid i arbeidet med skolens psykososiale miljø, søkes også belyst. I tillegg undersøkes om motivasjon for et strukturert samarbeid påvirkes av tidligere erfaringer.

Metode:Fenomenografi ble brukt som tilnærmingsmetode og fokusgruppeintervju som datainnsamlingsmetode. 15 ansatte i en ungdomsskole, fordelt på tre fokusgrupper, deltok i studien.

Resultat:Det ble identifisert tre beskrivelseskategorier og seks delkategorier. Begrepet tverrprofesjonelt samarbeid oppfattes som lite kjent. Samarbeid med andre profesjoner beskrives som lite, til dels besværlig og preget av tilfeldigheter. Skolens rolle i forpliktende samarbeid oppfattes å forvanskes ved at det i utgangspunktet stilles mange krav til skolen. Det er vanskelig å prioritere mellom fagopplæring og tema som sorterer under sosial kompetanse og trivselsgivende tiltak. Motivasjon for samarbeid begrunnes i behov for økt kunnskap om faktorer som påvirker elevenes individuelle og totale opplevelse av skolen. De fokusgruppene som har hatt befatning med et strukturert tverrprofesjonelt samarbeid tilkjennegir en mer positiv holdning til samarbeid med andre profesjoner. Formelle rammer oppfattes som en begrensende faktor for samarbeid.

Konklusjoner: Funn i studien indikerer et behov for å avklare meningsinnhold i begrep som beskriver samarbeid mellom ulike profesjoner og sektorer. Metoder og formelt grunnlag for å utvikle et godt psykososialt miljø i et tverrprofesjonelt perspektiv etterlyses. Det å ha en positiv erfaring fra et strukturert tverrprofesjonelt samarbeid, øker motivasjonen for ytterligere samarbeid.

Abstract [en]

Purpose: This study aimed to increase knowledge about teachers' and management's perceptions of, and experiences with, the concept of interprofessional collaboration. The study also sought to determine perceptions about the need and opportunity for implementing interprofessional collaboration in their work environment. Finally, the studie investigated whether past experiences influence motivation for structured cooperation.

Method: This study used a fenomenografic approach and interviewed 15 employees of a Norwegian junior high school. Study participants were divided into three focus groups; participants from the management, teachers with experience from structured interprofessional collaboration and teachers without such experience.

Results: Data analysis identified three categories and six subcategories. All participants described interprofessional collaboration as not well known and collaboration with other professions is described as rare, sometimes difficult, and random. They perceived the school's role in committed cooperation as difficult because it increases demands on the school. The study participants find prioritization between vocational training and topics that fall under the social skills difficult. Motivation for cooperation is based on a need for increased knowledge about the factors that influence students' individual and overall experience of school. Focus groups having greater experience with a structured interprofessional collaboratio, showed a more positive attitude toward cooperate with other professions. Participants perceived formal frameworks as a limiting factor for collaboration.

Conclusions: This study showed a need to clarify the meaning of the term interprofessional collaboration. The school should work to develop a good psychosocial environment in an interprofessional perspective. A positive experience with structured interprofessional collaboration, increases motivation for further cooperation.

Place, publisher, year, edition, pages
2012. , 45 p.
Series
Master of Public Health, MPH, ISSN 1104-5701 ; MPH 2012:5
Keyword [en]
Inter Professional Collaboration, Intersectoral Cooperation, Psychosocial Environment, School, Implementation
Keyword [no]
tverrprofesjonelt samarbeid, intersektorielt samarbeid, psykososialt miljø, skolen, implementering.
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:norden:org:diva-3102OAI: oai:DiVA.org:norden-3102DiVA: diva2:717052
Presentation
2012-05-11, 09:23 (Norwegian)
Supervisors
Note

ISBN 978-91-86739-35-5

Available from: 2014-05-14 Created: 2014-05-14 Last updated: 2015-01-13Bibliographically approved

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MPH 2012:5(743 kB)273 downloads
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  • apa
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