Effective Collaboration (effective + collaboration)

Distribution by Scientific Domains


Selected Abstracts


NATO expansion: ,a policy error of historic importance'

INTERNATIONAL AFFAIRS, Issue 6 2008
MICHAEL MCCGWIRE
European security depends on the effective collaboration of the five major powers; it will be undermined by the extension of NATO, a policy driven by US domestic politics. The main threats to security are: the breakdown of political and economic stability; unintended nuclear proliferation and/or failure of the START process; Russia's evolving political and territorial aspirations. All three will remain marginal as long as Russia is constructively engaged with the West. NATO expansion threatens that engagement. It is seen by all strands of Russian opinion as violating the bargain struck in 1990 and will likely lead to the withdrawal of cooperation. Invitations to Poland, Hungary and the Czech Republic cannot be rescinded, but the consequences can be mitigated by refraining from integrating them into NATO's military structure, by ceasing to insist that NATO membership is open to all, and by perpetuating the de facto nuclear-weapons-free zone that presently exists in Central and Eastern Europe. Britain's stance could be pivotal. [source]


Clinical networks for nursing research

INTERNATIONAL NURSING REVIEW, Issue 3 2002
W. P. Gillibrand MS c
Abstract As a central feature of national research and development strategies, clinical effectiveness emphasizes the importance of rigorous experimental research in nursing. It is nave to assume that over-worked practitioners, with little research training and supervision, can undertake this type of research. Traditional approaches to research support rely on the practitioner registering for a higher degree and academic supervision. This assumes that the responsibility for research lies with practice, with higher education adopting a reactive stance in supporting research and development in nursing. The literature demonstrates a growing number of innovative models for facilitating nursing research. These, however, tend to focus on single appointments with limited and predefined access to clinical areas and patient populations. This article details a new initiative from the Clinical Nursing Practice Research Unit (CNPRU) that aims to support programmatic research in nursing practice through Clinical Networks for Nursing Research. Our research strategy is to contribute to the development of nursing science by facilitating effective collaboration between clinicians and higher education in core clinical specialties, including stroke rehabilitation, diabetes, mental health and community nursing. Each researcher has developed networks with a number of clinical areas, locally, regionally or nationally, through seminars, conferences or newsletters, to link practitioners and generate answerable research questions. Network communications also rely heavily on the establishment of interactive websites. This strategy has resulted in a number of collaborative, evaluative studies including clinical trials in rehabilitation, diabetic nursing and primary care. [source]


Primary mental health workers in child and adolescent mental health services

JOURNAL OF ADVANCED NURSING, Issue 1 2004
Wendy Macdonald BSc PhD
Background., The interface between primary care and specialist services is increasingly seen as crucial in the effective management of child and adolescent mental health (CAMH) problems. In the United Kingdom, a new role of primary mental health worker (PMHW), has been established in order to achieve effective collaboration across the interface through the provision of clinical care in primary care settings and by improving the skills and confidence of primary care staff. However, little is known about the development of this innovative role in service contexts. Issues raised during the early stages of implementation may have important implications for the preparation and development of professionals who undertake the role. Aims., The aim of this paper is to report on a study that examined key issues in implementation of the PMHW role in six health authorities in England. Methods., Case study evaluation was conducted, using thematic analysis of 75 qualitative interviews with key stakeholders from different professions (e.g. PMHWs, general practitioners, health visitors, psychiatrists and service managers) and representing different sectors (primary care, specialist services and community child health services). Findings., The study identified three models of organization (outreach, primary care-based and teams). Each was associated with different advantages and disadvantages in its effects on referral rates to specialist services and the development of effective working relationships with primary care providers. Problems associated with accommodation and effective integration of PMHWs with specialist services, and tensions caused by the two different roles that PMHWs could undertake (direct clinical care vs. consultation-liaison) were common across all sites. Conclusions., The PMHW role is an important development that may go some way towards realizing the potential of primary care services in CAMH. The implementation of new roles and models of working in primary care is complex, but may be facilitated by effective planning with primary care providers, clear goals for staff, and a long-term perspective on service development. [source]


Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2009
H. Gijlers
Abstract The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re-analysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter-individual differences between students' opinions resulted primarily in quick consensus-building activities. [source]


The pioneer: The employment intervention demonstration program

NEW DIRECTIONS FOR EVALUATION, Issue 94 2002
Judith A. Cook
The importance of close and effective collaboration to the success of a multisite study is the focus of this chapter, which describes the ways in which key parties worked together to identify and overcome the challenges of a large and complicated evaluation. [source]


Working together: Lessons learned from school, family, and community collaborations

PSYCHOLOGY IN THE SCHOOLS, Issue 4 2006
Robert Cohen
Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child-serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child-serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419,428, 2006. [source]


Investing in children's futures: enhancing the educational arrangements of ,looked after' children and young people

CHILD & FAMILY SOCIAL WORK, Issue 1 2000
Francis
This paper reports on selected findings of a small-scale study which examined the educational experiences of a group of children ,looked after' away from home in the former Lothian Regional Council. While it is claimed that the advent of a new Scottish parliament heralds an opportunity to construct a more inclusive society in Scotland, it is clear from all the research conducted to date that one excluded group, children who are in public care, experience significant educational disadvantages and that both the scale and persistence of the problem demand urgent measures. A brief review of the literature is offered and a number of explanations for the poor educational performance of this group of children are considered. It is argued that the difficulties experienced by looked after children arise from the interplay of a variety of social, structural and professional factors and that efforts to redress the disadvantages must take account of all these factors. The paper briefly considers the origins and philosophy of the Scottish Children's Hearings System and argues that it could fulfil a more proactive role in safeguarding and promoting looked after children's educational interests. Finally, the key features of a strategic approach are outlined, highlighting the need for effective collaboration in policy and practice. [source]


More than the sum of its parts? inter-professional working in the education of looked after children

CHILDREN & SOCIETY, Issue 3 2004
Rachael M. Harker
This article highlights work underway in three English local authorities to promote effective inter-agency collaboration around the education of looked after children. Insight drawn from these local authorities is used to review previous literature concerning inter-agency collaboration in a variety of contexts. The relevance of previous research to issues concerning the education of looked after children is discussed and key factors associated with effective collaboration are highlighted. Barriers which have served to obstruct joint working and strategies adopted to deal with these are also discussed. [source]