Improving Interprofessional Collaboration in Norwegian Primary Schools

NCT03248245 | Completed

• 1 other identifier: 54470 (NSD)
• Study Type: interventional
• Target: 4,130
• Locations: 1 country
• Sites: 37

Brief Summary

This study includes designing, implementing and evaluating the effectiveness of process-based measures for improving interprofessional collaboration in Norwegian primary schools (5-7th grades). Focusing on leadership and organizational development, the overarching aim is to improve the use of existing interprofessional competence within schools. The interventions include meetings at municipal-level (strategic), school-level (operative) and class-level (operative), with feedback procedures to ensure communication between and within all levels. Also school internal and school external collaborators are involved at all levels of intervention. In order to avoid contradictory roles, an implementation team is responsible for developing and implementing the intervention, while the research team conduct an independent evaluation. The model will be evaluated by a cluster-randomized design to evaluate the effectiveness of the intervention. The hypothesis is that schools that utilize the process-based intervention (intervention group) will improve their interprofessional team work in a way that enhances the pupil's learning- environment and teachers professional competence, self-efficacy and efficient use of working hours compared to their counterparts in the control group. We anticipate main effects to be found at pupil level, mainly through improved early assessment, intervention and efficient follow-up. The project is a collaboration between four Norwegian municipalities and includes a total of 37 Schools, half of which will be randomized to experimental condition and half to control condition. The project is financed by The Norwegian Directorate for Education and Training with a duration of three years and three months. The project is led by Professor Ira Malmberg-Heimonen. The project is a collaboration between Faculty of Social Sciences and the Work Research Institute (AFI), at Oslo and Akerhus University College of Applied Sciences. Participants in the project are Ira Malmberg-Heimonen (project leader), Anne Grete Tøge, Therese Saltkjel, Knut Fossestøl, Elin Borg and Selma Therese Lyng. Participants in the implementation team are Øyvind Pålshaugen, Hanne Christoffersen and Christian Wittrock, also from Oslo and Akerhus University College of Applied Sciences, in addition to Torbjørn Lund from the Arctic University of Norway

Conditions

Interprofessional Team Collaboration

Keywords

interprofessional team collaboration; primary school; learning environment; teacher's self-efficacy; teachers working ours; pupils learning outcome; cluster-randomized

Outcome Measures

Primary Outcomes (1)

• Change in interprofessional team collaboration among staff

  Perceptions of Interprofessional Collaboration model questionnaire(teachers and collaborators)

  improvement from baseline (2017) to +12 (2018) months and +24 (2019) months

Secondary Outcomes (5)

• Change in teacher self-efficacy

  improvement from baseline to +12 and 24 months (measured yearly)

• Change in learning environment (teacher-level)

  +12 and 24 months after baseline

• Change in teaching practices

  +12 and 24 months after baseline

• Change in special needs education

  change between baseline and +12 and +24 months after (measured yearly)

• Change in learning enviroment (pupils)

  +12 and +24 after baseline

Study Arms (2)

LOG-model schools

EXPERIMENTAL

Experimental schools implement the LOG-model

Other: LOG-model

Treatment as usual schools - TAU

ACTIVE COMPARATOR

Control schools performing interprofessional team collaboration as usual

Other: TAU

Interventions

LOG-model OTHER

Besides the LOG-manual, school owners and leaders receive economic compensation and the intervention team will supervise the implementation. School-owners, school leaders and teachers will participate in dialogue-seminars at the municipal level and the school level respectively. The aim is to discuss and agree on the goal and content of the work and discuss the experiences from the implementation. The main arena for discussing and practical implementation will be in local collaborating teams or "resource teams" in each school. The resource teams at schools will consist of various interprofessional competences in addition to the school leader. The main method in the LOG-model is the interchange and feedback process between the discussion of measures and the execution of these measures.

LOG-model schools

TAU OTHER

Ordinary practices related to interprofessional team collaboration

Treatment as usual schools - TAU

Eligibility Criteria

• Age: 10 Years - 14 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Pupils in grades 5 - 7 in 4 municipalities and 37 primary schools
• Teachers in grades 5-7 in 4 municipalities and 37 primary schools
• Interprofessional collaborators at municipal level

Sponsors & Collaborators

• Oslo Metropolitan University: lead
• The Norwegian Directorate for Education and Training: collaborator

Study Sites (37)

Aspøy skole

Ålesund, 6025, Norway

Location

Blindheim primary school

Ålesund, 6025, Norway

Location

Ellingsøy primary and secondary school

Ålesund, 6025, Norway

Location

Emblem skole

Ålesund, 6025, Norway

Location

Flisnes skole

Ålesund, 6025, Norway

Location

Hatlane skole

Ålesund, 6025, Norway

Location

Hessa skole

Ålesund, 6025, Norway

Location

Larsgården skole

Ålesund, 6025, Norway

Location

Lerstad skole

Ålesund, 6025, Norway

Location

Spjelkavik primary school

Ålesund, 6025, Norway

Location

Stokke og Vik skole

Ålesund, 6025, Norway

Location

Voldsdalen skole

Ålesund, 6025, Norway

Location

Åse Skole

Ålesund, 6025, Norway

Location

Bergseng skole

Harstad, 9403, Norway

Location

Harstad skole

Harstad, 9405, Norway

Location

Seljestad primary school

Harstad, 9407, Norway

Location

Kanebogen skole

Harstad, 9411, Norway

Location

Medkila skole

Harstad, 9414, Norway

Location

Kila skole

Harstad, 9415, Norway

Location

Sørvik skole

Harstad, 9419, Norway

Location

Lundenes skole

Harstad, 9420, Norway

Location

Bjarkøy skole

Harstad, 9425, Norway

Location

Søre Ål skole

Lillehammer, 26013, Norway

Location

Vingrom skole

Lillehammer, 2607, Norway

Location

Vingar skole

Lillehammer, 2608, Norway

Location

Hammartun skole

Lillehammer, 2609, Norway

Location

Røyslimoen skole

Lillehammer, 2611, Norway

Location

Kringsjå skole

Lillehammer, 2618, Norway

Location

Ekrom skole

Lillehammer, 2624, Norway

Location

Buvollen skole

Lillehammer, 2625, Norway

Location

Jørstadmoen Skole

Lillehammer, 2625, Norway

Location

Mjøndalen skole

Nedre Eiker, 3050, Norway

Location

Åsen skole

Nedre Eiker, 3050, Norway

Location

Steinberg Skole

Nedre Eiker, 3053, Norway

Location

Krokstad skole

Nedre Eiker, 3055, Norway

Location

Stenseth Skole

Nedre Eiker, 3055, Norway

Location

Solberg skole

Nedre Eiker, 3057, Norway

Location

MeSH Terms

Interventions

Linear Models

Intervention Hierarchy (Ancestors)

Models, Statistical; Statistics as Topic; Epidemiologic Methods; Investigative Techniques; Regression Analysis; Models, Theoretical; Health Care Evaluation Mechanisms; Quality of Health Care; Health Care Quality, Access, and Evaluation; Public Health; Environment and Public Health

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: While the school owners, school leaders, teachers and collaborators are aware of whether their respective school have been randomized to experimental or control group, the pupils are masked for this information. They are aware that the schools participate in an intervention related to interprofessional team collaboration, but they do not know whether their school have been randomized to experimental or control group.
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor, Soc Sci dr.

Model Details: Cluster-randomized study. After baseline, schools will be randomized to experimental and control groups schools. The LOG-model is implemented in experimental schools, while control group schools continues with their ordinary practices ("treatment as usual"). Effects on teachers are analyzed on the follow up areas: interprofessional team collaboration, teachers working hours, teacher's self-efficacy. Effects on pupils are analyzed on the follow up areas: learning environment- and outcome, early intervention. Effects on school level are analyzed on the follow up areas: special needs education, pupils learning outcome.

Study Record Dates

• First Submitted: August 2, 2017
• First Posted: August 14, 2017
• Study Start: April 1, 2017
• Primary Completion: June 30, 2020
• Study Completion: June 30, 2020
• Last Updated: September 7, 2020

Record last verified: 2019-08

Data Sharing

• IPD Sharing: Will not share

Locations

NO (37)