Post-Doctoral Plan
Understanding Technologies that Promote
Interprofessional Collaboration in Practice
and Education
Brenda Stutsky RN, BN, MScN, EdS, PhD
Post-Doctoral Fellow with Dr. Heather Laschinger
Arthur Labatt Chair in Health Human Resource Optimization
About Brenda
Education
• PhD: Nova Southeastern University,
Graduate School of Computer and
Information Sciences, Computing
Technology in Education 2009
• EdS: Nova Southeastern University 2008
• MScN: UWO 1991
• BN: U of Manitoba 1988
• Nursing Diploma: Winnipeg 1983
About Brenda
Employment
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University of Manitoba, Faculty of Medicine,
Division of Continuing Professional Development:
• Director of e-Learning
• Program Advisor, Manitoba Practice
Assessment Program
Athabasca University, Centre for Nursing and
Health Studies Graduate Program: Facilitator
Health Sciences Centre Winnipeg: Director of
Nursing Education (various titles) 1993-2010
Research: Doctoral
Empowerment and Leadership Development in
an Online Story-Based Learning Community
• Mixed methods design
• Nurse educators (RNs) employed in hospitals
in BC, Manitoba, & Ontario
• Final sample size of 35
• 19 in the facilitated community
• 16 in the self-organizing community
Pretest
• Conditions of Work Effectiveness
Questionnaire: Structural Empowerment
• Psychological Empowerment Instrument
• Leadership Practices Inventory
12 Week Online Learning Community
Posttest
• Pretest Questionnaires &
• Community of Inquiry Instrument
12 Week Online Learning Community
• Facilitated or self-organizing
• Facilitated: I was the facilitator – assisted with
analyzing stories
• Self-Organizing: Organized own pages, selfanalyzed stories
• Wiki – metaphor School of Nursing
• Classrooms; Auditorium; Locker; Lounge;
Bulletin Board; Library; Suggestion Box;
Calendar; Sandbox
• Learned about leadership practices
• Told their leadership stories
• Storytelling main teaching-learning strategy
• 1 Best and 3 others
Model the
Way
Leadership Practices
Inspire a
Shared
Vision
Challenge
the Process
Enable
Others to
Act
Kouzes & Posner
Encourage
the Heart
Leadership Practices
Significant increases in both groups over time:
• Model the Way ↑ (F = 15.10, p < .001)
• Inspire a Shared Vision ↑ (F = 34.78, p < .0001)
• Challenge the Process ↑ (F = 28.01, p < .0001)
• Enable Others to Act ↑ (F = 14.83, p < .001)
• Encourage the Heart ↑ (F = 17.04, p < .001)
No significant difference between the
communities
Structural Empowerment
Opportunity
Information
Formal Power
Support
Resources
Informal Power
Kanter (1977, 1997)
Psychological Empowerment
Meaning
Competence
Impact
SelfDetermination
Spreitzer & Quinn (2001)
Structural Empowerment
Significant increases in both groups over time:
• Opportunity ↑ (F = 7.80, p < .05)
• Informal power ↑ (F = 20.35, p < .0001)
Psychological Empowerment
Significant increases in both groups over time:
• Competence ↑ (F = 5.63, p < .05)
• Self-determination ↑ (F = 16.90, p < .001)
• Impact ↑ (F = 10.81, p < .05)
No significant difference between communities
Community of Inquiry
Social
Presence
Cognitive
Educational Presence
Experience
Teaching
Presence
Garrison, Anderson, & Archer (2000)
Community of Inquiry
Teaching presence:
Direct Instruction: ↑ in facilitated community
Scores on each of the 3 subscales above
midrange: teaching presence highest followed
by cognitive and social presence
3 Community Phases
•Introduction & Familiarization
•Working
•Disengagement
Research: Current Projects
• Validation of the Manitoba Practice
Assessment Program
• Weighting CanMEDS Roles and
Competencies
• A Pan-Canadian Inventory of Physician
Assessment, Enhancement, and
Remediation Activities
What I Am Going to Do!
1. Explore the relationships among
interprofessional education (IPE), empowerment,
and healthy and supportive work environments.
Activities
• Conduct a literature review
• Draft an IPE theoretical framework for future
testing
Deliverables
• IPE framework: December 2011
• Draft manuscript for publication: December
2011
• Presentation to UWO Faculty: March 2012
What I Am Going to Do!
2. Potential testing of the IPE theoretical framework.
Activities
• Prepare a CIHR grant to test framework via a
virtual community (extension of doctoral work)
• Involve collaborative partners
Deliverables
• Grant submission: 2012 (Potential educational
focus for virtual environment: Aboriginal oralsystemic health)
• Project plan for virtual community: March 2012
• Beta version of non-populated community:
August 2012
Virtual Community
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Stories/cases of patients and families
Interprofessional teams
Settings: hospital, clinics, community, patient units,
human resources
Community newspaper
Online and blended learning
Link to/used in combination with:
• Electronic health record
• Learning management system
• e-Learning activities
• www.manitobacpd.com
Limitless scope
Peer-review process
What I Am Going to Do!
3. Develop quantitative analysis skills.
Activities
Attend relevant statistical workshops offered at UWO
Learn from Dr. Laschinger
Deliverable
•Apply quantitative analysis skills in grant
development and potential testing of the IPE
framework
Biweekly teleconference mentoring meetings & be
on-site at UWO at minimum 4 times
I Want to
Pave the
Way for
Future
Research!
Note: One of my summer projects 