Search results

The purpose of this paper is to shed light on the potential of organizational learning for developing effectiveness of care. Value-based healthcare measurement recognizes patient value as a driver for improving health outcomes at the societal and individual levels. By using the action learning method, this paper examines the phases of organizational learning in a private healthcare organization that has developed a novel Big Data screening tool for the treatment of patients with type 2 diabetes mellitus (DM2).

Relying on triple-loop learning as a conceptual framework and by applying the action learning method to case study design, this paper illustrates the phases of organizational learning and efforts to utilize value-based measurement in healthcare.

The case organization was able to identify patients at risk and to improve their care balance. Although the results for the measurement of patient outcomes led to questioning of previous care processes and practices in the organization, increasing value for all stakeholders by incorporating social needs to business opportunities remains under process.

With the focus on organizational learning and organizational value creation processes, this paper demonstrates incorporation of measuring patient outcomes in re-structuring care processes, enhancing organizational performance and improving effectiveness as well as quality of care.

Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work.

We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts.

The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice.

Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research.

Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts.

The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

This paper aims to identify methods of guidance and supervision used in air traffic control training. It also aims to show how these methods facilitate trainee participation in core work activities.

The paper applies the tools of conversation analysis and ethnomethodology to explore the ways in which trainers and trainees act and interact in training situations. The data consist of the video recordings (total 38 hours) and ethnographic material gathered at a vocational institute for aviation and in two aerodrome control tower units.

The trainers used five different instructional strategies with which they guided and controlled the trainees' actions. In simulator training, learning was structured as a process through which the procedural knowledge possessed by the expert controllers was transferred to the trainees through interventions such as orders, test questions and additions. As the trainees progressed to the on‐the‐job training phase, interaction evolved from being trainer‐driven to trainer‐guided. The trainees' performance was fine‐tuned and guided towards local practices of particular work position by means of instructions and information deliveries.

The simulator training and on‐the‐job training appear as two distinctive forms of vocational training with their own aims. In order to improve the quality of the training, it is suggested that greater attention should be given to the ways in which these two separate areas of learning could be better reconciled.

This ethnomethodological study on training interaction complements the understanding of instructional strategies used at different stages of air traffic control training. It is proposed that research into the local and social production of training interaction can shed useful light on the complexities of workplace learning and training interaction, providing a novel perspective for those engaged in practice of vocational education.

To understand how parents make the decision to implant their deaf young children with cochlear implants, focusing specifically on the concepts of normality, medicalization, and stigma.

I conducted 33 semi-structured interviews with the hearing parents or parent of children with cochlear implants. In all but two families I interviewed the primary caretaker which in all cases was a mother. In the remaining two interviews, I interviewed both parents together. Because of the relative scarcity of families with children with cochlear implants, and the difficulty in connecting with these families, I used a convenience sample, and I did not stratify it in any way. The only requirement for parents to be interviewed is that they had at least one deaf child who had been implanted with at least one cochlear implant. Although this is a small sample, the findings are transferable to other families with the same sociodemographic characteristics as those in my study.

Parents in the study focused on three key concepts: normality, risk analysis, and being a good parent. Dispositional factors such as the need to be “normal” and the desire for material success for one's children appeared to moderate the cost-benefit calculus.

This interview project concentrated on hearing families who had implanted their deaf children with cochlear implants; it does not include culturally Deaf parents who choose to use American Sign Language (ASL) with their Deaf children. Understanding how Deaf families understand the concepts of normality, medicalization, and stigma would shed light on how a distinctly “abnormal” group (by a statistical conception of normal) – ASL-using Deaf people-explain normality in the face of using a non-typical communication method. One can learn a lot by studying the absence of a phenomena, in this case, not implanting children with cochlear implants. It is possible that the existential threat felt by some Deaf people, specifically the demographic problem presented by cochlear implants, led Deaf educators or parents to resist being the subject of research.

Overwhelmingly the sample was female, and white. Only two participants were male, and none of the participants were non-white. The lack of diversity in the sample does not necessarily reflect a lack of diversity of children receiving cochlear implants. Medicaid, which disproportionately covers families of color, covers cochlear implants in most cases, so low SES/racial intersectionality should not have affected the lack of diversity in the sample. However, the oral schools are all private pay, with few scholarships available, so low SES/racial intersectionality in the sampling universe (all children who attend oral schools), may have played a part in the lack of racial diversity within the sample.

Parents in this study were very specific about the fact that they believed cochlear implants would lead to academic, professional, and personal success. They weaved narratives of normality, medicalization, and stigma through their stories. Normality is an important lens from which to see stories about disability and ability, as well as medical correction. As medical science continues to advance, more and more conditions will become medicalized, leading to more and more people taking advanced medical treatments to address problems that were previously considered “problems with living” that are now considered “medical problems” that can be treated with advanced science.

This chapter's contribution to the sociological cochlear implant literature is it's weaving of narratives about normality, stigma, and medicalization into parental stories about the cochlear implant decision-making process. Most literature about the cochlear implant decision-making process focus on cost-benefit analysis, and logical decision-making processes, whereas this paper focuses on decision-making factors stemming from bias, emotions, and values.

This paper aims to present empirical testing of an experience-based usability framework to study an urban area. The framework is applied to the Punavuori neighbourhood in Helsinki, Finland, to understand the issues that make this neighbourhood attractive to its users.

The experience-based usability framework for an urban area study is the 6T-model of experience of place, which was developed by combining service and experience design tools and methods as well as former research to assess the user’s experience. The framework is tested by analysing data gathered from documents, a walkthrough of the neighbourhood and interviews.

This paper interprets users’ experiences of the Punavuori area using the 6T-model to capture new perspectives on user-centric urban design and the management of places. The identified connections can be a starting point for investigations into users’ experiences as a part of the usability of an urban area.

The results represent a beginning study into the usability and the usability experience of individuals in the built environment. The preliminary testing of the experience framework is used as a framework for the analysis of the secondary data. The user data have not been gathered in the broadest sense.

The results can be used in other experience-based research for (re-)design an existing or new area that attracts new inhabitants and business. The results can be applied by urban planners as well as place managers.

The identified points of connection provide a valuable approach to capture and discuss about user experiences in complex urban context.