Improving Medicaid Managed Care for Youth With Serious Behavioral Health Needs: A Quality Improvement Toolkit

Profiles successful initiatives by Medicaid managed care organizations in a collaboration to implement systems of care emphasizing early identification, coordination and management, and various services and supports in the least restrictive settings

Innovative learning in action (ILIA) issue one: Internationalising the curriculum

Welcome to the first edition of the University of Salford’s ‘Innovative Learning in Action’ (ILIA). The journal will be published bi-annually and is intended to provide recognition for and to celebrate the good practice of staff who - across campus - strive to innovate in pursuit of the quality learning experience. The dissemination of good practice will provide positive encouragement to those considering new approaches to student learning and support and act as a springboard for collaboration, shared experience, mutual support and reflection within and across schools and faculties. The journal aims to be inclusive, therefore the Editorial Board welcomes a varied range of contributions from those who are seasoned and experienced researchers in the field, to those who are embarking upon their first engagement with publishing in the domain; from tried and tested innovations which may be transferable to other disciplines to work in progress and embryonic developments; from academic and related staff to those performing roles in support of student learning. The tone of the journal is quite informal, providing an illustrative rather than exhaustive overview of innovations and authors are encouraged to describe and reflect upon their experiences in their own individual styles. The theme of this first edition is ‘Internationalising the Curriculum’ a concept that is at the very heart of the University’s Learning and Teaching Strategy: ‘…preparing students for careers that will be in the global economy and to enrich the wider student experience by integrating the knowledge and experience of our international students.’ (University of Salford, Strategic Framework 2003-2004) Contributions that explore innovative programmes and collaborations underway at the University provide a range of perspectives on curriculum development and design, signifying ways in which other colleagues might pursue an international agenda in their teaching and learning practice

An exploration of online interprofessional education facilitation

This thesis by publication explored the facilitation of Interprofessional Education (IPE) in the online environment. It described cognitive and behavioural outcomes associated with the facilitation experience, demonstrated the applicability of the Community of Inquiry framework to guide facilitation responses, and presented guidelines for educators developing and supporting a team of online IPE facilitators

Governance capacity and collaborative action in Hong Kong : the structure and dynamics of district level community building

published_or_final_versionPolitics and Public AdministrationMasterMaster of Public Administratio

Creating Changes in Organizational Culture: The Role of Three Types of Teaching and Learning

The purpose of this thesis was to describe my experiences as part of a team that assisted the Careville Health System plan and implement an organizational culture change effort. This was not considered an empirical research study; it was, rather, a recording of my personal experiences, reflections, and served as a documentation of such. This change effort was designed to assist the staff in creating an improved culture of customer service delivery to patients, their primary customers. This thesis reviewed two theoretical frameworks used to assist the organization’s change efforts: Schein’s (1992) model of organizational change and Peters and Armstrong’s (1998) typology of teaching and learning. I described the training and development plan based on these two frameworks in order to assist the reader in understanding the findings and conclusions of the thesis. I found, through this experience, that Type II teaching and learning and Type III teaching and learning were the most helpful techniques to assist a staff in changing a culture. I also learned that time was a critical factor in creating both Type II and Type III teaching and learning experiences. I found that the elements of creating dialogue within teams and co-constructing new knowledge are catalysts for the movement of culture. I also learned how my own habits of thought and action contributed to the traditional separation of leadership and staff in culture change initiatives. I concluded with the understanding that staff needed more involvement in articulating the change through dialogue and that their voice was an important part of designing an improved culture of customer service delivery

Patient-Centered Care for Underserved Populations: Definition and Best Practices

Defines key components of patient-centered care for diverse, vulnerable populations, and describes how patient-centered philosophies can be incorporated into effective delivery models targeting the underserved. Provides recommendations for policymakers

Failure in welfare partnerships – a gender hypothesis: reflections on a serendipity pattern in Local Safeguarding Children Boards

This article examines the roles that occupational segregation and gender bias in the welfare professions play in persistent failures in inter-agency and inter-professional collaborations. Drawing on case study evidence from a Local Safeguarding Children Board in England, a ‘serendipity pattern’ of gender dominance is identified within professions affecting inter-professional collaborations such as those prevalent in Local Safeguarding Children Boards. As we assign this pattern ‘strategic interpretation’, we suggest that policy measures taken to augment the effectiveness of welfare partnerships have, so far, paid insufficient attention to the critical variable of gender, due to over-emphasis on the organisations, rather than the professions, involved. The article’s contribution to practice is unravelling the potential of this oversight to contribute to failure to establish a collaborative mind-set. Our contribution to theory is highlighting specific cultural barriers to inter-professional collaborations, unravelling the power differentials rooted in gender inequity in public sector workforces and challenging professional and organizational traditionalism. In doing so, we offer empirical evidence of the ‘gender hypothesis’ in welfare partnerships and indicate how future investigations might be pursued in this area