Field Miranda, Lewis Heather
University of Regina, Canada.
Regina Public Schools, Canada.
Contin Educ. 2025 Jul 9;6(1):91-103. doi: 10.5334/cie.165. eCollection 2025.
This practice-based intervention paper describes the design and implementation of a Community of Practice (CoP) intervention for hospital school professionals across three hospital sites in Saskatchewan, Canada. The intervention consisted of four structured sessions per academic year, two mandatory and two optional, offered during school division professional development days. Each session included facilitated dialogue, guest speakers, collaborative planning, and resource sharing tailored to the realities of hospital-based and inclusive education. Structured using Wenger's theory of social learning and reported following the GREET (Guideline for Reporting Evidence-based practice educational interventions and Teaching) framework, the CoP was conducted from September 2016 through June 2021. It involved elementary and secondary teachers from hospital schools, complex needs programs, mainstream schools, and student teachers, totaling between 7 and 11 participants annually. The intervention aimed to address the unique professional development needs of hospital teachers, mitigate professional isolation, enhance interdisciplinary collaboration, and support evidence-informed practices tailored to students aged 5-17 with complex medical and mental health needs. Data were collected through attendance records, facilitator notes, participant feedback, and reflective forms. Analysis employed a thematic approach using deductive alignment with predefined learning objectives and inductive methods to identify themes. Results indicated the CoP effectively fostered relational trust, professional renewal, adaptable resource co-creation, and sustained engagement despite systemic and bureaucratic constraints. Knowledge translation efforts included podcast interviews, conference presentations, and field trips to showcase and disseminate the CoP model. Recommendations include integrating robust evaluation frameworks at the intervention outset. This intervention provides valuable insights for replicating CoP models, the intervention, within similar interdisciplinary education-healthcare contexts.
这篇基于实践的干预论文描述了为加拿大萨斯喀彻温省三个医院地点的医院学校专业人员设计和实施的实践社区（CoP）干预措施。该干预措施包括在学年内开展四个结构化课程，其中两个是必修课，两个是选修课，在学区专业发展日期间进行。每个课程都包括促进对话、特邀演讲嘉宾、协作规划以及根据医院教育和全纳教育的实际情况进行的资源共享。该实践社区基于温格的社会学习理论构建，并按照GREET（基于证据的实践教育干预和教学报告指南）框架进行报告，于2016年9月至2021年6月实施。参与人员包括医院学校的中小学教师、针对复杂需求学生的项目教师、主流学校教师以及实习教师，每年共有7至11名参与者。该干预旨在满足医院教师独特的专业发展需求，缓解职业孤立感，加强跨学科协作，并支持针对5至17岁有复杂医疗和心理健康需求学生的循证实践。通过出勤记录、主持人笔记、参与者反馈和反思表格收集数据。分析采用主题分析法，运用与预定义学习目标的演绎对齐和归纳方法来确定主题。结果表明，尽管存在系统和官僚方面的限制，该实践社区有效地促进了关系信任、专业更新、适应性资源共创以及持续参与。知识转化工作包括播客访谈、会议演讲以及实地考察，以展示和传播该实践社区模式。建议包括在干预开始时整合强大的评估框架。这项干预为在类似的跨学科教育 - 医疗背景下复制实践社区模式提供了宝贵的见解。
