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Fellow |
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Stella Ng |
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| Current Post-Doctoral Fellow
(2011 - 2013) |
| stella.ng@schulich.uwo.ca; sng9@uwo.ca |
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| Department: |
Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry |
| Institution: |
Western University |
| HCTP Mentors: |
Lorelei Lingard, Catherine Schryer |
| Seminar: |
Integrated Systems and Team Working for Children with Disabilities: An Institutional Ethnography of Health Professional Practice in the Special Education Context |
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| Education |
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Bachelor of Arts in Honors Perception and Communication Science, Scholar’s Electives (The University of Western Ontario)
Master of Science in Communication Sciences and Disorders, Audiology (The University of Western Ontario)
Doctor of Philosophy in Health and Rehabilitation Sciences, Health Professional Education (The University of Western Ontario)
Registered Audiologist, College of Audiologists and Speech-Language Pathologists of Ontario |
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| Disciplines |
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| health professional education, professional devt & socialization, reflective practice, constructivist grounded theory, communities of practice, tacit knowledge mobilization, audiology |
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| Title of Project |
| Crossing Over: Healthcare and Technology in Public Education |
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| Research Problem/Issue |
| The crossing over of healthcare to non-healthcare is currently problematic in part due to disparate discourses and genres across settings and contexts. A common example of the phenomenon of crossing over is the public education setting, in which health professionals interface with the education system as they recommend assistive technology for implementation in the individual education plans (IEP) of children with special needs. Inter-sector care is necessary and interprofessional care recommended; yet, we know little about the challenges and mediators involved in the practice of healthcare in places of non-healthcare. Within the context of public education, the proposed project has two objectives: to understand practices and processes surrounding assistive technology for elementary students and to explicate the challenges and mediating strategies associated with the ‘crossing over’ of an assistive technology from healthcare into education. |
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| Research Plan |
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| Constructivist grounded theory methodology will be used to develop a theoretical explanation of processes involved in crossing over. We will purposively sample teams of health professionals external to schools and professionals working within the schools. Data sources will include and revolve around the IEP, examining processes and discourses that surround its development. Data collection methods will include observation, interviews, and document review. Constant comparative analysis will enable theorization of the processes of crossing over, with a focus on explication of professionals’ use of tacit knowledge across contexts. Rhetorical genre studies will serve as a framework through which to examine the genres of health professional practice with/in non-healthcare settings. |
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| Knowledge Translation
Plan |
| To reach the education and healthcare sectors, the HCTP fellow will write practical articles for special education newsletters and present at professional development events for educators, as well as design problem-based learning case studies and cross-sector report-writing workshops to be used in health professional training programs. Accessible and updateable resource guides and glossaries will be developed to enable the necessary practice of crossing over to occur more effectively and efficiently for coordinated care provision. Traditional venues for dissemination of the research will also be pursued including peer-reviewed publication and conference presentation. |
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