A MODEL TO BUILD COLLABORATIVE RESEARCH OR EDUCATIONAL TEAMS OF HEALTH PROFESSIONALS IN GERONTOLOGY

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Abstract
We present a five‐stage model of collaboration that draws on key constructs from social exchange theory and the literature on team building. The constructs of social exchange, negotiation, role differentiation, and an environment of trust structure the activities that occur in each stage of the model and provide a systematic, theoretically grounded approach to the formation of collaborative research or educational teams. The model pairs academic faculty and health care practitioners with unique areas of gerontological expertise, clinical skill, and other complementary resources. Individuals form a group and work cooperatively to develop and implement a research or educational project in aging. The linkages facilitate the formation of projects that represent the integration of theoretical or academic knowledge with applied or practice‐based mastery regarding older adults and their health care needs. The model ensures that projects are based on substantive gerontological knowledge and reflect the real‐life health care needs of the elderly. Key theoretical constructs explain how and why individuals’ actions contribute to effective collaboration, advancing the understanding and practice of such activity.

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