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Action Research Approach (action + research_approach)
Kinds of Action Research Approach Selected AbstractsRecognising our role: improved confidence of general nurses providing care to young people with a mental illness in a rural paediatric unitJOURNAL OF CLINICAL NURSING, Issue 9-10 2010Lorna Moxham Objective., To implement and evaluate strategies suggested by general nurses to improve management of children and adolescents with mental health problems admitted to a paediatric unit of a general hospital. Background., The first phase of a study using a Participatory Action Research approach identified several concerns associated with general nurses providing care to young people with mental disorders in paediatric units of general hospitals, together with suggestions for strategies to address these issues. This paper describes the second and third phase of the Participatory Action Research study, involving the implementation and evaluation of these strategies. Design., Participatory Action Research. Methods., Actions that occurred during phase two of the Participatory Action Research study included revision and introduction of policies and procedures for mental health care in the unit, education and training sessions for paediatric nursing staff and opportunities to strengthen communication between existing mental health services. In phase three, two focus groups were conducted to explore current perceptions of mental health care delivery in the unit and evaluate change, following phase two. Results., Changes in clinical practice for paediatric mental health care were acknowledged by participants. Reflection has assisted nurses to better understand their strengths and weaknesses and to acknowledge and challenge the assumptions on which their ideas, feelings and actions about patients with mental health issues are based. Participants also recognised the existing skills and expertise they possess that are relevant to the management of young people with a mental health problem, although they continue to seek ongoing education and support in this field. Conclusions., This study demonstrates that through Participatory Action Research it is possible to enhance mental health nursing care in a rural paediatric unit. Relevance to clinical practice., Such changes have the potential to improve the experience of young people and their families whilst receiving treatment for mental health conditions in a general paediatric unit. [source] Using Community-Based Participatory Research (CBPR) to Target Health Disparities in FamiliesFAMILY RELATIONS, Issue 4 2009Jerica M. Berge Community-based participatory research (CBPR) is an action research approach that emphasizes collaborative partnerships between community members, community organizations, health care providers, and researchers to generate knowledge and solve local problems. Although relatively new to the field of family social science, family and health researchers have been using CBPR for over a decade. This paper introduces CBPR methods, illustrates the usefulness of CBPR methods in families and health research, describes two CBPR projects related to diabetes, and concludes with lessons learned and strengths and weaknesses of CBPR. [source] Developing a Performance Measurement System for University Central Administrative ServicesHIGHER EDUCATION QUARTERLY, Issue 3 2009Marika Arena Central administrative services have recently received increasing attention from practitioners and academics due to the challenging need to both manage scarce resources and provide high-quality services. In this context, performance measurement systems (PMSs) may assume a central role, although an unresolved debate remains on the claimed benefits of accountability and the difficulties that have emerged in defining and managing proper measures. This paper contributes to this debate by presenting the results of a study in which a PMS for central administrative services has been developed and tested through an action research approach drawing on actor network theory. The experiment was carried out in 15 Italian universities and five areas of services were dealt with: student support, research support, accounting, human resources, and logistics and procurement. The highly participative method resulted in a comparable system with a complete set of cost and quality indicators across the participating universities. These data proved to be useful at managerial and policy level, providing insights on the presence of scale effects and on the relative importance of quality dimensions for users of services. Participating in the project encouraged the university staff to use indicators in decision making. [source] A synergy between action-research and a mixed methods design for improving services and treatment for family members of heavy alcohol and drug usersJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2010Caterina Arcidiacono Abstract Our project first explored the patterns of disempowerment within 113 Italian families facing the problem of a heavy alcohol or drug user in the family. It then provided therapeutic interventions for the members of a further fifty-two families, and thirdly, as a part of the diffusion of the results, it provided brief training for 1,011 professionals supplying services for those suffering from alcohol and drug addiction. Research undertaken in the UK, Mexico and Australia (Copello, Templeton, & Velleman, 2006; Orford et al., 2005a; Orford, Templeton, Velleman, & Copello, 2005b; Velleman & Templeton, 2003) on the impact of substance misuse on families, and on the development of effective interventions to assist those families, supplied the models for this participatory research in Italy. This article discusses the mobilization of health professionals in developing a participatory project within a cross-cultural framework, focusing on research that involved more than 70 researchers and other professionals all over Italy. Research team discussions, peer validation of gathered data and reflexivity all had a significant role. The paper illustrates various issues, which are often not explicitly mentioned in research reports, related to recruitment, cooperation between researchers, interactions between researchers and participants, information about decision-making and the actual modalities of execution of the project. Moreover, the careful descriptions of qualitative research principles within the action research approach and a mixed methods design should enhance the research competencies of psychologists and social scientists involved in the community. Copyright © 2009 John Wiley & Sons, Ltd. [source] Implementing a community intervention to reduce young people's risks for getting HIV: Unraveling the complexitiesJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 2 2004Maretha J. Visser The ineffectiveness of community-based interventions can often be traced to problems that occur during implementation. In this study, we outline the implementation of a human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) prevention program in an educational setting in South Africa. An action research approach was used in the implementation of the intervention and a process and outcome evaluation, integrating qualitative and quantitative research methods, was made. The research illustrated the various levels of interaction in the community and the complexity of the processes involved in the implementation of interventions to facilitate community change. Social ecological theory, systems theory, and the social constructional approach are used to clarify the complexities of the implementation of community interventions. © 2004 Wiley Periodicals, Inc. J Comm Psychol 32: 145,165, 2004. [source] Peer observation of teaching in the online environment: an action research approachJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2008D. Swinglehurst Abstract This paper describes a collaborative action research approach used to explore peer observation of teaching (POT) within the online environment. Although POT has become familiar in face-to-face teaching contexts, little is understood of its potential role in online settings. We conducted ,virtual' focus groups to explore the experience and views of 28 teachers and subjected our data to a thematic analysis. This informed the implementation of an innovative programme of POT, ,Peer-to-peer Reflection on Pedagogical Practice' (PROPP) among tutors of a Web-based MSc in International Primary Health Care at University College London. Modeled on an action learning set, the programme encourages collaborative reflection on teaching practices, based on participants' specific examples of online teaching. The PROPP model is consistent with Quality Enhancement, which we distinguish from Quality Assurance. Here, we describe the implementation of the PROPP programme within an action research framework and identify the factors that we consider critical to the success of peer observation within online courses. We highlight examples of aspects of teaching that have been discussed within the PROPP programme and offer suggestions of the kinds of evidence that could be incorporated into a portfolio to demonstrate the effectiveness of such an initiative. [source] Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practiceJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 2 2006Amanda Welch Dip COT Pg Dip ED MSc Abstract Rationale, The principles of clinical governance apply as guidelines for good practice to all practitioners. However, evidence-based practice (EBP) is proving a challenge for practitioners who lack the confidence to consume published research. For therapists not wishing to undertake formal study there is a risk of becoming disempowered within a culture of EBP. Opportunities to develop skills in consuming research have focused on the information dissemination model that has limited effect. Mutual reflective learning processes are recommended to empower practitioners to bridge the theory-practice gap. Aim, An action research approach investigated practice based collaborative learning as a catalyst to increase therapist's competence and confidence in consuming research and to explore the transition toward EB practitioner. Method and Results, A diagnostic survey reaffirmed therapist's lack of confidence in EBP. Formative interviews (n = 5) found an over reliance on professional craft and personal knowledge. Research knowledge was not included in participants' construct of a good practitioner and engagement in higher order critical reflection was limited. Collaborative learning groups (n = 6) embedded in practice integrated research, theory, practice and critical reflection. Supported by the collegial learning environment, a learning package developed participants' confidence and competence in consuming published research. Summative interviews (n = 5) evaluated the group and found that therapists were empowered to incorporate propositional knowledge into their clinical reasoning, engage in critical reflection and challenge their practice. They felt confident to incorporate EBP into their continuing professional development plans. Sustainability of these changes requires commitment from the therapists and the workplace. [source] Reflections on the process of change on acute psychiatric wards during the City Nurse ProjectJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 3 2006C. FLOOD rn The intention of this paper is to discuss the process of therapeutic change on two acute psychiatric wards during a research project that aimed to reduce conflict and containment. Analysis of fieldwork notes, reflection, team discussion and supervision. The City Nurse Project successfully reduced patient aggression, self-harm and absconding. This paper reports on the reflections made over the course of the year as changes and developments to acute wards took place. Specifically discussed are the beneficial effects of an action research approach, the role of the City Nurse, support for ward managers, education and training, clinical supervision as well as difficulties and barriers to the overall process of change. At an interim stage of the project, the staff have shown a willingness to engage in efforts to change and improve two acute wards. This paper shows the potential to improve acute wards and produce positive outcomes using a working model. [source] Promoting mental health care in a rural paediatric unit through participatory action researchAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2009Brenda Happell Abstract Objective:,To explore, advance and evaluate mental health practices in a rural general paediatric unit through participatory action research. Design:,A participatory action research approach guided this study, providing an opportunity for nursing staff to become actively involved in the design, direction and outcomes of the research. Setting:,A 16-bed paediatric unit of a rural general hospital. Participants:,A purposive convenience sample of all paediatric nursing staff (n = 20; of 24 nurses). Outcome measures:,In the first phase of this study, focus groups were conducted to explore the experiences of nurses. Results:,Participants considered mental health to be a specialist discipline area and the role of the mental health nurse to be complex. They felt that their lack of training and experience with mental health issues was detrimental to the delivery of optimal patient care. There was concern about differing approaches to treatment, relationships with other mental health services and the suitability of the ward environment for young people with a mental health problem. Participants called for training by qualified mental health staff and the development of policies and clinical guidelines to facilitate their delivery of care to patients with a mental health problem in an acute medical environment. Conclusions:,There is a clear need for nursing specialities to work together to ensure that optimal care is given to patients admitted to general hospital with a mental health issue. Given the absence of accessible specialist child mental health inpatient units in regional and remote areas, upskilling paediatric nurses must be a priority. [source] New graduate therapists in acute care hospitals: Priorities, problems and strategies for departmental actionAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 4 2004Anne Cusick This study presents findings from an action research study of occupational therapists working in one acute care university-affiliated hospital department to ascertain their views regarding new graduates (NG). The aim of the study was to inform decisions regarding the development of NG support strategies to enhance organisational effectiveness. Twenty-four department participants identified 56 issues they perceived were important for NG. These were in four areas: (i) retention of NG staff; (ii) NG function in clinical roles; (iii) NG function in the occupational therapy department; and (iv) whose problem was it (NG themselves or staff already in the department that NGs join). A delphi survey was then conducted with 27 participants to identify which of the 56 issues were priorities. Fifteen issues of importance were identified and examples of departmental strategies, which were developed in response to these priorities, are described. Recommendations for application of action research approach as a change strategy in occupational therapy departments and further suggestions for research are made. [source] Learning and Organization in the Knowledge-Based Information Economy: Initial Findings from a Participatory Action Research Case StudyBRITISH JOURNAL OF MANAGEMENT, Issue 2 2000Richard T. Harrison This paper reports on an ongoing, multiphase, project-based action learning and research project. In particular, it summarizes some aspects of the learning climate and outcomes for a case-study company in the software industry. Using a participatory action research approach, the learning company framework developed by Pedler et al. (1997) is used to initiate critical reflection in the company at three levels: managing director, senior management team and technical and professional staff. As such, this is one of the first systematic attempts to apply this framework to the entire organization and to a company in the knowledge-based learning economy. Two sets of issues are of general concern to the company: internal issues surrounding the company's reward and recognition policies and practices and the provision of accounting and control information in a business-relevant way to all levels of staff; and external issues concerning the extent to which the company and its members actively learn from other companies and effectively capture, disseminate and use information accessed by staff in boundary-spanning roles. The paper concludes with some illustrations of changes being introduced by the company as a result of the feedback on and discussion of these issues. [source] The emancipatory character of action research, its history and the present state of the artJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 6 2003Ben W. M. Boog Abstract Right from the start, action research was intended to be emancipatory research, and it still is. This article will underpin this by outlining its history and the present state of the art. Though a variety of action research approaches have developed along divergent theoretical pathways, it will be stressed that these approaches share the most important characteristics of action research and are basically different applications of different action theories. They are all supported by a participatory worldview and are meant to be a double-sided process of research, self research and education directed at individual empowerment and collective empowerment and/or emancipation. Since the relationship between the researcher and the subjects being researched is crucial for the success of action research as an emancipatory or empowering activity, this article will maintain that the most important task of action researchers is to develop refined heuristics concerning this communication. The article will end by making some recommendations for the improvement of action research as an emancipatory practice. Copyright © 2003 John Wiley & Sons, Ltd. [source] Participatory action research approaches and methods: connecting people, participation and place , Edited by Sara Kindon, Rachel Pain and Mike KesbyAREA, Issue 3 2009Alyssa Nelson No abstract is available for this article. [source] | |||||||||||||||||||