Care providers' troubled conscience related to an implementation of a time management system in residential care for older people—a participatory action research study

2019 ◽  
Vol 34 (3) ◽  
pp. 745-753 ◽  
Author(s):  
Eva Ericson Lidman ◽  
Gunilla Strandberg
Keyword(s):  
Action Research ◽  
Older People ◽  
Participatory Action Research ◽  
Residential Care ◽  
Time Management ◽  
Management System ◽  
Research Study ◽  
Care Providers ◽  
Participatory Action ◽  
Care For Older People

Using a developed participatory action research process in practice to help care providers deal with troubled conscience in residential care of older people

2016 ◽  
Vol 16 (2) ◽  
pp. 190-206 ◽  
Author(s):  
Eva Ericson-Lidman ◽  
Gunilla Strandberg
Keyword(s):  
Quality Of Care ◽  
Action Research ◽  
Older People ◽  
Participatory Action Research ◽  
Residential Care ◽  
Research Process ◽  
Care Providers ◽  
Participatory Action ◽  
Care For Older People

Stress of conscience seriously influence the quality of care and the wellbeing of the care providers in care for older people. It is therefore of great importance to take measures to address, and relieve but preferably prevent stress related to troubled conscience. In our participatory action research studies, we have used troubled conscience as a driving force to relieve care providers’ burden and to increase quality of care. The aim with this paper is to present our experiences of using a further developed participatory action research process in practice to deal with care providers' troubled conscience in residential care for older people. The contribution to participatory action research practice in our studies is a support to the participatory action research process through using a modified model of problem processing, an approach which we found fruitful. In the paper, we describe our experiences and discuss them in relation to relevant literature and theory. Our experiences are that in participatory action research it is crucial to build a trusting relationship and striving to create a fruitful dialogue between the researchers and the participants. In our studies, we found that participatory action research is an easy approach to adapt as a problem-solving process in clinical practice and in nursing research.

Empowering older people with early dementia and family caregivers: A participatory action research study

2009 ◽  
Vol 46 (4) ◽  
pp. 431-441 ◽  
Author(s):  
Michie Nomura ◽  
Kiyoko Makimoto ◽  
Motoko Kato ◽  
Tamami Shiba ◽  
Chieko Matsuura ◽  
...  
Keyword(s):  
Action Research ◽  
Older People ◽  
Participatory Action Research ◽  
Family Caregivers ◽  
Research Study ◽  
Participatory Action ◽  
Early Dementia ◽  
Action Research Study

scholarly journals Use of participatory action research approach to develop a self-management resource for persons living with dementia

Dementia ◽  
2021 ◽  
pp. 147130122199728
Author(s):  
Sherry Dupuis ◽  
Carrie McAiney ◽  
Lisa Loiselle ◽  
Brenda Hounam ◽  
Jim Mann ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Primary Care Providers ◽  
Self Management ◽  
Research Approach ◽  
Care Providers ◽  
Participatory Action ◽  
Action Research Approach ◽  
Care Partners ◽  
Essential Components

This article describes the use of a participatory action research (PAR) approach to developing a self-management resource for persons living with dementia and care partners. Despite growing evidence that persons with dementia are able to contribute in meaningful ways to decision-making about their care and life preferences, few opportunities exist for them to participate in the design of resources and services meant for them. There is also a need to support the self-management of persons living with dementia with the provision of accurate, high quality, user-friendly information. The Living Well with Dementia resource was developed through a partnership with persons with dementia, family members, Alzheimer Society representatives, primary care providers, and researchers. The methods used in the development of this resource are outlined in six steps employed in this process, from establishment of a PAR team to final resource creation. Informed by a whole systems approach, the resource brings together essential components of self-management into a comprehensive system of care and support for living. It empowers users to be active participants in the application of new knowledge to their lives. Better self-management has important implications for access to health care and quality of life for persons with dementia and care partners.

scholarly journals Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

2021 ◽  
Author(s):  
◽  
Minh Ta
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Intercultural Competence ◽  
Research Study ◽  
Project Based Learning ◽  
National Language ◽  
Learning Study ◽  
Participatory Action ◽  
Intercultural Learning ◽  
Action Research Study

<p>Intercultural competence (IC) is increasingly recognized globally as a goal of education. In Vietnam, despite emphasis on intercultural competence in national language education, research has shown the peripheral role of addressing culture in EFL classes although research on the topic of how to cultivate intercultural language teaching and learning (ICLTL) is growing. This study investigated affordances for intercultural learning through project-based learning (PBL) in an EFL program at a Vietnamese university. It followed an interpretive research paradigm and qualitative research approach. It included two related studies. Study 1 was an ethnography-informed study, which involved 14 teachers, 265 students, 6 graduates and their employers. Data were collected from classroom observations, student focus group interviews, and interviews with teachers, graduates and employers. This preliminary research revealed few opportunities for intercultural learning in this program. Specifically, it found that culture was rarely addressed, and the main instructional method for culture was fact transmission. Moreover, teachers showed limited understanding of ICLTL and students expressed the need for further culture learning. Study 2 was a participatory action research study, in which a semester-long project was introduced to foster intercultural learning. Study 2 included two workshops, one at the beginning and one in the middle of the project. In these workshops, the researcher and three teachers collaboratively learned about ICLTL, and planned PBL lessons. Drawing on a thematic analysis of classroom data and teachers’ and students’ reports, the findings showed teachers’ improved practices and understanding of ICLTL and PBL, and indications of students’ IC development throughout the project. This research contributes to the growing scholarship on ICLTL by providing evidence for the efficacy of PBL for intercultural learning. Additionally, the study highlights the impact of teacher professional development on teaching practice and extends understanding of how to incorporate PBL in a textbook-based and exam-oriented EFL context.</p>

scholarly journals A framework for entry: PAR values and engagement strategies in community research

2010 ◽  
Vol 3 ◽  
pp. 1-19 ◽  
Author(s):  
Joanna Ochocka ◽  
Elin Moorlag ◽  
Rich Janzen
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Study ◽  
Community Research ◽  
Participatory Action ◽  
Community Based ◽  
Community Based Research ◽  
Engagement Strategies ◽  
Sensitive Topics ◽  
Collaborative Community

The purpose of this article is twofold: to explore the entry process in community-based research when researching sensitive topics; and to suggest a framework for entry that utilises the values of participatory action research (PAR). The article draws on a collaborative community-university research study that took place in the Waterloo and Toronto regions of Ontario, Canada, from 2005–2010. The article emphasises that community entry is not only about recruitment strategies for research participants or research access to community but it is also concerned with the ongoing engagement with communities during various stages of the research study. The indicator of success is a well established and trusted community-researcher relationship. This article first examines this broader understanding of entry, then looks at how community research entry can be shaped by an illustrative framework, or guide, that uses a combination of participatory action research (PAR) values and engagement strategies. Key words: research entry, community engagement, participatory action research, mental health and cultural diversity

scholarly journals Community change and resident needs: Designing a Participatory Action Research study in Metropolitan Boston

2018 ◽  
Vol 52 ◽  
pp. 221-230 ◽  
Author(s):  
Mariana C. Arcaya ◽  
Alina Schnake-Mahl ◽  
Andrew Binet ◽  
Shannon Simpson ◽  
Maggie Super Church ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Study ◽  
Community Change ◽  
Participatory Action ◽  
Action Research Study

scholarly journals Co-designing obesity prevention interventions together with children: intervention mapping meets youth-led participatory action research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Manou Anselma ◽  
Teatske M. Altenburg ◽  
Helga Emke ◽  
Femke van Nassau ◽  
Merlin Jurg ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Time Management ◽  
Water Policy ◽  
Expert Panel ◽  
Intervention Mapping ◽  
Professional Community ◽  
Success Factor ◽  
Participatory Action ◽  
Academic Researchers

Abstract Background Youth-led Participatory Action Research (YPAR) involves children throughout the process of developing and implementing interventions. Combining YPAR with a structural approach for designing and planning interventions, such as Intervention Mapping (IM), may further improve implementation and effectiveness of interventions. This paper describes how YPAR and IM were combined in the Kids in Action study. Methods The Kids in Action study aims to improve health behaviors of 9–12-year old children living in a low socioeconomic neighborhood in Amsterdam, by co-designing interventions with these children. At each of four schools 6–8 children (N = 18–24 total per year) and two academic researchers formed participatory groups that met weekly or every fortnight during two school years. An IM expert panel advised the participatory groups on the application of IM. Results Following the IM protocol, we conducted a participatory needs assessment with children, parents and professionals, in IM-step 1. In IM-step 2, the IM expert panel constructed matrices of program objectives, and the children provided feedback. In collaboration with children programs were designed and produced using an iterative process during IM-steps 3–4. In IM-step 5, the participatory groups and professional community partners designed the implementation plan. Finally, in IM-step 6, the protocol of the process and effect evaluation – executed by academic researchers with input from children – was developed. Conclusions By combining YPAR and IM, several interventions have been developed and implemented, varying from a school water policy to extracurricular sports activities. Sharing responsibility with children was challenging when combining IM with YPAR. In YPAR children are given as much autonomy as possible, while traditional IM development work is primarily done by academic researchers. Strengths in combining IM and YPAR include the involvement of the end-users - children - throughout the process while at the same time developing interventions based on existing evidence. Time-management, a multidisciplinary team, and flexibility are important conditions when combining IM with YPAR. A strong community project group, with professionals who were willing to help children develop and execute their ideas, was an important success factor. This study can serve as an example to other YPAR studies developing interventions using the IM protocol.

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