scholarly journals Interaction and conflict between outreach workers and research officers in implementing collaborative action research in the field of harm reduction: a qualitative study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Nicolas Khatmi ◽  
David Michels ◽  
Daniela Rojas Castro ◽  
Perrine Roux

Abstract Background The effectiveness of collaborative approaches in health interventions is underlined in the literature. Given the serious challenges to adequately managing the HCV epidemic in people who inject drugs (PWID), and the need to improve existing harm reduction (HR) interventions in this population, it seems important to investigate how collaboration between stakeholders is ensured in action research interventions. The present study aimed to explore interactions between outreach workers and research officers collaborating in the implementation of an action research project for PWID entitled OUTSIDER. Methods Using three focus groups, we studied the views of 24 outreach workers involved in the implementation and evaluation of a harm reduction educational intervention to help PWID inject more safely in off-site settings. Results The analysis of participants’ discourses highlighted the mixed perceptions they had about OUTSIDER. Several limitations to collaboration emerged. Epistemological (theoretical vs. practical knowledge), methodological (science vs. intervention), axiological (standardised vs. adapted approach), and material (mobilised vs. available resources) issues all placed a burden on the outreach worker–research officer relationship. Outreach workers’ acceptance of the project’s intervention dimension but rejection of its scientific dimension highlights a lack of contractualisation between the stakeholders involved, and a more general problematisation of the role of outreach workers in implementing action research in HR. How collaboration was perceived and practised by outreach workers participating in OUTSIDER can be considered a reflection of the current challenges to implementing action research in HR. Conclusion This study of the interaction between the research and implementation dimensions of an action research project explored the tensions between different intervention stakeholders that must work together. Equitable participation and integration of the expertise, practices, and knowledge of all stakeholders involved is essential for successful action research. Given current HCV epidemiological challenges, new forms of cooperation are needed when developing healthcare services and when strengthening collaborative approaches.

Author(s):  
Kitt Lyngsnes

This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.


KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Famke van Lieshout ◽  
Gaby Jacobs ◽  
Shaun Cardiff

Action research in lifestyle research is no sinecure. Response to Kromme et al.: ‘Changing together is learning together’, a participatory action research project This is a reply to the contribution entitled: ‘Learning together is changing together: A participatory action research project on the role of the internist in promoting a healthy lifestyle’. Here the authors highlight the complexity of facilitating participatory action research (PAR) in a clinical practice setting and reflect on the first three stages of their research through eight principles that could guide PAR, as described by Van Lieshout et al. (2017). As we developed these principles, we explain the principles of participation, reflexivity, contextuality and transformation in greater detail in relation to the context of this study. The authors made suggestions to change the five-phased model of PAR to get a better grip on the process. The authors rightly highlighted some limitations in the labeling of some phases. However, it is the reflexivity on the multiple perspectives that facilitators encounter and the relationships they engage with during the process, as well as acknowledging the iterative process of PAR, which needs to be embraced and experienced during the entire process of study.


Author(s):  
Sally Wai-Yan Wan ◽  
Carson Ki-Wing Chu ◽  
Angus Ho-Hei Cheng ◽  
Elim Sein-Yue Hui ◽  
Ken Chun-Kit Fung ◽  
...  

2015 ◽  
Vol 15 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Jemma Simeon

Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims to discuss these issues. Design/methodology/approach – In this paper, the author reflexively discusses the development nature of my research: language learning strategies (LLS) and draw upon my experience of working with three ESL Seychellois teachers in the reflection and planning stage of the Core Action Research project to critically reflect on the negotiation of my position in practice. Findings – Reflecting on the author’s positionality in relation to how the teacher participants constructed the identity has helped the author to be more reflexive and engage with the research process in a more meaningful way. Originality/value – The author’s experience suggests that one’s positionality is never fixed and stable, but rather may be characterized as changing and fluctuating according to the context, content, feelings and ideas expressed.


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