Stakeholder perceptions of curriculum design, development and delivery for continuing e-learning for nurses

2020 ◽  
Vol 29 (17) ◽  
pp. 1016-1022
Author(s):  
Michael Connolly ◽  
Freda Browne ◽  
Geraldine Regan ◽  
Mary Ryder
Keyword(s):  
Action Research ◽  
Curriculum Design ◽  
Professional Education ◽  
Design Development ◽  
Participatory Action ◽  
Action Research Project ◽  
Key Stakeholders ◽  
E Learning ◽  
Group Interviews ◽  
Teaching Learning

Background: This paper reports the qualitative findings from stage 5 of an action research project which involved the redesign of continuing professional education (CPE) courses in one organisation. Aim: The aim of this study was to explore key stakeholders perceptions of the teaching, learning and outcomes of a new curriculum design for CPE involving e-learning. Method: This project used participatory action research, involving stakeholders as participants in a process of inquiry about the change. The study took place in an academic teaching hospital and consisted of three focus group interviews with a total of 20 nurses. Participants included stakeholders who had developed curricula and managers from clinical areas where CPE courses had been undertaken. Findings: Four main themes emerged, revealing staff perceptions on the process of change and their own ‘lightbulb moments’ experienced during this process. Results also indicate that the change has resulted in learner-focused CPE, with a range of opportunities for continued educational development in future. Conclusion: Key stakeholders' experience is seldom reported in studies related to CPE. This study provides an insight into the experiences of key stakeholders in relation to the development and delivery of CPE courses. Stakeholders indicated that they were able to see the benefits of implementing new CPE curricula they had contributed to. They also commented that clinical-pertinent and competence-based courses were more learner focused as a result of combining online content with supported workshops.

scholarly journals The Syrian Canadian Sports Club: A Community-Based Participatory Action Research Project with/for Syrian Youth Refugees

2019 ◽  
Vol 8 (6) ◽  
pp. 163 ◽  
Author(s):  
Daniel B. Robinson ◽  
Ingrid M. Robinson ◽  
Vanessa Currie ◽  
Nathan Hall
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Youth Sports ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Multiple Systems ◽  
Sports Club ◽  
Multiple Data ◽  
Group Interviews

In this paper, we share the rationale, process, and results related to a community-based participatory action research (PAR) project in which we, among other things, aimed to attend to the underrepresentation of newcomer youth in community sport and recreation pursuits. By way of engaging with one rural county’s Syrian youth refugee population while also attending closely to a social ecological framework, we first identified obstacles and opportunities related to multiple systems (i.e., individual, social/interpersonal, organizational/community, public policy). Drawing upon multiple data sources (i.e., photos and photovoice, participants’ drawings and notes, participant-researchers’ field notes, and focus group interviews) to inform our subsequent plan-act-observe-reflect action research cycles, we and our Syrian youth participants co-created and implemented the Syrian Youth Sports Club. In addition to describing the rationale and process related to this Syrian Youth Sports Club, we focus herein upon the results, which primarily relate to participants’ experiences becoming (physically literate) and belonging.

Revitalisasi MI Nahdlotusy Syubban dengan Pendekatan PSM (Peran Serta Masyarakat) untuk Meningkatkan Kemandirian Sekolah

2016 ◽  
Vol 16 (1) ◽  
pp. 103
Author(s):  
Edi Daenuri Anwar ◽  
Wahyudi Wahyudi ◽  
Joko Budi Purnomo
Keyword(s):  
Action Research ◽  
Focus Group ◽  
Participatory Action Research ◽  
Control Function ◽  
Group Discussion ◽  
School Facilities ◽  
Community Services ◽  
Participatory Action ◽  
Islamic School ◽  
Teaching Learning

<p>It has been succesfully done the community services activity by using Participatory Action Research (PAR) entitled “Revitalisasi MI Nahdlotusy Syubban dengan pendekatan peran serta masyarakat (PSM) untuk meningkatkan kemandirian sekolah”. The object of this community services is MI Nahdlotusy Syubban Sarimulyo Winong Pati. To explore the problems in this Islamic Boarding School, 3 correlated actions have been formulated. They are Training on School Based Management, PAIKEM Training, and Focus Group Discussions (FGD) addressed to all school management people. The discussions are mainly about the interconnection of the Islamic School (madrasah) with the society in the field of management, feed-back, and school facilities.</p><p>The results are that the teachers already applied PAIKEM in the teaching learning process and the society can directly involved not only in providing the school facilities but also in implementing the control function to the <em>madrasah.</em>As for knowingthe targetandthe quality of graduates, avision, missionand quality standardsarebeing developedin theschool curriculum.</p><p> </p><p>Telah dilakukan pengabdian dengan metode PAR / Participatory  Action Research dengan judul  “Revitalisasi MI Nahdlotusy Syubban dengan pendekatan peran serta masyarakat (PSM) yang bertujuan untuk meningkatkan kemandirian sekolah”. Objek  pengabdian ini adalah MI Nahdlotusy Syubban Sarimulyo Winong Pati.  Untuk mengurai masalah-masalah di madrasah ini di rumuskan 3 tindakan  kegiatan yang saling berkaitan. Pelatihan Manajemen berbasis sekolah (MBS), dan untuk memperjelas komponen MBS dalam proses pembelajaran  diadakan pelatihan  pembelajaran aktif, inovatif, kreatif, efektif dan  menyenangkan (PAIKEM ) sedangkan komponen keuangan, sarpras dan hubungan dengan masyarakat yang merupakan penjabaran dari MBS dirangkum dalam<em> Focus Group Discussion  </em>( FGD) yang di ikuti oleh pemangku kepentingan madrasah meliputi Guru, kepala Sekolah, Yayasan, Komite dan masyarakat secara umum. Dalam FGD ini membahas keterkaitan antara madrasah dengan masyarakat baik dalam bidang manajemen, umpan timbal balik, dan pengadaan sarana dan Prasarana</p><p>Hasilnya guru-guru mulai menerapkan PAIKEM dalam pembelajarannya, dan ternyata masyarakat langsung membuktikan peran sertanya dalam pengadaan dan pembuatan sarana dan prasarana madrasah serta melaksankan fungsi kontrol terhadap madrasah. Sedangkan untuk mengetahui target dan mutu lulusan di susunlah visi misi dan standar mutu lulusan yang mulai  dikembangkan dalam kurikulum pembelajaran sekolah.</p>

scholarly journals Adapting the Community-based Health Planning and Services (CHPS) to engage poor urban communities in Ghana: protocol for a participatory action research study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e049564
Author(s):  
Mary Abboah-Offei ◽  
Akosua Gyasi Darkwa ◽  
Andrews Ayim ◽  
Adelaide Maria Ansah-Ofei ◽  
Delanyo Dovlo ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Urban Communities ◽  
Low Income ◽  
Urban Areas ◽  
Health Planning ◽  
Phase 1 ◽  
Participatory Action ◽  
Community Based ◽  
Key Stakeholders

IntroductionWith rapid urbanisation in low-income and middle-income countries, health systems are struggling to meet the needs of their growing populations. Community-based Health Planning and Services (CHPS) in Ghana have been effective in improving maternal and child health in rural areas; however, implementation in urban areas has proven challenging. This study aims to engage key stakeholders in urban communities to understand how the CHPS model can be adapted to reach poor urban communities.Methods and analysisA Participatory Action Research (PAR) will be used to develop an urban CHPS model with stakeholders in three selected CHPS zones: (a) Old Fadama (Yam and Onion Market community), (b) Adedenkpo and (c) Adotrom 2, representing three categories of poor urban neighbourhoods in Accra, Ghana. Two phases will be implemented: phase 1 (‘reconnaissance phase) will engage and establish PAR research groups in the selected zones, conduct focus groups and individual interviews with urban residents, households vulnerable to ill-health and CHPS staff and key stakeholders. A desk review of preceding efforts to implement CHPS will be conducted to understand what worked (or not), how and why. Findings from phase 1 will be used to inform and co-create an urban CHPS model in phase 2, where PAR groups will be involved in multiple recurrent stages (cycles) of community-based planning, observation, action and reflection to develop and refine the urban CHPS model. Data will be managed using NVivo software and coded using the domains of community engagement as a framework to understand community assets and potential for engagement.Ethics and disseminationThis study has been approved by the University of York’s Health Sciences Research Governance Committee and the Ghana Health Service Ethics Review Committee. The results of this study will guide the scale-up of CHPS across urban areas in Ghana, which will be disseminated through journal publications, community and government stakeholder workshops, policy briefs and social media content. This study is also funded by the Medical Research Council, UK.

Actieonderzoek in leefstijlonderzoek is geen sinecure

KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Famke van Lieshout ◽  
Gaby Jacobs ◽  
Shaun Cardiff
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Healthy Lifestyle ◽  
Multiple Perspectives ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Clinical Practice Setting ◽  
Learning Together

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.

scholarly journals Aligning Action Research and Restorative Justice: Highlighting Epistemological Tensions

2019 ◽  
Vol 3 (1) ◽  
pp. 7-29
Author(s):  
Brunilda Pali
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Restorative Justice ◽  
Status Quo ◽  
Social Conflicts ◽  
Participatory Action ◽  
Action Research Project ◽  
Local Participation ◽  
Culture Of Silence ◽  
A Site

The epistemology of participatory action research sets a high agenda for pursuing and engendering change oriented towards social justice. This article is based on a participatory action research project, anchored both in the principles of restorative justice and action research. The project aimed at mobilizing local participation, knowledge and resources and creating restorative dialogue and encounters in handling social conflicts in intercultural settings in four different countries. Restorative justice and action research are highly compatible in terms of some of their core principles, but the project revealed important tensions that this article will reflect upon. Zooming into a town in Hungary – one of the four action research sites – the article addresses these tensions by focusing on two central themes. The first theme, encountering the silence and micropolitics, relates to the challenges created in the site, due to our encounter with its micropolitics and the existing ‘culture of silence’ about social conflicts. How should researchers enter a site, how far should they stir the depths of conflicts and disturb the silence and status quo in order to unearth injustices, multiply narratives, and stage different perspectives? The second theme, rethinking conflict participation, relates to the tension created between a more naïve idea of participation and a more antagonistic one. In restorative justice, it is often assumed that if everybody were included and participated in restorative processes, staging their different perspectives, then consensus could be reached. But considering the possibility that different views cannot be reconciled, and power relations cannot be suspended, we need to rethink the meaning of conflict participation in restorative praxis. 

scholarly journals Co-creating value: Student contributions to smart cities

2014 ◽  
pp. 392-409
Keyword(s):  
Action Research ◽  
Disaster Response ◽  
Information Technologies ◽  
Smart Cities ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Geospatial Information ◽  
Public And Private ◽  
Response And Recovery

Given the interdependence of the public and private sectors and simultaneous and massive impact of widespread disasters on the entire community, this paper investigates the use of information technologies, specifically geospatial information systems, within the multi-organizational community to effectively co-create value during disaster response and recovery efforts. We present and examine in depth a participatory action research project in a disaster-experienced coastal community conducted during the 2006-2014 time period. The results of the action research project and analysis of a survey completed by stakeholders leads to a list of findings, in particular those related to developing a model of next generation learning design where students are co-creators of value to the smart cities.

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