scholarly journals Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Marguerite Bramble ◽  
Hazel Maxwell ◽  
Rochelle Einboden ◽  
Sally Farington ◽  
Richard Say ◽  
...  
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Social Inclusion ◽  
Linguistically Diverse ◽  
Nursing Program ◽  
Participatory Action ◽  
Post Intervention ◽  
Building Relationships ◽  
Undergraduate Nursing ◽  
Interdisciplinary Partnership

AbstractThis Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month ‘mentorship partnership’ intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) ‘building relationships for active engagement’, 2) ‘voicing cultural and social hierarchies’, and 3) ‘enacting collegiate community’. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

Applying the Participatory Action Research Model to the Study of Social Inclusion at Worksites

1998 ◽  
Vol 23 (3) ◽  
pp. 189-202 ◽  
Author(s):  
Hyun-Sook Park ◽  
Jean Gonsier-Gerdin ◽  
Stacey Hoffman ◽  
Susan Whaley ◽  
Michael Yount
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Work Experience ◽  
Social Inclusion ◽  
Work Group ◽  
Research Process ◽  
Contributing Factors ◽  
Participatory Action ◽  
Intervention Process ◽  
Social Opportunities

The present study demonstrates how a research project discovered the importance of the participatory action research process by applying it to the task of working out effective methods for the social inclusion of workers with moderate cognitive delays who are in school transition work experience programs. It outlines the framework of the participatory action research process, including the strategies used to obtain input from a variety of constituent group members. Work group meeting procedures, which were modified from focus group meetings, in particular, are described in detail. The participatory intervention process seemed to assist teachers and job coaches in making constructive changes in their transition work experience programs to provide social opportunities for their students and help them become “part of the team” at their worksites. Methods needed to sustain this intervention over time and other contributing factors are examined.

scholarly journals Rethinking Community Within the Context of Social Inclusion as Social Justice: Implications for Women After Federal Incarceration

2014 ◽  
Vol 8 (1) ◽  
pp. 79-107 ◽  
Author(s):  
Darla Fortune ◽  
Susan M. Arai
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Inclusion ◽  
Societal Change ◽  
Participatory Action ◽  
Federal Prison ◽  
The Core ◽  
Before And After ◽  
To Come

Very little is known about how women’s experiences with inclusion or exclusion shape their entry into community after they have been incarcerated. Thus, the purpose of this study was to examine inclusion from the perspective of women entering community after release from a federal prison in Ontario, Canada. This research project combined feminist participatory action research with anti-oppressive theories. Women who had been incarcerated were asked to come together to discuss ideas around inclusion and explore ways to foster a more inclusive environment. As women described the kind of community they experienced before and after incarceration, themes of being pushed out of community, being pulled into community, and negotiating issues of responsibility were evident. At the core of these themes was a powerful sense of difference. Findings suggest that deep societal change is needed for women to truly experience social inclusion upon their release from federal prison. They also suggest a role for community in supporting personal change and growth. We argue that if principles of social justice guided inclusion efforts, there would be dialogue and negotiation aimed at re-imagining social inclusion and creating a space that is hopeful and inclusive for all citizens.

scholarly journals A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students

2019 ◽  
Author(s):  
Catherine Hayes ◽  
John Anthony Fulton
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Social Inclusion ◽  
Research Study ◽  
Supplemental Instruction ◽  
Student Support ◽  
Participatory Action ◽  
Mental Health Interventions ◽  
Evaluative Research ◽  
The Impact

Using a Participatory Action Research (PAR) approach, this evaluative research study gives an insight into the implementation of a pilot study of a newly implemented Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) Programme. The focus of the study involved six postgraduate PhD students delivering a PASS/SI scheme to cohorts of MSc Public Health, MSc Nursing and MSc Psychosis and Complex Mental Health Interventions students, all undertaking their final dissertations.The study was used to illuminate the degree to which PASS and SI were perceived to impact on the overall student experience as part of a quality enhancement initiative. Findings of the study revealed that the programme had positively impacted on both PASS/SI leaders and participants of the scheme, who reported increased confidence and an increased sense of social inclusion and belonging to the institution respectively. Being facilitated by students who had experienced the same academic pathway was perceived to have widened networking opportunities and to have positively impacted on the capacity of the participants and leaders to build relationships and prepare skills of direct relevance to the requirements of an employer such as teamwork and initiative.

Work-integrated learning and health literacy as catalysts for Roma empowerment and social inclusion: A participatory action research

2017 ◽  
Vol 17 (4) ◽  
pp. 549-572 ◽  
Author(s):  
Leena Eklund Karlsson ◽  
Karin C Ringsberg ◽  
Kristine Crondahl
Keyword(s):  
Health Literacy ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Inclusion ◽  
Full Potential ◽  
Integrated Learning ◽  
Participatory Action ◽  
Living Situation ◽  
Discrimination And Oppression ◽  
Work Integrated Learning

Roma people all over the world have often been subject to prejudice, stigma, discrimination and oppression. Many Roma have little or no education, which in combination with other factors often leads to unemployment and marginalization. Based on a case study in Sweden, this paper proposes an approach that can be used in participatory projects aiming at improving the living situation of marginalized people. In such an approach, the Roma themselves would be the leaders in all activities concerning the group. The first aim of this paper is to describe how health literacy and work-integrated learning functioned as empowering tools for a Roma-led inclusion process within a participatory action research framework. The second aim is to discuss and reflect on the use of participatory action research in community work with Roma based on the experiences of the participatory action research participants. The findings indicate that work-integrated learning may be a worthwhile approach for increasing the individual empowerment and self-led social inclusion of vulnerable people. However, the obstacles of structural discriminatory nature hindered the project to reach its full potential in its intended emancipatory goals.

scholarly journals Lessons Learnt: Reflections on the ‘Insider-Outsider Divide’ in Working With Culturally and Linguistically Diverse Students in a Participatory Action Research Project

2021 ◽  
Vol 20 ◽  
pp. 160940692110663
Author(s):  
Jenny McDougall ◽  
Caroline Henderson-Brooks
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Linguistically Diverse ◽  
Research Process ◽  
Culturally And Linguistically Diverse ◽  
Negative Consequences ◽  
Participatory Action ◽  
Action Research Project ◽  
Institutional Expectations ◽  
Equitable Outcomes

This paper explores the challenges and possibilities in research that involves students from Culturally and Linguistically Diverse (CALD) backgrounds, a group that tends to be overlooked in university settings and in the literature. We present a reflexive account of our experiences as researchers in a Participatory Action Research (PAR) study that explored the needs of CALD students from an enabling (access) program in a regional Australian university. PAR was chosen as a research method out of our desire to give these students a voice and to help break down any potential barriers because of our positioning as researchers. We draw on the concept of ‘researcher as insider-outsider’ (Merriam, 2016) to highlight these aspects in our analysis of the research process. Some of our democratic objectives were achieved, but we also found there were limitations. Our position as Caucasian, Australian-born English speakers meant that we remained ‘outsiders’ to the CALD experience in fundamental ways. Further, our ‘insider’ status as researchers and lecturers was difficult to ignore, and institutional expectations created additional barriers. Some aspects of our data collection had unintended negative consequences, thus necessitating a change of course. On the plus side, however, consulting with students at each stage of the research helped to create more equal, trusting relationships and fostered empathetic understandings. The continual cycle of reflection and action assisted in ensuring we were responsive to the needs of participants. Although there are no guarantees, our experiences suggest that collaborative methods can assist in blurring the researcher-researched divide and give vulnerable communities greater agency in research. Despite the complexities and risks, exploring the needs of CALD students remains a worthwhile research endeavour. Any attempts to achieve equitable outcomes should highlight the capacity and potential of these students and not just their vulnerabilities.

scholarly journals Feeling Valued and Adding Value: A Participatory Action Research Project on Co-creating Practices of Social Inclusion in Kindergartens and Communities

2021 ◽  
Vol 9 ◽  
Author(s):  
Dina von Heimburg ◽  
Susanne Vollan Langås ◽  
Borgunn Ytterhus
Keyword(s):  
Public Health ◽  
Early Childhood ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Inclusion ◽  
Local Community ◽  
Social Systems ◽  
Well Being ◽  
Participatory Action ◽  
Wide Range

Background: Contemporary public health problems connect to the social determinants of health, with a growing recognition of social inclusion as imperative to sustainable development. In this quest for social inclusion, early childhood and families are of particular interest. Although co-creation is suggested as viable path to support well-being, less is known how social inclusion might be co-created in practice. The aim of this study was to explore how Participatory Action Research (PAR) can be a tool for transformative practices in a local community, pointing to kindergartens as meeting places for recognizing social inclusion as a common value in early childhood.Methods: A qualitative PAR study was embedded in a Norwegian municipality as an integrated part of their local public health work. The study involved a wide range of participants and stakeholders in three kindergartens and the wider community. Together, we explored potentials for co-creating social inclusion to achieve well-being through cycles of transformative actions and reflections. Reflexive thematic analysis was applied to generate patterns and themes in the data.Results: The participants formulated and took on ownership to an inclusive agenda through the PAR-process. Acts of inclusion was framed by an intersection between political aims of achieving health and well-being for all and public value co-creation unfolding at the level of the place, in the context of the Norwegian welfare regime. To feel valued and adding value was seen as important aspects for social inclusion. Four themes were generated from analysis; (1) Co-creating a shared vision of inclusive communities, (2) Becoming aware and empowered through caring, sharing and collaboration, (3) Places and spaces of inclusiveness in kindergartens and beyond, and (4) Valuing and practicing inclusion, and signs of transformative change.Conclusions: Through the PAR process, parents, kindergartens employees, community members and policy makers appear to have opened a creative toolbox for inclusive and transformational change through formulating and co-creating inclusion and well-being as public values. The results suggest that local actors might support adaptive social systems to taking on relational responsibility for inclusive processes and outcomes in the pursuit of well-being for all.

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