scholarly journals To Develop Health Education Tools for Nasogastric Tube Home Caring Through Participatory Action Research

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 261
Author(s):  
Fang-Suey Lin ◽  
Hong-Chun Shi
Keyword(s):  
Action Research ◽  
Health Education ◽  
Participatory Action Research ◽  
Real Life ◽  
Medical Personnel ◽  
Participatory Action ◽  
Effective Learning ◽  
Planning Decisions ◽  
Medical Institutions ◽  
Oral Teaching

Medical institutions provide guidance on caring skills for home caregivers. Oral teaching is combined with graphical tools in a method that has been proved to be an effective way of quickly mastering home caring skills and promotes effective learning for home caregivers. The graphic design and operation contents of this method are constantly revised through interviews and observations, and by carrying out home care application graphics it forms a spiral structure of Plan–Do–Study–Act (PDSA) participatory action research (PAR). In the three cycles of the operation of PDSA PAR, the designers accurately create graphics of the caring details based on the nurses’ demonstrations and develop health education tools that are suitable to provide continuous assistance and services in real-life situations. PAR combined with PDSA, in each of the three cycles of the operation—design personnel, medical personnel and home caregiver personnel, respectively—as the lead roles, guide the planning decisions for PAR. This study is a reference for the improvement and development of medical graphics for health education tools to improve accuracy.

scholarly journals 4.B. Skills building seminar: Participatory action research: sharing power to improve public health research outcomes

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Action Research ◽  
Participatory Action Research ◽  
Health Professionals ◽  
Health Research ◽  
Real Life ◽  
Public Health Research ◽  
Participatory Action ◽  
Care Programme ◽  
Caregiver Support

Abstract This skills building seminar addresses the use of Participatory Action Research (PAR) as strategy to involve professionals and practitioners from (non-academic) health organizations in public health research. These so-called stakeholders possess external -experiential practice-based- knowledge important for a successful realization of a public health research project. After a short introduction on the why and when of PAR as a suitable strategy in public health research, and the why and when in a project's life cycle stakeholders can or must join, levels of participatory practices will be discussed, as well as consequences of transfer of power from academic researchers to professionals and practitioners in the field. The first part of the seminar will be followed by two real life examples from two projects in Germany: 1) a psycho-oncological care project -hospital-based-, where alarm bells went off during the external prospective evaluation of the new care programme. In the development phase of this new programme,key stakeholders had not been involved yet; and 2) the optimization, by inserting PAR cycles, of a stroke family caregiver support programme before implementation in a public health care system. The audience is invited to discuss research dilemmas, as well as pros and cons of the PAR strategy Key messages Participatory action research is about active collaboration between academics and health professionals to bring transformative change through the process of taking action and doing research. Sharing power between academics and health professionals is vital to improve public health research.

scholarly journals Engaging New Parents in the Development of a Peer Nutrition Education Model Using Participatory Action Research

2021 ◽  
Vol 19 (1) ◽  
pp. 102
Author(s):  
Richard Ball ◽  
Kerith Duncanson ◽  
Lee Ashton ◽  
Andrew Bailey ◽  
Tracy L. Burrows ◽  
...  
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Participatory Action Research ◽  
Nutrition Education ◽  
Research Methods ◽  
Peer Education ◽  
Real Life ◽  
Participatory Action ◽  
Child Feeding ◽  
Implementation Model

This study investigated the implementation model and research methods of a peer education program for new parents focused on infant feeding and nutrition. Two hundred and sixty-nine parents with an infant aged birth to two years old were invited to become co-researchers in a Participatory Action Research (PAR) study over three years. Data included focus group and online participant meeting transcripts, social media data, correspondence between the implementation team and peer educators, and field notes. All data were consolidated regularly and discussed by project participants and the research team. After each PAR cycle, structured content analysis was conducted, informing the next iteration of the implementation model and research methods. Participating parents were highly engaged in child feeding peer-to-peer education, but felt more effective and comfortable being considered as a child-feeding information resource sharer or ‘champion’ rather than a formal peer educator. Similarly, quantitative data collection was only effective when it was integrated seamlessly into the implementation model. PAR methodology suited the diversity and dynamic real-life study setting, facilitating substantial improvements to the peer nutrition intervention model and data collection methods. Our study demonstrated that a genuine collaboration between health professionals and participants to implement research in practice can achieve both intervention outcomes and research aims.

scholarly journals Collaboration for Improving Social Work Practice: The Promise of Feminist Participatory Action Research

Affilia ◽  
2020 ◽  
pp. 088610992095442
Author(s):  
Holly Johnson ◽  
Catherine Flynn
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Real Life ◽  
Work Practice ◽  
Social Work Practice ◽  
Steering Committee ◽  
Future Research ◽  
Structural Barriers ◽  
Participatory Action ◽  
Institutional Power

Feminist research and participatory action research (PAR) share the belief that research should directly serve social justice aims and work to alleviate suffering of marginalized and oppressed people. This article presents the results of a unique feminist PAR (FPAR) approach to designing and implementing an evaluation of an intervention with women who have used violence. The site of our analysis is the steering committee that oversaw this work and the extent to which members adhered to FPAR principles. Over the two decades since feminist critiques of PAR began to emerge, new discourses of collaboration have appeared. As researchers, we must be alert to FPAR discourses that mask ongoing hierarchies. Our findings suggest that, while reflexivity and genuine commitment to collaboration are fundamental to enacting FPAR principles, social workers nevertheless face real challenges confronting structural barriers that impede anti-oppression goals. This study highlights the challenges of adhering faithfully to feminist participatory principles in real-life settings and the need for future research to examine the effectiveness of FPAR processes in achieving authentic collaboration among committee members who are chosen to represent disparate perspectives and are backed by vastly different levels of social and institutional power.

Feminist participatory action research with men to prevent intimate partner violence

2020 ◽  
pp. 147675032093296
Author(s):  
Liza Lorenzetti ◽  
Christine A Walsh
Keyword(s):  
Intimate Partner Violence ◽  
Action Research ◽  
Participatory Action Research ◽  
Gender Equity ◽  
Partner Violence ◽  
White Women ◽  
Real Life ◽  
Intimate Partner ◽  
Participatory Action ◽  
Cultural Backgrounds

Employing Reid and Frisby’s feminist participatory action research model (FPAR) as a guide, men from diverse ethno-cultural backgrounds worked with women leaders to take action on the issue of intimate partner violence. Engaging with four interconnected phases, the research team adopted shared roles of leadership which led to 29 collective actions. Through trust-building dialogues, we interrogated issues related to masculinity, gender equity, anti-racism, and decolonization. A “collective cultures approach” to men’s violence prevention work was articulated and a grassroots movement emerged. As white women situated in both academic and community spaces, we discuss knowledges, actions, and learnings from this FPAR process, underscoring the tensions and contradictions of employing FPAR in real-life contexts. The importance and limitations of inter-relational reflexivity and power accountability are emphasized as a core tenet of FPAR.

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