Erratum: Community engagement in the Faculty of Health Science: A concept analysis

Background: Community engagement has been given different interpretations by scholars and organisations; in addition, current scientific literature has not reached a consensus on how it is defined. This difference in conceptualisation may lead to confusion regarding the meaning. The researcher observed that academic staff from the Faculty of Health Science at an institution of higher education in Namibia are not certain of what counts as community engagement. This has led to some activities from the faculty being cancelled from the institutional review reports as they were not recognised as community engagement.Aim: The aim of this article is to describe the concept analysis of community engagement.Setting: the study took place at a faculty of health science at a university in Namibia.Method: Concept analysis was done in accordance with the eight steps of the Walker and Avant model. A literature search was conducted to capture all potential definitions and uses of community engagement. A total of 225 definitions and uses of community engagement were recorded and used in the concept analysis. A list of definitions and uses of the concept of community engagement were documented with their citations, in a table with three columns. The first column (analysis) consisted of the identified definitions and uses of community engagement from the relevant literature. The second column (synthesis) consisted of reduced statements of the content presented in the first column. The third column (derivation) consisted of the final reduction into categories and connotations derived from the second column.Findings: Three broad categories were revealed as findings: (1) the antecedents of community engagement, which included community challenges, health inequalities, societal needs and the need for a social responsive approach in education, research and services; (2) a three-phase process of community engagement; and (3) the outcomes of community engagement. A theoretical definition and a conceptual map for the concept of community engagement were drawn from the findings.Recommendation: The results of the concept analysis of community engagement will be used to develop strategies for its facilitation in the Faculty of Health Science.

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A Time and a Place for Everything: Aligning Community-Engaged Research to Context

10.20944/preprints201912.0268.v1 ◽

2019 ◽

Author(s):

Jonathan K. London ◽

Krista A. Haapanen ◽

Ann Backus ◽

Savannah Mack ◽

Marti Lindsey ◽

...

Keyword(s):

Community Engagement ◽

Environmental Health ◽

Project Planning ◽

Health Science ◽

Community Leaders ◽

Research Projects ◽

Community Engaged Research ◽

University Of Arizona ◽

Management Techniques ◽

Successes And Challenges

Community-engaged research is understood as existing on a continuum from less to more community engagement, defined by participation and decision-making authority. It has been widely assumed that more is better than less engagement. However, we argue that what makes for good community engagement is not simply the extent but the fit or alignment between the intended approach and the various contexts shaping the research projects. This article draws on case studies from three Community Engagement Cores (CECs) of NIEHS-funded Environmental Health Science Core Centers (Harvard University, UC Davis and University of Arizona,) to illustrate the ways in which community engagement approaches have been fit to different contexts and the successes and challenges experienced in each case. We analyze the processes through which the CECs work with researchers and community leaders to develop place-based community engagement approaches and find that different strategies are called for to fit distinct contexts. We find that alignment of the scale and scope of the environmental health issue and related research project, the capacities and resources of the researchers and community leaders, and the influences of the socio-political environment are critical for understanding and designing effective and equitable engagement approaches. These cases demonstrate that the types and degrees of alignment in community-engaged research projects are dynamic and evolve over time. Based on this analysis, we recommend that CBPR scholars and practitioners select a range of project planning and management techniques for designing and implementing their collaborative research approaches and both expect and allow for the dynamic and changing nature of alignment.

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Conversation with Bryan Smale, University of Waterloo

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i2.120 ◽

2016 ◽

Vol 1 (2) ◽

Author(s):

Nazeem Muhajarine ◽

Bryan Smale

Keyword(s):

Community Engagement ◽

Health Science ◽

Engaged Scholarship ◽

Community Based ◽

Leisure Studies ◽

Community Engaged Scholarship ◽

Recreation And Leisure

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. We invite our readers to offer in this section their own thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaboration with university-based partners in particular and on engaged scholarship in general. In this issue, Nazeem Muhajarine talks with Dr. Bryan Smale about his work on the Canadian Index of Wellbeing. Dr. Smale is Professor, Recreation and Leisure Studies, Faculty of Applied Health Science, University of Waterloo, and Director of the Canadian Index of Wellbeing.

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Aligning Community-Engaged Research to Context

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17041187 ◽

2020 ◽

Vol 17 (4) ◽

pp. 1187

Author(s):

Jonathan K. London ◽

Krista A. Haapanen ◽

Ann Backus ◽

Savannah M. Mack ◽

Marti Lindsey ◽

...

Keyword(s):

Community Engagement ◽

Environmental Health ◽

Project Planning ◽

Health Science ◽

Community Leaders ◽

Research Projects ◽

Community Engaged Research ◽

University Of Arizona ◽

Management Techniques ◽

Successes And Challenges

Community-engaged research is understood as existing on a continuum from less to more community engagement, defined by participation and decision-making authority. It has been widely assumed that more is better than less engagement. However, we argue that what makes for good community engagement is not simply the extent but the fit or alignment between the intended approach and the various contexts shaping the research projects. This article draws on case studies from three Community Engagement Cores (CECs) of NIEHS-funded Environmental Health Science Core Centers (Harvard University, UC Davis and University of Arizona,) to illustrate the ways in which community engagement approaches have been fit to different contexts and the successes and challenges experienced in each case. We analyze the processes through which the CECs work with researchers and community leaders to develop place-based community engagement approaches and find that different strategies are called for to fit distinct contexts. We find that alignment of the scale and scope of the environmental health issue and related research project, the capacities and resources of the researchers and community leaders, and the influences of the sociopolitical environment are critical for understanding and designing effective and equitable engagement approaches. These cases demonstrate that the types and degrees of alignment in community-engaged research projects are dynamic and evolve over time. Based on this analysis, we recommend that CBPR scholars and practitioners select a range of project planning and management techniques for designing and implementing their collaborative research approaches and both expect and allow for the dynamic and changing nature of alignment.

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The Use of Clinical Practice to Facilitate Community Engagement in the Faculty of Health Science

Nurse Education in Practice ◽

10.1016/j.nepr.2021.103102 ◽

2021 ◽

pp. 103102

Author(s):

Vistolina Nuuyoma ◽

Agnes Makhene

Keyword(s):

Clinical Practice ◽

Community Engagement ◽

Health Science

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Federal grants available to improve health science libraries

Journal of Dental Education ◽

10.1002/j.0022-0337.1972.36.6.tb00552.x ◽

1972 ◽

Vol 36 (6) ◽

pp. 57-58

Keyword(s):

Health Science ◽

Federal Grants ◽

Improve Health

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Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

Perspectives on Issues in Higher Education ◽

10.1044/ihe15.2.77 ◽

2012 ◽

Vol 15 (2) ◽

pp. 77-84 ◽

Cited By ~ 3

Author(s):

Ketevan Mamiseishvili

Keyword(s):

Higher Education ◽

Education Research ◽

Community Engagement ◽

Everyday Life ◽

Work Setting ◽

Higher Education Research ◽

Faculty Work ◽

College And University ◽

Teaching Research ◽

University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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