Action Research Framework Research Articles

Realising the health benefits of City Development Plan in Ireland: The process and influence of HIA

Abstract Background The built environment is a major determinant of health. This research examined the process of implementing a health impact assessment (HIA) of a city development plan, using HIA guidance developed by Institute of Public Health Ireland. HIA is an established approach to facilitate a Health for All Policy approach and is a practical tool used to appraise the potential health effects of a policy, programme or project prior to implementation. Methods This mixed methods study underpinned by action research and implementation science frameworks, explored the process and experiences of undertaking an HIA on the Cork City Development Plan (2022-2028). A total of 36 stakeholders across a variety of institutions, sectors, and including members of the public, were involved in the HIA. Results We found there was an appetite for HIA’s use to facilitate cross sectoral working to identify, mitigate, and address health inequalities. Data derived from interviews, surveys and workshops indicate that while most stakeholders involved saw the value HIA could bring to their work, further efforts are required to realise the benefits of HIA as a decision-support tool. Barriers included lack of familiarity of HIA across sectors, and for those involved in carrying out the HIA, lack of adequate training, time and access to local data. Conclusions HIA can contribute to embedding a Health for All Policies approach, however, greater effort from the public health professionals is required to advocate for HIA as a tool to influence policy. Our results suggest that its practical application requires (i) intersectoral training on HIA that supports a broader understanding of the social determinants of health, (ii) knowledge of the purpose and remit of the policy, plan or programme being appraised and (iii) ensuring a broad range of relevant expertise and experience on the steering group tasked with leading the HIA. Key messages • HIA can contribute to embedding a Health for All Policies approach. • Stakeholders do see the value that HIA can bring to their work, however, further efforts are required to realise the benefits of HIA as a decision-support tool.

Characteristics of interventions that address racism in the United States and opportunities to integrate equity principles: a scoping review

BackgroundAs a driver of racial and health inequities, racism is deeply ingrained in the interconnected systems that affect health and well-being. Currently, no common frame is employed across researchers, interventionists, and funders to design, implement, and evaluate comprehensive interventions to address racism. Consequently, there is a need to examine the characteristics of interventions implemented in the United States that address racism across social and structural determinants of health and socio-ecological levels. Additionally, we utilized a Health Equity Action Research (HEART) framework to assess how interventions integrate equity principles.MethodsThis scoping review examined the characteristics of multi-level interventions that addressed racism and appraised the interventions using a Health Equity Action Research frame. A comprehensive search strategy was conducted across nine electronic databases between 24 October 2022 through 15 November 2022. Records were included if they were available in English, discussed or evaluated a multi-level intervention or program conducted in the United States, and discussed or evaluated the intervention or program regarding the health and well-being of racialized and ethnically minoritized groups.ResultsA total of 13,391 records were identified, of which 91 met the eligibility criteria and were included in the analysis. Most records reported the racialized group impacted by an intervention, of which the majority were racialized as African American or Black (n = 42) and Hispanic or Latino/a/x (n = 18). Eighty-one (89%) of interventions reported health outcomes and concentrated on the individual level. Most funders reported across the records, and 86 (51%) were a federal agency or department. A further 43 (25%) were private foundations, 12 (7%) were nonprofit organizations, 10 (6%) were private universities, and 4 (2%) were public universities. Regarding alignment with the HEART framework, 14% of interventions reported a mixed-methods approach, 45% reported community engagement, and less than 1% reported researcher self-reflection.ConclusionsMost interventions prioritized people who are racialized as Black and report health outcomes. Since intervention designs, objectives, and methodological approaches vary, no standard frame defines racism and health equity. Applying the HEART framework offers a standard approach for interventionists and researchers to examine power, integrate community voice, and self-reflect to advance health equity.

Botanical extracts for insect management: lessons from participatory research in peri-urban horticultural systems of central Argentina

ABSTRACT We evaluate botanical insecticides as a technological device for synthetic input substitution in peri-urban horticultural system transitions. For that purpose, a Participatory Action Research (PAR) framework was proposed, and garlic extracts (GE) performance was evaluated for pest and natural enemy regulation in lettuce crops in conventional and agroecological contexts. Through three PAR cycles under actual production conditions, we observed GE effectiveness on aphids, thrips, and natural enemies. Additionally, context-specific adaptations were noticed: for conventional systems; the extract is useful near harvest and serves as a trust-building tool while reducing synthetic insecticide dependence. Instead, for agroecological systems, garlic extract highlighted biodiversity’s relevance for system redesign.

Co-design of a nurse handover tool to optimise infection control and antimicrobial stewardship in a low resource setting intensive care unit: A nurse led collaboration

Background The quality of intensive care unit (ICU) nursing handover impacts patient safety, including infection prevention and control (IPC) and antimicrobial stewardship (AMS) practices. We report a co-designed quality improvement study using a visual, structured nurse handover tool in a low resource setting. Methods The study was conducted with clinical nurses in an 8-bed medical ICU at a tertiary hospital in South Africa. Using a participatory action research (PAR) framework and visual participatory methods, the handover tool development had three phases: data collection, journal club, and co-design. To engage busy nurses and create real-time discussions and input, 7-minute focussed sessions in the ICUs using large-scale graphics to facilitate were used. Qualitative data were thematically analysed. Results Between September – October 2022, baseline data were collected from 16 handovers (46 patient discussions over 4 hours). The tool was co-designed through 18 contact sessions involving 31 nurses (April–June 2023). Variation was observed in patterns of handover structure (sequence of what was presented) and content (type and the level of detail of information provided). An evidence-based visual tool was co-designed to identify and manage key patient care risk factors. The tool included a structured section to report on IPC and AMS. Nurses reported the visual prompts to be beneficial to ensuring consistent inclusion of critical information in handovers. Conclusions An innovative approach involving ICU nurses in co-designing a visual handover tool resulted in a structured method for systematically reporting patient care risk factors, body systems, IPC, and AMS. Implementation and dissemination in this unit, and expansion to other units, is underway to promote sustainable change in nursing clinical practices.

Sexual and reproductive health and digital human rights: a study with people living with HIV and key populations in Vietnam

This study draws from qualitative research conducted using a participatory action framework with 47 young adults who identified as people living with HIV, men who have sex with men, transgender, non-binary, or sex workers in Vietnam. The research objectives were to explore their experiences using mobile phones to access sexual and reproductive (SRH) health information and support and the impact of the digital turn in health on their autonomy, privacy and equality. The research was conducted through key informant interviews, focus group discussions, and digital ethnography. The project utilised a participatory action research framework. The research was led by the Vietnam Network of People Living with HIV within the frame of a three-country study, and the authors describe how the network used the findings to advance policy. The paper concludes by proposing participatory action research as a useful methodology for studying human rights and digital health governance.

Addressing Low Speaking Proficiency in EFL Students: The Impact of Integrated Teaching Strategies in an Islamic Education Setting

The primary aim of this study was to address the challenges of low speaking proficiency and motivation among second-year students in an Islamic education university department. This was achieved by implementing an integrated teaching strategy within a Classroom Action Research (CAR) framework to enhance students' speaking skills and active involvement in the learning process. The study employed a CAR design, conducted over two cycles. Each cycle comprised four stages: planning, action, observation, and reflection. The intervention involved an integrated teaching strategy that combined multiple language skills—listening, speaking, reading, and writing—within a cohesive instructional framework. Data were collected through post-tests, observation checklists, and reflection notes. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were examined through thematic analysis. The results demonstrated significant improvements in both speaking performance and student engagement between Cycle 1 and Cycle 2. In Cycle 1, the majority of students scored in the "Fair" category, with only 24.39% achieving "Good" scores. Following strategic adjustments, Cycle 2 saw a marked increase in average post-test scores, with 87.80% of students meeting or exceeding the success criteria. The level of active involvement also rose significantly, reflecting the effectiveness of the revised integrated strategy. The findings highlight the value of integrated language instruction and the importance of iterative refinement in teaching methodologies. This study contributes to the theoretical understanding of language acquisition and offers practical insights for EFL educators, particularly in contexts where students face challenges in developing speaking proficiency. The study underscores the need for creating supportive and engaging learning environments that foster student participation and language development.This study provides empirical evidence supporting the effectiveness of integrated teaching strategies in EFL contexts, particularly within Islamic education settings. It demonstrates how Classroom Action Research can be utilized to improve teaching practices and student outcomes continuously. The research offers a model that can be adapted and applied in similar educational contexts to enhance language learning.

Boosting Caption Craft: Instagram and WH-Questions to Elevate Student Writing

The ability to communicate clearly and effectively through written text is a fundamental skill that students need to master for better English acquisition. In particular, digital communication has become increasingly prevalent, with social media platforms like Instagram that students might be involved in various writing activities such as descriptive captions, storytelling, persuasive writing, informational posts, and reflective writing. As such, there is a pressing need to develop innovative teaching strategies that not only improve students' writing abilities but also make the learning process relevant and engaging in the context of their digital lives. This study aimed to analyze the improvement of high school students' ability to write structured paragraphs for captions through Instagram utilizing the WH Question Technique. The research engaged 28 twelfth-grade students from SMAN 2 Batang Anai in West Sumatra, Indonesai. The classroom action research framework, conducted over two cycles, each consisting of three sessions. Data collection methods included assessments of student achievements, interviews, and classroom observations, analyzed using qualitative and quantitative descriptive methods. The findings demonstrated a notable improvement in students' writing skills; the average score increased from 67.08 in the first cycle to 71.76 in the second. Improvements were particularly significant in the students' ability to generate ideas and adapt their writing for social media, specifically Instagram. The study concludes that the integration of Instagram discussions with WH Question Technique enhance paragraph writing skills in an engaging and practical digital format, proving beneficial for high school students' engagement and skill development in writing.

Unveiling injustice: Disrupting child removal policies and upholding breastfeeding: An emancipatory framework.

Before colonization, Aboriginal and Torres Strait Islander communities had nurturing, holistic, and communitarian approaches that promoted extended and healthy lives for their children. Colonization, marked by policies of genocide and assimilation, has resulted in an alarming overrepresentation of Aboriginal and Torres Strait Islander children under the care of child protection agencies, resulting in compromised health outcomes and reduced life expectancies. We are conducting a study designed to enhance positive developmental outcomes for Aboriginal and Torres Strait Islander children by articulating and enabling the rights of mothers and children to breastfeed in the context of a child protection intervention and child removal. To understand and address this problem, it is critical to implement culturally safe, de-colonized, emancipatory research that is guided by and benefits Aboriginal and Torres Strait Islander communities. This article presents an emancipatory framework that we are applying to our study using an Aboriginal participatory action research approach, that serves as a guide for non-Indigenous researchers seeking to conduct research with Indigenous communities. We emphasize the importance of incorporating an Aboriginal participatory action research framework, using community consultation and codesign; culturally secure data collection methods, and paying attention to Indigenous data sovereignty. Developing trusting respectful relationships is conducive to knowledge acquisition, exchange, and use, when research approaches deeply rooted in community involvement are applied. A call to action by the critical midwifery studies collective, urges non-Indigenous researchers to become accountable allies that demonstrates respect for community leadership while actively striving to ensure research does not perpetuate further harm, and produces effective change. This article provides an overview of ways to conduct ethical emancipatory research with Indigenous participants, that is, of benefit to midwifery practitioners and is applicable to many areas of research, policy, and practice.

Ariadne's Thread Metacognition for emancipatory rationality in education

Emancipatory rationality in education empowers individuals and promotes social justice.Metacognition and critical thinking play vital roles in supporting this approach by encouraging learners and professionals to reflect on their thinking processes, question assumptions, and develop the ability to engage critically with information. The research presented in this paper falls within the action research framework, which provides for theinvestigation to be conducted in the field based on close collaboration between researchers and practitioners. Action research aims to generate improvement and change in the context in which it is implemented. The roots of this approach can be found in Dewey’s criticism of the traditional separation of knowledge and action and in Freire’s idea of conscientization, the process of developing critical awareness through reflection and action. In their view, learning depends upon uncovering real problems and actual needs. Starting from four criticalincidents, the paper demonstrates how reflective practices based on metacognition can be used to train education professionals. Metacognitive work is essential for analyzing problems and responsibilities and identifying any distortions preventing educational action from responding effectively to people's needs. When faced with an educational problem, the professional needs to be able to use two forms of rationality: heuristic-reflective andemancipatory. The first type of rationality guides through the investigation of the experience to build the necessary knowledge to interpret and manage it. The second makes the educator an agent of transformation and change.

Advancing evidence-based practice through the Knowledge Translation Challenge: Nurses' important roles in research, implementation science and practice change.

To describe a knowledge translation capacity-building initiative and illustrate the roles of nurses in practice change using an exemplar case study. The report uses observational methods and reflection. The Knowledge Translation Challenge program involves a multi-component intervention across several sites. The advisory committee invited eligible teams to attend capacity-building workshops. Implementation plans were developed, and successful teams receive funding for a 2 year period. Evaluation involved collecting data on program uptake and impact on practice change. Data has been collected from five cohorts. The exemplar case study employed an action-research framework. Four nurse-led teams have demonstrated successful implementation of their practice change. The case study on implementing a clinical toolkit for clozapine management further illustrates a thoughtful planning process, and implementation journey and learnings by a team of nurses. The Knowledge Translation Challenge program empowers nurses to use implementation science practices to enhance the quality and effectiveness of healthcare services. Success of this initiative serves as a model for addressing the persistent gap between knowledge and practice in clinical settings and the value of activating nurses to help close this gap. As the most trusted and numerous profession, it is vital that nurses contribute to efforts to translate research evidence into clinical practice. The Knowledge Translation Challenge program supports nurses to lead practice change. The Knowledge Translation Challenge program successfully equips nurses and other health care providers with the knowledge, skills and resources to implement practice improvements which enhance the quality and effectiveness of healthcare services and nursing practice. The Knowledge Translation Challenge advisory committee has three patient-public partners that support teams to develop a patient-oriented approach for their projects by providing feedback on the implementation plans. Each team was also supported to include patient-public partners on their project.

An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers.

Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassing YPAR framework, a gap the current study addresses. The current study includes a review of existing YPAR curricula to develop the Youth Researcher Empowerment Framework, including research components, social emotional competencies, and assumptions necessary for completing a YPAR project that centers youth voice and shared power. The study includes a quantitative assessment of the YPAR curricula and qualitative reviews by adult practitioners. In addition, focus group data from youth and teacher audiences across multiple settings confirmed and clarified terms and concepts related to the framework. The study provides empirical evidence to support a revised framework for YPAR curricular implementation. Implications are discussed in terms of aspects of the research process needed for YPAR projects, attention to specific youth developmental skills as outcomes, and underlying principles needed to create a welcoming, contextual space allowing for empowerment, youth voice, and choice.

DREAMers’ Perceptions of Relational Impacts After DACA

ABSTRACT DREAMers, undocumented people raised in the US, discussed their perspectives on changes in relational dynamics after access to Deferred Action for Childhood Arrivals (DACA) legislation. Ten participants, who through semi-structured interviews, discussed how DACA legislation impacted their mixed-legal status families. Using Interpretative Phenomenological Analysis with Participatory Action Research and Systems Theory frameworks, themes emerged that represented DREAMers’ collective experiences and the essence of the phenomenon related to how access to DACA legislation affected relationships. Themes included the superordinate theme, Relational Impacts of DACA and subthemes, Shared Wins and Resources and Mending Relationships. Discussion includes implications for clinicians, researchers, and policymakers.

Integrating Extended Reality in Architectural Design Studio Teaching and Reviews: Implementing a Participatory Action Research Framework

Integrating Extended Reality in Architectural Design Studio Teaching and Reviews: Implementing a Participatory Action Research Framework

Modern vocal pedagogy: Investigating a potential curricular framework for training popular music singing teachers

This study explores the content and pertinence of a curricular framework for training popular music (PM) singing teachers. The author conducted three extensive literature review studies over two years via an action research framework to investigate common areas of interest for potential pedagogical strategy. She developed a draft curricular topic framework, incorporating five PM-specific areas: vocal health and hygiene, PM stylistic advice, microphones/audio technology, resonance and breathing technique. Five international PM voice teaching representatives took part in the research as focus group participants and provided feedback on the curriculum content. Data from this feedback were analysed in an iterative cycle process and adjustments suggested. Findings from this study indicate that such a curriculum would be both necessary and timely. Suggestions were made to amend some elements and to place greater emphasis on aesthetic artistry, cultural context and emotional intent.

Improving the way we do action research in quality improvement

After three decades of action research (AR) there are still questions about its application and contribution in comparison to traditional research methods. The aim of this paper is to explore and critique how two action research frameworks can be employed when improving healthcare processes. We also investigate the role of the Researcher in Residence when using AR in health operations management. Using Problem Resolving Action Research and Collaborative Action Research models we identify the benefits and challenges of conducting AR. To improve the reporting of action research we offer revised guidelines developed within the context of healthcare improvement that will assist both academics and practitioners when undertaking AR. The study also clarifies the important role of the researcher in residence which will assist academics and practitioners by providing consistency to terminology and understanding when undertaking AR research.

Drama therapy, academia and dis/ability: Experiences of clinicians in training

The lived experience of dis/abled drama therapists and drama therapy students is understudied. This article examines the experiences of four dis/abled researcher-participants via a phenomenological study, utilizing a critical dis/ability lens and an Emancipatory Educational Action Research framework. Through a series of interviews and a focus group, researcher-participants shared their experiences as dis/abled drama therapy students in training. Data were analysed using inductive qualitative analysis through an iterative process. The results revealed how the use of power within academic systems can both help and harm students. Uses of power and how they intersect with different aspects of being a dis/abled student and clinician in training are further explored. Suggestions for professors and others in positions of power are provided.

From acting to simulation: Contributions of theatre students to healthcare simulation

IntroductionThe use of student theaters as simulated patients (SP) can improve the learning process, but studies on the SP methodology in Costa Rica are limited. Thus, this study investigated the contribution of theatre students as SP, as perceived by faculty and nursing students. MethodsThis study used the action-research framework and the data collection included observational data and qualitative interviews. The data were analyzed through three phases: pre-analysis, exploration of the material, and treatment/interpretation. Results and discussionParticipants included 20 undergraduate nursing students and eight faculty members. The involvement of actors in the simulation increased the psychological fidelity and realism of the simulation, leading to deeper experiential training. Therefore, the inclusion of theater students as SP with acting training in nursing undergraduate or postgraduate courses can be an effective strategy to promote emancipatory learning and has potential for developing critical-reflective thinking skills when used in a constructivist pedagogical practice.

How do small nations cooperate? An action research framework for Wales and the Basque Country

ABSTRACT Against the backdrop of the Memorandum of Understanding (MoU) signed between the Welsh and Basque Governments in 2018, this article introduces a multiscalar and transdisciplinary social sciences action research framework that emerged from a workshop held in May 2023. The workshop engaged stakeholders from both sides and is part of the broader ongoing project. This project seeks to address the main research question, ‘How do small nations cooperate?’ through the exploration of transregional cooperation and mutual learning between Wales and the Basque Country. The structure of the article is as follows: First, it commences with an introduction defining ‘small nations’, presenting the main research question, articulating two related aims, outlining three primary methodological goals and providing a broad context for these two small nations within the framework of their MoU. Second, following a brief description of each small nation, the article concurrently develops the action research methodological framework while analysing findings stemming from workshop discussions between stakeholders of Wales and the Basque Country. They addressed three intertwined territorial scale challenges: Macro, examined through devolution and fiscal federalism perspectives; Meso, explored through social innovations in urban spaces in Cardiff (SPARK) and Bilbao (ASFabrik); and Micro, investigated through grassroots innovations. Finally, the article concludes with an action research and policy agenda. It suggests one operational research question per territorial scale as the conclusion of this article, offering a response to the main research question. The conclusion acknowledges limitations and outlines future research and policy pathways for this ongoing project.

Use of Crossword Media to Increase the Arabic Vocabulary of Higher Class in Elementary School

Purpose of the study: This research aims to achieve the following objectives: Planning: Describe the planning process for utilizing Crossword Puzzle media to enhance the Arabic vocabulary of fifth-grade students at Madrasah Ibtidaiyah Nahdlatul Ulama’ (MINU) Maudlu’ul Ulum Pandean Malang. Implementation: Detail the implementation of Crossword Puzzle media to increase the Arabic vocabulary of class V students at MINU Maudlu’ul Ulum Pandean Malang. Evaluation: Provide insights into the evaluation of the effectiveness of Crossword Puzzle media in enhancing the Arabic vocabulary of class V students at MINU Maudlu’ul Ulum Pandean Malang.
 Methodology: The research adopts a qualitative descriptive approach within the framework of classroom action research. The study comprises four stages: planning, implementation, observation, and reflection. Two cycles were conducted, involving a total of four meetings. Data collection methods include observation, interviews, and documentation. Triangulation is employed to ensure data validity. The research draws from a sample of class V students.
 Main Findings: The research demonstrates that the use of crossword puzzles effectively enhances the Arabic vocabulary of class V students. Success indicators include: Positive Student Engagement: During the learning process, students exhibit happiness and enthusiasm. Improved Assessment Results: Student performance shows significant improvement compared to their initial results. Pre-test completion rate: 44.4% Cycle I: 77.7%, Cycle II: 83%
 Novelty/Originality of this study: This study’s novelty lies in its potential as a reference tool for educators aiming to enhance the Arabic vocabulary of fifth-grade elementary school students using crossword puzzles.

Formal and informal foreign language learning at university: blurring the boundaries

ABSTRACT This paper is concerned with the integration of informal language learning into university language modules in a foreign language environment. It begins by exploring the evolving nature of formal and informal language learning. This is followed by analysis of a pedagogic innovation intended to integrate foreign language activities in an informal university space shared by domestic and international students into formal German and Spanish language modules in an anglophone context. The initiative is evaluated within an action research framework using the following research instruments: student attendance data, reflective reports, end-of-module student surveys and a collaborative debrief with two language tutors. The results indicate that the explicit integration of informal language learning into formal language modules increases student engagement with informal language learning, provides opportunities for oral practice in particular, and supports the development of language learner autonomy. While care must be taken to ensure that the informal nature of the informal language learning experience is retained using low stakes assessment and a fluid, flexible, student-led pedagogical approach, the findings indicate that the explicit integration of informal language learning activities into formal language learning has the potential to expand the personal learning environment of the foreign language learner to their benefit.