Action Research Group Research Articles

Developing networks between residential aged care facilities as a result of engagement in a falls prevention project: an action research study

Background: Residential aged care facility (RACF) staff often operate in isolation. Research is lacking on networking between facilities. Aims: To explore outcomes associated with network formation between two RACFs as part of an action research approach to reducing falls. Design: Action research approach with qualitative data collected. Methods: Twelve RACF staff from two facilities in regional Tasmania, Australia, formed a falls prevention action research group. Thematic analysis was undertaken of 22 audio-recorded fortnightly group meetings. Results: This was the first opportunity for participants to meet colleagues from another facility in a professional context. The formation of an inter-facility network enabled the sharing of ideas and systems related to evidence-based falls prevention activities and other issues and galvanised a collaborative focus for action. Conclusions: An action research process can be used to create an inter-facility network. Such networks can decrease staff isolation and facilitate best resident care.

Use of insecticide-treated nets by pregnant and childbearing-age women: Action research in Southern Nigeria

Background/Aims Malaria in pregnancy is a major public health problem in Nigeria, along with high maternal morbidity, and fetal and neonatal mortality rates. Strategies for the control of malaria include the use of insecticide-treated bed nets (ITNs). Although some agencies distribute ITNs free of charge, some nets are not being used appropriately by pregnant women and other women of childbearing age. This study sought to empower pregnant women and women of childbearing age to take action to prevent malaria through the proper use of ITNs. Methods An action research design was used, which comprises cycles of fact-finding, planning and action, and reflection and evaluation. In collaboration with the action research group, 26 pregnant women or women of childbearing age were interviewed to gain an understanding of their perception of malaria and their use of ITNs. Seven community health extension workers and two primary health care coordinators were also interviewed. Observation sessions were held with eight women in their vegetable farms. Two focus group discussions were held with eight midwives and seven husbands. A total of 71 general participants and 13 action research group members were involved in the study. Data were thematically analysed and emphasis was laid on data that would promote learning and change. Conclusions The study revealed poor knowledge of the cause of malaria, non-compliance with the proper use of ITNs, diversionary use of ITNs and poor health intervention monitoring. Actions undertaken to empower the women towards the effective use of ITNs included community education, prenatal education, and advocacy discussions with government and relevant non-governmental agencies. Experiences gained from the study were reviewed and consolidated, and sustainability of actions planned.

Getting research into practice: The challenge for improvement in healthcare

Getting research into practice requires the integration of explicit knowledge, often called evidence and obtained from research, with tacit knowledge obtained from the experiences of healthcare professionals in their daily practice. This integrated useful knowledge informs decision-making by professionals and produces change in clinical practice. Responding to this challenge requires both the creation of explicit knowledge that is useful, including commissioning and performing research that is highly relevant to healthcare professionals in their daily practice, and developing opportunities for healthcare professionals to create and share their tacit knowledge, such as through action research groups.

Can a community of practice enhance a palliative approach for people drawing close to death with dementia?

This action research study was conducted to trial a strategy intended to support a consistent, high-quality, palliative approach for people with dementia drawing close to death-the implementation of a community of practice. Professionals from community/residential care and hospitals formed this community of practice, which took on the role of an action research group. The group was supported to identify and address practice problems. Four action plans were implemented; outcomes from two are reported. When actioning the plan 'providing education and information for the staff', the staff's ratings of sessions and resources were positive but impacts upon knowledge, views, or confidence were small. When actioning 'supporting families', families providing care in non-hospital settings received information about severe dementia from suitably prepared staff, plus contact details to access support. Family feedback was primarily positive. Reference to additional practice change frameworks and inclusion of specialist palliative care professionals are recommendations for future initiatives; also focusing on targeted, achievable goals over longer timeframes.

La formación continua colaborativa a través de la investigación-acción. Una forma de cambiar las prácticas de aula

The ongoing education training for teachers can be done through different models that could only report or also accompany the process of implementing innovations. The training through reflection processes is presented as essential to make changes in the classroom; also, if it is done collectively with other teachers or between centers, transformations will not only occur in the classroom, but in the whole context. One way leading to a collaborative ongoing education is through action research groups, considering a set of ethical practices whose characteristics allow participants to be trained according to their needs, and through support with other teachers, in order to transform the context. The research we present here is framed in a Teaching Innovation Project, University of Valladolid, through which teachers from three schools that have been trained in inclusive education through action research implementing in their classrooms interactive groups. This collaborative process played by teachers themselves has changed the thinking of teachers, their classroom and their educational contexts in which they work.

Undernutrition in older people in Australia.

Despite being preventable and treatable, undernutrition remains a problem for many older people in tertiary healthcare settings. Nurses have a crucial role in assisting people who are unable to eat independently and are uniquely positioned to implement solutions that will lead to better nutritional care. However, what is known about the management of undernutrition is not informing nursing practice. This study used action research, underpinned by the 'participatory world view', to address the theory-practice gap. Data and between-method triangulation were used to collect and analyse qualitative non-participant observations and action research group data. Set Up Ready For Dining (SURFD) was developed and implemented by nurses to improve patient mealtimes. Findings show that nursing practice in nutritional care is influenced by technique within the healthcare context that emphasises operational efficiency, and by the choices that nurses made around being the patient advocate during mealtimes.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

Improving student nurses' aged care understandings through a supported placement.

The study aimed to identify the potential for aged care placements to deliver benefits for second year nursing students when conducted within a supportive framework with debriefing and critical reflection opportunities. Given the ageing population and complex care needs of aged care facility residents, exacerbated by the high prevalence of dementia, the healthcare workforce's ability to meet older people's care needs is paramount. Yet research shows that nursing students are disengaged from aged care. Using a quasi-experimental mixed method design within an action research framework, 40 students were allocated a 3-week supported placement in 2011-2012 at one of the two intervention residential aged care facilities in Tasmania, Australia. Staff formed mentor action research groups in each facility and participated in a pre-placement capacity-building programme. Thirty-nine students were placed across 14 control facilities. Data were collected via meetings with students and pre-post placement questionnaires on placement experiences, attitudes and dementia knowledge. The intervention facility placement programme led to mentors and students being well prepared for the placement and to students experiencing enhanced teaching and learning derived from high levels of mentor support and increased autonomy. Students' knowledge, understanding and attitudes around aged care and dementia improved. Mentors working together within an action research framework can provide a supported residential aged care placement for nursing students that improves students' aged care attitudes and understandings. Provision of quality, supported aged care student placements is vital to prepare a new generation of nurses who will have to deal with the complex chronic healthcare needs associated with an ageing population.

Exploring the meaning of recovery-oriented care: an action-research study.

The present study describes participants' perspectives of the meaning of recovery-oriented care in developing services for people with psychosocial disability associated with mental illness. Participants were involved in a 12-month cooperative inquiry action-research group from August 2012 to July 2013, with six consumers, four clinicians, and a carer. A major finding was the importance of the facilitation of dialogue that acknowledged the asymmetrical power differences between participants. Thematically-analysed data identified an overarching global theme: 'I want services to hear me'. The theme reflected a shared view that participation is important in service development. Actions included mapping the integration of consumer participation within a mental health service and developing workshops to support change. Addressing the asymmetrical power relationship inherent in traditional mental health design is important. Using participatory processes, structural discrimination is revealed, and tensions associated with clinical mental health services and psychiatric practice can be discussed. A partnership approach to service development enables the social determinants of health to be addressed more effectively, as well as supporting individual recovery. These approaches create the potential for genuine transformational change. Approaches that support coproduction and codesign have the potential to enable solutions.

Designing and Developing ICT Curriculum in the 21st Century using a Modernistic Curriculum Model in Contemporary Higher Education

The design and development of ICT curriculum at higher education institutions in recent times is highly complex. The aim of this paper is to present a product model for the design and development of a variety of three year ICT programme types. This is achieved by conducting an in-depth study into existing ICT product models as well as extrapolating the critical skills for students in the 21st century from the extant of literature. The strategy of inquiry employed was a case study of curriculum renewal in the Department of Information Technology at the Durban University of Technology. The research study was qualitative with Participatory Action Research and Focus Group Interviews employed for data collection. The findings resulted in the creation of a best practice product model for the renewal of ICT curriculum. This model impacts how ICT programmes are designed and developed at higher education institutions in the 21st century. As an implication of this study the researchers suggest that this model be reviewed and updated regularly to accommodate the dynamic nature of ICT. DOI: 10.5901/mjss.2014.v5n23p1172

Examining the potential of youth-led community of practice: experience and insights

In this case study, two high school teachers, a university researcher, and 10 high school students (ages 16–19 years) were part of an action research group that addressed an issue – smoking on school grounds − identified by a high school population as being problematic. The research was guided by the following research questions: ‘Within a community of practice, what processes and practices will support mutual engagement in learning?’ ‘What type of partnership will emerge between youth and adults in this community of practice?’ and ‘What are group members’ perceptions of the value of cultivating a community of practice?’ Data methods and sources included field notes, student and teacher interviews, and document analysis. Using the lenses of communities of practice and youth–adult partnership, outcomes report on how mutual engagement and youth–adult partnership emerged.

Prevention – what is the most promising approach?

Prevention – what is the most promising approach?

Nursing practice in nutritional care: a comparison between a residential aged care setting and a hospital setting

To explore the similarities and differences in the nursing practice in nutritional care between a residential aged care setting and a hospital setting. Despite being preventable and treatable, undernutrition remains a problem for many older people in residential aged care and hospital settings. Nurses have a crucial role in assisting people who are unable to eat independently and are uniquely positioned to implement solutions that will lead to better nutritional care. During 2007-2010, an action research study was conducted, underpinned by the principles of the participatory world view to address undernutrition in a residential aged care setting and a hospital setting. The multimethod approach of data and between-method triangulation were used to collect and analyse qualitative non-participant observations and action research group data. Non-participant observations and action research group data were qualitatively analysed using the Analytic Hierarchy. How nurses chose to participate in the provision of nutritional care and assert their autonomy when changing practice to nutritional care affected the quality of the resident/patient mealtime experience. Operational efficiency influenced the choices that nurses made about the type of intervention to implement to improve nursing practice in nutritional care. Nurses required management approval to change practice in nutritional care. The reasons for undernutrition are multifactorial and more research is needed to investigate the organizational structures and processes that affect the delivery of nutritional care across role functions, how these affect the continuity of care and the nurses' role in defining the culture around resident/patient mealtimes.

Using Co-Inquiry to Study Co-Inquiry: Community-University Perspectives on Research

In the context of a rapid development of interest in community-university research partnerships, this article argues for a greater focus on collaborative reflexivity to enhance learning from the research process and contribute toward developing sustainable and ethical research collaborations. Incorporating perspectives of community and university participants, the article offers a case study analysis of a UK-based co-inquiry action research group. This group not only studied examples of community-university research collaborations, but also reflected on its own workings as an example of collaborative research in action—scrutinizing relationships of power, responsibility, and boundaries in the group (collaborative reflexivity). This article argues that research projects might be designed with space designated for co-inquiry action research or similar inquiry groups. These co-inquiry groups would serve as replacements or supplements to more traditional steering or advisory groups.

Reflecting Socio-Scientific Issues for Science Education Coming from the Case of Curriculum Development on Doping in Chemistry Education

Socio-scientific issue-based science education has been suggested for promoting general educational skills development in science classes. However, there is a lack of operationalized criteria, which can be used to reflect upon societal issues to whether turning them into issues for science classroom instruction. This paper describes a case study based on Participatory Action Research in science education. A lesson plan based on the socio-scientific issue of doping in professional sports and in fitness studios was designed and cyclically refined by a group of teachers and science education researchers. Along this case, together with previous studies of SSI-oriented curriculum development, the action research group started reflecting on the question of operational criteria for reflecting and carrying out socio-scientific issues in science classroom situations. This paper discusses the structure of the above-mentioned lesson plan. Experience gained during lesson plan development and testing will be reported upon. Suggestions stemming from teacher group discussions about the criteria chosen for reflecting socio-scientific issues for classroom use will also be presented.

Promoting Student Engagement Through Evidence-Based Action Research With Teachers

We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed.

Examining professionals’ and parents’ views of using transanal irrigation with children

Irrigation as a bowel management approach has been reportedly used with children for more than 20 years. Parents managing their child's chronic bowel problem have previously been shown to have increased emotional stress. The aim of this study was to explore professionals' (n = 24) understanding and parents' (n = 18) experiences of using transanal irrigation with children at home as a mid to longer term bowel management approach. This study was underpinned by action research methodology and used mixed methods determined by an action research group of parents, professionals, researchers, a voluntary sector worker, commercial representative and independent observer. Data informed the study outcome which was the development and evaluation of a shared health resource to support professionals in their holistic approach when prescribing transanal irrigation and guide parents in the areas of education, management, problem solving, support and goal setting. The resource includes constructed case studies from parents of their experiences to inform choice and decision-making between parents and professionals. The shared health resource provides an approach to initiating and evaluating transanal irrigation and is available in a paper format from key Internet sites across hospital, community and voluntary services.

Un modelo de innovación en el Practicum de Secundaria: la inmersión dentro de un grupo de investigación-acción

We present a model of innovation affecting the Practicum of Master of Secondary Education, which involves future teacher’s socialization within an action research-group, where he can acquire parts of the skills required to meet their professional development. The driving force is based on the development of students' competencies in sciences focused in inquiry, self-assessment, information exchange and reflection as elements of improvement of these skills of high school students, but also in the professional skills of the future teachers. The students of Practicum very positively assessed their involvement in the group, as well as conducting experiences of investigative nature with students of Secondary Education.

An Action Research Projects Impact On Teachers Leadership Attitudes And Perceptions

California Lutheran University is a regional site for the California Reading and Literature Project (CRLP). In 2010, CRLP began a two-year longitudinal study to examine the effects of participating in an institute called Reframing Teacher Leadership: Action Research Study Group had on PreK-12 teachers attitudes and perceptions. The foundation underpinning this study is the New Framework for Teacher Leadership. This study examines the impact that participating in the Action Research Group had on teachers attitudes and perceptions. Mixed-methods were used to analyze participants feedback through surveys and fieldnotes. Results confirmed the claim made by educational researchers that action research empowered teachers to have a greater stake in curriculum and instructional decisions and provided them with a framework to improve their pedagogical practices.

Supporting Ethnic Minority Families with Disabled Children: Learning from Pakistani Families

Introduction: This article describes how an emancipatory research approach was used to explore the support needs of Pakistani families with disabled children in the United Kingdom. These families are among the most disadvantaged in the United Kingdom and research indicates that their needs tend to remain unmet through current services. Method: A participatory action research study was undertaken with six families. After an exploratory phase of individual interviews and activities, three action research groups were formed for women, men and non-disabled siblings respectively, in which they engaged in their own research activities. This increased their insight into their situation and enabled them to gain more control. Findings: The study highlights the importance of family-centred practice when working with ethnic minority families. Key issues are continuity of intervention between school and home settings, facilitating communication within and with the family, and ensuring peer support for parents and siblings. An occupational science perspective indicates that a lack of belonging in their community affects the families' wellbeing, and that faith is an important, mostly positive, aspect of their sense of being. Conclusion: The study affirms the importance of a family-centred and occupation-centred approach when working with families from diverse ethnic minority backgrounds.