Participatory Research Design Research Articles

Participation in Critical Dialogues With Illustrative Images Increases Knowledge About COVID-19 Prevention: A Mixed Methods Longitudinal Approach

This intervention study uses community-based participatory research (CBPR) and longitudinal design to examine changes in COVID-19 prevention knowledge over time (3 time points) among racially minoritized participants ( n = 38). The intervention comprised critical dialogues alongside an illustration used to engage participants in conversations about socioeconomic conditions affecting acquisition of COVID-19 knowledge. Quantitative data showed that COVID-19 prevention knowledge was higher for participants who completed the intervention. Qualitative data were used to illustrate the context under which participants experienced COVID-19 pandemic, how they received COVID-19 prevention information, and how they engaged in decision-making around COVID-19 protective behaviors. Contributions to mixed method research: The combination of CBPR, repeated measures, and critical dialogues (with and art form) in intervention research.

#TEBWorks: Engaging Youth in a Community-Based Participatory Research and User-Centered Design Approach to Intervention Adaptation

#TEBWorks: Engaging Youth in a Community-Based Participatory Research and User-Centered Design Approach to Intervention Adaptation

Identifying Factors of User Acceptance of a Drone-Based Medication Delivery: User-Centered Design Approach.

The use of drones in the health care sector is increasingly being discussed against the background of the aging population and the growing shortage of skilled workers. In particular, the use of drones to provide medication in rural areas could bring advantages for the care of people with and without a need for care. However, there are hardly any data available that focus on the interaction between humans and drones. This study aims to disclose and analyze factors associated with user acceptance of drone-based medication delivery to derive practice-relevant guidance points for participatory technology development (for apps and drones). A controlled mixed methods study was conducted that supports the technical development process of an app design for drone-assisted drug delivery based on a participatory research design. For the quantitative analysis, established and standardized survey instruments to capture technology acceptance, such as the System Usability Scale; Technology Usage Inventory (TUI); and the Motivation, Engagement, and Thriving in User Experience model, were used. To avoid possible biasing effects from a continuous user development (eg, response shifts and learning effects), an ad hoc group was formed at each of the 3 iterative development steps and was subsequently compared with the consisting core group, which went through all 3 iterations. The study found a positive correlation between the usability of a pharmacy drone app and participants' willingness to use it (r=0.833). Participants' perception of usefulness positively influenced their willingness to use the app (r=0.487; TUI). Skepticism had a negative impact on perceived usability and willingness to use it (r=-0.542; System Usability Scale and r=-0.446; TUI). The study found that usefulness, skepticism, and curiosity explained most of the intention to use the app (F3,17=21.12; P<.001; R2=0.788; adjusted R2=0.751). The core group showed higher ratings on the intention to use the pharmacy drone app than the ad hoc groups. Results of the 2-tailed t tests showed a higher rating on usability for the third iteration of the core group compared with the first iteration. With the help of the participatory design, important aspects of acceptance could be revealed by the people involved in relation to drone-assisted drug delivery. For example, the length of time spent using the technology is an important factor for the intention to use the app. Technology-specific factors such as user-friendliness or curiosity are directly related to the use acceptance of the drone app. Results of this study showed that the more participants perceived their own competence in handling the app, the more they were willing to use the technology and the more they rated the app as usable.

Parents’ and professionals’ views on autistic mothers using a participatory research design

Parents’ and professionals’ views on autistic mothers using a participatory research design

Exploring community behaviours and stakeholder challenges in engaging communities with dengue prevention behaviour in Malaysia: implementation research for a qualitative study with a community-based participatory research design

ObjectivesTo use a community-based participatory research (CBPR) design to explore local community behaviours and stakeholders’ challenges in engaging communities in dengue prevention behaviours in Hulu Langat, Selangor, Malaysia.DesignThis CBPR design...

(039) Challenges in Transgender Care Through a Qualitative Lens: Provisional Results About Sexual Medicine Professionals´ Opinions

Abstract Introduction Transgender people’s health and healthcare have become one of the most important challenges in healthcare settings and policy making. The perspectives of transgender consumers are important to inform policymaking and the development of measures to diminish barriers to accessing and maintaining health care. However, the perspective of healthcare providers, namely clinicians, is less known and is important to take a comprehensive and collaborative stance to deliver the best healthcare. Objective To highlight the perspective of sexual medicine practitioners/sexologists involved in transgender healthcare on the challenges faced in providing transgender healthcare. Methods Following an initiative by the Portuguese Society for Clinical Sexology, we used a participatory research design involving experienced sexual medicine clinicians/sexologists and activists for transgender care to develop a study to collect sexologists' perceptions of the challenges they faced when providing health care to transgender people. After IRB approval, we used a cross-sectional qualitative design and disseminated an online survey among professional associations (e.g., the Portuguese Society of Andrology, Sexual Medicine and Reproduction). A total of 25 complete answers were collected from clinicians who act in transgender healthcare and whose professional background included: Clinical Psychology, Pediatric Psychiatry, Psychiatry, Endocrinology, Urology, Gynecology and Anesthesiology. Participants were, on average, 46 years old (SD = 12.38), had an average of 13 years (SD = 11.25) experience in Sexual Medicine/Clinical sexology and 11 years on average (SD = 10.38) of experience with transgender healthcare. Sociodemographic data was collected between January and June 2023, and four open questions were presented. The current study will report preliminary content analysis concerning the open question: “Which challenges have you encountered in your experience as a health professional acting clinically with transgender people?”. Results The preliminary content analysis revealed 6 main categories, each representing distinct and interrelated subcategories aggregating different codes. The main categories were: 1. Formal Institutional Challenges (e.g., lack of formal education concerning transgender care, lack of specific guidelines for primary care; long waiting lists); 2. Informal Institutional Challenges (e.g., lack of updated knowledge from other clinicians not directly involved in transgender care; non-responsiveness from colleagues, translating policies and international guidelines into practices); 3. Social Challenges (e.g., family stigma; social discrimination); 4. Patient’s Challenges (e.g., lack of compliance; hostility or negative expectations towards health professionals); 5. Personal limits (e.g., perseverative thinking about the timing and patients’ internalisation of information about surgery risks; feelings of strangeness towards non-binary bodies); 6. Clinical Challenges (e.g., presence of emotional disorders/psychopathology; establishing differential diagnosis). Conclusions The current preliminary and provisional results highlight that clinical sexologists involved in transgender healthcare face different challenges regarding their role. The interrelated themes and subthemes reveal that clinical sexologists acting in transgender care have a critical stance towards policy making, service management and the quality of professional education provided to clinicians. Stigmatisation by their colleagues towards transgender people is a focus of concern. Still, they also feel they experience patients’ hostility and clinical and ethical challenges when trying to provide the best standards of care with a lack of resources. Disclosure No.

Designing is Imagining: What Futures and Identities Do Activists With Developmental Disabilities Imagine When Designing For Learners With Developmental Disabilities?

As learners engage in learning environments, they constantly co-develop ideas about who they are (their identities), and who they can become (their futures). Designers of learning activities make assumptions about what learner identities and imagined futures learners will ultimately take up. Learning activity designers with developmental disabilities who identify as activists may make assumptions about learners with developmental disabilities that other designers would not.  Working from a critical disability praxis orientation, the research was led by a person with a developmental disability. This study utilized a grounded theory approach to discourse analysis to analyze the design talk between two adult activists with developmental disabilities while they engaged in a co-design process to create a learning activity intended for learners with developmental disabilities who use Augmentative and Alternative Communication (AAC). The activity was a game that explores inductive logic. Discourse was analyzed to understand what imagined futures and learner identities these activists assumed learners with developmental disabilities might take up. These activists imagined learners with developmental disabilities who use AAC as being inquisitive, interdependent, and ableism literate, and capable of achieving futures that were validating, inquisitive, accessible, and ableism-literate. These futures and identities suggest that future participatory design research with adults and youth with developmental disabilities might yield innovative curriculum designs.

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

Development of the conversation tool "I-HARP for COPD" for early identification of palliative care needs in patients with chronic obstructive pulmonary disease.

This study aimed to develop the conversation tool "I-HARP for COPD" for timely identification of palliative care needs in Dutch patients with chronic obstructive pulmonary disease (COPD). An iterative and participatory research design was used to develop "I-HARP for COPD". There were 2 phases to the development of "I-HARP for COPD": content development and testing. A review of current literature, parallel focus groups, and a questionnaire among experts were used to develop the content of "I-HARP for COPD". "I-HARP for COPD" was then assessed by health-care professionals (HCPs) in clinical practice for understanding, difficulty, and relevance. A total of 46 HCPs, 6 patients, 1 informal caregiver, and 1 bereaved informal caregiver participated in this study. "I-HARP for COPD" included 14 screening questions, additional in-depth questions, and recommendations to address identified needs. The content of "I-HARP for COPD" was accepted by 86.2% of the HCPs. "I-HARP for COPD" was successfully developed for providing guidance in the palliative care of Dutch patients with COPD and their informal caregivers. By supporting HCPs with "I-HARP for COPD", they are better able to timely identify and direct palliative care needs.

User-Centered Design and Usability of a Culturally Adapted Virtual Survivorship Care App for Chinese Canadian Prostate Cancer Survivors: Qualitative Descriptive Study.

Cultural adaptations of digital health innovations are a growing field. However, digital health innovations can increase health inequities. While completing exploratory work for the cultural adaptation of the Ned Clinic virtual survivorship app, we identified structural considerations that provided a space to design digitally connected and collective care. This study used a community-based participatory research and user-centered design process to develop a cultural adaptation of the Ned Clinic app while designing to intervene in structural inequities. The design process included primary data collection and qualitative analysis to explore and distill design principles, an iterative design phase with a multidisciplinary team, and a final evaluation phase with participants throughout the design process as a form of member checking and validation. Participants indicated that they found the final adapted prototype to be acceptable, appropriate, and feasible for their use. The changes made to adapt the prototype were not specifically culturally Chinese. Instead, we identified ways to strengthen connections between the survivor and their providers; improve accessibility to resources; and honor participants' desires for relationality, accountability, and care. We grounded the use of user-centered design to develop a prototype design that supports the acts of caring through digital technology by identifying and designing to resist structures that create health inequities in the lives of this community of survivors. By designing for collective justice, we can provide accessible, feasible, and relational care with digital health through the application of Indigenous and Black feminist ways of being and knowing.

Membangun Karakter Kewirausahaan di Kalangan Pembudi Daya Biji Jenitri Desa Pengaringan dengan Mengembangkan Desain Aksesoris

The study was carried out in Pangaringan Village, which is a producer of Jenitri seeds that are shipped to China and India. The buyer sets both the price and the quality; Jenitri seeds that the buyer deems subpar are sold for extremely low prices. The purpose of this study is to expand on the health advantages of Jenitri seeds by creating accessories with a variety of styles and combining them with other locally available natural components. This study employed a participatory descriptive research design, wherein the research team creates possibilities for craftspeople to develop. The findings of the study demonstrate that other materials, including wood, stone, bone, and others, can be used to design Jenitri seeds. A distinct appearance is produced by the mix of materials with Jenitri seeds, including the accessory's color scheme. It takes constant passion and creativity to create this design in line with different societal advancements. As a result, this study highlights the value of strong moral character in Jenitri seed farmers, who are also artisans. It is implied that growers have other revenue streams, such as sales of accessories and exports of raw materials (Jenitri seeds that haven't been turned into accessories). In addition to attending seminars and exhibits, growers make the most of the interim period between planting and harvesting by putting different types of janitri seed accessories into practice.

Engaging elementary students in data science practices

Purpose This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms. Design/methodology/approach This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning. Findings Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables. Originality/value Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

Addressing Potential Conflict among University Students during Collaborative Tasks

This study addresses potential conflicts during collaborative tasks among university undergraduate students and presents strategies to mitigate such conflicts at a university in South Africa. Drawing on the unique context of South Africa, characterised by its rich cultural diversity and historical challenges, Social Identity Theory (SIT) was used to theorise the study within a transformative paradigm, qualitative approach and participatory research design. Ten undergraduate students were sampled and interviewed. Thematic analysis was employed to make sense of the data. The study found that a lack of a culture of open dialogue and clear guidelines and expectations leads to conflict, and the study also found that promoting a culture of open dialogue and establishing clear guidelines and expectations during collaborative projects can help prevent potential conflicts among university undergraduate students during collaborative engagement. The study concludes that promoting a culture of open dialogue and fostering establishing clear guidelines and expectations provide undergraduate students with the tools to manage group conflicts.

Research on emergency medical care system in public health events based on Kano model

In recent years, the frequency and impact of disease outbreaks in public health events have become increasingly prominent, and the effectiveness of the medical care system has become a key factor in meeting the challenges. Based on the Kano model, this paper aims to study the demand and expectation of the users of the emergency medical care system in public health events. Through the analysis of the user satisfaction and importance evaluation, this study deeply understands the users demand for the system, and puts forward the guidance of improvement and optimization. The findings are summarized as follows: the Kano model is a valuable tool, but its limitations and challenges need to be taken into account; future research can combine big data and artificial intelligence technologies, taking into account psychosocial factors, the introduction of user participatory design and interdisciplinary collaborative research to enhance user experience and satisfaction. This study provides a scientific basis for the improvement and optimization of emergency medical care system in public health events, and has important practical significance.

Applying community-based participatory research and user-centered design to optimize a novel lewy body dementia caregiver intervention (PERSEVERE)

Applying community-based participatory research and user-centered design to optimize a novel lewy body dementia caregiver intervention (PERSEVERE)

Blended learning classroom model: a new extended teaching approach for new normal

Purpose The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning.Design/methodology/approach The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model.Findings A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model.Research limitations/implications These discussions are limited to a study representative of 62 out of 274 project schools.Practical implications The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology.Originality/value This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment.

Evaluating Web-Based Care for Mental Health and Substance Use Issues for Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, and 2-Spirit Youths in the Context of the COVID-19 Pandemic: Community-Based Participatory Research Study.

Mental health (MH) and substance use (SU) care supports are often difficult to access for the lesbian, gay, bisexual, transgender, queer, questioning, and 2-spirit (LGBTQ2S+) population. There is little known on how the shift to web-based care has affected and changed the experiences of LGBTQ2S+ youths within the MH care system. This study sought to examine how web-based care modalities have affected access to care and quality of care for LGBTQ2S+ youths seeking MH and SU services. Researchers used a web-based co-design method to explore this population's relationship with MH and SU care supports, focusing on the experiences of 33 LGBTQ2S+ youths and their relationship with MH and SU supports during the COVID-19 pandemic. A participatory design research method was used to gain experiential knowledge of LGBTQ2S+ youths' lived experience with accessing MH and SU care. Thematic analysis was used to examine the resulting audio-recorded data transcripts and create themes. Themes related to web-based care included accessibility, web-based communication, provision of choice, and provider relationship and interactions. Barriers to care were identified in particular for disabled youths, rural youths, and other participants with marginalized intersecting identities. Unexpected benefits of web-based care were also found and emphasize the idea that this modality is beneficial for some LGBTQ2S+ youths. During the COVID-19 pandemic, a time where MH- and SU-related problems have increased, programs need to reevaluate current measures so that the negative effects of web-based care modalities can be reduced for this population. Implications for practice encourage service providers to be more empathetic and transparent when providing services for LGBTQ2S+ youths. It is suggested that LGBTQ2S+ care should be provided by LGBTQ2S+ folks or organizations or service providers who are trained by LGBTQ2S+ community members. Additionally, hybrid models of care should be established in the future so that LGBTQ2S+ youths have the option to access in-person services, web-based ones, or both as there can be benefits to web-based care once it has been properly developed. Implications for policy also include moving away from a traditional health care team model and developing free and lower-cost services in remote areas.

Meningkatkan Kompetensi Guru sebagai Peneliti Pendidikan melalui Pelatihan Penelitian Tindakan Kelas

Quality teachers are those who at least fulfil the academic qualifications of having a Bachelor degree in the field of Education and the required competencies. But in fact, the continuous professional development for school improvement through the practice of systematic reflection of teaching improvement in the form of conducting classroom action research is still dissatisfactory. Seeing this fact, such activity as workshops to improve classroom action research skills through community service are needed. The design of this activity follows the Community-Based Participatory Research Design (CBPR). This design consists of five steps Formulation of Research Problems, Collecting Data through Interviews, Compiling Interview Results, Regrouping, Clustered Discussion, Modification of Research Problems. In this community service, the target participants were 25 teachers of SMPN Pulo Gadung District. The training activities have many benefits for both parties, the research team and the teacher team. These benefits are the establishment of coordination, communication and cooperation in order to improve the quality of education, especially in improving teacher competence in conducting PTK.

Test, evidence, transition projects in Scotland: developing the evidence needed for transition of effective interventions in cancer care from innovation into mainstream practice

BackgroundA robust evidence base is required to assist healthcare commissioners and providers in selecting effective and sustainable approaches to improve cancer diagnosis and treatment. Such evidence can be difficult to build, given the fast-paced and highly pressured nature of healthcare delivery, the absence of incentives, and the presence of barriers in conducting pragmatic yet robust research evaluations. Cancer Research UK (CRUK) has played an active part in building the evidence base through its funding of programmes to identify, evaluate and scale-up innovative approaches across the UK. The aim of this paper is to describe and explain the research design and intended approach and activities for two cancer services improvement projects in Scotland funded by CRUK.MethodsA hybrid effectiveness-implementation study design will assess both the efficiency of the new pathways and their implementation strategies, with the aim of generating knowledge for scale-up. A range of implementation, service and clinical outcomes will be assessed as determined by the projects’ Theories of Change (ToCs). A naturalistic case study approach will enable in-depth exploration of context and process, and the collection and synthesis of data from multiple sources including routine datasets, patient and staff surveys, in-depth interviews and observational and other data. The evaluations are informed throughout by a patient/public representatives’ group, and by small group discussions with volunteer cancer patients.DiscussionOur approach has been designed to provide a holistic understanding of how (well) the improvement projects work (in relation to their anticipated outcomes), and how they interact with their wider contexts. The evaluations will help identify barriers, facilitators, and unanticipated consequences that can impact scalability, sustainability and spread. By opting for a pragmatic, participatory evaluation research design, we hope to inform strategies for scaling up successful innovations while addressing challenges in a targeted manner.

Psychological implication of student unrest on student leaders: A social support perspective

The study explored the psychological implications of student unrest on student leaders in South African universities, focusing on both the negative and positive implications. The study is underpinned by social support theory and lensed within transformative paradigm. The study is qualitative in nature and employs participatory research design. Three universities were randomly selected across three provinces in South Africa, and four student leaders from each univesity were selected as participants using convenient sampling technique. Semi-structured interview was used to elicit information from the participants, and the data was analysed using thematic analysis. The study found that social and unpleasant anxiety and social group conflict tendencies are major negative psychological implications on student unrest. On the other hand, it also revealed that student unrest enhances the sense of empowerment and solidarity and also promotes self-esteem and political awareness among student leaders, with a recommendation that universities should provide adequate social support for student leaders.