Practice Partners Research Articles

Cities and climate change science after Edmonton: Knowledge, people, and organisations' influence and outreach

The sustainability conundrum necessitates problem-solving research, and a transdisciplinary approach offers a way to find solutions transferable to scientific and societal practice. One such transdisciplinary research process took place at the Cities and Climate Change Science Conference in Edmonton, Canada, in, 2018. This paper uses an evaluation framework for the implementation of co-created knowledge and a knowledge mobilisation approach to evaluate uptake of the research output, a Global Research and Action Agenda on Cities and Climate Change Science. Surveys, a workshop, interviews, case studies, post-conference documentation and publications were analysed. A variety of stakeholders across science-policy-practice brought forward conference goals and outputs. Applying a knowledge mobilities approach in tandem with the evaluation framework revealed the contribution of individuals, who in the absence of formalised implementation, were largely responsible for postconference knowledge mobilisation. The transdisciplinary approach was justified since practice partners played an important implementation role. There was publication reach to the scientific context, but most of the non-peer-review publications were closed access, a challenge for Global South and practitioner policy mobility. The study demonstrated how the evaluation framework could be modified for application in future research, yet while it emphasized the importance of generality and implementability, the terms were not congruent with cities and climate change science, since cities require context specific evidence. Ascertaining and localising city research needs, and harnessing lessons learned for the next iterations of the conference, the Innovate4Cities Conferences, are important future steps in closing the gap of cities' knowledge needs on climate change science.

Design principles for advancing higher education sustainability learning through transformative research

AbstractA growing number of transformative research practices that redefine the role of science in engaging with local–mostly urban–transformation processes have emerged in recent decades. However, while education is considered a key driver for sustainability transformations, higher education has been slow to develop and implement dedicated, appropriate and effective transformative education programmes and learning modules. In this paper, we present a framework of design principles for transformative learning modules in higher education. These principles are derived from two growing discourses: higher education sustainability learning, and transdisciplinary and transformative research—both of which are centrally anchored in the field of sustainable development and sustainability science. The principles presented provide guidance for course leaders in higher education to create learning modules aimed at enabling students to become engaged in transdisciplinary and transformative research that fosters sustainability transitions in local and urban contexts. We use the Transformative Innovation Lab (TIL)—a learning course developed and tested at two German universities—as an example of how the design principles can be applied. The module, which runs over two semesters, supports Masters students in their process of developing real-world laboratories and exploring urban sustainability transitions through collaborative experimentation with local practice partners. We discuss the factors that enable and limit the implementation of transformative learning modules and outline aspects of the novel roles adopted by lecturers in transformative teaching environments. Moreover, we highlight the need for both institutional change and transformative teaching formats that go beyond transformative research as key for driving universities to take responsibility for collaboratively fostering sustainability transitions in their local contexts.

REVISITING THE TEACHING NURSING HOME: QUALITATIVE ANALYSIS OF NURSING STUDENTS’ CLINICAL EXPERIENCE

Abstract Revisiting the Teaching Nursing Home is a two-year pilot project to address the long-term care workforce shortage by introducing nursing students to geriatric nursing while also improving quality of care within nursing homes. The initiative has multiple components: enhanced clinical rotations for nursing students with partner schools of nursing, implementation of the Institute for Healthcare Improvement Age-Friendly Health System “4M” quality improvement model, and an online learning network. Undergraduate and graduate nursing students at three Schools of Nursing participated in clinical experiences at regional nursing homes. Students completed an “activity feedback” form after each clinical rotation at the nursing home or related activity, such as a session about the 4Ms or quality improvement/assessment. The activity feedback form asked students to share their most important takeaway and suggestions for improvement. Data from 340 feedback forms was coded qualitatively using conventional and directed content analysis using the American Association of Colleges of Nursing (AACN) Essentials for Professional Nursing Education. Multiple coders and audit trials were used to establish rigor. Students’ takeaways encompassed 7 of 8 key concepts in the AACN Essentials; Knowledge for Nursing Practice, Person-Centered Care, and Interprofessional Partnerships were most frequently mentioned. Students provided numerous suggestions for improving their clinical experiences including facilitated learning from instructors and supported engagement with nursing home staff. In conclusion, the program addressed many of the core competencies designated by AACN. One recommendation that flows from these findings is to enhance the role of clinical preceptors in the nursing home setting to facilitate mentored training.

Centering Equity in Transfer Partnerships

Transfer partnerships do not necessarily produce equitable outcomes. A lack of scholarship identifying critical practices needed to make partnerships equitable impedes transfer success. Based on a review and analysis of existing literature, this paper proposes a three-stage transfer partnership framework focused on designing, implementing, and assessing partnership practices that center equity. Kania and Kramer’s theory of collective impact and Bensimon and Malcom’s equity scorecard are used as dual lenses through which partners should approach these efforts. This framework encourages practitioners to adopt innovative ways to center equity and carries specific implications for admissions and retention professionals.
 Keywords: equity, transfer students, partnerships, diversity

The lived experiences of racial bias for Black, Asian and Minority Ethnic students in practice: A hermeneutic phenomenological study

AimThis study explored the lived experiences of racial bias for Black, Asian and Minority Ethnic students undertaking an undergraduate or post-graduate degree in nursing, midwifery and allied health courses in the United Kingdom. BackgroundPrevious research indicates that students from Black, Asian and Minority Ethnic groups have fewer opportunities to succeed at university and this has brought about a race awarding gap in their degree attainment. The reasons for this awarding gap are complex and multi-factorial and it is crucial that the lived experiences of racial bias are explored from the student perspective. DesignA hermeneutic phenomenological approach was adopted to elicit individual and collective experiences in the practice environment, a mandatory component of the student’s degree. MethodsA focus group and individual semi-structured interviews were conducted to collect data from sixteen participants and analysed using thematic analysis ResultsThree encompassing themes were identified which included a sense of not belonging, trauma impact on mental health and understanding covert and overt racism. Participants reported incidences of racism and appeared to be traumatised by their experiences within practice and the university. They also reported poor mental health and well-being as shared experiences and a lack of confidence in the university and practice to mitigate racial issues. ConclusionsMeaningful action must be taken by universities and practice partners to advance racial inequality initiatives by having robust anti-racism action plans and processes. These should be co-created with students and staff to reduce the race awarding gap.

Early Findings on the Impacts of Developing Evidence-Based Practice Briefs on Middle School Computer Science Teachers

Problem. K-12 teachers face many challenges when teaching a new subject like computer science (CS). They are often far removed from the research being conducted to identify evidence-driven solutions to these challenges. Likewise, researchers are also often removed from the challenges of classroom practices that teachers face when teaching CS. Research Questions. To create a collaborative process for teachers and researchers outside of a research practice partnership, we piloted a facilitated process in which CS middle school teachers and CS education researchers collaboratively created CS teacher practice briefs. Our research question for this study was: In what ways are teachers impacted by the process of creating teacher practice briefs in collaboration with researchers? Methodology. We conducted a qualitative study, using a semi-structured interview protocol to interview five teachers and three researchers to gain an understanding of how this process impacted the participants. We used thematic content analysis to identify several subthemes across our pre-established themes: motivation for teachers to participate, impacts on teachers, perceived impacts on students, and impacts on researchers. Findings. We found that the impact on teachers mirrored impacts found on teachers who engage in Research Practice Partnerships, including increased self-efficacy, expanded professional networks, and changed classroom practices. Implications. By bringing researchers and educators together with a clear focus on equity-based problems of practice in CS education, the results display a multitude of positive impacts. Teachers indicate that they are are positively impacted, researchers develop a clear understanding of realistic practices, and students are peripherally impacted through changed practices in the classroom. Therefore, the most significant contribution to advance the disciplinary understanding is the potential for this new process to decrease the gap between research and practice.

Student voice in assessment and feedback (2011–2022): a systematic review

In recent years, there has been a growing body of research on student voice in the context of higher education, generating significant insights for pedagogical improvement. This systematic literature review aims to examine studies on student voice from 2011 to 2022, specifically those concerned with assessment and feedback in higher education. The review draws on 38 empirical studies and identifies the increasing use of mixed-methods designs in student voice research related to assessment and feedback. The analysis of these studies highlights that student voice research can improve students’ experiences, change teachers’ practices and inform university support concerning assessment and feedback. The review finds, however, that most studies were conducted in, or on students from, developed countries. It is necessary for researchers to engage students from different backgrounds to investigate their experiences of assessment and feedback. The results of the review also suggest that more longitudinal, mixed-methods studies should be conducted to generate further critical insights. Future research should regard students as partners in effective assessment and feedback practices, and a focus should be placed on students developing assessment and feedback literacy.

A Uniform Chart of Accounts: Strengthening Public Health Practice and Research Through Standardized Financial Data.

The COVID-19 pandemic made the long-standing need for a national uniform financial reporting standard for governmental public health agencies clear, as little information was available to quantify state and local public health agencies' financial needs during the pandemic response. Such a uniform system would also inform resource allocation to underresourced communities and for specific services, while filling other gaps in practice, research, and policy making. This article describes lessons learned and recommendations for ensuring broad adoption of a national Uniform Chart of Accounts (UCOA) for public health departments. Leveraging previous efforts, the UCOA for public health systems was developed through collaboration with public health leaders. The UCOA allows state and local public health agencies to report spending on activities and funding sources, along with practice-defined program areas and capabilities. To date, 78 jurisdictions have utilized the UCOA to crosswalk financial information at the program level, enabling comparisons with peers. Jurisdictions participating in the UCOA report perceptions of substantial up-front time investment to crosswalk their charts of accounts to the UCOA standard but derive a sense of valuable potential for benchmarking against peers, ability to engage in resource allocation, use of data for accountability, and general net positive value of engagement with the UCOA. The UCOA is considered a need among practice partners. Implementing the UCOA at scale will require government involvement, a reporting requirement and/or incentives, technical assistance, financial support for agencies to participate, and a means of visualizing the data.

The state of South Africa’s public–private partnership practices in transport projects: Problems and potential

Background: Despite growing calls for public–private partnerships (PPPs) to supplement diminishing investment in South Africa’s transport sector, the uptake of transport PPPs in the country was low over the past 15 years compared with Brazil, Russia, India and China which performed well in this regard. This low uptake poses several consequences in light of the positive correlation between transport capital investment and economic growth. Objectives: The study aimed to describe the problems faced in the South African PPP process, firstly by comparing and contrasting PPP practices of South Africa to its counterparts in the Brazil, Russia, India, China and South Africa (BRICS) multilateral forum in view of understanding the reasons for the low uptake of transport PPPs in the country and, secondly, by interviewing transport PPP experts on their opinions on constraints and possible solutions for PPPs in the country. Method: In light of the limited research on transport PPPs in South Africa, as well as the low level of PPP implementation, secondary data analysis was followed by an exploratory qualitative research design used to obtain rich data from subject experts on the topic at hand. Results: The main findings reveal that the politicisation of infrastructure through party politics, political risk and domination of the state in the delivery of strategic infrastructure contributes to the low uptake of PPPs. Conclusion: A need exists to strengthen political commitment for PPPs by centralising and coordinating planning across different tiers of government, while easing the regulatory burden, making them simpler to implement and more attractive to investors and promoting inclusivity. Policymakers can utilise these findings to improve areas of practice requiring intervention.

СОВРЕМЕННАЯ МОДЕЛЬ СОЦИАЛЬНОГО ПАРТНЕРСТВА В КОНТЕКСТЕ РЕАЛИЗАЦИИ НАЦИОНАЛЬНЫХ ПРОЕКТОВ

Objective of the study – conceptual substantiation of the modern model of social partnership in the context of effective management of national projects in modern Russian conditions. The methodological basis of the research. Analysis of research in the field of implementation of national projects L. A. Mierin, K. Ya. Serkova, F. A. Gurtueva and I. V. Tulyakova allow to determine the actual problems of the effectiveness of national projects. The studied management issues, problems of poor quality of planning mechanisms and incentives for attracting business and the public to active participation in national projects, geopolitical and legal problems make it possible to identify obstacles to achieving national goals. When identifying the inefficiency of the modern mechanism of interaction, the studies of A. S. Bednyakov about world experience and legal regulation of public-private partnership (PPP) in Russia. When developing mechanisms for solving the problems of implementing national projects, the author relied on the scientific basis of conflictology, institutional and technological approaches to the analysis of social partnership. This study is based on value-normative, logical and systemic approaches. Research results. Modern mechanisms for the implementation of national projects do not allow to adequately ensure the achievement of the national goals of Russia’s sustainable  development. The conducted studies show the low efficiency of the public-private partnership (PPP) management mechanism in the implementation of national projects. Based on modern trends in the development of social relations and conceptual approaches to the study of the theory of the issue, a managerial model of social partnership is built, which is necessary for the implementation of national projects, focused on harmonizing the goals and values of the main subjects of public relations, achieving synergy in the activities of the state, business, the scientific community and public organizations. The introduction of the model of social partnership in practice will increase the level of social solidarity in society. Each of the participants in the social partnership will receive a significant advantage in the development of target areas of their activities.  Prospects of the study. The prospects for the development of the managerial model of social partnership are associated with the need to synthesize the existing disparate visions of social partnership in the scientific community, create a mechanism for achieving social solidarity in the implementation of national projects in the Russian Federation through the use of the potential of «open innovations», ensuring the achievement of sustainable development goals. The introduction of the model will make it possible to achieve a new quality of management of the subjects of social interaction in society.

Cardiovascular risk management: the success of target level achievement in high- and very high-risk patients in Hungary

BackgroundThe management of risk factors in patients with high cardiovascular risk and its effectiveness is of paramount importance. Over the last decade, several studies have examined the achievement of cardiovascular risk factors’ target levels in Europe. In the present Hungarian study, we assessed the cardiovascular risk level of participants aged 40–65 years and the success of achieving risk factors’ target levels in high- and very high-risk patients. We compared these results with the results of two similar European studies.MethodsWe conducted a cross-sectional study involving 37,778 patients aged 40–65 years from Hungary between 2019 and 2020. Cardiovascular risk levels and target values were set according to the 2016 European Guideline. Target achievement was evaluated for body mass index, waist circumference, blood pressure, total, LDL, and HDL cholesterol, triglyceride, and HbA1c (in diabetics).ResultsFor 37,298 patients, all the data were available to determine their cardiovascular risk category. Of these, 23.1% had high and 31.4% had very high cardiovascular risk (men: 27.1 and 39.6%, women: 20.5 and 26.1%, respectively). Achievement of the LDL-C target of 1.8 mmol/l was only 8.0% among very high-risk patients, which was significantly lower than the European average (29%). Achievement of target blood pressure among high-risk patients was better than the European average (63.4% vs. 44.7%, respectively); however, achievement was slightly lower among very high-risk patients compared with the European average (49.4% vs. 58%, respectively). The proportion of patients with type 2 diabetes who achieved a HbA1c below 7% was 57.3% in the high-risk population and 53% in the very high-risk population, which was in line with the European average success rates (58.5 and 54%, respectively). Waist circumference (< 88 cm for women and < 102 cm for men) was achieved by 29.4% of patients in the very high-risk group in our survey, which was lower than the European average of 41%.ConclusionsThe success rate of cardiovascular risk management in Hungary is lower than the European average in several parameters. Furthermore, our data highlight the poor effectiveness of obesity management in Hungary. General practice partnerships may be important sites for positive change.

University–School Partnerships: Successes and Challenges in Designing and Implementing Strategies to Promote Racial Equity

Abstract Research–practice partnerships play an important role in critically examining racial disparities in schools, as well as supporting the immediate adoption of practice improvement. This article outlines the results of a multisite case study with students, teachers, and administrators across two racially and ethnically diverse middle schools in the Pacific Northwest. Using a multisite case study approach (N = 2), authors explored practice challenges and successes in four phases of the research–practice partnership: (1) building the partnership, (2) designing the study, (3) data analysis, and (4) translating the data into action for racial justice. Data sources include field notes, observations, teacher and administrator interviews, and student focus groups. A cross-case synthesis analytical approach was used. Linking these perspectives offers an ecological approach to identifying, understanding, and interrupting racism in schools. Article concludes by discussing the importance of research–practice partnerships for racial justice in schools and the powerful role that student and teacher voices can play in the process.

Realist evaluation of social and behaviour change interventions: Co-building theory and evidence of impact

Background: A complexity-aware approach, realist evaluation is ideal for norms-shifting interventions (NSIs), which are not well-understood but gaining prominence in behaviour change programming in Africa and globally to foster enabling socionormative environments that sustain behaviour change. A new application of realist evaluation to NSIs uses an adapted approach employing realism values that is suitable for social and behaviour change (SBC) programme evaluation more generally.Objectives: This article shares the authors’ reflections on tailoring realist evaluation approaches for use with community-based norms-shifting programmes. It describes how realist evaluation enables co-building of programme theory that conceptually underpins NSIs, guides evaluation efforts and yields benefits beyond theory-proving.Method: Two NSIs in Niger and Senegal illustrate how locally refined theories of change (TOC) and identification of evidence gaps in causal pathways guided a series of rapid programme and quasi-experimental outcome studies. Over two years externally and internally led studies assessed intermediate or mediating norms-shifting effects and outcomes comprising the realist evaluation. Studies drew from experiential, existing and new data.Results: The tailored approach created a co-owned evaluation, from joint exploration of SBC theory to review of evidence generation. Five values applied to the research–practice partnerships reinforced a realist perspective: participatory, complexity, shared ownership, practice-oriented and valuing all forms of data.Conclusion: Bounded by TOC exploration for programme inquiry, realist evaluation embeds learning and assessment concretely into local programming and knowledge building. Integrating evaluation practice with realism values creates a nexus and a unique and significant dynamic between programme implementers and evaluators that transcends NSI research and programme practice.

Designing for a Productive Politics of Participation in Research Practice Partnerships

This article considers contested conceptions of community and trajectories toward full participation in research-practice partnerships (RPPs) as key analytical aspects for studying a productive politics of participation. RPPs, as methodology and infrastructure for community participation, frequently surface the character of participation in intersecting communities of practice—making them visible and actionable. I examine two youth-serving RPPs. This analysis considers youth digital media projects as strategies for increasing participation and renegotiating power relations. Findings signal RPPs can help discern the degree to which young people are held on the periphery in communities of practice where marginalizing relations can be reinforced.

Are Research-Practice Partnerships Responsive to Partners' Needs? Exploring Research Activities During the COVID-19 Pandemic.

Despite everyone's best intentions, RPP-produced research may still fall short of being responsive to the needs of practice partners. The COVID-19 pandemic arguably magnified the demand for research to help education leaders make informed decisions in unprecedented ways. Were RPPs able to be responsive to practice-side partners in their time of need? We draw upon data collected as part of the 2019, 2020, and 2021 National Network of Education Research-Practice Partnerships' (NNERPP) annual reports to explore this question. Our findings suggest an increase in design-based projects, in addition to increases in quick-turnaround research syntheses in order to accommodate partner needs.

Community Health Outside the Exam Room: Extracurricular Learning to Augment Nurse Practitioner Student Practice Readiness.

The curricular requirements of nurse practitioner (NP) programs are well established. NP students' clinical practicums provide a context for the extracurricular acquisition of administrative, operational, and systems-focused NP skills. Acquisition of extracurricular NP skills is variable and highly dependent on a student's clinical placements. The COVID-19 pandemic exacerbated this variability by limiting students' access to traditional clinical rotations. With our practice partners, we inventoried the behaviors that are associated with new graduate NP readiness for practice in community health centers. We then developed an extracurricular seminar series to develop these behaviors. Each seminar in the series was presented by a preceptor. Students reported gains in their perceived readiness to practice. The casual format and preceptor presenters were highly valued by students. NP educators should consider leveraging academic-practice partnerships to standardize students' acquisition of administrative, operational, and systems-focused NP competencies.

A Correctional Facility Academic-Practice Partnership: Implementation of a Nurse-Led COVID-19 Initiative.

In 2020, the COVID-19 pandemic resulted in one in five individuals incarcerated in U.S. correctional institutions contracting COVID-19 and 1,700 deaths. Correctional adult transition centers house incarcerated individuals who typically do not have on-site health care access. A COVID-19 outbreak could devastate this population, who live in high-density conditions and have been documented as high risk for poor health outcomes. Owing to a robust practice partnership between a college of nursing and two adult transition centers, a nurse-led COVID-19 initiative was implemented to minimize transmission in the facilities and ensure appropriate health care referral for residents who tested positive for COVID-19. The initiative identified six residents with positive results, who were transferred to a state prison infirmary for management and to minimize risk for other residents.

Long-Term Positive Effects of Flexible Partnerships

ABSTRACT This article seeks to illustrate the outcome of entering partnerships with open and flexible goals and lines of communication. Two unique, long-term partnerships at a medium-sized, regional museum of art and science are described, with details of the impact of these partnerships and different audiences served. Using current research on best practices for community partnerships and anecdotal information, the article outlines ways to enter open communication with community partners and what to expect out of long-term partnerships.

Co-design to deliver service improvement: What does this mean and how can we do it? A qualitative study with upper gastrointestinal cancer patients and professionals.

There is strategic objective to incorporate the principles and practice of co-design into routine service development and improvement. The aim was to explore the concept and feasibility of service co-design with patients and health professionals with regards to the upper gastrointestinal (UGI) cancer care pathway. Qualitative telephone interviews and face-to-face focus groups in one region of England. Twenty patients completed interviews. Nine patients and ten professionals formed two focus groups. Patients were referred through the urgent (two week) GP referral route and were within six months of receiving their first treatment for an UGI cancer. Professionals were working as service planners and providers of the UGI cancer care pathway. Thematic analysis was undertaken. Six themes emerged: Responsibilities and expectations, Knowledge and understanding, Valuing patient input, Building relationships, Environment for co-design activities, Impact and effectiveness. Based on the themes a checklist has been created to provide practical suggestions for both professionals and patients on approaching co-design for service improvement. This study offers policy and practice partners a clearer understanding of co-design and factors to consider when approaching co-design in real life settings.

Unpacking the Power Dynamics of Funding Research-Practice Partnerships

In this paper two foundation program officers describe their experiences as funders engaged in supporting research practice partnerships in two very distinct settings. The authors set the context for their experiences and walk through the challenges and opportunities in supporting research practice partnerships. They also discuss how supporting these efforts create power dynamics between the strategic initiatives at foundations and the need for researchers to have independence in crafting research agendas for research practice partnerships. The authors provide some lessons learned and prospect how future engagements with research practice partnerships can be set up for success.