To co-design, deliver and evaluate a suicide prevention workshop aimed at improving the knowledge, skills and confidence of general practice and community staff in rural South Australia. A 2.5-h in-person workshop was delivered across three rural communities on the Eyre Peninsula, Australia. Sixty-seven individuals attended the workshop. Of these, 61 completed a pre- and post-workshop survey (91% response rate). Participants who completed the survey included practice staff (n = 27), mental health or psychosocial support workers (n = 18), community volunteers (n = 6), suicide prevention network representative (n = 4) and other (n = 6). The design of the workshop was guided by Participatory Action Research principles and underpinned by the Double Diamond model. The workshop was co-designed by a multidisciplinary advisory group, including two individuals with lived experience. The objectives of the workshop were to help attendees to: (1) recognise verbal and non-verbal warning signs of suicidal ideation, (2) respond effectively to provide immediate support and (3) connect individuals with appropriate referral services. A mixed-methods pre-post survey assessed changes in participants' confidence, knowledge and skills aligned with these objectives, along with their perceptions of the workshop. Pre- and post-workshop responses were compared using the Wilcoxon Signed-Rank Test, with statistical significance set at p < 0.001. Open-ended survey responses were analysed using a combination of deductive and inductive content analysis. Statistically significant improvements were observed across all evaluation items from pre- to post-workshop, with the greatest gains in recognising subtle behavioural or emotional changes (1.25 points mean difference) and feeling skilled in knowing what services to recommend (1.28 points mean difference). Participants also reported high satisfaction (4.6 ± 0.73) and found the content highly relevant to their roles (4.5 ± 0.78). Content on referral pathways, local services and strategies for responding to suicidal ideation was identified as the most impactful. Including deeper coverage of culturally safe approaches for First Nations people, greater discussion around the differences among genders in the experiences of suicidality and more detailed exploration of specific mental health conditions and self-care strategies for staff were suggested as enhancements. The co-designed workshop effectively enhanced suicide prevention capabilities among frontline and community staff. Its success highlights the value of locally tailored, collaborative training that integrates lived experience and responds to community-specific needs. This model offers a scalable framework for workforce development in suicide prevention.

Family members' perspectives of laws, policies and practices in substance use disorder treatment: Systemic alienation of the family in Canada.

Background: The +AGIL Barcelona program is an evidence-based, real-world, multidomain, and multidisciplinary initiative aimed at promoting healthy aging by enhancing older adults’ intrinsic capacity through a coordinated approach involving primary care, geriatrics and community resources. It aligns with the WHO’s ICOPE guidelines, emphasizing functional independence and an active lifestyle. Co-designed with healthcare professionals and end-users, the program bridges the gap between research findings and real-world practice. Initially implemented at one Primary Care Center (PCC), it showed significant improvements in physical function at three months, sustained at 6 months - even among individuals with cognitive decline. Building on its success, +AGIL is scaled to three PCCs with varied socio-demographic profiles, optimizing local resources to create a sustainable, person-centered care model. Approach: The implementation follows a stepped-wedge, cluster-randomized design, integrating a complex intervention into routine care. Each PCC begins with a baseline control period during which the +AGIL model is co-designed to fit local contexts. Participatory co-creation methodologies, including focus groups and technical sessions, are guided by Participatory Action Research (PAR) principles and actively engaged stakeholders – healthcare professionals, community agents and older adults. To ensure governance and share learning, a motor group oversees the global coordination and strategic decisions, while local implementation groups adapt and manage the program's day-to-day operations. Continuous evaluation identifies barriers and tailors solutions to diverse socio-economic contexts, ensuring seamless integration into routine clinical practice. Results: Preliminary findings indicate high acceptance of the +AGIL Barcelona across PCCs, with improved coordination between healthcare and community resources. The co-creation process yields practical tools, including a desk prism for healthcare professionals, a foldable physical activity guide, and informational brochures for participants and community agents. These tools have strengthened community engagement and empowered stakeholders to support program delivery actively. Implications: The +AGIL Barcelona program exemplifies key pillars of integrated care: a) Person centered-care, co-design approach prioritizes individual autonomy, aligning interventions with participants’ needs and preferences; b) coordinated care, the program fosters collaboration between healthcare providers and community agents to deliver accessible, continuous care that supports aging in place; c) system-based approach, levering existing healthcare and community assets, the program demonstrates system integration and resources optimization. The program’s sustainability and adaptability showcase a model of collaborative leadership and continuous improvement. Its flexible design translates scientific evidence into real-world clinical applications, bridging the gap between research and practice. A unique strength of +AGIL Barcelona lies in its bottom-up development: healthcare teams at each PCC lead the design and solutions, ensuring contextual relevance and alignment with existing workflows. This approach enhances sustainability, supports integration into daily clinical operations, and fosters long-term engagement. Through its replicable and scalable model, +AGIL Barcelona addresses the complex challenges of an aging society, paving the way for inclusive, person-centered, and sustainable healthcare solutions for older populations.

The Action Research Engagement (ARE) framework was developed in 2012 to assist graduate students in facilitating organizational leadership or change projects. Ten years later, the authors implemented a qualitative meta-evaluative study to examine the strengths and weaknesses of the framework based on a document review of 49 organizational change research studies that had purported to use the ARE framework. In-depth interviews were conducted with 12 student researchers leading the studies. The results revealed that the framework was mostly or fully followed in all projects guiding organizations on how to initiate a change initiative, but that many projects suffered from weaknesses in stakeholder communication, engaging everyone in change goals, and maintaining sponsor active involvement through all phases of the project. All projects engaged stakeholders in inquiry activities but not necessarily using sequenced action research cycles. Follow-through to decisions and action by leaders was lacking in many projects. Student researchers identified two weaknesses in the original ARE framework: there was no clarity on how inquiry processes might engage larger numbers of stakeholders in the change goals, nor did the framework address how to facilitate decision-making or taking action toward future changes. Based on the study’s findings, an enhanced framework (ARE-2) is offered that makes greater deliberative use of action research principles and cycles of inquiry and reflection to deepen the inquiry process and consequently to strengthen stakeholder engagement, leadership commitment, and readiness for organizational change. The ARE-2 framework has practical application for guiding leaders on how to implement sustainable change in their organization.

Objective: This article analyzes the application of participatory action research (PAR) principles in implementation research to strengthen health systems, proposing an expanded framework of guiding principles to ensure quality, ethical standards, and ongoing learning. Methodology: Qualitative study based on 20 interviews with co-researchers from national and sub-national levels in Liberia and Nigeria, complemented by reflexive analysis of PAR implementation in neglected tropical disease programs. Results: Five additional principles to existing PAR frameworks were identified: (1) recognize communities as units of identity and define stakeholder participation for equitable engagement; (2) enable flexible action planning that builds on existing structures; (3) address health systems and research power differentials; (4) embed relational practices that lead to new political forms of participation; and (5) develop structures for ongoing learning at multiple levels of the system. Conclusions: PAR can strengthen health systems by connecting and co-creating potentially sustainable solutions to implementation challenges. Additional research is needed to explore how these five principles can support the attainment of quality and ethical standards within implementation research (Ozano et al., 2020).

ABSTRACT The purpose of the paper is to provide a methodological reflection on the use of digital methods (podcasting) with youth in a coproduction study grounded in the key principles of Youth-Led Participatory Action Research. Using podcasts as a means of coproduction provided an accessible way to respectfully identify community members’ collective issues, enabling youth co-researchers to be active participants in storytelling and story-sharing. Six reflexive themes are discussed, each reflecting on the experience of coproducing a podcast within the larger YPAR project, along with the challenges faced and best practices for engaging in coproduction research with youth using a digital medium. This ‘reflexive tale’ highlights important considerations of working alongside equity-seeking youth in coproduced research, advances the current understanding of coproduction processes in leisure research, and the use of digital methods.

ABSTRACT Background Open studio is a non-directive, process-oriented approach supporting autonomy, symbolic expression, and relational engagement. One of its central features is a communal studio where participants create simultaneously. While therapeutic benefits have been explored, less is known about how adolescents in psychiatric care experience change through this modality. Aims This qualitative study explored the lived experiences of adolescents in open studio art therapy within a psychiatric day treatment unit, focusing on how they perceived and understood therapeutic change over time. Methods Using a constructivist grounded theory approach, data were drawn from three in-depth interviews with nine participants at different stages of studio engagement. Participants’ artworks were analyzed through an arts-informed lens. The design incorporated Youth Participatory Action Research principles, with adolescents contributing to analysis. Results The analysis produced a process-oriented model, visualised as a flower growing in a shared garden. The model comprises three core categories: therapeutic aspects, process mechanisms, and experiences of change. Therapeutic aspects include the shared creative space, self-expression, and the therapist’s supportive presence. These were interconnected through four mechanisms: connection, inspiration, exploration, and regulation, which supported emotional, creative, and relational engagement. The mechanisms operated within the studio environment and interacted dynamically with participants’ evolving experiences. Therapeutic change was experienced as gradual, non-linear, and personally meaningful. Conclusions and Implications From adolescents’ perspective, the open studio provided a therapeutic space fostering growth, self-understanding, and belonging. Findings offer a conceptual framework for understanding change in adolescent art therapy and support integrating participant-centered methods in clinical research and practice. Plain-language summary This study explored how adolescents in psychiatric care experienced therapeutic change through participating in open studio art therapy. In this type of therapy, young people create artwork alongside each other in a shared space without set instructions or expected outcomes. They choose materials, work at their own pace, and are supported by art therapists who are present, attentive, and non-directive. Nine adolescents took part in the study. Each participated in three interviews during their time in the open studio. Their impressions and reflections on the artworks they created helped researchers understand what made the experience helpful and meaningful. The study identified three main elements that shaped the therapeutic process: Therapeutic aspects: These included the shared creative space, self-expression through art, and the therapist’s supportive presence. Process mechanisms: These describe how participants engaged in the studio: Connection – forming bonds with others, with the studio space, and with one’s own artwork Inspiration – getting ideas from materials, peers, or inner imagination Exploration – trying new things and discovering personal interests Regulation – learning to manage emotions, frustrations, and challenges Experiences of change: These were the personal changes participants described. For some, change was gradual and became clear only in retrospect; For others, change came through sudden insights or breakthrough moments that led to a sense of emotional clarity or new understanding. Together, these elements supported healing, self-understanding, and growth. The open studio became a space where participants could feel safe, creative, and connected. This research highlights how creating art alongside peers in a free, non-directive environment can support adolescents facing mental health challenges. It also emphasises the importance of listening to young people’s voices when studying their care. The model developed in this study may be useful for art therapists, educators, and mental health professionals working with youth.

People surviving critical illness often experience long-lasting impairments of varying severity known as post-intensive care syndrome. These challenges persist well beyond hospital discharge and affect not only patients but also their families. Peer support services, defined as structured interventions where former ICU patients use their lived experience to support each other through shared understanding, are well established in England and several other countries. In Denmark, however, only in-person peer support meetings are offered. Approximately 10% of those invited in Denmark attend these meetings, so low attendance, which may reflect practical barriers or limited knowledge about the concept. To co-create, develop, and evaluate a Danish online peer-support service that supports survivors of critical illness and their families in their recovery path. A participatory design study will be conducted within a Danish context, using a multi-method approach. Participatory design, grounded in the principles of action research, seeks to create meaningful change in practice through close collaboration between researchers and those directly affected; in this study, survivors of critical illness and their families. The study will be conducted in three iterative phases outlined in three work packages. First, user needs and preferences regarding the content, format, and structure of an online peer support service will be explored through semi-structured interviews with 10 ICU survivors and 10 family members. Second, insights from these interviews will inform a series of co-creation workshops involving 24 invited participants covering ICU survivors, families, and healthcare professionals to collaboratively design and refine the online peer support service. Third, we will evaluate the usability, acceptability, and user experiences of the co-created service. By evaluating a co-created online peer support service, this study will potentially contribute with a feasible service improving long-term recovery for survivors of critical illness and/or their families.

This qualitative study protocol delineates the formulation of a community-based mental health intervention aimed at preventing suicidal behavior among adolescent females in Gorontalo, Indonesia a province noted for its high national rates of suicide attempts. The study seeks to investigate the lived experiences, psychosocial challenges, and contextual factors influencing suicidal ideation among adolescent girls, while integrating the perspectives of government stakeholders, academics, and women entrepreneurs. Employing a qualitative descriptive design, data will be gathered through in-depth interviews and focus group discussions, followed by participatory co-creation and co-design workshops guided by the principles of Participatory Action Research (PAR). The co-creation process entails collaboratively identifying priorities, designing intervention components, and refining culturally grounded strategies for community-based mental health support. The findings will inform the development of an inclusive, context-specific, and sustainable intervention model that bolsters suicide prevention efforts and enhances community engagement in low-resource settings.

This community service project promoted sustainable education for early childhood by integrating family health literacy and STEAM-based learning in Pangkalpinang, Bangka Belitung Islands Province, Indonesia. Recognizing that sustainable development education should begin early, the program aimed to strengthen parents’ understanding of holistic child development, combining health, creativity, and environmental awareness. Inspired by the participatory principles of Participatory Action Research (PAR), the project involved three main stages they are planning, action, and observation to foster collaboration among parents, educators, and health professionals. Held on August 30, 2025, the one-day workshop was attended by 30 mothers from diverse backgrounds. Sessions were led by a doctor as well as a lecture in the Faculty of Medicine and Health Sciences of Universitas Bangka Belitung and an early childhood educator, covering children’s health topics, which are nutrition, sleep, and screen time, and STEAM-based hands-on learning using simple household materials. Key activities included the Engineering Building Challenge, where participants, as mothers, built creative projects, and the STEAM Fair, where students from the Wonderchild STEAM class performed their STEAM projects and experiments, that presented in English. The program ran effectively and encouraged active participation, collaboration, and enthusiasm among parents. Observations showed strong interest in integrating STEAM and health principles into family routines. This initiative highlights the importance of community-based education programs in Bangka Belitung and encourages future expansion to include teachers, localized STEAM modules, and sustained collaboration among educators, parents, and health experts.

To encourage individuals to reduce car usage, it is important to apply not only hard measures affecting external circumstances, but also soft measures aimed at internal barriers that hinder sustainable mobility. An intervention model for the promotion of sustainable mobility was developed, which was implemented in the form of the 'move green' research initiative in six workplaces in Kaunas City. It aimed to encourage people to reduce their commuting trips by car and choose more environmentally friendly modes of mobility. The development and implementation procedures of the intervention were characterised by principles of action research. This article analysed the impact of the intervention on commuting behaviour, descriptive and subjective social norms. The results showed that there was a significant reduction in car trips during the intervention. Furthermore, both descriptive and subjective norms were activated during the intervention.

Telecommunications subcontractor firms play a critical role in network deployment, optimization, and service assurance, yet their innovative performance is frequently constrained by misaligned internal capability development processes. While prior research has extensively examined innovation determinants in large operators and technology firms, limited attention has been given to innovation as a process-level challenge within telecommunications subcontractor firms. Addressing this gap, this study develops a structured diagnostic framework for identifying innovation capability constraints in telecommunications subcontractor firms. The study adopts a diagnostic research design informed by action research principles and business process management logic. Multiple organizational diagnostic tools, including SWOT analysis, Fishbone analysis, Root Cause Analysis, and a qualitative risk matrix assessment, are systematically applied to examine internal processes related to training, knowledge transfer, and career development. Insights from a structured literature review integrating the Technology Acceptance Model and Learning Organization theory are used to interpret diagnostic findings and guide the design of theory-informed intervention pathways.

This study explored how assessment can guide the development of a motivational climate program for a collegiate Native American volleyball team, using qualitative methods to inform a future collaborative effort grounded in achievement goal perspective theory (AGPT) and a caring framework. Guided by action research principles, the researchers collaborated with the head coach (N = 1) and athletes (N = 15) to co-construct the purpose and identify priorities for a future motivational climate collaboration. Findings revealed that many of the athletes were overcoming challenging backgrounds while striving to play collegiate volleyball; volleyball provided an important stress outlet; success was predominately defined through interpersonal relationships; athletes' preferences matched task-involving climate features; the team was in a state of transition; and finally, while highly skilled, the team craved team bonding. Assessments with Native American athletes are particularly crucial because they provide insight into cultural values and experiences that may inform the development of supportive, culturally relevant programs that enhance athlete well-being and performance in sport. The findings from this assessment served as a foundation to build a comprehensive motivational climate collaboration framed by applicable research in AGPT and a caring climate framework.

Gap analysis methodology for mapping baccalaureate and graduate nursing curricula to the AACN Essentials: A step-wise approach.

The floods that hit Aceh Tamiang Regency, Nanggroe Aceh Darussalam Province in November 2025 have seriously affected people's lives. Thousands of homes were submerged, access roads were cut off, infrastructure was damaged, and it's been hard to supply people's basic needs. This emergency situation requires a quick and coordinated response from various parties, including colleges and universities. This community service project aims to provide humanitarian assistance to flood victims through the distribution of basic food supplies, medicines, and other essential items. The partners in this community service project are the flood-affected communities in four locations (Buluh Butung Village, Purwodadi, Kota Lintang Bawah, and Landu) and the Aceh Tamiang Regional General Hospital. The method used is adapted from the principles of participatory action research, which includes team coordination, fundraising, procurement of aid, and distribution through direct delivery, assembly points, and door-to-door visits. The implementation team consisted of 42 people (7 lecturers, 5 students, and 30 volunteers) who successfully raised Rp 138,500,000. The activities were carried out on 5 and 8 November 2025 at five distribution points. The results of the community service programme show that 270 households (approximately 855 people) successfully received assistance in the form of 250 food packages, hundreds of bales of clothing, thousands of medicines and medical supplies, and other essential items. The community responded very positively with great enthusiasm, and the distribution ran smoothly. Feedback from beneficiaries indicated that the food parcels and medicines were highly effective in providing basic necessities, although there were still ongoing needs such as emergency tents, sleeping equipment, and water storage containers. This community service initiative demonstrated the importance of collaboration between colleges or universities, students, and volunteers in rapid disaster response, as well as the effectiveness of multi-location distribution adjusted to actual conditions on the ground.

This study is driven by the learning process that does not yet align with the requirements of the Independent Curriculum, along with students' low academic achievement. The study is centered around the following research concern "How to improve the process and results of learning mathematics through the application of the make a match model assisted by card installation media at stage B (Class IV) SDN 094 / VIII Giriwinangun?" This type of research is This investigation followed the principles of Classroom Action Research and was performed in March 2025 at SDN 094 / VIII Giriwinangun in semester II. Class IV consisted of 15 students, including 10 boys and 5 girls. Relevant data was obtained gathered With the application of observation and testing methods. The findings revealed that the teacher's learning process adopting the make a match technique assisted with card installation media during the first cycle, the percentage was reaching 80.46%. Furthermore, there was a growth in Cycle II, reflected by a percentage of 82.81%. Students during the learning process the application of the Make a Match strategy supported by card-matching media in Cycle I achieved 46.7%. Furthermore, by Cycle II, it had reached 93.3%. Assessment of student academic results achieved using the Make a Match strategy aided by card-matching media in cycle I reached 60%. While in cycle II student learning outcomes reached 80%. As indicated by the conclusions drawn from this investigation, It may be inferred that implementing the Make a Match model with the support of card pairing media enhances both the learning process and outcomes of fourth-grade students at SDN 094/VIII Giriwinangun.

Preschool classrooms are understudied relative to other educational contexts and typically focus on assessment, basic research, and rarely on participatory research. This study focused on applied and translational approaches with shared power among researchers, teacher, and students at a local preschool. We describe, critically analyze, and reflect on the participatory process from multiple perspectives – researchers, teachers, and administrators. One female lead teacher volunteered her classroom (n=19 students; ages 3-5) to participate. Researchers’ journal reflections, meeting notes, and field observations documented study implementation. Co-planning occurred across three weeks, active implementation spanned five weeks, and dissemination occurred across four months. Using Community Based Participatory Research (CBPR) and Youth Participatory Action Research (YPAR) principles as a framework, these data were qualitatively analyzed to provide reflective journaling and thematic analysis of the implementation process. We describe initial conversations with preschool administrators and the classroom teacher followed by description of seven research steps. The researchers and teacher mutually agreed upon using the Photovoice method because it empowers preschoolers to communicate their knowledge and perspectives in ways researchers could understand. Meetings and co-facilitated data collection fostered co-learning among researchers, preschool students, and their teachers. Dissemination was inclusive and multifaceted through the use of: (1) classroom photo digital displays for the preschoolers to view and (2) an E-brochure shared with parents and administrators. Participatory Research (PR) principles are examined and methodological lessons learned are shared to promote preschool classroom participatory engagement in future research and plans for expanding participatory approaches in preschools are discussed.

Advancing equity in pain care through education, strategic partnerships, and advocacy.

Following principles of action research and using an anti-oppressive approach to uplift the voices of parents with lived experiences in early care and education (ECE) enrollment systems, our study sought to identify barriers to ECE enrollment and co-create system and policy solutions with parents, ECE staff, and the research team. To do so, we integrated community-based participatory research (CBPR) and collective impact practices into the study’s design. In this paper, we examine what happens when CBPR is utilized to build, understand, and foster collective impact practices among the research team and community vis-à-vis a research topic. We draw on the original study’s methodologies and post-hoc interviews with research team members to understand how conducting the research with shared goals, shared power, and frequent communication led to outcomes that exceeded our predictions and paved the way for deeper learning on three areas where collective impact and CBPR supported the success of the other: (1) trust and relationship, (2) power dynamics, and (3) advocacy and systems change.

This study investigates the role of digital immersion through image-editing tasks in enhancing grammar learning in an English as a Foreign Language (EFL) classroom. Building on action research principles, the project was conducted with 28 intermediate-level learners at a private university in Central Asia over a 10-week period. The intervention integrated grammar-focused lessons with personalised digital tasks, where students used Photoshop or AI-assisted platforms to place themselves into imagined contexts and create captions employing specific grammatical structures such as conditionals, reported speech, and the future perfect. Data were collected through classroom observations, student artefacts, and learner reflections, and analysed using a mixed approach of thematic coding and rubric-based accuracy scoring. Findings indicated increased student engagement, stronger motivation, and significant improvements in grammatical accuracy (21% average increase) compared to baseline performance. Students also demonstrated enhanced collaboration, creativity, and critical thinking, aligning with theories of task-based learning, constructivism, and self-determination. The discussion highlights the pedagogical implications of integrating digital immersion into grammar teaching, particularly in promoting personalised, collaborative, and meaningful language use. However, limitations include the small sample size, reliance on self-reports, and lack of triangulated data. The study concludes with recommendations for future research, including longitudinal studies, comparative evaluations with immersive VR, and explicit integration of digital literacy training. Overall, the findings suggest that image-editing tasks represent a low-cost, accessible, and sustainable form of digital immersion that bridges formal grammar instruction and real-world communicative practice.