Principles Of Action Research Research Articles

Assistive products in pharmacy practice to optimize medications use for visually impaired patients: Focus groups to explore community pharmacists' opinions and expectations

BackgroundVisual impairment can significantly affect a person's ability to take medications safely. Therefore, pharmacists need to ensure safe and effective access to medication information, particularly through the use of assistive products, which are devices that compensate for partial or total vision loss. Although assistive products are used by visually impaired patients for activities of daily living, their use in medication management needs to be more widespread. ObjectiveThe study aimed to investigate community pharmacists' opinions and excpectations on the use of assistive products in pharmacy practice to optimize and secure medications use for visually impaired patients. The goal is to transfer these assistive products to pharmacy practice. MethodsFocus groups were conducted with 6 French-speaking community pharmacists via videoconference in Belgium, following the principle of participatory action-research. The participants were recruited voluntarily, and moderator's guides were developed to lead the discussion. The focus groups were recorded, transcribed verbatim, and analyzed in a double-blind fashion using thematic analysis. The data were organized by NVivo software. ResultsFour themes were identified: easy-to-use assistive products according to pharmacists, usefulness of assistive products in pharmacy practice, barriers to the use of assistive products, and potential solutions. According to community pharmacists, certain assistive products were deemed easy-to-use and transferable to pharmacy practice. ConclusionsThis qualitative study demonstrates the transferability of assistive products to pharmacy practice for visually impaired patients in medications use. The study taken into account the patient's profile and the multidisciplinary approach, which community pharmacists consider essential.

Educational Enrichment Beyond Academics: Investigating the Impact of Co-Curricular Activities on Cognitive Abilities, Motivation, and Managerial Skills in Students

The study delves into the impact of co-curricular activities on students’ cognitive abilities, academic performance, and managerial skills, emphasising the distinction between externally and internally focused learning. It underscores the pivotal role of cognitive abilities, intrinsic motivation, and Asian cultural values in student success. Managerial skills are identified as crucial for future career readiness, aligning with leadership development. Despite the emphasis on academic achievements, the study argues for the necessity of co-curricular activities for holistic student development. Addressing a research gap, the research quantifies the specific influence of these activities on cognitive abilities, motivation, leadership, and academic outcomes. A longitudinal study involving 2,000 students utilised action research, implementing a “Principle of Management” course with real-life projects. The cyclic nature of planning, implementation, evaluation, and adaptation aligns with action research principles. Findings challenge prescriptive strategies, advocating for descriptive strategies in managing 21st-century challenges. The study concludes that co-curricular activities significantly enhance learning capabilities, recommending an integrated approach for educational institutions and policymakers. The study also stresses diverse activities, intentional learning objectives, communication, inclusivity, as well as a balance between academics and extracurricular pursuits for comprehensive student success.

Exploring barriers to accessing mental health services within minoritised communities in Nottingham City, UK - a creative participatory approach to service improvement

ObjectivesWe use an art-based approach to engage and involve members of African, African Caribbean and Muslim communities’ in exploring barriers to accessing and using mental health services in the co creation and co-production of mental health communication material. Study designA creative practice approach underpinned by the principles of participatory action research was used. MethodsSeven community-based interactive workshops were held between February and June 2022 at three community centres in Nottingham, UK Attendees were invited to take part in open discussions around the conceptualisations of mental health, well-being and emotional health and to draw or describe their experiences of accessing mental health services. ResultsAttendance was higher than anticipated, with 72 individuals from African, African Caribbean and Pakistan communities taking part in the workshops. What emerged was the low level of understanding of the services available in addressing mental health. In addition, it was felt that health professionals in the National Health Service (NHS) do not sufficiently acknowledge or consider the ethnic, social, cultural and economic factors influencing the mental health and emotional well-being of minoritised communities. Attendees critiqued and provided feedback on service providers’ posters and leaflets. They commented on the lack of key information provided, the inclusion of what was viewed as irrelevant content and the use of unfamiliar terminology. Some attendees created mock-ups of what they believed a good poster should look like. ConclusionA creative practice approach that follows the principles of participatory action research can play an important role in engaging members of minoritised communities in the co-production and co-design of services. This approach highlighted the need to establish trust and shared ownership among marginalized communities affected by inequities of mental health service provision.

Advancing Students’ Teamwork Competency via an Action Research Intervention: Lessons Learned and Their Implications

Although teamwork skills are imperative for students’ future success in the workplace, teamwork in academic settings does not always provide students with the necessary teamwork competencies. The current study used action research principles to design and implement a teamwork competency training intervention featuring cycles of reflection and addressing previous shortcomings through action plans. Undergraduate college students (n = 108) in teams of 3–5 completed five team-based projects. After each project, teams provided individual and team reflections, ratings of team members’ contributions, perceived ratings of team performance, and action plans for the next project. Using qualitative analysis, we identified the most common themes in students’ reflections and action plans, explored changes in those themes across the five projects, and related those themes to the teams’ perceived performance. Current findings provide evidence that implementation of action research processes in academic teamwork may advance students’ teamwork competency in planning, time management, equal contributions, interpersonal skills, and team cohesion. We conclude that instructors may utilize these strategies to address issues in student teamwork and provide a structure to support the development of students’ teamwork skills.

Enhancing the care experiences of Black women along the breast cancer journey: Meaningfully engaging breast cancer survivors to co-create a targeted, culturally relevant resource hub

There is very little tailored and culturally relevant information available for Black women in Canada around breast cancer. For those who are diagnosed, and who undergo their own breast cancer journey, many feel isolated while navigating care programs that centre around whiteness and perpetuate medical and anti-Black racism. Although it is well-documented that Black women in the United States are often diagnosed with more aggressive forms of cancer and at a younger age, the lack of race-based data in the Canadian context makes it difficult to know for certain how women in Canada are affected. In order to provide trusted, reliable and tailored information, The Peter Gilgan Centre for Women’s Cancers at Women’s College Hospital, in partnership with the Olive Branch of Hope, developed a resource hub that was the first of its kind in Canada, and launched during Black Liberation Month in 2022. Presented in the form of a website and disseminated to over 50 cancer centres and hospitals across the country, components of this resource included, a.) a synthesis of all available evidence on breast cancer disparities for Black women in Canada, mapped to actionable steps b.) representative images and videos of Black clinicians explaining concepts in plain language (from risk factors to reconstruction), c.) community resources compiled from the Olive Branch of Hope and d.) a list of relevant research studies and clinical trials. Guided by principles of Black Feminism and Participatory Action Research, this resource was co-created in partnership with four Black women who were breast cancer survivors (‘co-creators’) who channeled their lived experiences into the project direction. This paper aims to highlight our process with co-creators, discuss key reflections to guide future work and highlight the need for ongoing work in this area.

Evaluating the effect of a 12-month youth advisory group on adolescent’s leadership skills and perceptions related to chronic disease prevention research: a mixed-methods study

BackgroundYouth Advisory Groups (YAGs) represent a promising method to engage adolescents in research of relevance to them and their peers. However, YAGs are rarely implemented or evaluated in chronic disease prevention research. The aims of this study were firstly, to evaluate the effect of participation in a 12-month YAG on adolescents’ leadership skills and perceptions related to chronic disease prevention research and secondly, to evaluate the process of establishing and facilitating a 12-month YAG and identify barriers and enablers to establishment and facilitation.MethodsThis study was a 12-month pre-post study. Eligible participants were adolescents (13-18-years) and current members of an established YAG. Data collection involved online surveys and semi-structured interviews at baseline, six-months and 12-months follow-up. Participatory outcomes such as self-efficacy, leadership skills, and collective participation were derived from Youth Participatory Action Research Principles (YPAR), and the Lansdown-UNICEF conceptual framework for measuring outcomes of adolescent participation. Process evaluation data were captured via meeting minutes, Slack metrics and researcher logs. Quantitative data was analysed using descriptive statistics and qualitative data was thematically analysed using a reflexive thematic analysis approach.ResultsThirteen (13/16) YAG youth advisors consented to participate in the evaluation study (mean age 16.0 years, SD 1.3; 62% (8/13) identified as female). Survey data assessing participatory outcomes found an increase in leadership and life skills scores over 12-months (+ 8.90 points). Semi-structured interview data collected over the 12-month term revealed three key themes namely: influence, empowerment, and contribution. Comparison of pre-post themes determined a positive trend at follow-ups, demonstrating improved participatory outcomes. Process indicators revealed that at 12-month follow-up the YAG was implemented as planned. Semi-structured interview data determined barriers to YAG facilitation included time and limited face-to-face components, while enablers to YAG facilitation included flexibility, accessible delivery methods, and a supportive adult facilitator.ConclusionThis study found that a YAG fostered positive participatory outcomes and unique opportunities for youth participants. A successful YAG based on YPAR principles requires researchers to ensure YAG establishment and facilitation is an iterative process. Taking into consideration important barriers and enablers to YAG facilitation ensures adolescent engagement in a YAG is both meaningful and impactful.

A participatory approach to increase HPV vaccination in marginalized Roma communities in Slovakia

Abstract Background Roma living in marginalized communities are among underserved groups facing limited access to vaccination services. The RIVER-EU in Slovakia aims to identify and tailor the intervention to address health system barriers to HPV vaccination faced by people from marginalized Roma communities. Methods Following principles of participatory action research, a wide spectrum of stakeholders was engaged to discuss the transferability of promising evidence-based interventions. Interviews and focus groups aimed to assess the suitability of interventions and identify barriers and facilitators for the transfer and implementation taking contextual characteristics into account. Results Key stakeholders included community members (parents and daughters), Roma health mediators, healthcare providers, policymakers, and representatives of the municipality, school, and public health authority. The most challenging was to engage community members as they had almost no information about the HPV vaccination. Building relationships and trust with communities require intensive cooperation with field services, time and energy. Engaging primary care providers was difficult due to their restricted capacities and work overload causing their motivation to engage in time-consuming collaborative processes to be low. Successful engagement of all stakeholders required concentrated efforts and specific strategies of the research team. Conclusions Active participation of all those who will be affected by the intervention and those whose cooperation will be necessary for successful implementation requires to engage keep on board a number of stakeholders holding different opinions. Facilitating consensus about the design of tailored intervention requires intense communication and revisiting the ongoing integration of emerging ideas until the consensus is reached. It is a responsibility of a researcher to ensure that at the end of the process, all voices are heard and all needs are met.

Developing a recovery-oriented intervention for people with severe mental illness and an intellectual disability: design-oriented action research.

Mild intellectual disability or borderline intellectual functioning (MID/BIF) are common in people with severe mental health problems (SMHP). Despite this, there is a lack of treatments adapted for this group of clients. This qualitative study describes the development of a new intervention, guided by the principles of action research, for people with SMHP and MID/BIF and mental health professionals to help them talk about all aspects of the process of recovery. The intervention was developed in four cycles and in close cooperation with mental health professionals, experts by experience, other experts in the field of SMHP or MID/BIF, and clients. During all cycles there was a strong focus on the content of the intervention, exercises, understandable language, and drawings for visual support. This resulted in the intervention "Routes to Recovery," which covers both complaints and strengths, coping strategies, helpful (social) activities, and how to determine future steps in a recovery plan. Routes to Recovery is a first step in helping professionals and their clients with SMHP and MID/BIF to have a conversation about personal strengths and what the client needs to recover. Future research should investigate the effects of this intervention.

How can practitioner action research support the design, implementation, and evaluation of on-campus mental health and addiction services?

ABSTRACT In every sector, the COVID-19 pandemic has highlighted the importance of mental health resources for wellbeing. Although scholars have long recognized the interdependent relationship between academic success and positive mental health, research that can be used to guide mental health service design and delivery in post-secondary institutions is relatively unexplored. Further, the experiences of practitioners, in their day-to-day operations toward understanding and responding to student mental health problems, are an under-recognized source of data that can contribute to more effective planning and implementation. The objective of this project is to use practitioner action research principles to design, implement, and evaluate a mental health and addiction services plan at Brock University in Ontario, Canada. This paper details what occurred in the plan-act-observe-reflect cycles as practitioners gathered qualitative data using interviews and the World Café methodology. Results show improvement in student satisfaction ratings with on-campus mental health services. Our experience reveals that practitioner action research is a useful framework for practitioners seeking a systematic process to contribute to both fields of knowledge and fields of practice.

Abstract 28: Design Workshops: Participatory Co-Design and Iterative Adaptation of Cervical Cancer Screening Implementation Plans in Peru

Abstract Purpose: In many countries, implementation planning for delivery of cancer screening services functions as a ‘top-down’ process, often resulting in fragmentation and bottlenecks at points of service delivery. Participatory engagement of health system planners and actors from across cancer screening and treatment continuum involved with implementation, planning, and adaptation is hypothesized to lead to plans that have a higher likelihood of adoption and sustainability. We tested the feasibility of conducting a 4-day series of participatory ‘design workshops’ for implementation of the recently initiated HPV screening program in the DIRIS Lima Norte (DLN) region of Peru. Methods: The workshop agendas were co-designed by the Peruvian Ministry of Health (MINSA) and the National Cancer Institute (NCI) using principles of participatory action research, implementation science, and systems thinking. The workshop objectives were to clarify the goals and processes of the HPV cervical screening program and reflect on the initial implementation experience. Workshop design was attentive to a) building trust among the health system planners and actors, b) surfacing misconceptions and process bottlenecks, c) equitable representation of perspectives on the process from all levels of the screening system, and d) shared decision-making in actions to improve the system. Results: Through real-time participatory reflection and process mapping of the screening program, context-specific challenges were rapidly identified. The process maps helped participants gain a shared understanding of the complexity of the screening system and quickly identified how one part of the system can create barriers for proximal and distal parts of the system. Participants mentioned feeling detached from the distal barriers before the workshops but now understood their role in the decision-making and problem-solving processes and demonstrated a willingness to work with the regional director to implement process improvements in the system, specifically to ensure women testing positive received the appropriate follow-up care. Conclusion: Rapid embedded implementation research using facilitated workshops with broad health system representation to reflect on the processes and procedures was an acceptable quality improvement activity. MINSA plans to replicate this experience in other regions and to continue to create a culture of trust and establishment of learning health systems. Citation Format: Fatou Jallow, Andrea Matos Orbegozo, Maria Del Carmen Caruhapoma, Víctor A. Palacios, Milagros Montes, Carlos Santos, Margarita Correa-Mendez, Aubrey Villalobos, Alejandro Salicrup, Jose Jeronimo, Laura Nervi, Patti Gravitt, Julia Gage. Design Workshops: Participatory Co-Design and Iterative Adaptation of Cervical Cancer Screening Implementation Plans in Peru [abstract]. In: Proceedings of the 11th Annual Symposium on Global Cancer Research; Closing the Research-to-Implementation Gap; 2023 Apr 4-6. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(6_Suppl):Abstract nr 28.

Towards a Dignified Death: A New Approach to Care for People Using Substances Who Are at, or Near, the End of Their Lives.

There are no effective intervention studies for people using substances who are at, or near, the end of their lives. The needs of this group of people have been consistently overlooked even within the literature that identifies marginalised groups of people in need of greater recognition in palliative and end-of-life care. The aims of the project were to: (i) determine what a new, co-produced, model of care should look like for people using substances needing palliative and end-of-life care, and (ii) establish whether the new model had the potential to improve people's access to, and experience of, end-of-life care. This paper presents the development of the new approach to care. It was developed using participatory action research principles over a course of online workshops during the COVID-19 pandemic lockdown period in the UK. A theory of change that aims to inform future policy and practice development is presented. While the ambition of the research was stunted by the pandemic, the process of its development and dissemination of the model and its resources has continued. Response from participants highlighted the importance of this work, however, in this new field of policy and practice, preparatory work that engages a wide range of stakeholders is crucial to its success. This relationship building and topic engagement are major parts of implementation before more substantial and sustainable development goals can be met.

An Action Research to Develop Students’ Value Literacy Capacities through Evidence-based Activities

In this study, it is aimed to develop students’ value literacy through evidence-based activities within the framework of respect, responsibility, justice and patriotism. The study was carried out in accordance with the principles of action research, one of the qualitative research methods. The research used the “emancipatory/developmental/critical action research approach”, one of the types of action research. Research participants were identified through random sampling. In this framework, the research was conducted with 7th grade students in the autumn semester of the academic year 2021-2022. The research data was collected using the questionnaire, classroom communication logs and student products. Content analysis was used to process the research data. The analysis of the data revealed that evidence-based teaching significantly improved the students’ value level of respect, responsibility, justice and patriotism.

Research Methods Courses Redesigned for an EdD in Instructional and Performance Technology

This essay describes the design, and subsequent redesign, of the research methods courses included in an Instructional and Performance Technology (IPT) EdD program at a regional comprehensive university in the southeast United States. The program under examination was developed based on the principles of the Carnegie Project for the Education Doctorate (CPED) and research and best practices aligned with the practice of performance improvement. The curriculum includes three research methods courses. The first introduces the students to the principles of action research as applied to the analysis of performance problems in organizational settings. The second addresses instrumentation and data collection processes used in quantitative, qualitative, and mixed methods research, and the third examines analyzing and reporting quantitative, qualitative, and mixed methods research. Collectively these courses provide students with the knowledge, skills, and abilities necessary to serve as scholarly practitioners, examining any type of problem of practice in any organizational setting.

Nurse-led shared decision-making on complementary therapy use by patients with diabetes: An participatory action research.

The aim of this study was to develop, implement and evaluate a nurse-led shared decision-making model of care for discussing the use of complementary and alternative medicine with diabetic patients and to explore to what extent the risk-benefit assessment of using complementary and alternative medicine can provide a framework for facilitating nurse-patient dialogue and strengthening patient involvement in their disease management. Participatory action research with pre-post intervention. A two-run cycle of action and spirals from participatory action research was undertaken using a purposive sampling method to involve healthcare professionals and diabetic patients from September 2021 to June 2022. The nurse-led shared decision-making model of care was designed and implemented congruent with participatory action research principles. Quantitative measures were collected about patients' perceived involvement in shared decision-making and their understanding of the risks and benefits of using complementary and alternative medicine. Patients' outcomes of disease control (fasting plasma glucose and HbA1c) were also collected. Data were analysed using IBM SPSS software (version 28). Interviews were summarized using thematic analysis. An EQUATOR Network guideline for participatory action research supported the preparation of this paper. Comparison of pre-post intervention outcomes showed that patients' scale scores on shared decision-making involvement and understanding of the risk-benefit of using complementary and alternative medicine improved significantly after implementing the model. Fasting plasma glucose improved only slightly after a 3-month follow-up. The care model strengthens patient involvement in their disease management and makes appropriate decisions about CAM use that should reduce potentially harmful side effects or interactions between CAM and conventional medicine. The shared decision-making model of care incorporates evidence-based CAM research into practice, facilitates the standardization of CAM management in diabetes, improves care options for patients and educates nurses about CAM use in managing diabetes. No Patient or Public Contribution.

PROMs and PREMs in routine perinatal care: mixed methods evaluation of their implementation into integrated obstetric care networks

BackgroundIn the transition towards value-based healthcare, patient-reported outcome and experience measures (PROM and PREM) are recommended by international collaborations and government programs to guide clinical practice and quality improvement. For many conditions, using PROM/PREM over the complete continuum of care requires implementation across care organizations and disciplines. Along PROM/PREM implementation in obstetric care networks (OCN), we aimed to evaluate implementation outcomes and the processes influencing these outcomes in the complex context of care networks across the continuum of perinatal care.MethodsThree OCN in the Netherlands implemented PROM/PREM in routine practice, using an internationally developed outcomes set with care professionals and patient advocates. Their aim was to use PROM/PREM results individually to guide patient-specific care decisions and at group-level to improve quality of care. The implementation process was designed following the principles of action research: iteratively planning implementation, action, data generation and reflection to refine subsequent actions, involving both researchers and care professionals. During the one-year implementation period in each OCN, implementation outcomes and processes were evaluated in this mixed-methods study. Data generation (including observation, surveys and focus groups) and analysis were guided by two theoretical implementation frameworks: the Normalization Process Theory and Proctor’s taxonomy for implementation outcomes. Qualitative findings were supplemented with survey data to solidify findings in a broader group of care professionals.ResultsCare professionals in OCN found the use of PROM/PREM acceptable and appropriate, recognized their benefits and felt facilitated in their patient-centered goals and vision. However, feasibility for daily practice was low, mainly due to IT issues and time constraints. Hence PROM/PREM implementation did not sustain, but strategies for future PROM/PREM implementation were formulated in all OCN. Processes contributing positively to implementation outcomes were internalization (understand the value) and initiation (driven by key-participants), whereas challenges in relational integration (maintain confidence) and reconfiguration (refine activities) affected implementation negatively.ConclusionAlthough implementation did not sustain, network-broad PROM/PREM use in clinic and quality improvement matched professionals’ motivation. This study provides recommendations to implement PROM/PREM meaningfully in practice in ways that support professionals in their drive towards patient-centered care. In order for PROM/PREM to fulfill their potential for value-based healthcare, our work highlights the need for sustainable IT infrastructures, as well as an iterative approach to refine their complex implementation into local contexts.

Development of the Carers’ Alert Thermometer for Stroke Family Caregivers (CAT-S): A Multiphase Action Research Study

An estimated 1.3 million stroke survivors living in the United Kingdom (UK) currently rely on family caregivers for daily support. The needs of stroke family caregivers are, however, not routinely assessed by most clinical services. Early identification of their needs and support is crucial to maintain their well-being and caregiver role. At present, stroke-specific caregiver screening tools are lacking. This mixed method, the multiphase study aimed to develop a Carers’ Alert Thermometer for stroke family caregivers (CAT-S) by adapting the CAT, a short screening tool developed in the context of end-of-life care. Underpinned by principles of action research, qualitative and quantitative data were collected sequentially between February 2016 to December 2017 from purposive samples of stroke family caregivers (n = 76) and staff working within stroke services (n = 238) in the UK. Semistructured interviews were conducted to inform the contents of the CAT-S. Key items for inclusion were identified through a modified Delphi survey and consultation with an expert panel. The CAT-S was then piloted in North West England to test its usability and usefulness in practice to identify the needs of stroke family caregivers. Thematic and content analysis were used to analyse qualitative data. Quantitative data were analysed using descriptive statistics. The CAT-S comprises the key challenges that are experienced by stroke family caregivers. Two additional items not present on the original CAT were identified and included; training needs of family caregivers to provide care and support for caregivers’ emotional needs. The CAT-S was found to be useful and acceptable by both staff and stroke family caregivers and resulted in action plans and support being provided. The CAT-S is a supportive tool for achieving person-centred care and prioritising stroke family caregivers requiring comprehensive assessments.

The Ethics of Participatory Action Research with People Living in Poverty

This article is based on the webinar “The Ethics of Research on Poverty” held in April 2018. Coauthored by the four presenters of the webinar, it brings together perspectives on poverty from lived experience in the United States, academia, the District Six Museum in South Africa, and the Joseph Wresinski Centre for Archives and Research in France. The article argues that the ethical principles of participatory action research (PAR) are too generic to address the specific characteristics of research projects conducted with people living in poverty. PAR projects on poverty require, in addition to the relevant general ethical principles of PAR (i.e., leading transformational PAR, treating all participants as co-researchers, nurturing respect for the individual and the group, and raising awareness on the level of literacy of each participant), specific ethical guidelines. For PAR to address the needs of people living in poverty, the choice of words on poverty should be aimed at reducing symbolic and epistemic violence, questions should be framed so as to encourage knowledge to be shared, research should yield direct benefits to participants and outweigh risks, and researchers should aim at eradicating extreme poverty. Researchers failing to apply these principles may find themselves guilty of committing unintended symbolic or epistemic violence to the thinking of people in poverty or fall for the soft bigotry of low expectations that inevitably triggers underperformance. To bridge the divide between narratives of people in poverty and interpretations of these narratives , researchers should be aware of their own biases and remain open to being challenged.

Use of participatory action research to support Syrian refugee mothers in the resettlement period in Canada: A longitudinal study.

Research has shown that refugees in a foreign country often experience physical and mental health challenges upon resettlement (Ahmad et al., 2021; Salam et al., 2022). In Canada, refugee women experience a range of physical and mental barriers, including poor access to interpreter services and transportation, and a lack of accessible childcare, all of which can negatively affect their successful integration (Stirling Cameron et al., 2022). Social factors that support Syrian refugees to settle successfully in Canada have been unexplored systematically. This study examines these factors from the perspectives of Syrian refugee mothers living in the province of British Columbia (BC). Framed by principles of intersectionality and community-based participatory action research (PAR), the study draws on Syrian mothers' perspectives of social support in early, middle, and later phases of resettlement. A qualitative longitudinal design consisting of a sociodemographic survey, personal diaries, and in-depth interviews was used to gather information. Descriptive data were coded, and theme categories were assigned. Six themes emerged from data analysis: (1) Steps in the Migration Journey; (2) Pathways to Integrated Care; (3) Social Determinants of Refugee Health; (4) COVID-19 Pandemic Impacts and Ongoing Resettlement; (5) Strength-Based Capabilities of Syrian mothers; (6) Peer Research Assistant's Research (PRAs) Experience. Results from themes 5 and 6 are published separately. Data obtained in this study contribute to the development of support services that are culturally appropriate and accessible to refugee women living in BC. Our objectives are to promote the mental health and improve the quality of life of this female population, and to enable it to access healthcare services and resources in a timely manner.

Recruiting and engaging adolescents in creating overweight and obesity prevention policies: The CO-CREATE project.

The CO-CREATE project aims to collaborate with adolescents across Europe in developing policy ideas that contribute to overweight and obesity prevention. In this paper, we present the theoretical basis and methodological approach to recruitment and engagement in the project. The principles of youth-led participatory action research were employed to design Youth Alliances in which adolescents and adults could collaborate. These Alliances should serve to promote and support adolescent participation and to develop policy ideas that would contribute to obesity prevention. Alliance members were recruited in two local geographical areas per country with a focus on reaching out to underrepresented youth. We started with fieldwork to assess locally relevant forms of inclusion and exclusion. The methodology entailed a handbook combining existing tools which could be used flexibly, a collaborative organization, and budgets for the alliances. Engagement started in local organizations, that is, schools and scouts, and with peers. Health- and overweight-related challenges were addressed in their immediate surroundings and supported the inclusion of experiential knowledge. Adolescents were then supported to address the wider obesogenic system when designing policy ideas. The CO-CREATE Alliances provide a concrete example of how to engage youth in public health, in a manner that strives to be participatory, transformative, and inquiry based.

Enhancing management education: How do experiences outside the classroom matter?

We use principles of participatory action research (PAR) to investigate differences in learning by business students resulting from an experiential course in their curriculum. Our research is framed by Fink's (2013) learning framework classifying student learning into cognitive and behavioural dimensions. As part of PAR, the students participated in this type of action learning through engaging with a community, reflecting on their experiences and participating in the research process. Through a content analysis that explores student learning reflections through the lens of Fink's taxonomy, we explore learning that is linked to the development of humanistic management. We compare how course delivery methods impact the learning of the students and how this difference is manifested along the human dimension. We find that a field-based experiential learning course provides a different learning experience, richer in the humanistic perspective than a traditional on-campus lecture. As part of the PAR, students reflected on their significant learning experiences a year after their initial experiences and demonstrated learning along the human dimension that had lasted and influenced their career decisions. We contribute to the literature on experiential learning in the context of a business curriculum by expanding the importance of place-based learning as a way of learning humanistic principles. We find that over time, students reflect more on behavioural rather than cognitive experiences.