A Review of the Literature on the Benefits and Drawbacks of Participatory Action Research

Bennett, Marlyn

doi:10.7202/1069582ar

Cited by 47 publications

(29 citation statements)

References 11 publications

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“…Advantages of action research in this context included: high level findings of direct practical relevance and application of the project to academics and practice education staff; the interrogation of real time qualitative data by all members of the group developing research capabilities of those involved; and increased understanding of programme issues and impact of IPL activities within education and practice arenas (Waterman and Hope 2008). The complexity of action research was challenging, particularly experiencing delays working within a group involving stakeholders and organisations as membership fluctuated (Bennet 2004). Each study member had to become reflective and analytical about their own practice in the development, delivery and evaluation of the study programme and the impact on practice.…”

Section: Ipl Programmementioning

confidence: 99%

Extending conceptual understanding: How interprofessional education influences affective domain development

Stephens

Ormandy²

2018

Journal of Interprofessional Care

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Interprofessional learning (IPL) can influence affective domain development of students through teaching activities that facilitate learning with, from, and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This article tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values, and behaviours) to explain what works for whom, when, and in what circumstances. The objectives of the study were twofold: to evaluate the impact of the IPL programme on the student's attitudes and values, and to identify behaviour changes in clinical practice towards interprofessional working. Using an action research approach, based in practice, an IPL programme was delivered over 6 weeks. Students from five professions, nursing, radiography, physiotherapy, social work, and podiatry (n = 63), participated over the two action research cycles and in semi-structured focus groups (n = 37). The recorded personal experiences of the IPL activities on the students were examined in relation to the type of activity; impact on the affective domain of learning (attitude, value, or behaviour) and self-reported outcome on application to their practice. Modification in affective domain development was measured to identification or internalisation stage for 30 of the students. Self-reported outcomes on application to practice included direct impact on patient care, personal resilience building, improved communication, and ability to challenge practice. This article presents a conceptual framework not evident in current research, in regard to what IPL works for whom, in what circumstances, and when. IPL activities that address a personal reward or incentive and are delivered over four weeks, imitating 'circles of care,' that explore self-assessment, team building, and reflection can lead to sustained change in values, attitudes, and behaviours.

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Section: Ipl Programmementioning

confidence: 99%

Extending conceptual understanding: How interprofessional education influences affective domain development

Stephens

Ormandy²

2018

Journal of Interprofessional Care

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“…Reimer [23] highlights the 'inherent relationship researchers have with local individuals hired to assist in the research process' as a disadvantage. Adding to Reimer, Bennett [3] argues 'not everyone within the community will want to partake in participatory research'. To avoid these challenges, it is important as a researcher to identify the limitations of the research at the beginning and establish trust with the community.…”

Section: Participatory Methodsmentioning

confidence: 99%

Story Culture Framework

Manohar

2018

Proceedings of the 9th Indian Conference on Human-Computer Interaction

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“…One promising approach to address these criticisms is Participatory Action Research (PAR). The PAR approach is highly conducive to enable marginalized people (in this case people with lived experience of mental illness) to be meaningfully involved in areas of concern to them through developing their capacities and address more holistically the complex factors that hinder their involvement [30][31][32]. Our recent systematic review (Abayneh et al, in progress) found that PAR is a well-established approach to involve service-users within mental health systems in highincome countries; however, there are few similar studies from LMICs.…”

Section: Introductionmentioning

confidence: 99%

Participatory action research to pilot a model of mental health service user involvement in an Ethiopian rural primary healthcare setting: study protocol

2020

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Background: Involvement of service-users at all levels of the mental health system is a policy imperative in many countries internationally. However, putting policy into practice seems complex; little is known about how best to involve service users and efforts are often criticized for being tokenistic. In low-and-middle income countries, less attention has been given to the roles of service users within mental health systems. The proposed study is part of a larger project intended to develop service-user involvement in mental health system strengthening in Ethiopia. A Theory of Change (ToC) model has already been developed through a participatory approach. This study protocol aims to describe the theoretical background and methods to pilot this model using participatory action research (PAR) and explore participants' experience of involvement. Methods: The proposed study will apply a PAR approach situated in critical social theory and conduct a phenomenological case study to find out participants' experience of involvement. This will be conducted in three stages. The focus of Stage 1 will be to(i) establish a Research Advisory Group (RAG), and Research Participant Group (RPG) at district and primary healthcare facility levels, respectively, and (ii) identify and prioritize potential areas of concern for involvement in the domains of advocacy, service planning and development, monitoring and improving service quality. In Stage 2, we will work with the RPG to develop a plan of action for the selected area. Stage 3 will aim to assist the RPG to implement and evaluate the plan of action. Process indicators and observation will be combined with in-depth interviews with participants to elicit their experiences of involvement. Thematic content analysis will be used. Discussion: The participatory approach to mental health service user involvement in health system strengthening employed by this study will support the implementation of solutions through locally relevant and contextualized actions. Findings from this study will contribute to the body of knowledge towards understanding the complexity of implementation of service user involvement and refine the ToC model for transferability to similar settings.

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A Review of the Literature on the Benefits and Drawbacks of Participatory Action Research

Abstract: This paper reviews Participatory Action Research as a methodology. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research.

Cited by 47 publications

References 11 publications

Extending conceptual understanding: How interprofessional education influences affective domain development

Extending conceptual understanding: How interprofessional education influences affective domain development

Story Culture Framework

Participatory action research to pilot a model of mental health service user involvement in an Ethiopian rural primary healthcare setting: study protocol

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