A Community–Academic Partnership for School‐Based Nonviolence Education: The Healthy Power Program

Abstract

BACKGROUND: Youth violence is a significant problem affecting community health. Community-academic partnerships can advance youth nonviolence education by synergizing the strengths of collaborators while working toward a common goal. We describe a collaboration between an urban public middle school, community nonprofit, and university-based graduate school of nursing in implementing and evaluating the Healthy Power program, a school-based youth nonviolence program for middle-school boys. METHODS:A participatory program evaluation approach was used to plan and implement evaluation of the Healthy Power program with a cohort of 8 students. Collaborative planning allowed for the selection of measures that reflected program objectives and were of value to community partners while also scientifically sound. A mixed-methods approach included a focus group and a pretest-posttest with quantitative items and open-ended questions. RESULTS:While the quantitative pre-posttest did not show any significant change, the open-ended questions and focus group suggested that students had advanced their understanding and application of conflict resolution skills. CONCLUSIONS:The findings support the usefulness of community-academic partnerships for peace/conflict resolution education and program evaluation. Such programs may benefit from mixed methods of evaluation. Citation: Dunn M, Drew C, O'Brien J, Wood M, Mora E, Diener S, Perry DJ. A community-academic partnership for school-based nonviolence education: the Healthy Power program.

Trainee-led research using an integrated knowledge translation or other research partnership approaches: a scoping review

“…The included studies were mapped onto the KTA cycle [ 29 ] based on the reported research purpose and objectives, as follows: identify problem ( n = 30) [ 37 – 67 ]; adapt knowledge to local context ( n = 34) [ 37 – 40 , 43 , 44 , 46 , 49 , 52 , 55 , 56 , 61 , 62 , 64 , 65 , 67 – 86 ]; assess barriers/facilitators to knowledge use ( n = 14) [ 39 , 40 , 52 , 56 , 63 , 68 , 72 , 74 , 81 , 83 , 87 – 90 ]; select, tailor, implement interventions ( n = 11) [ 56 , 63 , 68 , 80 , 81 , 83 , 88 – 92 ]; monitor knowledge use ( n = 25) [ 55 , 63 – 65 , 69 , 73 , 80 , 83 , 89 , 91 – 107 ]; evaluate outcomes ( n = 22) [ 48 , 50 , 51 , 62 , 64 , 68 , 71 , 79 , 83 , 91 , 93 , 95 , 100 – 110 ]; sustain knowledge use ( n = 1) [ 79 ...…”

“…The two patient advisors represented independent patient advisory networks and were active in their respective provincial Strategy for Patient-Oriented Research (SPOR) units Involve ✓ NR NR Campbell, 2006 [ 93 ] Paediatric community in Prince Edward Island, Canada Consult ✓ ✓ Group meetings, group interviews NR Cassidy, Burgess et al, 2019 [ 45 ] A group of Health System Impact (HSI) postdoctoral fellows Collaborate ✓ ✓ ✓ ✓ ✓ NR NR Cassidy and Foley et al, 2019 [ 78 ] Manager of the medical, surgical and neuroscience unit, clinical nurse leaders, researchers, administrators Collaborate ✓ ✓ ✓ ✓ ✓ KT research processes NR Conway et al, 2020 [ 81 ] Healthcare providers working in the neonatal and obstetric departments. Five knowledge users (nurses and midwives working in the neonatal and obstetric departments) made up an on-site implementation team Collaborate ✓ ✓ ✓ Reaching out to key informants within the targeted hospital departments and through word-of-mouth recommendations, focus group and interview Six group sessions, 9 months Dunn et al, 2020 [ …”

“…Some trainees gained the necessary knowledge and skills to undertake IKT research in specialized graduate courses focused on applied health research [ 69 , 82 ]. Similarly, trainees viewed themselves as facilitators [ 39 , 55 , 65 , 110 ] and reported that facilitation skills helped with knowledge user engagement [ 38 , 53 , 65 , 80 , 91 , 102 ]. For example, trainees aimed to use clear and common language to facilitate knowledge user engagement activities [ 80 ].…”

“…For example, trainees aimed to use clear and common language to facilitate knowledge user engagement activities [ 80 ]. Additionally, trainees’ flexibility and problem-solving skills were helpful when engagement challenges required quick adaptations [ 45 , 53 , 91 ]. Trainees also reported that being an “insider” was a facilitating factor for doing IKT research [ 63 , 76 , 88 , 110 ].…”

Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership

“…In the summer, McWane continues to give full use of the labs to CORD for teacher training programs and provides workshop participants with free parking. All these facility and logistic supports are vital to assisting schools in planning and managing field trips, and these resources lend themselves to an effective synergistic partnership (Dunn et al, 2020). In return, GENEius and LabWorks provide middle and high school programs that are very important in fulfilling McWane's mission to advance science understanding of all students.…”