Action research: what is it? How has it been used and how can it be used in nursing?

Abstract

Action research has enjoyed increasing popularity across a wide variety of disciplines including nursing. Action research was designed specifically to bridge the gap between theory, research and practice and incorporates both humanistic and naturalistic scientific methods. As such, action research is a highly compelling method for nursing. However, action research does not easily lend itself to definition. A variety of approaches, definitions and uses have emerged since it was created by Kurt Lewin and have given rise to much debate within social and behavioural sciences. This confusion has carried over into nursing literature without any systematic identification of or debate about the core characteristics of action research or the multitude of approaches or uses that have come to be associated with this method. Thus this paper addresses the central characteristics, three major approaches to action research that exist today and how action research has been used and can be used in nursing.

Applying lean thinking in the food supply chains: a case study

“…Action research is an iterative process involving researchers and practitioners acting together on a particular cycle of activities, including problem diagnosis, action intervention, and reflective learning (Yamnill and McLean, 2010). Holter and Schwartz-Barcott (1993) described action research as an inquiry in the context of focused efforts to improve the quality of an organization and its performance. Action research combines theory and practice through change and reflection in an immediate problematic situation within a mutually acceptable ethical framework (Avison et al, 1999).…”

Hospital mealtimes: action research for change?

“…Four main features are central to an action research approach, i.e. collaboration between researcher and practitioner, the solution of practical problems, change in practice and the development of theory (Holter & Schwartz-Barcott, 1993). Collaboration between the researcher and practitioner(s) is a key feature of this research approach; in the present study the researcher (A.D.) collaborated with members of staff who are coresearchers (in this case staff nurses) from the unit (C.W., L.A. and A.C.).…”

Exploring Individual Education Plans In a High School Setting

“…For example, the technical/scientific/collaborative mode relies on the relationship between researcher and educator to be primarily technical and intervention is quite often footed in pre-specified theoretical foundations. Additionally, the technical/scientific/collaborative model can often result in abrupt change in the current level of practice (Holter & Schwartz-Barcott, 1993;Masters, 1995). Given the complexities of the IEP process and document, it would seem unlikely that change in current levels of practice would occur that instantaneously.…”

“…Given the complexities of the IEP process and document, it would seem unlikely that change in current levels of practice would occur that instantaneously. The practical/mutual collaborative/deliberate mode of action research involves the collaboration between the researcher and the educator to become the impetus of the research itself (Holter & Schwartz-Barcott, 1993). The goal is to create long-lasting changes rather than the quick changes described in the technical/scientific/collaborative model of action research (Holter & Schwartz-Barcott, 1993).…”

“…The practical/mutual collaborative/deliberate mode of action research involves the collaboration between the researcher and the educator to become the impetus of the research itself (Holter & Schwartz-Barcott, 1993). The goal is to create long-lasting changes rather than the quick changes described in the technical/scientific/collaborative model of action research (Holter & Schwartz-Barcott, 1993). Nonetheless, the changes tend to be directly tied to the individuals with whom the research was conducted.…”