Engagement enacted: Essentials of initiating an action research project

Snoeren, Miranda; Niessen, Theo; Abma, Tineke

doi:10.1177/1476750311426620

Cited by 35 publications

(43 citation statements)

References 33 publications

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“…By making use of the often surprising possibilities that arise during the process, also known as improvising and occasioning, the participatory and emergent character of learning is supported and purposeful interactions and actions can be combined with those that arise spontaneously [15]. In addition it is unrealistic to expect great results immediately, rather it is necessary to be able to challenge and support stakeholders to participate and to keep the process going, whereby it is essential as facilitator to be mindful of the possibilities that emerge from the process [15,55].…”

Section: Discussionmentioning

confidence: 98%

“…Hoping to encourage staff to not act solely on tradition and instruction, the management aimed to combine care, education, innovation and research on the unit with the object of increasing the quality of care and developing a challenging workplace [55]. This process was supported by two facilitators, one of whom is employed by the care organisation, was present in the unit part-time and had an intensive collaboration with the nursing team.…”

Section: Setting and Participantsmentioning

confidence: 99%

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Nurturing Cultural Change in Care for Older People: Seeing the Cherry Tree Blossom

et al. 2014

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There is a need for person-centred approaches and empowerment of staff within the residential care for older people; a movement called 'culture change'. There is however no single path for achieving culture change. With the aim of increasing understandings about cultural change processes and the promotion of cultural values and norms associated with person-centred practices, this article presents an action research project set on a unit in the Netherlands providing care for older people with dementia. The project is presented as a case study. This study examines what has contributed to the improvement of participation of older people with dementia in daily occupational and leisure activities according to practitioners. Data was collected by participant observation, interviews and focus groups. The results show that simultaneous to the improvement of the older people's involvement in daily activities a cultural transformation took place and that the care became more person-centred. Spontaneous interactions and responses rather than planned interventions, analysis and reflection contributed to this. Furthermore, it proved to be beneficial that the process of change and the facilitation of that process reflected the same values as those underlying the cultural change. It is concluded that changes arise from dynamic, interactive and non-linear processes which are complex in nature and difficult to predict and to control. Nevertheless, managers and facilitators can facilitate such change by generating movement through the introduction of small focused projects that meet the stakeholders' needs, by creating conditions for interaction and sense making, and by promoting the new desired cultural values.

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Section: Discussionmentioning

confidence: 98%

Section: Setting and Participantsmentioning

confidence: 99%

Nurturing Cultural Change in Care for Older People: Seeing the Cherry Tree Blossom

et al. 2014

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“…To involve this co-researcher, the first author translated the texts and read them aloud. The last author had experience in writing auto-ethnographies, like ethno dramas (Baur, Abma, and Baart 2014;Schipper et al 2010), counter stories (Teunissen, Visse, and Abma 2015;Woelders et al 2015) and co-constructed auto-ethnographies (Snoeren et al 2016;Snoeren, Niessen, and Abma 2012;Teunissen, Lindhout, and Abma 2018), but the process of collaboratively writing a CAE together in a team with co-researchers with a lived experience was new to all of us. It was a journey in which the decision-making about who collaborated in which part of the AE was coordinated by the first author.…”

Section: Reflexive Research-writing Processmentioning

confidence: 99%

Ethics of care in participatory health research: mutual responsibility in collaboration with co-researchers

Groot

Vink²,

Haveman³

et al. 2018

Educational Action Research

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In the field of participatory health research (PHR) and related action research paradigms, limitations of standard ethical codes and institutional review processes have been identified. PHR is highly situational and relational, part of a hierarchical health care context and therefore ethics of care has been suggested as a helpful theoretical approach that emphasises responsibilities and relationships. The purpose of this article is to explore the value of Tronto's second-generation ethics of care for reflection on ethical challenges experienced by academic researchers. Using the design of a collaborative auto-ethnography, this article starts from a story of a researcher who deals with dilemmas in responsibility to care for co-researchers with lived experiences during a PHR study in the field of acute psychiatric care. By analysing the challenges together with all co-researchers, using a framework of ethics of care, we discovered the importance of self-care and existential safety for an ethical PHR practice. The reflexive meta-narrative shows that the ethics of care lens is useful to untangle moral dilemmas in all participatory researchrelated paradigms for all engaged.

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“…Snoeren, Niessen, & Abma (2011) note the importance of a communicative space in action research, which promotes free and uninhibited communication. This is particularly important where there is potential for Action Research June 2014 vol.…”

Section: Spacementioning

confidence: 99%

Undertaking action research in prison: Developing the Older prisoner Health and Social Care Assessment and Plan

et al. 2014

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Older prisoners are the fastest growing group in prisons. They have complex health and social care needs and the coordination of their care is suboptimal. An action learning group including health care staff, prison staff and older prisoners was established at one prison in England. The group developed the Older prisoner Health and Social Care Assessment and Plan (OHSCAP) which is a health and social care assessment and care planning process for the better identification and management of older prisoners' needs. This paper describes and critically analyses the process of action learning in prison to develop and pilot the OHSCAP. Data were collected through reflective notes from the action learning group facilitator, reflective diary writing from group members, emails, research project steering group meeting notes and interviews with action learning group members. The constant comparison method of data analysis was used.We found that action learning is a valuable approach for developing practice in the challenging prison environment. There are important considerations when using action learning in the prison setting. These include maintaining the groups' focus; clarifying roles and procedures; providing practical and theoretical space and considering the groups' composition.

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Engagement enacted: Essentials of initiating an action research project

Cited by 35 publications

References 33 publications

Nurturing Cultural Change in Care for Older People: Seeing the Cherry Tree Blossom

Nurturing Cultural Change in Care for Older People: Seeing the Cherry Tree Blossom

Ethics of care in participatory health research: mutual responsibility in collaboration with co-researchers

Undertaking action research in prison: Developing the Older prisoner Health and Social Care Assessment and Plan

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