Evaluating the participatory process in a community-based heart health project

Naylor, Patti-Jean; Wharf-Higgins, Joan; Blair, Lynne; Green, Lawrence; O’Connor, Brian P.

doi:10.1016/s0277-9536(01)00247-7

Cited by 86 publications

(71 citation statements)

References 27 publications

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“…15 Within the CBPR approach, the input of key community stakeholders is solicited in all phases of the research project, 16,17 including planning, implementation, development of action plans, and dissemination of results. 18 CBPR has been used in prevention studies involving cancer risk among African Americans, 19 sexual health in college students, 20 diabetes in American Indian children, 21 indigenous populations in Ecuador, 4 families and teachers in an Early Head Start program, 22 urban health, 15 heart health, 23 traumatized immigrant children in school settings, 24 well-being in rural communities, 25 and social determinants of health. 26 CBPR has the potential to be especially useful in contexts in which cultural diversity and/or socioeconomic disparities are an issue.…”

Section: Introductionmentioning

confidence: 99%

Balancing Empiricism and Local Cultural Knowledge in the Design of Prevention Research

Fisher

Ball

2005

Journal of Urban Health: Bulletin of the New York Academy of Me

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Section: Introductionmentioning

confidence: 99%

Balancing Empiricism and Local Cultural Knowledge in the Design of Prevention Research

Fisher

Ball

2005

Journal of Urban Health: Bulletin of the New York Academy of Me

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“…It is difficult to judge however whether 773 is a meaningful measurement of success. It is no surprise then that researchers such as Naylor et al (2002) argue that evaluating the extent of participation is complex. Evaluating empowerment as an outcome is equally complex.…”

Section: Evaluating the Reach And Fitness Of Outcomesmentioning

confidence: 99%

How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework

Tai-Seale

2015

Research Papers in Education

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This article aims to contribute to the development of frameworks for evaluating student voice projects in higher education by offering a critically evaluative account of two student voice projects. Although both projects had been underpinned by the principles of participatory (inclusive) research, one appeared to be more successful than the other in engaging students in a productive or meaningful way. In order to confirm and explain these perceived differences, this paper draws on both student voice and participatory research literature to identify two potentially useful evaluation criteria: reach and fitness for purpose. These criteria are applied to three project factors: aims and assumptions; processes; and outcomes to produce an amplitude framework for evaluating student voice in higher education. It is argued that this framework has the potential to enable a rich account of the relative successes and failures of student voice initiatives in higher education.

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“…Deciding who should be represented in the decision-making process can be another challenge facing inclusive participation (Eisinger and Senturia, 2001;Macaulay et al, 1999). The participation process may require substantial reinforcement, which was typically carried out by the researchers, challenging the intention to have a community driven process (Ma et al, 2004;McAllister et al, 2003;Minkler, 2004;Naylor et al, 2002).…”

Section: Processmentioning

confidence: 99%

Extending collaborations for knowledge translation: lessons from the community-based participatory research literature

Lencucha¹,

Kothari²,

Hamel³

2010

Evidence &Amp; Policy

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Abstract:The purpose of this paper is to expand the current focus on researcher-decision-maker knowledge translation (KT) partnerships to include community partners. Lessons were drawn from the community-based participatory research literature. An inductive thematic analysis was conducted, using forty-two eligible articles, and resulted in the identification of four themes (principles, structure, process and relationships) and associated factors that could contribute to KT collaborations among the three groups of actors. These findings are presented in a KT Triad framework. Thus, the framework provides specific lessons to facilitate researcher-decision-makercommunity collaborations based on an established body of literature. Including community partners in the KT process is important for integrating community context and needs into research-to-policy deliberations.

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Evaluating the participatory process in a community-based heart health project

Cited by 86 publications

References 27 publications

Balancing Empiricism and Local Cultural Knowledge in the Design of Prevention Research

Balancing Empiricism and Local Cultural Knowledge in the Design of Prevention Research

How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework

Extending collaborations for knowledge translation: lessons from the community-based participatory research literature

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