Training Partnership Dyads for Community-Based Participatory Research

Andrews, Jeannette O.; Cox, Melissa J.; Newman, Susan D.; Gillenwater, Gwen; Warner, G. T.; Winkler, Joyce; White, Brandi M.; Wolf, Sharon; Leite, Renata S.; Ford, Marvella E.; Slaughter, Sabra

doi:10.1177/1524839912461273

Cited by 28 publications

(27 citation statements)

References 20 publications

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“…Through group discussion the authors decided that “Investigators” was the best term to use when discussing researchers and decision-makers involved in engaging older adults. The literature supports the relationship between investigator characteristics [ 50 , 52 , 62 , 63 ], preferences [ 64 ], goals [ 50 , 65 ], expectations [ 35 , 39 , 60 ] and needs [ 64 , 65 ] and their engagement with older adults. Investigator attitudes [ 55 , 66 ], skills [ 57 , 58 ] and knowledge [ 65 , 67 ] affect engagement in healthcare research and planning.…”

Section: Reviewmentioning

confidence: 95%

Engaging older adults in healthcare research and planning: a realist synthesis

et al. 2016

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Plain English summaryThe importance of citizen involvement in healthcare research and planning has been widely recognized. There is however, a lack of understanding of how best to engage older adults, Canada's fastest growing segment of the population and biggest users of the healthcare system. We aimed to address this gap by developing an understanding of the engagement of older adults and their caregivers in healthcare research and planning. We conducted a review of available knowledge on engagement in healthcare research and planning with a focus on older adults and their caregivers. A five stage engagement framework emerged from this study that can be used to guide engagement efforts. We are continuing to collaborate with older adults and decision makers to develop and test strategies based on the presented framework.Abstract Background The importance of engaging the community in healthcare research and planning has been widely recognized. Currently however, there is a limited focus on older adults, Canada’s fastest growing segment of the population and biggest users of the healthcare system. Objective This project aimed to develop an understanding of engagement of older adults and their caregivers in healthcare research and planning. Method A realist synthesis was conducted of the available knowledge on engagement in healthcare research and planning. The search methodology was informed by a framework for realist syntheses following five phases, including consultations with older adults. The synthesis included theoretical frameworks, and both peer-reviewed and grey literature. Results The search generated 15,683 articles, with 562 focusing on healthcare research and planning. The review lead to the development of a framework to engage older adults and their caregivers in healthcare research and planning. The 5 stages environment, plan, establish, build, and transition are accompanied with example context, mechanism, and outcomes to guide the use of this framework. Conclusion We have identified a framework that promotes meaningful engagement of older adults and their caregivers. We are continuing to collaborate with our community partners to further develop and evaluate engagement strategies that align with the presented framework.

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Section: Reviewmentioning

confidence: 95%

Engaging older adults in healthcare research and planning: a realist synthesis

et al. 2016

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“…Hacker et al defined community capacity building as “the cultivation and use of transferable knowledge, skills, systems, and resources that affect community- and individual-level changes consistent with public health-related goals and objectives.” 1 It is an essential component of and a guiding principle in community-based participatory research, as it fosters colearning among all partners 2–4 ; its importance revolves around the notion that capacity building leads to an equal sharing of power in the researcher–community member relationship. 5 , 6 Furthermore, community capacity has been identified as “the characteristics of communities that affect their ability to identify, mobilize, and address social and public health problems.” 7 , 8…”

Section: Introductionmentioning

confidence: 99%

“…Little work has been done in pinpointing ways to reduce barriers for community members to fully participate in community-based participatory research, 11 , 15 which is very important, if what has been previously stated to be of benefit to both the community members and academics is to be achieved. Although curriculums/programs have been created to teach community members about community-based participatory research and/or health disparities, 5 , 11 , 16–20 to our knowledge, a curriculum that would provide Hispanic community leaders with a basic understanding of community-based participatory research, research, and health disparities has not been developed. Recent curriculum topics center on public health components, community-based participatory research components, or research components but do not unite all of these components together in a single curriculum.…”

Section: Introductionmentioning

confidence: 99%

Assessing Acceptability, Feasibility, and Preliminary Effectiveness of a Community-Based Participatory Research Curriculum for Community Members: A Contribution to the Development of a Community–Academia Research Partnership

et al. 2018

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Purpose: The community-based participatory research approach has been identified as a great asset in reducing health disparities through the integration of community members in all phases of the research process. It is essential to provide skills to community members to achieve successful research partnerships. The purpose of this study is to evaluate the feasibility, acceptability, and preliminary efficacy of the community-based participatory research training curriculum for community members.Methods: Using mixed-methods, noncomparative design, eight workshops were developed and tested. Workshops covered topics such as community-based participatory research principles, health disparities, ethics in community-based participatory research, and fundamentals of research methodology. A total of 25 community leaders were trained. Pre-/post-test knowledge (unpaired t-test), retention rate, workshop satisfaction, and cognitive debriefing sessions were used to assess knowledge gained and acceptability and feasibility of the curriculum.Results: A retention rate of 100% and an average satisfaction of 92.68% were obtained. Preliminary effectiveness results indicate that there was an overall significant change in participant's knowledge before and after the curriculum (p<0.001). In the cognitive debriefing, participants were satisfied with the organization and structure and found the curriculum feasible. Furthermore, participants identified the skills acquired to aid in being more effective in their communities and work with academic researchers. The following changes were recommended: workshops' order, time, practical activities, and level of language.Discussion: Findings from this study suggest that the curriculum was acceptable and feasible to community leaders and that it might provide skills to actively incorporate community members in research activities. A large randomized clinical trial (RCT) study to evaluate curriculum effectiveness is recommended.

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“…A small, but growing, literature exists on models for building academic-community partnerships and collaborative research capacity in both academic and community partners. 9,10,25–27 One approach to encouraging community engagement in research is the awarding of small grants directly to community-based organizations. Several variations on this general approach have recently appeared in the literature.…”

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confidence: 99%

Lessons Learned from Three Models that Use Small Grants for Building Academic-Community Partnerships for Research

Kegler¹,

Blumenthal²,

Akintobi³

et al. 2016

Journal of Health Care for the Poor and Underserved

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Despite the direct contribution of community-engaged research towards effective translation, establishing strong and sustained community academic research partnerships remains a challenge. The Atlanta Clinical and Translational Science Institute's Community Engagement Research Program (CERP) has developed and implemented three models for using small grants to seed new community academic partnerships for research: 1) community-initiated health projects with faculty partners, 2) dissemination of discoveries to community partners, and 3) building collaborative research capacity. In this paper, we describe each model in terms of its purpose, funding level, funding period, proposal requirements, selection criteria and faculty involvement. Resulting partnerships are described, along with benefits and challenges from faculty and community perspectives, and lessons learned in using these mechanisms to promote community-engaged research. These models may aid others attempting to promote community-engaged research for the purpose of narrowing the gap between research, practice and ultimately, impact on community health.

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Training Partnership Dyads for Community-Based Participatory Research

Cited by 28 publications

References 20 publications

Engaging older adults in healthcare research and planning: a realist synthesis

Engaging older adults in healthcare research and planning: a realist synthesis

Assessing Acceptability, Feasibility, and Preliminary Effectiveness of a Community-Based Participatory Research Curriculum for Community Members: A Contribution to the Development of a Community–Academia Research Partnership

Lessons Learned from Three Models that Use Small Grants for Building Academic-Community Partnerships for Research

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