Wâhkôhtowin: The Governance of Good Community–Academic Research Relationships to Improve the Health and Well-Being of Children in Alexander First Nation

Gokiert, Rebecca; Willows, Noreen D.; Georgis, Rebecca; Stringer, Heather

doi:10.18584/iipj.2017.8.2.8

Cited by 18 publications

(11 citation statements)

References 29 publications

(32 reference statements)

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“…This has prompted health researchers, institutions, and research ethics boards to pay attention to the formation of meaningful research partnerships and to the use and benefits of community-based participatory research (NSERC, CIHR, & SSHRC, 2014). Community-based participatory research shares characteristics that are compatible with Indigenous methods and often make use of community advisory committees that can function as an anchoring site for building trust, reciprocal relationships, collaborative decision-making, co-learning, and co-creation of knowledge (Gokiert, Willows, Georgis, & Stringer, 2017). This project came at an ideal time: There was growing recognition that research with Indigenous people must be done differently and mounting pressure to explore alternative research governance models.…”

Section: Establishing the Research Partnerships And Methodsmentioning

confidence: 99%

Negotiation, Reciprocity, and Reality: The Experience of Collaboration in a Community-Based Primary Health Care (CBPHC) Program of Research with Eight Manitoba First Nations

Phillips-Beck

Kyoon-Achan

Lavoie

et al. 2019

iipj

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This article shares experiences and lessons learned through a collaboration between the University of Manitoba, the First Nation Health and Social Secretariat of Manitoba (FNHSSM), and eight First Nation communities in Manitoba. We employed a participatory approach from planning the research project, to data collection, and to the analysis, interpretation, and implementation of results. We learned that successful collaborations require: a) investing time and resources into developing respectful research relationships; b) strong leadership and governance; c) clearly defined roles and responsibilities; d) meaningful participation of First Nations; e) multiple opportunities for community engagement; and f) commitment to multiple, ongoing, and consistent forms of communication. All factors are integral to creating and maintaining the integrity of the research collaboration.

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Section: Establishing the Research Partnerships And Methodsmentioning

confidence: 99%

Negotiation, Reciprocity, and Reality: The Experience of Collaboration in a Community-Based Primary Health Care (CBPHC) Program of Research with Eight Manitoba First Nations

Phillips-Beck

Kyoon-Achan

Lavoie

et al. 2019

iipj

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“…A community‐based participatory research (CBPR) approach was adopted in which community members of the Alexander Research Committee (ARC), a well‐established research committee in Alexander First Nation, Alberta, Canada, worked in close collaboration with university researchers on all stages of the research. The use of a CBPR approach ensured that the research followed cultural protocols, reflected local context, and worked to address needs identified by community educators.…”

Section: Methodsmentioning

confidence: 99%

First Nations students’ perceptions of school nutrition policy implementation: A mixed methods study

Gillies

Farmer

Maximova

et al. 2018

Nutrition & Dietetics

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Aim School nutrition policies can improve healthy food access for Indigenous First Nations children in Canada. This study explored First Nations students’ perceptions of a school nutrition policy. Methods The research was a process evaluation of school nutrition policy implementation using a mixed‐methods design. Students in grades 4–12 (n = 94) completed a 17‐question survey to capture their perceptions of the policy. Survey data informed an 11‐question semi‐structured interview guide. Transcripts from interviews with students (n = 20) were analysed using content analysis to identify barriers and facilitators to policy implementation. Results Key facilitating factors to policy implementation were student support for the policy and taste preferences. Most students (87%) agreed that only healthy foods should be served at school and, in interviews, expressed a preference for healthy food choices. Barriers to policy implementation included foods available at school and lack of communication between students and their teachers and parents. Half (50%) of surveyed students reported that their eating habits at school were average; interviews explained that their diets could be improved by consuming more fruit and vegetables at school. Both surveys and interviews found that communication between students and their parents and teachers about what they ate and drank at school was low. Conclusions To support children’s healthy eating at school, the school nutrition policy could provide clear guidelines on foods permissible in the school, while considering social and environmental barriers to healthy eating. The involvement of First Nations children in the implementation and evaluation of school nutrition policies is recommended.

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“…In 2006, a community-based participatory research (CBPR) partnership to prevent childhood obesity was conceptualized between academic researchers from the University of Alberta and the Director of Education of Alexander First Nation (Gokiert et al, 2017;Pigford et al, 2013). The present study was a continuation of this CBPR partnership to ensure the health and well-being of children in the community.…”

Section: Relationshipmentioning

confidence: 99%

“…The ARC abides by a Guiding Principles document for research in the community that was first established in 2007. It outlines rules for data collection, storage, and use; ethical conduct in relation to research; and the community's status first and foremost as the primary beneficiary of research (Gokiert et al, 2017;Pigford et al, 2013). As such, research that abides by the Guiding Principles honours principles of ownership, control, access, and possession (OCAP), 1 which are essential standards for conducting research with First Nations.…”

Section: Relationshipmentioning

confidence: 99%

“…Previous healthy school programming. When interviewees were asked if they perceived the healthy changes at the school as a gradual process or as a quick development after the policy was implemented, the majority of interviewees who had taught at the school for at least one year (80.0%; n = 4/5) acknowledged the changes had occurred gradually over time, often citing health-based community research projects at the school that dated back almost a decade as the reason for the gradual change (Gokiert et al, 2017;Pigford et al, 2013). Interviewee 1 suggested that previous health programs and research initiatives in the community had provided plenty of groundwork for the development of a school nutrition policy: "[Healthy changes] were kind of happening before, just slowly bringing in a little bit of things, you know, and then when the policy came in it wasn't like a shock to everybody."…”

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confidence: 99%

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"It's huge in First Nation culture for us, as a school, to be a role model": Facilitators and Barriers Affecting School Nutrition Policy Implementation in Alexander First Nation

Murray¹,

Committee²,

Farmer³

et al. 2017

IJIH

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This mixed-methods community-based participatory research generated knowledge of school staff perceptions of the facilitators of and barriers to implementation of a Canadian First Nation school’s healthy nutrition policy. Themes derived from seven qualitative staff interviews were integrated with quantitative data derived from 28 staff surveys. The Medicine Wheel was used to describe results, as it provided a non-hierarchical and relational way to categorize all components and stakeholders of nutrition policy implementation. Factors that facilitated policy implementation were associated with the school environment, including the nutritional quality of foods sold or offered at school, administrative support, and foundational health programming prior to policy development. Staff identified the school as a role model for community members and as a key facilitator of policy implementation (for example, in leading health initiatives, providing a place for nutritious food and physical activity opportunities, and acting as a health resource for all community members). Barriers included inconsistency between staff members in policy implementation, uncertainty about staff members’ role in policy implementation, and lack of school communication with parents regarding the policy. One of the informative barriers from a First Nation perspective was the perceived misalignment of traditional foods, such as bannock or wild game, served at First Nation cultural events with federally derived nutrition standards that emphasize a low-fat diet. Results suggest strengthening school nutrition policy implementation by increasing staff nutrition education and certainty of their roles as policy facilitators, advocates, and enforcers; improving communication with families; having supportive school health programming; and ensuring the school, community, and home environment all reinforce healthy eating.

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Wâhkôhtowin: The Governance of Good Community–Academic Research Relationships to Improve the Health and Well-Being of Children in Alexander First Nation

Cited by 18 publications

References 29 publications

Negotiation, Reciprocity, and Reality: The Experience of Collaboration in a Community-Based Primary Health Care (CBPHC) Program of Research with Eight Manitoba First Nations

Negotiation, Reciprocity, and Reality: The Experience of Collaboration in a Community-Based Primary Health Care (CBPHC) Program of Research with Eight Manitoba First Nations

First Nations students’ perceptions of school nutrition policy implementation: A mixed methods study

"It's huge in First Nation culture for us, as a school, to be a role model": Facilitators and Barriers Affecting School Nutrition Policy Implementation in Alexander First Nation

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