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Action Research Professor Julienne Meyer Institute of Health Science

Learn about the concept of action research, its characteristics, and how it can be applied in various fields such as business, education, and health. Discover the benefits of participatory research and how it can lead to social change and scientific advancement.

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Action Research Professor Julienne Meyer Institute of Health Science

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  1. St Bartholomew School of Nursing & Midwifery Action Research Professor Julienne Meyer Institute of Health Science

  2. City University London The University for business and the professions

  3. What is action research? WITH, FOR and BY people rather than ON Reason and Bradbury (2002) • Gaining credibility (business, community development, education, health and social care) • Insider and outsider Coghlan & Brannick (2005)

  4. Definition “Action research is a period of inquiry, which describes, interprets and explains social situations while executing a change intervention aimed at improvement and involvement. It is problem-focused, context-specific and future-oriented. Action research is a group activity with an explicit value basis and is founded on a partnership between action researchers and participants, all of whom are involved in the change process. The participatory process is educative and empowering, involving a dynamic approach in which problem identification, planning, action and evaluation are interlinked. Knowledge may be advanced through reflection and research, and qualitative and quantitative research methods may be employed to collect data. Different types of knowledge may be produced by action research, including practical and propositional. Theory may be generated and refined, and its general application explored through cycles of the action research process.” Waterman et al. (2001) p11

  5. Key characteristics • participatory character • its democratic impulse, and • simultaneous contribution to social change and science Carr and Kemmis (1986)

  6. Common Models of Action Research • Type 1: Technical Scientific & Positivist • Type 2: Mutual-collaborative & Interpretivist • Type 3: Critical and Emancipatory Whitelaw et al., 2003

  7. Knowledge utilization: AR invisible • Getting Evidence into Practice NHS CRD (1999) • Conceptualising and Combining Evidence for Health Systems Guidance CHSRF (2005)

  8. Service Delivery & Organisation How to Spread Good Ideas NCCSDO (2004) Action Research: a systematic review and guidance for assessment Waterman et al. (2001)

  9. Post-structural explanation: meta-narratives The deconstructing angel: nursing, reflection and evidence-based practice. Rolfe (2005) • Lack of empirical base • Distortions due to memory • Falsification of the ‘facts’

  10. Lessons learnt: practice development Evidence in evidence-based practice Rycroft-Malone et al. (2004) Conceptual framework for implementation of EBP Kitson et al (1998) Concept analysis of facilitation Harvey et al . (2002) Concept analysis of the meaning of context McCormack et al. (in press)

  11. Action Research and the Tavistock Kurt Lewin at the Tavistock Institute Neuman (2005) The functioning of social systems as a defence against anxiety Menzies Lyth (1959)

  12. Containing anxiety: the Tavistock approach • Observation • Work discussion • Personal analysis • Clinical supervision • Group relations events • Lectures and Reading Seminars Menzies Lyth (1959)

  13. Psycho dynamically informed action research The complexity of loss in continuing care institutions for older people: a review of the literature Holman et al. (2004) Using action research to address loss of personhood in a continuing care setting Ashburner et al. (2004)

  14. Promoting dignity and respect: an action research project to explore the development of person centred care for older people • 50 bed nursing home • Acute NHS Trust • 46 nursing staff • Mature & ethnically diverse • Off-site & isolated • Number of concerns

  15. Stage One – Consultation and Exploration • Audit findings: Quality Interaction Schedule, Nursing Home Monitor II, Dementia Care Mapping • Interviews with residents, staff and family members • Participant observation & reflective field notes

  16. Stage Two – Action Cycles • Promoting person-centred care • Developing user and carer involvement • Engaging with psychodynamic & systems thinking • Sharing and supporting best practice

  17. Outcomes: Repeat audits all showed improvements Reduced sickness and agency nurse usage New posts and restructuring Process issues: Finding a voice Greater confidence Relationships improved Stage Three - Evaluation

  18. Conclusion • Reconsider the importance of emotional learning in practice development • Value of action research to develop practice and share learning

  19. Contact: Professor Julienne Meyer St Bartholomew School of Nursing & Midwifery City University Philpot Street London E1 2EA England, UK Tel: +44 (0)20 7040 5791 Email: j.meyer@city.ac.uk

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