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Relevant bibliographies by topics / Participatory Health Research

Academic literature on the topic 'Participatory Health Research'

Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

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Journal articles on the topic "Participatory Health Research"

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Khanlou, Nazilla. "Participatory health research." Nursing Inquiry 17, no. 4 (November 9, 2010): 281. http://dx.doi.org/10.1111/j.1440-1800.2010.00515.x.

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Jordan, John F. "Participatory research." British Journal of Learning Disabilities 29, no. 1 (March 2001): 36. http://dx.doi.org/10.1046/j.1468-3156.2001.00068.x.

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Wright, Michael T., Jon Salsberg, and Susanne Hartung. "Impact in Participatory Health Research." BioMed Research International 2018 (October 21, 2018): 1–2. http://dx.doi.org/10.1155/2018/3907127.

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Laurell, Asa Cristina, Mariano Noriega, Susana Martǐnez, and Jorge Villegas. "Participatory research on workers' health." Social Science & Medicine 34, no. 6 (March 1992): 603–13. http://dx.doi.org/10.1016/0277-9536(92)90188-v.

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Baum, F. "Participatory action research." Journal of Epidemiology & Community Health 60, no. 10 (October 1, 2006): 854–57. http://dx.doi.org/10.1136/jech.2004.028662.

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Rempfer, Melisa, and Jill Knott. "Participatory Action Research." Occupational Therapy in Mental Health 17, no. 3-4 (September 14, 2002): 151–65. http://dx.doi.org/10.1300/j004v17n03_10.

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Page-Reeves, Janet. "Community-Based Participatory Research for Health." Health Promotion Practice 20, no. 1 (October 18, 2018): 15–17. http://dx.doi.org/10.1177/1524839918809007.

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The new edition of Community-Based Participatory Research for Health by Nina Wallerstein and colleagues is an extremely valuable resource for a wide variety of stakeholders interested in collaborative work to promote health equity. This updated collection succinctly delineates the theory, history, principles, and practices of community-based participatory research (CBPR) to help the reader understand CBPR as an approach, a philosophy, and an ethic. This updated edition will serve as a helpful resource for those interested in incorporating CBPR principles and approaches into their work. The chapters are authored by leaders and innovators in CBPR who provide insights, share experiences, and describe case studies that expand our ability to understand and envision the transformative power of CBPR in practice. The book is divided thematically into seven parts plus 13 appendices. Updates to this edition align with critical dialogues about positionality, privilege, and power in a way that encourages healthy self-reflection.

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Northway, Ruth. "Ending Participatory Research?" Journal of Learning Disabilities 4, no. 1 (March 2000): 27–36. http://dx.doi.org/10.1177/146900470000400102.

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Coghlan, David. "Participatory Action Research in Health Care." Journal of Advanced Nursing 60, no. 1 (October 2007): 110. http://dx.doi.org/10.1111/j.1365-2648.2007.04413.x.

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George, M. Anne, Mark Daniel, and Lawrence W. Green. "Appraising and Funding Participatory Research in Health Promotion." International Quarterly of Community Health Education 18, no. 2 (July 1998): 181–97. http://dx.doi.org/10.2190/c1b5-7ppe-7tyl-7yn8.

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Participatory action research combines research, education and social action. Each of these elements reflects health education research and practice. Indeed, health education, health promotion and participatory research have converged in these respects. Participatory research is well suited to the philosophies and theories underpinning community-based health education and health promotion. The nature of participatory research is such that funding agencies, especially those awarding research funds, tend to be challenged in their attempts to assess proposals. This is true at least for those agencies operating under traditional criteria for reviewing standards, which may not be appropriate for participatory research. As well, it may reflect a broader lack of common understanding about the processes and expectations, the apparent untidiness of projects (comparing with traditional research) which by their nature offer no standard methods, deadlines, procedures or predetermined outcome measures. The Study of Participatory Research in Health Promotion [1], commissioned by the Royal Society of Canada, attempted to clarify the topic by providing a working definition and a set of guidelines for use by funding agencies when appraising projects purporting to be participatory research. The guidelines emphasize how the normal ways of conducting health research in populations need to adapt to meet the educational and policy expectations of participatory research. The study also examined current practical examples of participatory research in the field of health promotion in Canada. This summary of the results of the project provides detailed guidelines flowing from a review of experience in the field and consultation with groups engaged in participatory research.

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Dissertations / Theses on the topic "Participatory Health Research"

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Dickson, Geraldine. "Participatory action research and health promotion, the grandmothers' story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24012.pdf.

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Starkey, Fenella Anne. "Participatory research with mental health service users : a strategy for empowerment?" Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/457c5125-d383-4ba5-88c8-ea5357e93d9f.

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Literature, including service users' own accounts, confirms that people labelled as `mentally ill' experience oppression and powerlessness both in their contacts with psychiatric services and more widely in society. There are calls to challenge this oppression by engaging in strategies for empowerment, for example via advocacy and campaigning by the mental health user/survivor movement. Research has also been identified as a strategy for empowerment for mental health service users. This dissertation proposes participatory research (PR) as a potentially empowering research methodology consisting of a process of investigation, education and action in which participants work jointly with researchers throughout. This research therefore aims to: explore the nature of oppression and power in the lives of mental health service users in Britain; assess the extent to which participatory research can function as a strategy for empowerment for mental health service users; consider the extent to which PR principles can be adhered to in research with mental health service users; and highlight issues for methodological development arising from the practice of PR. These aims were explored via a year-long PR project in which the author worked jointly with a group of mental health service users to design and undertake research, and to take action based on its findings. Fieldwork data are analysed in the context of existing theoretical, conceptual and empirical literature on oppression, power, empowerment and PR. It is concluded that PR can facilitate processes of individual and group empowerment for mental health service users, and may therefore be a first step towards the longer-term goal of achieving empowerment in the liberational sense of changing oppressive social structures. This latter goal is more likely to be achieved by combining research with other strategies for empowerment such as collective action and campaigning, and by joining together with other oppressed groups with common interests, such as the disability movement.

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Bruck, Demaree K. "Engaging Teenagers in Suicide Research through Youth Participatory Action Research." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799248601175.

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Tsang, Woo Che-moy Betty. "A participatory action research : the effectiveness of a health education/promotion programme." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438758.

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Ramstetter, Catherine. "Participatory Action Research to Assess and Enhance Coordinated School Health in One Elementary School." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276537211.

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Schetzina, Karen E. "Community-Based Participatory Research Approaches to Obesity Prevention in Appalachia." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5012.

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Serrato, Vidal Jesus Alfredo. "MENTAL HEALTH TREATMENT PERSPECTIVE OF HISPANIC POPULATION: A COMMUNITY-BASED PARTICIPATORY RESEARCH APPROACH." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/737.

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This study’s purpose is to shed some light on providers perspective of Hispanics with mental health issues experience, explore providers experience, Hispanics reason for terminating treatment and review providers recommendation to maintain Hispanic individuals and families in treatment. Other studies have established that Hispanics disproportionately underutilize mental health services in comparison to other population. Assuming Hispanics continue to grow and maintain the majority minority in the region of focus in Southern California where the study was conducted, then the finding in this study may serve to improve both Hispanics access to services and agencies and providers improving services to this population. Furthermore, the study can be utilized by other interns, social worker and professionals alike as a form of an in-service on Hispanics perspective of mental health and how to overcome some of the barriers when servicing this population. This qualitative study used individual interviews as a resource to shed some light on themes from the perspective of a variety of mental health providers. Individual interviews were audio recorded via a digital recorder then transcribed to a Word file. A variety of themes on the subject matter emerged from participants responses.

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Davis, Meg Elizabeth Doyle Eva. "A pilot study of community based participatory research methods among Brazilian church members." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5050.

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MacIntyre, Linda Margaret. "How can non-government organizational perspectives inform community based participatory research in Malawi, Central Africa?" Diss., Search in ProQuest Dissertations & Theses. UC Only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378499.

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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.

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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.

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Books on the topic "Participatory Health Research"

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Wright, Michael T., and Krystyna Kongats, eds. Participatory Health Research. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8.

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Debbie, Kralik, ed. Participatory action research in healthcare. Oxford: Blackwell Pub., 2006.

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Meredith, Minkler, and Wallerstein Nina 1953-, eds. Community based participatory research for health. San Francisco, CA: Jossey-Bass, 2003.

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Higginbottom, Gina, and Pranee Liamputtong. Participatory Qualitative Research Methodologies in Health. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2015. http://dx.doi.org/10.4135/9781473919945.

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1950-, De Koning Korrie, and Martin Marion 1948-, eds. Participatory research in health: Issues and experiences. London: Zed Books, 1996.

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Israel, Barbara A. Methods for community-based participatory research for health. 2nd ed. San Francisco: Jossey-Bass, 2013.

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Israel, Barbara A. Methods for community-based participatory research for health. 2nd ed. San Francisco: Jossey-Bass, 2013.

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Abma, Tineke, Sarah Banks, Tina Cook, Sónia Dias, Wendy Madsen, Jane Springett, and Michael T. Wright. Participatory Research for Health and Social Well-Being. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93191-3.

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A, Israel Barbara, ed. Methods in community-based participatory research for health. San Francisco, CA: Jossey-Bass, 2005.

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Hearing (our) voices: Participatory research in mental health. Toronto: University of Toronto Press, 2010.

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Book chapters on the topic "Participatory Health Research"

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Vaughan, Cathy. "Participatory Research." In Qualitative Research in Clinical and Health Psychology, 257–76. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-29105-9_15.

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Oetzel, John G., Jane Springett, Nina Wallerstein, Laura Parajon, Irene Sia, Mark Wieland, Abigail Reese, and Rangimahora Reddy. "Evaluating Participatory Health Research." In Participatory Health Research, 25–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_3.

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Wright, Michael T., Jane Springett, and Krystyna Kongats. "What Is Participatory Health Research?" In Participatory Health Research, 3–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_1.

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Mercado-Martínez, Francisco J., Leticia Robles-Silva, and Bernardo Jiménez-Domínguez. "Participatory Health Research in Latin America: Scientific Production on Chronic Diseases." In Participatory Health Research, 139–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_10.

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Groot, Barbara C., and Tineke A. Abma. "Participatory Health Research with Older People in the Netherlands: Navigating Power Imbalances Towards Mutually Transforming Power." In Participatory Health Research, 165–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_11.

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Bush, Paula Louise, Jeannie Haggerty, Carol Repchinsky, Michael T. Wright, Christine Loignon, Vera Granikov, Ann C. Macaulay, et al. "Organizational Participatory Research in North America." In Participatory Health Research, 179–204. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_12.

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Salsberg, Jon, and Nickoo Merati. "Participatory Health Research in North America: From Community Engagement to Evidence-Informed Practice." In Participatory Health Research, 205–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_13.

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Brito, Irma, Donizete Daher, Crystiane Ribas, Fernanda Príncipe, Fernando Mendes, Filipa Homem, Hayda Alves, et al. "Participatory Health Research International Experience from Four Portuguese-Speaking Countries." In Participatory Health Research, 219–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_14.

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Mosavel, Maghboeba, Jodi Winship, and Rashid Ahmed. "Participatory Health Research in South Africa." In Participatory Health Research, 239–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_15.

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Springett, Jane. "“Home Thoughts from Abroad”: Reflections on the History of Participatory Health Research in the UK." In Participatory Health Research, 255–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_16.

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Conference papers on the topic "Participatory Health Research"

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Borda, Ann, Andreea Molnar, and Patty Kostkova. "Serious Games and Participatory Research in Public Health." In DPH2019: 9th International Digital Public Health Conference (2019). New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3357729.3357762.

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Kettley, Sarah, Anna Sadkowska, and Rachel Lucas. "Tangibility in e-textile participatory service design with mental health participants." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.488.

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Teupen, S. "8 Participatory research – challenging the knowledge system of dementia?" In Negotiating trust: exploring power, belief, truth and knowledge in health and care. Qualitative Health Research Network (QHRN) 2021 conference book of abstracts. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/bmjopen-2021-qhrn.46.

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Bussu, Sonia, Mirza Lalani, Martin Marshall, and Stephen Pattison. "O13 Rules of engagement: ethics issues in participatory research." In Crafting the future of qualitative health research in a changing world abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjopen-2019-qhrn.13.

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Oberschmidt, Kira, Christiane Grünloh, Kevin Doherty, Ria Wolkorte, Sheree May Saßmannshausen, Lara Siering, Åsa Cajander, Michal Dolezel, Svante Lifvergren, and Karin van Den Driesche. "How To Train Your Stakeholders: Skill Training In Participatory Health Research." In NordiCHI '22: Nordic Human-Computer Interaction Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3547522.3547700.

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Gilfoyle, Meghan, Jon Salsberg, Miriam McCarthy, Pádraig Carron Mac, and Anne MacFarlane. "Exploring the Multidimensionality of Trust in Participatory Health Partnerships - a Network Approach." In NAPCRG 50th Annual Meeting — Abstracts of Completed Research 2022. American Academy of Family Physicians, 2023. http://dx.doi.org/10.1370/afm.21.s1.4259.

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Gibson, Kerri, and Susan O'Donnell. "Challenges of conducting participatory user-centred ICT research with a health organisation." In 2008 IEEE International Symposium on Technology and Society. IEEE, 2008. http://dx.doi.org/10.1109/istas.2008.4559767.

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Mishra, Tarang s., and Leni S. Chaudhuri. "014: CREATING SPACE FOR PARTICIPATORY GOVERNANCE—A COMMUNITY BASED MONITORING APPROACH FOR ENSURING STATES ACCOUNTABILITY." In Global Forum on Research and Innovation for Health 2015. British Medical Journal Publishing Group, 2015. http://dx.doi.org/10.1136/bmjopen-2015-forum2015abstracts.14.

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Casola, Allison, Oriana Pando, Lynette Medley, Brianna Kunes, and Nya McGlone. "Community-Based Participatory Research Approach to Qualitatively Examining Menstrual Health Experiences in Philadelphia, PA." In NAPCRG 50th Annual Meeting — Abstracts of Completed Research 2022. American Academy of Family Physicians, 2023. http://dx.doi.org/10.1370/afm.21.s1.3786.

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Anawar, Syarulnaziah, and Saadiah Yahya. "Empowering health behaviour intervention through computational approach for intrinsic incentives in participatory sensing application." In 2013 International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2013. http://dx.doi.org/10.1109/icriis.2013.6716722.

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Reports on the topic "Participatory Health Research"

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Sripad, Pooja. Exploring barriers and enablers of service provision for survivors of human trafficking in the Bay Area: An action research study. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1067.

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Despite increasing recognition of public health and rights issues associated with human trafficking globally and in the United States following the Trafficking Victims Protection Act of 2000, there has been limited research on how to systematically strengthen service access for survivors of sex and labor trafficking. The experience of service providers may provide insight into how trafficking survivor responses and service networks function in California’s Bay Area. This study explores provider perspectives on existing service networks and collaboration dynamics, including the barriers to and enablers of long-term service provision and survivor follow-up. A participatory research design included qualitative interviews with key informants working at nongovernmental organizations, organizational website reviews, and consultation with network service providers in the Greater San Francisco Bay Area. This study approach allowed for eliciting in-depth reflections of service provision, collective generation of stakeholder mapping, and consensus-driven recommendations arising from barriers and enablers to anti-trafficking service provision. This report enhances stakeholder awareness of existing organizational and policy resources and offers insights into research and programming on how anti-trafficking service response networks can be strengthened to provide survivor-centric support in the long-term.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 4: Study Design. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001251.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 4: Study Design.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.

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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.

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