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Wake, Anthony, Jill Davies, Celia Drake, Michael Rowbotham, Nicola Smith, and Rowena Rossiter. "Keep Safe: collaborative practice development and research with people with learning disabilities." Tizard Learning Disability Review 25, no. 4 (2020): 173–80. http://dx.doi.org/10.1108/tldr-12-2019-0040.
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Purpose This collaborative paper (working together) describes collaborative practice development and research by and with people from the learning disabilities community. This paper aims to show some of the activities which supported the collaborative practice development and research to show and encourage others to do more collaboration. The paper format is based on a previous collaborative paper published in the Tizard Learning Disability Review (Chapman et al., 2013). Design/methodology/approach The collaborative practice development and feasibility study [1] focuses on an intervention called Keep Safe. This is an intervention for young people with learning disabilities who are 12 years and older and have shown “out-of-control” or harmful sexual behaviour. Findings The paper gives examples of activities of the Keep Safe Advisory Group in planning, doing and thinking about Keep Safe development and feasibility. The authors list some good things and some difficulties in collaborating. They look at which parts of Frankena et al.’s (2019a) Consensus Statement on how to do inclusive research were done, which ones were not, and why. Social implications The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers. Originality/value The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.
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Grinstead, Olga A., Barry Zack, and Bonnie Faigeles. "Collaborative Research to Prevent HIV among Male Prison Inmates and Their Female Partners." Health Education & Behavior 26, no. 2 (1999): 225–38. http://dx.doi.org/10.1177/109019819902600206.
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Despite the need for targeted HIV prevention interventions for prison inmates, institutional and access barriers have impeded development and evaluation of such programs. Over the past 6 years, the authors have developed a unique collaborative relationship to develop and evaluate HIV prevention interventions for prison inmates. The collaboration includes an academic research institution (the Center for AIDS Prevention Studies at the University of California, San Francisco), a community-based organization (Centerforce), and the staff and inmate peer educators inside a state prison. In this ongoing collaboration, the authors have developed and evaluated a series of HIV prevention interventions for prison inmates and for women who visit prison inmates. Results of these studies support the feasibility and effectiveness of HIV prevention programs for inmates and their partners both in prison and in the community. Access and institutional barriers to HIV intervention research in prisons can be overcome through the development of collaborative research partnerships.
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Or-Bach, Rachel, and Marije van Amelsvoort. "Supporting Asynchronous Collaborative Learning." International Journal of Online Pedagogy and Course Design 3, no. 4 (2013): 1–15. http://dx.doi.org/10.4018/ijopcd.2013100101.
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The presented study was conducted during a graduate course on Digital Collaboration involving theory and practice. The findings presented here deal with one aspect of students’ collaboration; the asynchronous threaded forum with instructional design to support collaborative learning within three communities. Students' inputs consisted of several steps towards a final paper, and of feedback to other students' inputs. The instructional intervention scheme varied for the three communities in adaptation and presentation. The authors report on students' perceptions regarding our design of the threaded forums to support learning. Data from a post-course questionnaire is backed by additional data sources within the course to support interpretations. Findings revealed tradeoffs in design decisions for collaborative learning, and give directions for further research. The authors discuss the implications of the findings for using peer feedback for collaborative learning, for designing different schemes of instructional interventions and for other design decisions and tradeoffs.
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Brown, Mary Ellen, Tracey Rizzuto, and Pallavi Singh. "Strategic compatibility, collaboration and collective impact for community change." Leadership & Organization Development Journal 40, no. 4 (2019): 421–34. http://dx.doi.org/10.1108/lodj-05-2018-0180.
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Purpose Communities are best able to tackle complex social problems when solutions are achieved collaboratively. Inter-organizational partnerships are strongest and provide the greatest benefit to communities when the relationships are mutually compatible. The purpose of this paper is to introduce an evidence-informed approach to identifying and forming mutually compatible collaborations among organizations responsible for promoting community well-being and carrying out community-level interventions. Design/methodology/approach A three-stage case study examines the utility of a novel measurement tool for identifying opportunities for strategic collaboration. The strategic compatibility assessment (SCA) was designed to identify inter-organizational collaborative capacities within and across sectors as a means to motivate collaborative behaviors that are essential to community change initiatives that advance the collective impact. Findings The findings of this paper indicate the SCA is an effective tool for fostering mutually beneficial collaborative partnerships. A high degree of content, face and practical validity was evidenced in two independent studies of SCA, and organizations using the SCA tool reported a moderate-to-high degree of collaborative behavior in a post-intervention assessment of SCA outcomes. These findings provide field-based support for the SCA to promote cross-sector collaboration for community-level interventions. Originality/value The SCA tool describes the degree of collaboration among organizations that operate within a neighborhood; identifies potential points of mutual compatibility within the network; and creates pathways for leveraging collaborative behavior to promote community capitals. The aim of this research is to examine the potential of the SCA tool to shift the non-profit sector climate away from one characterized by competition toward one rich with collaboration.
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Macaro, Ernesto, Mustafa Akincioglu, and Julie Dearden. "English Medium Instruction in Universities: A Collaborative Experiment in Turkey." Studies in English Language Teaching 4, no. 1 (2016): 51. http://dx.doi.org/10.22158/selt.v4n1p51.
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<p><em>We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interviews with nine “collaborating pairs” of teachers using a “collaborative planning tool” we additionally explored content teachers’ beliefs about their students’ language competence, their conceptualization of language as a medium for understanding content, and their knowledge and beliefs about the preparatory English programme. Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.</em><strong><em></em></strong></p>
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Kurtz, Christine P., and Theresa A. Kessler. "An undergraduate collaborative team model to engage nursing students in research." Journal of Nursing Education and Practice 7, no. 7 (2017): 112. http://dx.doi.org/10.5430/jnep.v7n7p112.
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Purpose: Student-faculty collaboration on research is an effective model to engage undergraduate students in the research process outside the traditional curriculum. Using this model, a student-faculty team developed a longitudinal study about college students’ alcohol use behaviors and implemented an intervention to influence the culture of drinking on campus.Methods: A longitudinal design was used to assess drinking behaviors and evaluate the effect of a mass media campaign with social norm messages and alcohol education. Undergraduate students on a faith-based, Midwestern campus completed baseline (N = 1,095) and post-intervention (N = 1,011) electronic surveys.Results: In addition to helping students learn about and develop enthusiasm for research, this project had an impact on the drinking culture on campus. Findings showed 88% of students observed media campaign messages with 82% viewing the printed posters, 47% viewing the outdoor displays, and 25% viewing messages on social media. There was a significant change in binge drinking from the pre- (72%) to post-intervention (40%) surveys.Conclusions: Collaborative undergraduate research teams are an effective model to help students learn how to carry out research and develop interest and enthusiasm for the process. The outcomes of the project demonstrated interventions were effective at influencing the drinking culture on campus. The development of a research program outside the required curriculum can be a successful strategy to engage students in all phases of the research process, increase enthusiasm for research, and enhance health care outcomes in various settings.
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Richards, Geena, Jennifer Lynne Steel, David A. Geller, et al. "Efficacy of a stepped collaborative care intervention for comorbid cancer and depression: Health care utilization and costs." Journal of Clinical Oncology 37, no. 15_suppl (2019): e18348-e18348. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e18348.
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e18348 Background: The aims of this study were to test the efficacy of a stepped collaborative care intervention for comorbid cancer and depression on outcomes including complication rates, health care utilization and costs. Methods: Patients diagnosed with cancer were enrolled in a randomized controlled trial testing the efficacy of a stepped collaborative care intervention. Patients were administered a battery of questionnaires prior to randomization. Rates and severity of surgical complications, health care utilization and costs were collected for a one-year period after randomization. Descriptive statistics, Chi-square analyses, and Ordered Restricted Inference analyses were performed. Results: Of the 100 patients, the mean age was 64.0 (SD = 10.3), the majority of the patients were male (51%), Caucasian (89%), diagnosed with hepatocellular or cholangiocarcinoma (47%) and stage III and IV (60%). For patients less than 75 years, patients randomized to the collaborative care intervention had lower rates of complications after surgery [Χ2= 5.45, P = 0.02]. We observed that 16% of patients randomized to the collaborative care intervention had complications versus 66.7% of the patients in the screening and referral arm. For patients who survived 6 months or less, those who were randomized to the collaborative care intervention had lower rates of 90-day readmissions than patients randomized to the screening and referral arm [Χ2= 4.0, P = 0.046]. The patients randomized to the collaborative care intervention did not have any readmissions while 2 patients in the screening and referral arm were readmitted. Patients randomized to the collaborative care intervention arm had lower median costs associated with the loss of workforce productivity ($2340 versus $3001; P = 0.07), hospital costs ($13,008 versus $21,109, P = 0.09), and cost per hospital registration ($1158 versus $2219, P = 0.07) when compared to the screening and referral arm. Conclusions: The stepped collaborative care intervention not only reduced depressive symptoms, but patients randomized to this intervention had lower complication rates, health care utilization, loss of work productivity, and hospital related costs. Clinical trial information: NCT02939755.
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Adolph, M. D., R. M. Taylor, P. M. Ross, A. M. Vaida, and S. D. Moffatt-Bruce. "Evaluating cancer patient satisfaction before and after daily multidisciplinary care for thoracic surgery inpatients." Journal of Clinical Oncology 27, no. 15_suppl (2009): 9605. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.9605.
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9605 Background: Significant subpopulations of cancer inpatients in the SUPPORT trial were dissatisfied with their pain control. (Desbiens, Wu et al. 1996) The hospitalized thoracic surgical patient is a person at risk for uncontrolled symptoms and burdens due to advanced cancer at time of presentation. Methods: This is a retrospective, observational, study of 1188 thoracic surgery patients undergoing elective surgical procedures for lung cancer at an NCI-approved cancer hospital over a 3-year period. Patients with primary and secondary lung cancer, undergoing elective thoracic surgery procedures were evaluated before (n=660, “Period 1”) and after (n=528, “Period 2”) an 8-month, daily, collaborative multidisciplinary Intervention Period to improve pain control and to facilitate transition for discharge. The collaborative process also identified thoracic surgical patients who needed more complex symptom management and additional support for advanced disease. Patient satisfaction with pain therapy and referrals to hospice were analyzed before and after the intervention period. Results: Pain satisfaction scores improved from baseline in each sequential period (Period 1 = 9.0 SD 1.71, Intervention Period = 9.4 SD 1.37, and Period 2 = 9.5 SD 1.03, p<0.0001). The percentage of patients referred to hospice increased from 0.15% to 1.7% (p<0.0001). Conclusions: Innovative collaboration between thoracic surgery specialists and a palliative medicine service improved patients’ satisfaction with pain control. The collaborative relationship resulted in an increase in referrals to hospice for patients with advanced cancer. These improvements were sustained by the thoracic surgery service after a daily collaborative intervention period ceased. No significant financial relationships to disclose.
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Schensul, Jean J. "Organizing Community Research Partnerships in the Struggle against AIDS." Health Education & Behavior 26, no. 2 (1999): 266–83. http://dx.doi.org/10.1177/109019819902600209.
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Despite pharmaceutical advances, AIDS remains a health problem difficult to treat, leaving preventive interventions as the primary means of promoting risk avoidance. Increasing the capacity of university-based researchers to develop culturally, developmentally, and contextually appropriate AIDS prevention strategies requires the collaboration of community service and advocacy partners. To date, neither university researchers nor community providers have a great deal of partnership experience. Thus, a common language and set of experiences are yet to be developed. This article reviews the history of university-community and researchercommunity collaboration for AIDS research and intervention, placing the innovative work of the University of California, San Francisco (UCSF) Center for AIDS Prevention Studies and its community and foundation partnerships among those efforts at the forefront of the community-university dialogue. It concludes with suggestions derived from the collaborative work of UCSF researchers and community service partners to strengthen efforts to develop theory, research methods, and results that are immediately useful and productive of long-term prevention research efforts.
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Steel, Jennifer Lynne, Jessica Miceli, Carol Lynn Hecht, et al. "Interim analyses of the efficacy of a collaborative care intervention for patients diagnosed with comorbid cancer and depression." Journal of Clinical Oncology 37, no. 15_suppl (2019): 11599. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.11599.
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11599 Background: There is an urgent need for evidence-based and scalable interventions to reduce depression, pain, and fatigue and improve quality of life in patients diagnosed with cancer. The aims of this study were to share the interim analyses of testing the efficacy of a stepped collaborative care intervention for patients diagnosed with cancers affecting the hepatobiliary and pancreatic system. Methods: Patients were screened for clinical levels of depression, pain, or fatigue and were enrolled in the study if they screened positive for depression, pain, and/or fatigue. After completing a baseline battery of instruments, patients were randomized to the stepped collaborative care intervention or the screening and referral arm. Post-treatment data was collected at 6 months and 12 months to assess efficacy and maintenance of change in depressive symptoms. Results: A total of 100 patients have completed the post-treatment assessment. Interim data analyses revealed that the mean age of patients was 64.0 years (SD = 10.3) and the majority of patient were male (51%), Caucasian (89%), diagnosed with liver cancer (47%) and stage III and IV (60%). Patients randomized to the stepped collaborative care intervention reported significant reductions in depressive symptoms (F(1,92) = 6.22, p = 0.014) and improvements in quality of life (F(1,92) = 7.36, p = 0.008) with moderate effect sizes (Cohen’s d = 0.547 and 0.652, respectively) at 6-months. The mean change in depressive symptoms from randomization to 6-month post- treatment was -4.3 (SD = 9.7) for the patients randomized to the collaborative care intervention and +0.71 (SD = 9.4) for the patients randomized to the screening and referral arm of the study. The mean change in quality of life from randomization to 6-month post-treatment was +4.5 (SD = 16.2) for the patients randomized to the collaborative care intervention and -4.4 (SD = 15.2) for the patients randomized to the screening and referral arm of the study. Conclusions: This promising evidence-based, scalable intervention to treat comorbid cancer and depression was shown to be effective in reducing depressive symptoms and improving quality of life in patients with cancer. Clinical trial information: NCT02939755.
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Migliore, Laurie, Henry Chouinard, and Rachel Woodlee. "Clinical Research and Practice Collaborative: An Evidence-Based Nursing Clinical Inquiry Expansion." Military Medicine 185, Supplement_2 (2020): 35–42. http://dx.doi.org/10.1093/milmed/usz447.
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Abstract Introduction: Implementation and sustainment of evidence-based practices (EBPs) are common challenges faced by healthcare organizations. The Clinical Research and Practice Collaborative, an evidence-based initiative implemented at a large Military Treatment Facility, addresses EBP implementation and sustainment by expanding the culture of nursing clinical inquiry and broadening nursing research efforts to include EBP. The evidence-based intervention of scheduled, intentional, intraprofessional collaboration between PhD nurse scientists and advanced practice registered nurses as compared to previous methods of spontaneous, consultative collaboration, focuses on developing support for nursing research and EBP initiatives. Materials and Methods: A 2-year pre- and 2-year post-implementation timeframe compared outcomes (proposals, publications, posters) from individual and collaborative nursing research and EBP initiatives. Results: Although nursing research initiatives remained stable, research publications and posters were reduced by 63%, EBP initiatives grew 450%, EBP publications and collaborative nursing initiatives for both research and EBP increased. Additionally, EBP Council membership rose 300%, and an intraprofessional cadre was formed during the implementation. Conclusions: Intentionally scheduled collaboration between PhD nurse scientists and advanced practice registered nurses is a promising model to promote an expanded culture of nursing clinical inquiry and should be considered for medical facilities seeking to enhance EBP and nursing research efforts.
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Stevens, J. W. "Creating Collaborative Partnerships: Clinical Intervention Research in an Inner-City Middle School." Children & Schools 21, no. 3 (1999): 151–62. http://dx.doi.org/10.1093/cs/21.3.151.
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Tsarouk, Tatiana, Elaine A. Thompson, Jerald R. Herting, Elaine Walsh, and Brooke Randell. "Culturally specific adaptation of a prevention intervention: An international collaborative research project." Addictive Behaviors 32, no. 8 (2007): 1565–81. http://dx.doi.org/10.1016/j.addbeh.2006.11.013.
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Holmström, Édua. "Self-determination theory and the collaborative assessment and management of suicidality." Mental Health Review Journal 25, no. 1 (2020): 75–83. http://dx.doi.org/10.1108/mhrj-09-2019-0029.
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Purpose The collaborative assessment and management of suicidality (CAMS) is a first-encounter suicide-specific brief intervention that motivates suicidal individuals for voluntary treatment engagement and choosing life. How the intervention works, however, has not been theoretically explained. The purpose of this paper is to explain the effectiveness using self-determination theory (SDT). Design/methodology/approach The paper focuses the theoretical examination on the philosophy of care and the clinical procedures of the CAMS suicide intervention. SDT is used as the theoretical lens of the examination. Findings The underlying philosophy of care and the clinical procedures of CAMS enhance the autonomy, relatedness and competence of the client in the first encounter. The paper proposes that fulfilling these basic human needs results in the intervention outcomes of treatment engagement and choosing life for the time being. Research limitations/implications The research is limited to the examination of the documented clinical procedures and philosophy of care. Further research applying SDT to the design and empirical testing of therapeutic interventions for suicide prevention is warranted. Practical implications Clinicians working with suicidal clients need to empathically address suicidal individuals’ motivation to engage in voluntary treatment and reduce controlling and autonomy-thwarting approaches. Social implications Suicidal behaviour is conventionally considered the manifestation of a mental disorder characterized by limited informed decision-making. The success of CAMS points to the contrary. Despite their suffering, many suicidal individuals make informed decisions about treatment with the support of an empathetic clinician. Originality/value CAMS has not previously been theoretically explained. This paper explains the effectiveness of the intervention in engaging suicidal clients in further treatment through SDT.
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Cassidy, Adam R., Samantha C. Butler, Jennie Briend, et al. "Neurodevelopmental and psychosocial interventions for individuals with CHD: a research agenda and recommendations from the Cardiac Neurodevelopmental Outcome Collaborative." Cardiology in the Young 31, no. 6 (2021): 888–99. http://dx.doi.org/10.1017/s1047951121002158.
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AbstractIn 2018, the Neurodevelopmental and Psychosocial Interventions Working Group of the Cardiac Neurodevelopmental Outcome Collaborative convened through support from an R13 grant from the National Heart, Lung, and Blood Institute to survey the state of neurodevelopmental and psychosocial intervention research in CHD and to propose a slate of critical questions and investigations required to improve outcomes for this growing population of survivors and their families. Prior research, although limited, suggests that individualised developmental care interventions delivered early in life are beneficial for improving a range of outcomes including feeding, motor and cognitive development, and physiological regulation. Interventions to address self-regulatory, cognitive, and social-emotional challenges have shown promise in other medical populations, yet their applicability and effectiveness for use in individuals with CHD have not been examined. To move this field of research forward, we must strive to better understand the impact of neurodevelopmental and psychosocial intervention within the CHD population including adapting existing interventions for individuals with CHD. We must examine the ways in which dedicated cardiac neurodevelopmental follow-up programmes bolster resilience and support children and families through the myriad transitions inherent to the experience of living with CHD. And, we must ensure that interventions are person-/family-centred, inclusive of individuals from diverse cultural backgrounds as well as those with genetic/medical comorbidities, and proactive in their efforts to include individuals who are at highest risk but who may be traditionally less likely to participate in intervention trials.
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Cheema, Amanpreet K., Rebecca B. McNeil, Travis Craddock, et al. "Gulf War Illness Clinical Trials and Interventions Consortium (GWICTIC): A collaborative research infrastructure for intervention and implementation." Life Sciences 278 (August 2021): 119636. http://dx.doi.org/10.1016/j.lfs.2021.119636.
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Amnur, Ibrahim, Yayi Suryo Prabandari, and Mora Claramita. "Pendidikan seksual berbasis collaborative learning bagi pendidik sebaya di sekolah." Berita Kedokteran Masyarakat 32, no. 5 (2018): 165. http://dx.doi.org/10.22146/bkm.7328.
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Evaluation of collaborative learning for peer educators of sexual education with Kirkpatrick methodPurposeThis research aimed to evaluate the collaborative learning outcomes of the application of Kirkpatrick method for peer educators on sexual education in schools. MethodThis research was a quantitative study with a quasi-experimental design. Educators/peer tutors from two schools were grouped into two groups, namely the intervention group and the control group. ResultsResults of the study describes the Kirkpatrick evaluation on collaborative learning methods in peer educators in schools, namely: 1) The majority of participants were satisfied with the results of the intervention group training; 2) there was an increase in knowledge and skills in the control group and intervention during the pretest and posttest; 3) increased knowledge and skills of collaborative learning participants with better training than in the control group; and 4) the intervention group could conduct collaborative learning as a result of the training given. ConclusionThrough the training methods of collaborative learning, the knowledge and skills of participants increased significantly compared to the control group, and participants could apply the training about sexual education in schools while doing health education and distributing brochures on sexual education.
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Reed, Deborah B., Debra McCallum, and Deborah T. Claunch. "Changing Health Practices Through Research to Practice Collaboration: The Farm Dinner Theater Experience." Health Promotion Practice 22, no. 1_suppl (2021): 122S—130S. http://dx.doi.org/10.1177/1524839921996298.
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Production agriculture ranks as one of the most hazardous occupations in the United States, with older producers suffering 3.5 times the fatalities compared with their younger counterparts. Previous interventions have not significantly improved the health or work behaviors of farmers. Through careful collaboration among academics and Cooperative Extension agents, we developed, tested, and expanded a unique educational experience, Farm Dinner Theater (FDT), for farmers aged 45 years and more and their families across three states ( n = 8 communities, 573 participants). More than 50% of the participants made health or safety changes following the theater. Communities requested more theater events, noting the realism and applicability of the content and the engaging atmosphere for discussion. Participants remarked that the theater should be used across all age-groups. The FDT project created a community of “champions” that synergized the initial research project and fostered expansion and sustainability of the intervention. Process evaluation guided refinement of the theater intervention and built trust, respect, and further cooperative work among all collaborators. Members of the FDT partnership have received national recognition and funding to upscale the concept. The number of FDTs has expanded under local leadership. A toolkit that resulted from the project is available to the public and is constantly updated as more adopters contribute insight and scripts. This article describes the collaborative theater concept and demonstrates how sustained translation from research to practice can be accomplished through continued community engagement, collaboration, and outreach.
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Leung, Phuong, Emese Csipke, Lauren Yates, Linda Birt, and Martin Orrell. "Collaborative knowledge sharing in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research." Journal of Mental Health Training, Education and Practice 16, no. 4 (2021): 269–84. http://dx.doi.org/10.1108/jmhtep-10-2020-0071.
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Purpose This study aims to explore the utility of collaborative knowledge sharing with stakeholders in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research. Design/methodology/approach The programme consisted of two phases: 1) development phase guided by the Buckley and Caple’s training model and 2) evaluation phase drew on the Kirkpatrick’s evaluation model. Survey and interview data was collected from health professionals, people with dementia and their supporters who attended the training programme, delivered or participated in the intervention. Qualitative data was analysed using the framework analysis. Findings Seven health professionals participated in consultations in the development phase. In the evaluation phase, 20 intervention facilitators completed the post one-day training evaluations and three took part in the intervention interviews. Eight people with dementia and their supporters from the promoting independence in dementia feasibility study participated in focus groups interviews. The findings show that intervention facilitators were satisfied with the training programme. They learnt new knowledge and skills through an interactive learning environment and demonstrated competencies in motivating people with dementia to engage in the intervention. As a result, this training programme was feasible to train intervention facilitators. Practical implications The findings could be implemented in other research training contexts where those delivering research interventions have professional skills but do not have knowledge of the theories and protocols of a research intervention. Originality/value This study provided insights into the value of collaborative knowledge sharing between academic researchers and multiple non-academic stakeholders that generated knowledge and maximised power through building new capacities and alliances.
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Villarruel, Antonia M., Taryn L. Gal, Brenda L. Eakin, Aisha Wilkes, and Jeffrey H. Herbst. "From Research to Practice: The Importance of Community Collaboration in the Translation Process." Research and Theory for Nursing Practice 24, no. 1 (2010): 25–34. http://dx.doi.org/10.1891/1541-6577.24.1.25.
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In order for effective interventions to make an impact on their target population, they must be successfully translated and disseminated to the organizations that will ultimately deliver them to those in need. ¡Cuídate!, a culturally based intervention to reduce HIV sexual risk among Latino youth, was identified by the Centers for Disease Control and Prevention’s (CDC) Prevention Research Synthesis (PRS) project as “best evidence” of intervention efficacy and selected as part of the CDC’s Replicating Effective Programs (REP). The REP process consisted of the design, development, and field-testing of the ¡Cuídate! program package in community-based, nonacademic settings. Project staff worked with CDC and community-based partners throughout the REP process. Community partners included a community advisory board (CAB) and four case agencies. Case agency staff participated in a facilitator training and subsequently implemented the ¡Cuídate! program at their respective agencies. Process evaluation findings showed that facilitators were able to effectively use program materials and implement the program with fidelity. Adolescent participants reported they liked the program and would recommend the project to others. Only slight modifications to program and training materials were necessary following evaluation. Lessons learned included the importance of interdisciplinary collaboration and utilizing the resources available from each collaborative partner.
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Rafferty, Alannah E., and Mark A. Griffin. "BEYOND THE SINGLE INTERVENTION STUDY: A COLLABORATIVE RESEARCH PROJECT TO INVESTIGATE ORGANIZATIONAL CHANGE." Academy of Management Proceedings 2000, no. 1 (2000): C1—C6. http://dx.doi.org/10.5465/apbpp.2000.5535216.
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Allen, James, Gerald V. Mohatt, Sarah Beehler, and Hillary L. Rowe. "People Awakening: Collaborative Research to Develop Cultural Strategies for Prevention in Community Intervention." American Journal of Community Psychology 54, no. 1-2 (2014): 100–111. http://dx.doi.org/10.1007/s10464-014-9647-1.
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Rofi'i, Muhammad, Bambang Edi Warsito, Agus Santoso, and Sarah Ulliya. "Gambaran Intervensi Perawat dalam Asuhan Keperawatan Pasien Tuberkulosis Paru di Rumah Sakit." Holistic Nursing and Health Science 2, no. 2 (2019): 1–9. http://dx.doi.org/10.14710/hnhs.2.2.2019.1-9.
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Introduction: The nurses’ role within nursing care of tuberculosis patients in hospitals is very important. Nurses problem are preparing nursing interventions in patients with pulmonary tuberculosis rarely use the standard Nursing Intervention Classification (NIC). Independent nursing interventions are not in accordance with the diagnoses established by nurses, so the impact on the implementation needed by patients is not in accordance with the problems occured. Collaborative intervention is mostly carried out by nurses compared to independent intervention. Nurses must arrange nursing interventions based on the standard of nursing diagnoses that are enforced. The objective study was to describe the interventions compiled by nurses at the hospital.Methods: Research design was qualitative research with observational approach. Sample was 100 nurse’s documentastions of pulmonary tuberculosis patient in TB MDR ward. Data analysis used language and text analysis with content analysis. Results: The results research was the highest 10 interventions written by nurses is intervention about observe general condition of patient was 83 times, collaboration with doctor’s therapy was 54 times, give comfort position was 54 times, give therapy was 47 times, check vital signs regulerly was 40 times, give oxigen was 34 times, advise to bedrest was 30 times, teach to effective cough was 25 times, Give position semi fowler was 15% times, and teach to deep breath was 15 times. Conclusion: Nurses must improve their skills and knowledge in preparing treatment plans, because the interventions that have been prepared have not been optimal for dealing with patient problems in hospitals. Interventions to improve patient knowledge and abilities in the management of the disease are important to give to patients.
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Kinsley, Kirsten, Leslie Brooke Hill, and Daniel Maier-Katkin. "A research and class model for future library instruction in higher education." New Library World 115, no. 9/10 (2014): 482–95. http://dx.doi.org/10.1108/nlw-05-2014-0057.
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Purpose – The purpose of this article was to describe a university library instruction and research model that represents a collaborative effort between faculty, libraries, and the campus reading writing center. It uses rigorous research methods to measure whether the classroom intervention impacts student perceptions and success outcomes. Design/methodology/approach – Longitudinal, mixed-methods approach that attempts to measure the outcome of an experimental class that uses precision (exact) matching to control for extraneous variables that impact student success and a survey to measure student perceptions. Findings – Librarians can benefit by collaborating with faculty to learn more rigorous research methods. Precision (exact) matching a control group with an experimental group is time-intensive, but easily replicated. Preliminary results are very promising for both the precision matching and the survey data. It appears that students are able to learn critical thinking, research and writing skills from the collaboration between discipline-specific faculty, librarians and reading writing center tutors. Research limitations/implications – Precision (exact) matching a control group with an experimental group is time-intensive. Thus, the results need to be viewed cautiously due to the small sample size. Practical implications – Combining efforts to conduct collaborative research and instruction between libraries and faculty can provide resources for applications of the model with other disciplines. Originality/value – The library-intensive freshman writing seminar is a unique approach to student learning and an easy way for the library to be actively integrated in other disciplines. The precision matching technique is a methodologically rigorous research design that easy to replicate in other locations and with other disciplines.
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Feng, Min, and Driss Bourazzouq. "An Action Research on a French Law Firm." Journal of Technological Advancements 1, no. 1 (2021): 1–14. http://dx.doi.org/10.4018/jta.20210101.oa5.
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This study qualitatively analyzes interactional coping strategies used to managed technostress in the post-adoption stage of information technology implementation at a French legal firm. The nine strategies are participatory, collaborative, conflict resolution, bureaucratic coping (adaptation), perceived contribution to exchange, loyalty, affect, professional respect, and mutual trust. A critical perspective was applied to a longitudinal study of the intervention process. First, a problem with task distribution at the individual level affected the efficacy of perceived contribution strategies to exchange and professional enhancement. Second, a lack of creative interaction between group level colleagues undermined strategies of collaboration, mutual aid and assistance, participatory adaptation, and mutual trust. Third, a lack of digitalization commitment at the organizational level negatively affected conflict resolution and bureaucratic adjustment. Finally, an absence of loyalty and affect strategies was evident.
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Mbachu, Chinyere Ojiugo, Ifunanya Clara Agu, and Obinna Onwujekwe. "Collaborating to co-produce strategies for delivering adolescent sexual and reproductive health interventions: processes and experiences from an implementation research project in Nigeria." Health Policy and Planning 35, Supplement_2 (2020): ii84—ii97. http://dx.doi.org/10.1093/heapol/czaa130.
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Abstract Implementation science embraces collaboration between academic researchers and key stakeholders/implementers for the dual purpose of capacity building and context-adaptation. Co-production ensures that knowledge created with inputs from various groups of stakeholders is more reflective of local contexts. This paper highlights the experiences of academic researchers and non-academic implementers in collaborating to design implementation strategies for improving access to sexual and reproductive information and services for adolescents. Data were collected through primary and secondary sources. Detailed review of project documents such as minutes of research meetings, reports of workshops and outputs of group work activities enabled detailed description of the processes and steps of co-designing implementation strategies. Information on experiences and perspectives of benefits of the collaborative were collected through in-depth interviews of non-academic partners and focus group discussion with academic researchers. Narrative synthesis was done for information extracted through document review. Thematic analysis of qualitative interviews was done. The process of designing implementation strategies happened in three chronological steps of setting up the collaborative, selecting intervention areas and convening partners’ meetings to design strategies. Specific activities include stakeholder engagement, situation analysis, selection of intervention areas, designing the implementation strategies and pre-testing implementation tools. The process of analysing and selecting collaborators was iterative, and facilitated by having an ‘insider’ key informant. Working with key stakeholders enabled knowledge sharing and exchange among partners. Information sharing within the collaborative facilitated shifting of mindsets about adolescent sexual and reproductive health, and contextual adaptation of names and labels given to strategies. Co-producing implementation strategies with non-academic implementers enabled stakeholder ownership of implementation strategies and set the scene for their adoption in implementation settings. Some challenges of co-production of knowledge are that it is time consuming; involves several iterations that may influence coherence of strategies; involves multiple interests and priorities and poses a threat to fidelity.
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Liu, Weiwei, and Jianing Yang. "The Evolutionary Game Theoretic Analysis for Sustainable Cooperation Relationship of Collaborative Innovation Network in Strategic Emerging Industries." Sustainability 10, no. 12 (2018): 4585. http://dx.doi.org/10.3390/su10124585.
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Strategic emerging industries (SEIs) represent the future direction of industrial developments and are crucial in stimulating the overall and long-term development for economy and society. The government plays a key role in promoting the development of SEIs. This paper, for the first time, investigates the cooperation relationship among innovation members, such as enterprises, universities and research institutes in a collaborative innovation network of strategic emerging industries under government intervention. A three-population evolutionary game theory approach was employed under different scenarios for the government acting as the stakeholder, considering the non-profit, definite fit as well as uncertain profit when incentive and punishment policies are adopted. A novel evolutionary game model of the cooperation relationship among collaborative innovation network members under government’s intervention is established. The results of the simulation experiments show that government’s intervention significantly influences the cooperation relationship between enterprises, universities and research institutes. When the sum of financial incentives and punishments is greater than the total additional cost (TAC), enterprises, universities and research institutes should pay for collaborative innovation. Moreover, government’s financial intervention can effectively promote the cooperation between enterprises, universities and research institutes.
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Dimililer, Çelen, and Mustafa Kurt. "The Impact of Collaborative Writing and The Stream of Consciousness Technique on Writing." Khazar Journal of Humanities and Social Sciences 22, no. 3 (2019): 71–99. http://dx.doi.org/10.5782/2223-2621.2019.22.3.71.
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This experimental research study attempted to examine the effectiveness of an advanced writing course integrating the stream of consciousness technique and collaborative writing. The writing course was designed for eleven undergraduate English as foreign language students studying at the English language teaching department. Adopting a mixed methods research design, qualitative and quantitative data were used to answer the research questions. Qualitative data were gathered from pre and post-intervention interviews and the quantitative data from the pre and post-tests. The results revealed that a great majority of the participants made considerable progress in terms of creativity and overall writing performance. The fact that the intervention was effective was apparent in a great majority of the participants’ preference for collaborative writing over individual writing and all participants’ preference for the stream of consciousness technique over traditional writing modes. In terms of the use of the stream of consciousness technique and collaborative writing, it was found that collaborative writing was a more pleasing experience. It was also found that due to the intervention they not only made good progress in terms of their writing skills but also their attitudes changed in a positive way towards writing.
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McGuirk, Pauline M., Phillip M. O'Neill, and Kathleen J. Mee. "Effective Practices for Interagency Data Sharing: Insights from Collaborative Research in a Regional Intervention." Australian Journal of Public Administration 74, no. 2 (2015): 199–211. http://dx.doi.org/10.1111/1467-8500.12098.
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Ripoll Gonzalez, Laura, and Fred Gale. "Combining participatory action research with sociological intervention to investigate participatory place branding." Qualitative Market Research: An International Journal 23, no. 1 (2020): 199–216. http://dx.doi.org/10.1108/qmr-02-2018-0028.
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Purpose Place branding research has recently focused on developing more inclusive models to better capture the co-creation of place identities. This paper aims to investigate stakeholder communication interactions in place branding processes to inform alternative, participatory, network governance models of stakeholder engagement. Design/methodology/approach The literature on stakeholder engagement in place branding processes is sparse. Through a regional case study of the Australian island state of Tasmania, the paper combines participatory action research (PAR) with the method of sociological intervention (SI) to investigate how participants individually and collectively reflect on their practices and patterns of engagement. Findings By combining PAR with SI, participants were enabled to gain a greater appreciation of how cooperation and collective self-reflection enhance effective place branding practices. Furthermore, by facilitating participants to compile a list of impediments to collaboration, the research informs efforts to develop more inclusive governance models for place branding. Finally, the PAR/SI method itself served as a practical tool to encourage enhanced stakeholder engagement in applied settings. Research limitations/implications The approach is based on a single case study in a particular regional context and the findings require replication in other jurisdictions. Practical implications PAR/SI is a practical tool to achieve greater stakeholder engagement and enhance collaborative social action through a process of collective, critical reflection in applied settings. Originality/value The paper advances understanding of ways to operationalize participatory place branding through more inclusive, multistakeholder governance arrangements.
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Lund, C., A. Alem, M. Schneider, et al. "Generating evidence to narrow the treatment gap for mental disorders in sub-Saharan Africa: rationale, overview and methods of AFFIRM." Epidemiology and Psychiatric Sciences 24, no. 3 (2015): 233–40. http://dx.doi.org/10.1017/s2045796015000281.
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There is limited evidence on the acceptability, feasibility and cost-effectiveness of task-sharing interventions to narrow the treatment gap for mental disorders in sub-Saharan Africa. The purpose of this article is to describe the rationale, aims and methods of the Africa Focus on Intervention Research for Mental health (AFFIRM) collaborative research hub. AFFIRM is investigating strategies for narrowing the treatment gap for mental disorders in sub-Saharan Africa in four areas. First, it is assessing the feasibility, acceptability and cost-effectiveness of task-sharing interventions by conducting randomised controlled trials in Ethiopia and South Africa. The AFFIRM Task-sharing for the Care of Severe mental disorders (TaSCS) trial in Ethiopia aims to determine the acceptability, affordability, effectiveness and sustainability of mental health care for people with severe mental disorder delivered by trained and supervised non-specialist, primary health care workers compared with an existing psychiatric nurse-led service. The AFFIRM trial in South Africa aims to determine the cost-effectiveness of a task-sharing counselling intervention for maternal depression, delivered by non-specialist community health workers, and to examine factors influencing the implementation of the intervention and future scale up. Second, AFFIRM is building individual and institutional capacity for intervention research in sub-Saharan Africa by providing fellowship and mentorship programmes for candidates in Ethiopia, Ghana, Malawi, Uganda and Zimbabwe. Each year five Fellowships are awarded (one to each country) to attend the MPhil in Public Mental Health, a joint postgraduate programme at the University of Cape Town and Stellenbosch University. AFFIRM also offers short courses in intervention research, and supports PhD students attached to the trials in Ethiopia and South Africa. Third, AFFIRM is collaborating with other regional National Institute of Mental Health funded hubs in Latin America, sub-Saharan Africa and south Asia, by designing and executing shared research projects related to task-sharing and narrowing the treatment gap. Finally, it is establishing a network of collaboration between researchers, non-governmental organisations and government agencies that facilitates the translation of research knowledge into policy and practice. This article describes the developmental process of this multi-site approach, and provides a narrative of challenges and opportunities that have arisen during the early phases. Crucial to the long-term sustainability of this work is the nurturing and sustaining of partnerships between African mental health researchers, policy makers, practitioners and international collaborators.
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Pratas-Cruzeiro, Cristina, Helena Elias, Catarina Valente, and Tânia Cortez. "Addressing SITU_ACCÃO: Case Study of an Artistic Intervention and Research into Public Spaces." Arte, Individuo y Sociedad 33, no. 2 (2021): 433–47. http://dx.doi.org/10.5209/aris.68503.
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This article explores the embodiment of the art historical avant-garde legacy through some of the artistic manifestations across the 20th century, in public spaces. At the same time, it discusses the incorporation of such historical background in contemporary collaborative research practices. It does so by addressing the case study of the collective Situ_Acção, a group of artists and researchers from different fields of arts and communication, whose activity is focused on intervention in the city, based on action and collaborative research and shared reflection on urban phenomena, associated with public arts.
 First, it will be described how Situ_Acção started a common ground for the inquiry: the legacy of urban murals in Lisbon. By investigating the Portuguese digital archives of urban murals of the 1970s and 1980s, Situ_Acção applied spatial artistic techniques to overcome the missing information regarding the places of intervention. In addition, the use of performance and on-site installation implements alternative approaches to communicate research to a wider audience. This exercise will allow different degrees of participation within the work of art in progress. The project Memory in the Walls (MOWS) will be described in the concluding chapter, in order to explore such degrees of interaction.
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Kufel, Wesley D., Keri A. Mastro, Dongliang Wang, et al. "67. Impact of a Pharmacist-Driven Collaborative Initiative on Staphylococcus aureus Bacteremia Management." Open Forum Infectious Diseases 7, Supplement_1 (2020): S52—S53. http://dx.doi.org/10.1093/ofid/ofaa439.112.
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Abstract Background Infectious diseases (ID) consultation has been associated with improved outcomes for Staphylococcus aureus bacteremia (SAB) largely by providing guidance to follow widely accepted standards. However, ID consultation may be delayed due to numerous factors. ID pharmacists may be able to facilitate timely and optimal management of SAB in collaboration with ID providers and microbiology. The primary outcome of this study was to evaluate the impact of a pharmacist-driven collaborative initiative for SAB. Methods This was a single-center, quasi-experimental study of patients with SAB before (8/1/16–7/31/17) and after (8/1/18-7/31/19) implementation of pharmacist-driven collaborative initiative for SAB management. After direct notification of SAB and penicillin-binding protein assay results from microbiology personnel, the ID pharmacist promptly contacted the primary team to facilitate ID consultation and identified opportunities to optimize treatment or diagnosis prior to consult. Recommendations were also collaboratively discussed with the ID consult service. Included patients were ≥18 years old with SAB. Excluded patients were &lt; 18 years old, under palliative care or expired prior to S. aureus speciation, refused care against medical advice, pregnant, incarcerated, or had polymicrobial bacteremia. Results Ninety and 111 patients were included in the pre- and post-intervention cohort, respectively. Demographic data were similar between cohorts. Most SAB cases were community-acquired (72% vs 81%, p=0.137), complicated (83% vs 71%, p=0.059), and methicillin-susceptible (57% vs 65%, p=0.236). The most common sources were catheter (23%) and skin and soft tissue (30%) in pre- and post-intervention cohorts, respectively. Table 1 displays compliance with evidence-based SAB measures and clinical outcomes. Compliance with the SAB bundle was significantly higher in the post-intervention cohort (91% vs 50%, p&lt; 0.001). Table 1. Compliance with Evidence-Based Staphylococcus aureus Bacteremia Management Bundle Elements and Clinical Outcomes Conclusion Increased compliance with evidence-based SAB recommendations decreased SAB duration, time to targeted antibiotics, and infection-related hospital length of stay after implementation of a pharmacist-driven collaborative initiative for SAB. Disclosures Wesley D. Kufel, PharmD, Melinta (Research Grant or Support)Merck (Research Grant or Support)Theratechnologies, Inc. (Advisor or Review Panel member) Jeffrey Steele, PharMD, Paratek Pharmaceuticals (Advisor or Review Panel member)
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Anjara, Sabrina G., Éidín Ní Shé, Marie O'Shea, et al. "Embedding collective leadership to foster collaborative inter-professional working in the care of older people (ECLECTIC): Study protocol." HRB Open Research 3 (March 3, 2020): 8. http://dx.doi.org/10.12688/hrbopenres.13004.1.
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Background: The National Integrated Care Programme for Older People (NICPOP), formerly NCPOP aims to support older people to live well in their homes by developing primary and secondary care services for older people, especially those with complex needs. The programme develops integrated intermediate care which traverses both hospital and community settings through multidisciplinary and interagency teams. This team-based approach to the integration of health services is a novel innovation in Irish health service delivery and will require, over time, a shift in cultures of care to allow for the development of competencies for inter-professional collaboration across the care continuum. The ECLECTIC project will develop an implementation framework for achieving, maintaining and monitoring competencies for interprofessional collaboration among multi-disciplinary teams charged with delivering care for older people across the continuum from acute to community settings. Design: The ECLECTIC research design has been developed in collaboration with the NICPOP. In phase one of the project, a co-design team will collaborate to define and shape competencies for interprofessional collaboration. Phase two will involve the delivery of a collective leadership intervention over a 10-month period with multidisciplinary professionals working with older people across two geographical regions (Mullingar/Midlands and Beaumont/Dublin North). Each group will comprise of members of two multidisciplinary teams charged with coordinating and delivering care to older people across the continuum of acute to community care. Observations of collaborative inter-professional working will take place before, during, and after intervention. In phase three of the study, analysis of the interview and observation data will be presented to the co-design team in order to develop an implementation framework for future teams. Discussion: The co-design process will develop core competencies and performance indicators for collaborative interprofessional working. The resulting implementation framework will be implemented nationally as part of the NICPOP.
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Caspari, Jennifer Harsh, Jessica Ern, Mariela Bahena, Karen Herrera, and Maxine Notice. "Collaborative Learning Through Global Partnerships: Student-Led Community-Engaged Research." Global Journal of Health Science 12, no. 11 (2020): 132. http://dx.doi.org/10.5539/gjhs.v12n11p132.
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Public health research in an international setting demands a framework that encourages collaboration between investigators and their host country during the planning stages of the research project and throughout its execution phase. The aim of the current project was to develop a needs assessment with rural Nicaraguan communities. The Community Oriented Primary Care model, which promotes commitment to partnerships and sustainability, was used to guide the needs assessment and research process. A multidisciplinary team of students traveled to three rural communities in Nicaragua to conduct a comprehensive needs assessment, focused on risk factors for cardiovascular disease. In this paper, the authors highlight the experience, challenges, and facilitators experienced by this team of students during the global health research process. Findings indicate using the COPC model as a guide afforded the research team with the opportunity to assess community needs, from community member perspectives, as a first step toward partnering with the community to develop appropriate future intervention projects.
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Tearle, Shaw, Sam S., and Rachel R. Holt. "Collaborative case report: participatory action research into using EQUIP to support community discharge." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 1 (2020): 23–34. http://dx.doi.org/10.1108/jidob-05-2019-0010.
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Purpose There is a need to evaluate an adapted Equipping Youth to help One Another (EQUIP) programme for people with intellectual disabilities and forensic needs. The purpose of this paper is to explore a service user’s experience of completing the intervention as part of their transition into the community. Design/methodology/approach A collaborative case report was used. Following hospital discharge and completion of the adapted EQUIP programme, one service user with mild intellectual disability was supported to share their treatment experiences using participatory action research. Findings Findings suggest that while the adapted community EQUIP group can support skills acquisition (e.g. problem-solving), discharge processes and community reintegration, professionals need to maintain a person-centred approach mindful of participants’ complex emotional journeys. Research limitations/implications The design allows for tentative conclusions to be made about the service user’s journey and is not necessarily generalisable. Practical implications There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This report provides some evidence that EQUIP can be adapted to support this population. Originality/value This is the first coproduced publication exploring the experience of a service user with intellectual disability who completed an adapted EQUIP programme.
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Ell, Kathleen, Bin Xie, Brenda Quon, David I. Quinn, Megan Dwight-Johnson, and Pey-Jiuan Lee. "Randomized Controlled Trial of Collaborative Care Management of Depression Among Low-Income Patients With Cancer." Journal of Clinical Oncology 26, no. 27 (2008): 4488–96. http://dx.doi.org/10.1200/jco.2008.16.6371.
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PurposeTo determine the effectiveness of the Alleviating Depression Among Patients With Cancer (ADAPt-C) collaborative care management for major depression or dysthymia.Patients and MethodsStudy patients included 472 low-income, predominantly female Hispanic patients with cancer age ≥ 18 years with major depression (49%), dysthymia (5%), or both (46%). Patients were randomly assigned to intervention (n = 242) or enhanced usual care (EUC; n = 230). Intervention patients had access for up to 12 months to a depression clinical specialist (supervised by a psychiatrist) who offered education, structured psychotherapy, and maintenance/relapse prevention support. The psychiatrist prescribed antidepressant medications for patients preferring or assessed to require medication.ResultsAt 12 months, 63% of intervention patients had a 50% or greater reduction in depressive symptoms from baseline as assessed by the Patient Health Questionnaire-9 (PHQ-9) depression scale compared with 50% of EUC patients (odds ratio [OR] = 1.98; 95% CI, 1.16 to 3.38; P = .01). Improvement was also found for 5-point decrease in PHQ-9 score among 72.2% of intervention patients compared with 59.7% of EUC patients (OR = 1.99; 95% CI, 1.14 to 3.50; P = .02). Intervention patients also experienced greater rates of depression treatment (72.3% v 10.4% of EUC patients; P < .0001) and significantly better quality-of-life outcomes, including social/family (adjusted mean difference between groups, 2.7; 95% CI, 1.22 to 4.17; P < .001), emotional (adjusted mean difference, 1.29; 95% CI, 0.26 to 2.22; P = .01), functional (adjusted mean difference, 1.34; 95% CI, 0.08 to 2.59; P = .04), and physical well-being (adjusted mean difference, 2.79; 95% CI, 0.49 to 5.1; P = .02).ConclusionADAPt-C collaborative care is feasible and results in significant reduction in depressive symptoms, improvement in quality of life, and lower pain levels compared with EUC for patients with depressive disorders in a low-income, predominantly Hispanic population in public sector oncology clinics.
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Wang, Miao, Bryan G. Victor, Jun Sung Hong, et al. "A Scoping Review of Interventions to Promote Health and Well-Being of Left-behind Children in Mainland China." British Journal of Social Work 50, no. 5 (2019): 1419–39. http://dx.doi.org/10.1093/bjsw/bcz116.
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Abstract Approximately 65 million children in mainland China are left behind in rural areas while their parents work in the cities. Research has highlighted their health needs. However, current research on interventions for this population is unknown. The purpose of this study was to systematically review existing health service interventions for left-behind children in China. The study team identified interventions for left-behind children by conducting a comprehensive search of major academic databases for Chinese and English research. Articles were retained in the study if they were original empirical intervention studies that target health and related well-being outcomes of left-behind children. A total of eighteen unique studies met inclusion criteria. The majority of them demonstrated positive outcomes using various modalities, including education, sport and nutrition guidance and nursing services. However, the shortcomings in research design and intervention limit their replication. Intervention research for left-behind children shows an enormous gap in the knowledge about this at-risk group. Of the existing programs identified, we observe considerable promise for interventions based on inter-disciplinary approaches to services. We provide additional recommendations for conducting future research and for building collaborative relationships with social workers to better serve the needs of children.
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Gillian, Edward, Bogna Ferensztajn, Bożena Franków-Czerwonko, and Urszula Paradowska. "The development of a Polish pre-literacy manual based on action research evidence." Problemy Wczesnej Edukacji 36, no. 1 (2017): 75–86. http://dx.doi.org/10.5604/01.3001.0010.2000.
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There is a quantity of research in English speaking countries into the relationship between early oral language concepts and literacy. The research described in this paper attempted to transfer to the Polish language context the knowledge developed in English speaking countries on pre-literacy developmental norms. The aim of the study was also to increase children’s educational chances through an intervention program addressing pre-literacy concept deficit. As part of the research into Polish pre-literacy developmental norms and the teacher development program, a resource book was created with preliteracy concepts and activities sequenced developmentally according to current knowledge about how Polish children develop their skills in these areas. The textbook developed from a collaborative process between the researchers and pre-school teachers during the collection of pre-literacy developmental norm data and regular collaborative workshops focused of planning and implementing intervention programs with the use of explicit methodologies and formative assessment.
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Nilson, Chad. "Collaborative risk-driven intervention: research supporting technology-enabled opportunities for upstream virtual services in rural and remote communities." Journal of Community Safety and Well-Being 2, no. 3 (2017): 76. http://dx.doi.org/10.35502/jcswb.55.
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In 2011, Canada’s Hub Model of Collaborative Risk-Driven Intervention was launched in Prince Albert, SK. Since that time, over 60 communities across the country have replicated the initiative, resulting in over 9,500 rapid interventions of acutely-elevated risk. For the most part, however, these multi-sector efforts to detect elevations in risk, share limited information, and mitigate risk before harm occurs, have taken place in small-to-large-size communities. Still uncertain, is how the benefits of the Hub Model can be expanded to support individuals in rural and remote communities. This article represents a compilation of extracts from a larger body of work conducted to research, explore, and propose a pilot project for application of collaborative risk-driven intervention in a virtual environment. Part of this effort includes a review of literature on the Hub Model, adaptations of human service initiatives, and the relationship between human service provision and information and communication technology (ICT). Consultations with 199 different human service and ICT professionals lay the groundwork for development of theory, assumptions, risks, options, and solutions for implementation of a tech-enabled Hub. Of course, the implications for service mobilization through a remote presence extend far beyond just the Hub Model. Therefore, this article aims to encourage and inspire action-based research that propels a wide variety of tech-enabled opportunities for improving community safety and well-being.
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ANAYA, ANTONIO R., and JESÚS G. BOTICARIO. "A DOMAIN-INDEPENDENT, TRANSFERABLE AND TIMELY ANALYSIS APPROACH TO ASSESS STUDENT COLLABORATION." International Journal on Artificial Intelligence Tools 22, no. 04 (2013): 1350020. http://dx.doi.org/10.1142/s0218213013500206.
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Collaborative learning environments require intensive, regular and frequent analysis of the increasing amount of interaction data generated by students to assess that collaborative learning takes place. To support timely assessments that may benefit students and teachers the method of analysis must provide meaningful evaluations while the interactions take place. This research proposes machine learning-based techniques to infer the relationship between student collaboration and some quantitative domain-independent statistical indicators derived from large-scale evaluation analysis of student interactions. This paper (i) compares a set of metrics to identify the most suitable to assess student collaboration, (ii) reports on student evaluations of the metacognitive tools that display collaboration assessments from a new collaborative learning experience and (iii) extends previous findings to clarify modeling and usage issues. The advantages of the approach are: (1) it is based on domain-independent and generally observable features, (2) it provides regular and frequent data mining analysis with minimal teacher or student intervention, thereby supporting metacognition for the learners and corrective actions for the teachers, and (3) it can be easily transferred to other e-learning environments and include transferability features that are intended to facilitate its usage in other collaborative and social learning tools.
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Kloetzer, Laure. "Doing Research Upside Down: Action and Research in Cross Self-Confrontations." International Journal of Action Research, no. 2-3/2018 (January 11, 2019): 202–18. http://dx.doi.org/10.3224/ijar.v14i2-3.09.
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This paper highlights three main points. Firstly, it argues that despite the positioning of mainstream psychology as “objective research” i.e. disengaged from taking action in public life, there has always been in psychology a (quantitatively) minor but (qualitatively) strong tradition of intervention, defined as a joint practice engaging researchers and practitioners in social transformation. It shows how this alternative way of doing research affects all dimensions of the researchers’ professional practice, for better or for worse. Secondly, it presents a specific perspective on intervention, created in France and used in multiple work settings in the last twenty years, called Clinic of Activity. It then introduces and discusses a methodology designed to support development at work through collaborative work analysis and structured dialogue, the Cross Self Confrontations. Thirdly, it reports on a research in Cross Self-Confrontations recently conducted in a Swiss factory, and shows how this methodology supports the co-creation of knowledge and the development of dialogue within a group of workers and across the hierachical lines, therefore contributing to the deep discussion and transformation of work practices.
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Yoong, Sze Lin, Jannah Jones, Nicole Pearson, et al. "An Overview of Research Opportunities to Increase the Impact of Nutrition Intervention Research in Early Childhood and Education Care Settings According to the RE-AIM Framework." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2745. http://dx.doi.org/10.3390/ijerph18052745.
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Objective: To highlight opportunities for future nutrition intervention research within early childhood and education care (ECEC) settings, with a focus on generating evidence that has applicability to real-world policy and practice. Methods: An overview of opportunities to progress the field was developed by the authors using a collaborative writing approach and informed by recent research in the field. The group developed a list of recommendations aligned with the reach, effectiveness, adoption, implementation and maintenance (RE-AIM) framework. Pairs of authors drafted individual sections of the manuscript, which were then reviewed by a separate pair. The first and senior author consolidated all sections of the manuscript and sought critical input on the draft iterations of the manuscript. Results: Interventions that employ digital platforms (reach) in ECEC settings, as well as research in the family day care setting (effectiveness) were identified as areas of opportunities. Research understanding the determinants of and effective strategies for dissemination (adoption), the implementation of nutrition programs, in addition to de-implementation (implementation) of inappropriate nutrition practices, is warranted. For maintenance, there is a need to better understand sustainability and the sustainment of interventions, in addition to undertaking policy-relevant research. Conclusions: The ECEC setting is prime for innovative and practical nutrition intervention research.
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Costa, Maria Cristina Oliveira da Cristina Oliveira da. "Promoting STEAMH at primary school: a collaborative interdisciplinary project." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 234–45. http://dx.doi.org/10.18844/prosoc.v4i8.3054.
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There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools. Keywords: STEAMH, hands-on, interdisciplinarity, primary school, collaboration
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Wästerlid, Catarina Anna. "CONCEPTUAL SUBITIZING AND PRESCHOOL CLASS CHILDREN’S LEARNING OF THE PART-PART-WHOLE RELATIONS OF NUMBER." Problems of Education in the 21st Century 78, no. 6 (2020): 1038–54. http://dx.doi.org/10.33225/pec/20.78.1038.
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Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children’s learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children’s learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children’s knowledge development regarding part-part-whole relations of number. At the group level, the children´s results between pre-and post-test showed an increase of 18.1 percent units and more than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children’s understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions. Keywords: collaborative intervention, conceptual subitizing, part-part-whole relations of numbers, preschool class children
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Little, Suzanne. "School Psychologists Perceptions Of Stakeholder Engagement In Response To Intervention." Contemporary Issues in Education Research (CIER) 6, no. 4 (2013): 399. http://dx.doi.org/10.19030/cier.v6i4.8108.
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As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their engagement in the implementation of RTI, the systems level collaboration in implementing RTI, and engagement of other educational professionals (teachers, counselors, and administrators) in RTI. Over sixty practicing certified school psychologists in the Pacific Northwest completed an online researcher-designed survey of their perceptions of RTI. The majority of participants reported that they were prepared to participate in RTI implementation, but they also indicated that RTI is not effectively implemented in a collaborative, team-based approach. Implications for training and practice and recommendations for future research are discussed.
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Dragomir, Camelia-Cristina, Diana Foriş, Aurel Mihail Ţîţu, and Tiberiu Foriş. "The Role of Intermediaries in Supporting Collaboration for Sustainability: A Model of Commissioning Intervention in the Multi-Stakeholder Collaboration for Sustainable Territorial Development." Sustainability 12, no. 17 (2020): 6769. http://dx.doi.org/10.3390/su12176769.
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The intervention of intermediaries in supporting collaboration for sustainability is considered an effective way to address the challenges faced by all parties involved in this type of commitment. Our paper includes several less frequently approached perspectives in this field of research and refers to the intervention of commissioning in supporting collaborative relationships with multiple stakeholders for sustainable territorial development. This paper proposes a model of structural and systemic development of commissioning at the national level, by specific geographical regions and development domains, and analyzes how commissioning structures intermediate the connection between multiple stakeholders, public authorities, and other relevant actors from different sectors of society, which mobilize resources to solve sustainability issues. The results show that the intervention of commissioning adds value to sustainability collaboration by providing stakeholders with an accessible and updated database specialized in development domains, where demands and offers for development resources can be managed safely, and the identification of the appropriate offer is carried out operatively through fast and secure computer systems able to create efficient and prompt connections. We believe that the model presented in the paper can be extended internationally to support global collaboration for sustainability, and we suggest further research in this direction.
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Bauman, Jessica Ruth, Jessie Panick, Thomas James Galloway, et al. "Feasibility of a collaborative palliative and oncology care intervention to improve symptoms and coping during head and neck chemoradiation." Journal of Clinical Oncology 37, no. 31_suppl (2019): 73. http://dx.doi.org/10.1200/jco.2019.37.31_suppl.73.
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73 Background: Patients receiving curative chemoradiation treatment (CRT) for head and neck cancer (HNC) undergo one of the most intensive treatments in oncology, resulting in immense physical and psychological symptoms. Integrated palliative care can improve symptoms and coping in patients with advanced cancer, but has not been evaluated in patients with curable solid tumors. Thus, we are conducting the first pilot study of a collaborative palliative and oncology care intervention among patients receiving CRT to assess feasibility and acceptability. Methods: Eligible participants include newly diagnosed HNC patients starting curative-intent CRT. The intervention entails weekly in-person palliative care (PC) visits integrated with standard oncology care during CRT, followed by 4 weekly phone calls after CRT ends. The PC visits are conducted primarily by a PC RN, with a supervising MD or NP available. Visits focus on coping and managing prominent symptoms during CRT. PC clinicians also receive a weekly patient-reported symptom assessment. Acceptability of the intervention is assessed at 1 month post CRT. The primary outcome is feasibility, defined as a >50% enrollment rate with >70% of participants attending at least half of the PC visits. Planned accrual is 20 patients. Results: We have enrolled 88% (14/16) of eligible patients to date. 11/14 (79%) have p16+ disease. All 14 have completed CRT and are evaluable for feasibility. Participants attended 98% (94/96) of all possible PC visits and completed 99% (95/96) of weekly symptom assessments. PC clinicians spent an average of 35.5 minutes (SD 15.1) per visit with participants. Among the 10 participants who completed the intervention and are evaluable for acceptability, 100% found the intervention “very helpful” and would “definitely recommend” it to others undergoing CRT. Conclusions: An integrated PC intervention to improve symptoms and coping during CRT for HNC is both feasible and acceptable with a high enrollment rate, excellent intervention compliance, and high patient satisfaction. Future studies will evaluate the effects of the integrated intervention on patient-reported outcomes and health care utilization. Clinical trial information: NCT03760471.
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Belin, Thomas R., Andrea Jones, Lingqi Tang, et al. "Maintaining Internal Validity in Community Partnered Participatory Research: Experience from the Community Partners in Care Study." Ethnicity & Disease 28, Supp (2018): 357–64. http://dx.doi.org/10.18865/ed.28.s2.357.
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Objective: With internal validity being a central goal of designed experiments, we seek to elucidate how community partnered participatory research (CPPR) impacts the internal validity of public health comparative-effectiveness research.Methods: Community Partners in Care (CPIC), a study comparing a community-coalition intervention to direct technical assistance for disseminating depression care to vulnerable populations, is used to illustrate design choices developed with attention to core CPPR principles. The study-design process is reviewed retrospectively and evaluated based on the resulting covariate balance across intervention arms and on broader peer-review assessments. Contributions of the CPIC Council and the study’s design committee are highlighted.Results: CPPR principles contributed to building consensus around the use of randomization, creating a sampling frame, specifying geographic boundaries delimiting the scope of the investigation, grouping similar programs into pairs or other small blocks of units, collaboratively choosing random-number-generator seeds to determine randomized intervention assignments, and addressing logistical constraints in field operations. Study protocols yielded samples that were well-balanced on background characteristics across intervention arms. CPIC has been recognized for scientific merit, has drawn attention from policymakers, and has fueled ongoing research collaborations.Conclusions: Creative and collaborative fulfillment of CPPR principles reinforced the internal validity of CPIC, strengthening the study’s scientific rigor by engaging complementary areas of knowledge and expertise among members of the investigative team.Ethn Dis. 2018;28(Suppl 2):357-364; doi:10.18865/ed.28.S2.357.
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Pyo, Yun Hui. "A Review on Research regarding Collaborative Team Approach Intervention for the Young Children with Disabilities." Special Education Research 10, no. 3 (2011): 55. http://dx.doi.org/10.18541/ser.2011.10.10.3.55.
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