Journal articles: 'Partnership-based practice'

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Barratt, Moira. "REAL Evidence‐Based Practice Development: A Partnership Approach." Journal of Integrated Care 10, no. 6 (December 2002): 9–14. http://dx.doi.org/10.1108/14769018200200051.

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Baker, Kathy A., and Andrea Smith. "Outcomes from an academic and practice-based partnership." International Journal of Evidence-Based Healthcare 14, no. 4 (December 2016): 202–3. http://dx.doi.org/10.1097/01.xeb.0000511350.35317.3c.

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Cardona, Julie, Sarah Barclay, Kimberlie Izquirdo, Kristi O’Hagan, and Deborah A. Raines. "Partnering for Evidence-Based Practice." Neonatal Network 36, no. 2 (2017): 107–9. http://dx.doi.org/10.1891/0730-0832.36.2.107.

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Timor-Shlevin, Shachar, and Michal Krumer-Nevo. "Partnership-based practice with young people: relational dimensions of partnership in a therapeutic setting." Health & Social Care in the Community 24, no. 5 (March 25, 2015): 576–86. http://dx.doi.org/10.1111/hsc.12227.

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Given, Lisa. "Qualitative research in evidence‐based practice: a valuable partnership." Library Hi Tech 24, no. 3 (July 2006): 376–86. http://dx.doi.org/10.1108/07378830610692145.

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Lorimer, Robin. "Practice‐Based Commissioning and the Future of Partnership‐Based Integrated Care." Journal of Integrated Care 14, no. 1 (February 2006): 44–48. http://dx.doi.org/10.1108/14769018200600010.

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Hopwood, Nick. "Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?" Australian Journal of Primary Health 21, no. 1 (2015): 9. http://dx.doi.org/10.1071/py12141.

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Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky’s theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

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Bellamy, Jennifer L., Sarah E. Bledsoe, Edward J. Mullen, Lin Fang, and Jennifer I. Manuel. "AGENCY–UNIVERSITY PARTNERSHIP FOR EVIDENCE-BASED PRACTICE IN SOCIAL WORK." Journal of Social Work Education 44, no. 3 (September 1, 2008): 55–76. http://dx.doi.org/10.5175/jswe.2008.200700027.

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Ovretveit, John, Susanne Hempel, Jennifer L. Magnabosco, Brian S. Mittman, Lisa V. Rubenstein, and David A. Ganz. "Guidance for research-practice partnerships (R-PPs) and collaborative research." Journal of Health Organization and Management 28, no. 1 (March 11, 2014): 115–26. http://dx.doi.org/10.1108/jhom-08-2013-0164.

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Purpose – The purpose of this paper is to provide evidence based guidance to researchers and practice personnel about forming and carrying out effective research partnerships. Design/methodology/approach – A review of the literature, interviews and discussions with colleagues in both research and practice roles, and a review of the authors' personal experiences as researchers in partnership research. Findings – Partnership research is, in some respects, a distinct “approach” to research, but there are many different versions. An analysis of research publications and of their research experience led the authors to develop a framework for planning and assessing the partnership research process, which includes defining expected outcomes for the partners, their roles, and steps in the research process. Practical implications – This review and analysis provides guidance that may reduce commonly-reported misunderstandings and help to plan more successful partnerships and projects. It also identifies future research which is needed to define more precisely the questions and purposes for which partnership research is most appropriate, and methods and designs for specific types of partnership research. Originality/value – As more research moves towards increased participation of practitioners and patients in the research process, more precise and differentiated understanding of the different partnership approaches is required, and when each is most suitable. This article describes research approaches that have the potential to reduce “the research-practice gap”. It gives evidence- and experience-based guidance for choosing and establishing a partnership research process, so as to improve partnership relationship-building and more actionable research.

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Brodie, Ian, and Brian Coyle. "Sustaining partnership working in practice learning: An exploration of the perspectives of practice teachers and students." Journal of Practice Teaching and Learning 13, no. 2-3 (August 17, 2015): 9–22. http://dx.doi.org/10.1921/jpts.v13i2-3.813.

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This paper reports the findings of a small-scale study undertaken by one university – Glasgow Caledonian University- to test the state of ‘partnership working’ between the university and placement providers. The study was conducted in two stages with 35 practice teachers responding to an on-line survey in stage one, and 16 practice teachers and students participating in interviews at stage 2. Overall findings indicate that the university has managed to sustain effective partnership working, despite organisational changes and resource constraints but that a number of improvements should be made to existing arrangements so that partnership working and the quality of practice learning can be further enhanced. It is evident that ‘independent practice teachers’ and ‘work-based supervisors’ have an increasing presence on the practice learning landscape, requiring a careful examination of their roles and responsibilities.

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Ryburn, Murray, and Celia Atherton. "Family Group Conferences: Partnership in Practice." Adoption & Fostering 20, no. 1 (April 1996): 16–23. http://dx.doi.org/10.1177/030857599602000105.

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The quality of relationship between families and professionals is clearly crucial to the development of good social work practice, especially where the care and protection of children are concerned. After tracing the origins of the Family Group Conference in New Zealand, Murray Ryburn and Celia Atherton describe the procedure and explain how this model, based on a commitment to partnership, is being adapted and used in the UK.

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Winterbauer, Nancy L., Betty Bekemeier, Lisa VanRaemdonck, and Anna G. Hoover. "Applying Community-Based Participatory Research Partnership Principles to Public Health Practice-Based Research Networks." SAGE Open 6, no. 4 (October 2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679211.

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With real-world relevance and translatability as important goals, applied methodological approaches have arisen along the participatory continuum that value context and empower stakeholders to partner actively with academics throughout the research process. Community-based participatory research (CBPR) provides the gold standard for equitable, partnered research in traditional communities. Practice-based research networks (PBRNs) also have developed, coalescing communities of practice and of academics to identify, study, and answer practice-relevant questions. To optimize PBRN potential for expanding scientific knowledge, while bridging divides across knowledge production, dissemination, and implementation, we elucidate how PBRN partnerships can be strengthened by applying CBPR principles to build and maintain research collaboratives that empower practice partners. Examining the applicability of CBPR partnership principles to public health (PH) PBRNs, we conclude that PH-PBRNs can serve as authentic, sustainable CBPR partnerships, ensuring the co-production of new knowledge, while also improving and expanding the implementation and impact of research findings in real-world settings.

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Mirick, Rebecca G. "An Unsuccessful Partnership: Behavioral Compliance and Strengths-Based Child Welfare Practice." Families in Society: The Journal of Contemporary Social Services 94, no. 4 (October 2013): 227–34. http://dx.doi.org/10.1606/1044-3894.4323.

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Larner, J. "UEA & Norwich City: a partnership approach to evidence-based practice." Physiotherapy 103 (December 2017): e59. http://dx.doi.org/10.1016/j.physio.2017.11.015.

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Miras Kuttybai, Nazgul Davletbayeva, Yerkenazym Orynbassarova, and Asel Kamenova. "WORLD PRACTICE OF FINANCING INFRASTRUCTURE PROJECTS BASED ON PUBLIC-PRIVATE PARTNERSHIP." REPORTS 1, no. 323 (February 15, 2019): 127–32. http://dx.doi.org/10.32014/2019.2518-1483.20.

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Лукьяненко, О., and O. Lukyanenko. "THE DEVELOPMENT METHODS OF NATIONAL PUBLIC ADMINISTRATION IN PUBLIC-PRIVATE PARTNERSHIP." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2018, no. 1 (February 25, 2018): 14–20. http://dx.doi.org/10.21603/2500-3372-2018-1-14-20.

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<p>The article analyzes the potential based on the methodology and instruments of the public administration paradigm in the development the institution of public-private partnership at various levels. The need to integrate public administration tools into the existing practice public private partnership is proved to increase its effectiveness and effectiveness. The study establishes correspondence between the main provisions of the public administration theory and the tasks of the public-private partnership development. It singles out the main modern practice development of public-private partnership, defining the need for the introduction of public administration. The research has revealed concrete directions of the implementation in public-private partnership on the basis of the public administration concept and methods. A mechanism of public-private partnership management based on modern tools is proposed. The article outlines some prospects for the transformation the traditional system of public-private partnership into a new paradigm public-private partnership. The results can be used by the authorities of the constituent entities of the Russian Federation and local governments when developing and implementing publicprivate partnership projects, or by commercial organizations when justifying participation in public-private and municipal-private partnership projects.</p>

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Penuel, William R., Cynthia E. Coburn, and Daniel J. Gallagher. "Negotiating Problems of Practice in Research–Practice Design Partnerships." Teachers College Record: The Voice of Scholarship in Education 115, no. 14 (November 2013): 237–55. http://dx.doi.org/10.1177/016146811311501404.

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This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.

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Dulmus, Catherine N., and Maria E. Cristalli. "A University–Community Partnership to Advance Research in Practice Settings." Research on Social Work Practice 22, no. 2 (October 11, 2011): 195–202. http://dx.doi.org/10.1177/1049731511423026.

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Human service organizations are uniquely positioned, given their scope of practice and access to consumers with the widest range of needs to significantly increase the national capacity for research if they were effectively equipped with the knowledge, skills, and funding to integrate research and development into their ongoing organizational activities. A university–community research partnership is one approach to achieving this goal. This article describes the Hillside/UB (HUB) Research Model, a formal research partnership between Hillside Family of Agencies (HFA) in Rochester, NY and the Buffalo Center for Social Research (BCSR) at the University at Buffalo (UB). The HUB research model combines the practice expertise and research subject access of HFA with the BCSR research expertise and resources to develop collaboratively a vibrant research partnership based on community-based participatory research (CBPR) principles that garners the strengths and assets of both partners to realize a true research to practice and practice to research agenda.

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Rugari, Susan M., Lynette Alcorn, Theresa Baird, Basnot E. Phillips-Williams, Wendy F. Spagnuolo, Mei-Yi Lee, and Pamela A. Berglund. "Recipe for Success: Stories of Evidence-Based Practice Implementation." Creative Nursing 18, no. 1 (2012): 37–44. http://dx.doi.org/10.1891/1078-4535.18.1.37.

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Through a collaborative partnership with administrators at a university, nurse leaders at a local hospital worked to create a culture in which nurses could provide evidence-based practice (EBP). The Best Practice Series was started, and two participants’ experiences of implementing EBP in their units are described with encouraging results.

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Bell, Emilia C. "Values-Based Practice in EBLIP: A Review." Evidence Based Library and Information Practice 17, no. 3 (September 19, 2022): 119–34. http://dx.doi.org/10.18438/eblip30176.

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Objective – This narrative literature review examines how values and a values-based practice framework are positioned as significant to evidence based practice in libraries. This includes examining the partnership between values and evidence in decision making and reflective practice. The review responds to a gap in the literature on the origins and application of values-based practice in evidence based library and information practice (EBLIP). Methods – Searches for this narrative review were conducted in library and information science databases, discovery tools, and individual journals. Forward and backward citation searches were also undertaken. Searches aimed to encompass both the EBLIP and library assessment literature. Research and professional publications were considered for inclusion based on their engagement with values and values-based practice in EBLIP processes and decisions. Results – The findings highlight how values reflect positionality, driving action and decision making in all stages of evidence based practice in libraries. The literature emphasizes the role of values when practitioners engage with critical reflective practice or invite user voices in evidence. An explicit values-based practice approach was evident in the library assessment literature, though not explicitly addressed in the EBLIP literature or EBLIP models. This is despite a partnership between evidence based practice and values-based practice in the health sciences literature, with literature on person-centred approaches aiming to relate evidence to individuals. Conclusions – The EBLIP literature could further examine how values reflect positionality and drive action and decision making across all stages of evidence based practice. Values-based practice offers an opportunity to critically reflect on whose voices, perspectives, and values are reflected in and contribute to the library and information science evidence base.

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Robson, Dean, and Peter Mtika. "Newly qualified teachers’ professional learning through practitioner enquiry." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 242–60. http://dx.doi.org/10.1108/ijmce-03-2017-0027.

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Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

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Stuttard, Pauline. "Working in partnership to develop evidence-based practice within the massage profession." Complementary Therapies in Nursing and Midwifery 8, no. 4 (November 2002): 185–90. http://dx.doi.org/10.1054/ctnm.2002.0635.

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Power, Thomas J., Jessica Blom-Hoffman, Angela T. Clarke, T. Chris Riley-Tillman, Constance Kelleher, and Patricia H. Manz. "Reconceptualizing intervention integrity: A partnership-based framework for linking research with practice." Psychology in the Schools 42, no. 5 (2005): 495–507. http://dx.doi.org/10.1002/pits.20087.

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West, Nikki, Audrey Berman, Judith Karshmer, Susan Prion, Paulina Van, and Jonalyn Wallace. "Preparing New Nurse Graduates for Practice in Multiple Settings: A Community-Based Academic–Practice Partnership Model." Journal of Continuing Education in Nursing 45, no. 6 (April 17, 2014): 252–56. http://dx.doi.org/10.3928/00220124-20140417-03.

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Sperano, Isabelle, Robert Andruchow, Luca Petryshyn, and Vik Chu. "User Experience and Digital Government: Exploring a Practice-Based Participatory Approach to Identify Research Opportunities." Discourse and Writing/Rédactologie 32 (December 15, 2022): 418–34. http://dx.doi.org/10.31468/dwr.979.

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In this case study, the research team (RT) explores user experience design in relation to digital practices adopted by governments. The goal of this first phase was to identify research opportunities. To do so, the RT adopted a practice-centered participatory research approach (Holkup, 2004). The RT began a partnership with a municipal government (City of Edmonton). Regular meetings were held with the partner organization to discuss—among other things—the organization’s structure, current and future projects, the digital editorial strategies implemented by the organization, and the organization's issues and constraints when designing digital services. This allowed the teams to identify not only interesting research questions but also potential teaching collaborations related to work-integrated learning. In this paper, the practice-based participatory research approach is explained, the timeline and the outcome of the partnership are presented, and the lessons learned through that process are shared.

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Thompson, Ronald W., Kristin Duppong Hurley, Alexandra L. Trout, Jonathan C. Huefner, and Daniel L. Daly. "Closing the Research to Practice Gap in Therapeutic Residential Care." Journal of Emotional and Behavioral Disorders 25, no. 1 (January 11, 2017): 46–56. http://dx.doi.org/10.1177/1063426616686757.

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Residential care has been criticized for its high cost and limited research evidence. While recent studies and reviews of the literature suggest that a number of evidence-based practices are being implemented in residential care settings, more research is needed to develop and test empirically based practices that can be successfully implemented in residential care. In this article, we offer a promising strategy to address this issue: a long-term research partnership between a large service provider agency and a university-based research center to conduct a program of research which has resulted in translation of evidence-supported practices into service provider programs, contributions to the science of residential care, and training opportunities for young applied scientists to specialize in this important work. This evolving program of research includes four core applied research topic areas in which this collaboration has had some ongoing success: program and practice implementation fidelity, therapeutic process factors, aftercare, and psychotropic medication use. We suggest that this type of long-term collaborative research partnership is an approach for others to consider for conducting research that informs effective residential care practices.

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Akinyemi, Adeola Folasade, and Vuyisile Nkonki. "Partnership in Communities of Practice Towards Teachers’ Professional Development." Academic Journal of Interdisciplinary Studies 9, no. 6 (November 19, 2020): 34. http://dx.doi.org/10.36941/ajis-2020-0109.

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This study examined how partnership with international agencies, non-governmental organisations and experts from higher institutions of learning assist teachers’ in communities of learning towards their professional development. Mixed methods and concurrent triangulation research designs were adopted for this study. Seventy-nine respondents which comprises of principals, teachers, head of departments, cluster leaders, subject advisers and education district officials were purposively selected. Semi-structured questionnaire which has both open- and closed- ended questions as well as semi-structured interview which has both structured and unstructured interviews were the research instruments used to elicit information from the respondents. Quantitative data were analysed descriptively while quantitative data were analysed thematically from emerging themes. Findings revealed that greater percentage of high schools that participated in the study do not engage in partnership with international agencies, non-governmental organizations and experts from higher institutions in their communities of practice. However, few schools indicated that they enjoyed partnership from these organizations which had helped their teachers towards their professional development. Based on these findings, this study recommends that high school should try to engage in partnership programs especially with universities that are near to their school location to organise trainings, workshops and seminars for their teachers to serve as support measures for their professional development.

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Sprague Martinez, Linda S., Wig Zamore, Alex Finley, Ellin Reisner, Lydia Lowe, and Doug Brugge. "CBPR Partnerships and Near-Roadway Pollution: A Promising Strategy to Influence the Translation of Research into Practice." Environments 7, no. 6 (June 10, 2020): 44. http://dx.doi.org/10.3390/environments7060044.

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Community-based participatory research (CBPR) aims to engage those traditionally left out of the research process. Partnering with community stakeholders to design, plan, implement and disseminate research can facilitate translation into practice. Using qualitative research methods, we set out to explore the policy and practice implications of a CBPR partnership focused on reducing exposure to near-roadway pollution. Key Informant interviews (n = 13) were conducted with individuals from various entities (municipal, state and private) for whom partners to the Community Assessment of Freeway Exposure and Health (CAFEH) provided technical assistance between 2013 and 2017. The findings indicate community research partnerships may have the power to inform local planning efforts. Developers and planners who the partnership consulted indicated a greater awareness of the implications of near-roadway exposure. They also described making changes in their practice based on study findings. The CAFEH partnership has demonstrated active attention to translating knowledge can influence local planning and practice, albeit with some challenges.

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Zhao, Fengping, and Chuanguo Wei. "The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory." Science Insights Education Frontiers 10, no. 2 (December 31, 2021): 1439–49. http://dx.doi.org/10.15354/sief.21.065.

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Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

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Zhao, Fengping, and Chuanguo Wei. "The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory." Science Insights Education Frontiers 10, no. 2 (December 31, 2021): 1439–49. http://dx.doi.org/10.15354/sief.21.or065.

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Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

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Zverko, T. "Social partnership in education: implementation practice at the local level (the results of a new experiment of the People's Ukrainian Academy)." New Collegium 2, no. 104 (April 1, 2021): 44–48. http://dx.doi.org/10.30837/nc.2021.2.44.

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This article attempts to analyze the problem of social partnership in educational sphere, based on the results of the experiment of the People's Ukrainian Academy on the formation and development of social partnership as an effective factor in ensuring the stability and prospects of education. The demand for the idea of social partnership in educational sphere as an effective factor in ensuring stability and further development of educational systems has been substantiated. The potential of classical sociological theories in the study of social partnership is revealed, the main theoretical aspects of the implementation of social partnership in educational sphere are determined. The directions of the research developments of domestic scientists on the state and trends in the development of social partnership, reforming higher education based on the consolidation of efforts of stakeholders, technologies of social partnership, stakeholder relations, problems of trust in educational sphere are presented. The analysis of theoretical developments and practical implementation of intermediate results of research and experimental work within the framework of the experiment is presented. Attention is drawn to such types of social partnership in education, which define partnership as a system of relationships between the subjects of the educational process and the educational institution; partnership as a level of the organization of relations between an educational institution and external social structures. The effective principles of joint activities are highlighted such as: consistency; voluntariness; trust; interrelation and interdependence of actions of stakeholders; flexibility and mobility; continuity, common values. Organizational and coordinating forms of social partnership have been determined, which have already proven their effectiveness. Among them, the following can be found: a board of trustees, an advisory board on financial and investment issues, a resource center for social partnership at the regional level; resource center for social partnership on the basis of an educational institution; a council of partners of the educational institution. Priority directions for further implementation of the experiment have been determined.

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Mikaloniene, Lina. "Small Partnership Company Form as a Vehicle for Small and Medium-sized Businesses in Lithuania: Is the Theoretical Model Effective in Practice?" European Company and Financial Law Review 15, no. 1 (June 13, 2018): 101–22. http://dx.doi.org/10.1515/ecfr-2018-0004.

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At the end of 2012, Lithuania introduced a new type of limited liability company form for small and medium-sized business – the small partnership. Based on a comparative approach, lawmakers modelled the small partnership as a hybrid entity, assimilating both partnership- and corporate-type attributes. This article analyses key features, advantages and disadvantages of the Lithuanian small partnership aiming to evaluate whether the theoretical model of this flexible vehicle for small and medium-sized businesses is functional in practice.

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Posklinsky, Iris. "From a Government-Based Partnership to a Civic-Governed Paradigm." Interdisciplinary Journal of Partnership Studies 7, no. 2 (December 16, 2020): 6. http://dx.doi.org/10.24926/ijps.v7i2.3452.

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This article reports a pioneering qualitative research study that illuminates the way a global philanthropic partnership enabled the Israeli government to launch a national program which later evolved into a non-governmental initiative. It examines the model of an urban and social rehabilitation program through the prism of its funding partnership, citizen participation practice, and collaboration with municipalities; it also illustrates the way this government-based model was transformed into a new program, detached from governmental ties and shifted to focus on communal and international people-to-people connections and collaborations. The article traces the programmatic transformation that unfolded over four decades.

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Hamilton, Sarah, Dana Braunberger, and Barbara Brown. "Conceptualizing a Foundation to Lead a School–University Research Partnership." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 340–63. http://dx.doi.org/10.29173/ijll14.

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Research within schools has taken place for decades, yet longstanding skepticism between researchers and practitioners has resulted in hesitation to work together to develop research partnerships. Two school-based leaders and one university researcher sought to conceptualize a foundation for their school–university research partnership. During the initial stages of the partnership development, terminology and interpretation of language used to describe research in schools emerged as both an area of concern and an opportunity for exploration. The partners recognized a need to revise their lexicon from terms that implied teachers needed assistance fixing “problems of practice” to terms promoting an approach embracing innovation and a strengths-based practice in schools. Through an action research approach, the authors draw on their meeting notes, reflections, and documentation to describe the process they used to develop a research-partnership model. Results from this inquiry explicate how partners reflected on their leadership approach, key moments, and a changing context to develop guiding principles and a partnership model with potential for sustainability.

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Ennis, Nicole, Cameron Vance, and Russell Bradbury. "Academic-industry partnership advancing cannabis science: A Complementary Care Practice-Based Research Network." Complementary Therapies in Medicine 66 (June 2022): 102821. http://dx.doi.org/10.1016/j.ctim.2022.102821.

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Forsyth, Kirsty, Jane Melton, and Lynn Summerfield Mann. "Achieving Evidence-Based Practice: A Process of Continuing Education Through Practitioner-Academic Partnership." Occupational Therapy In Health Care 19, no. 1-2 (January 2005): 211–27. http://dx.doi.org/10.1080/j003v19n01_15.

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Forsyth, Kirsty, Jane Melton, and Lynn Summerfield Mann. "Achieving Evidence-Based Practice: A Process of Continuing Education Through Practitioner-Academic Partnership." Occupational Therapy In Health Care 19, no. 1 (August 30, 2005): 211–27. http://dx.doi.org/10.1300/j003v19n01_15.

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McNabb, David. "A Treaty-based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice." Aotearoa New Zealand Social Work 31, no. 4 (December 22, 2019): 4–17. http://dx.doi.org/10.11157/anzswj-vol31iss4id667.

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INTRODUCTION: Globally, indigenous social work educators have pursued decolonisation and the development of decolonising practices as part of the indigenous peoples’ rights movement and based on social work principles of self-determination and social justice. Māori have advanced decolonisation based on the original partnership that was envisaged in the Treaty of Waitangi signed between Māori and the British Crown in 1840. Aotearoa New Zealand social work education has a stated commitment to a Treaty-based partnership approach.METHODS: This research engaged focus groups along with interviews of social work educators from nine of the 19 programmes across Aotearoa New Zealand to explore if, and how, this commitment to a Treaty-based approach was being demonstrated in the real world of practice. A diverse group of participants included Māori, Pākehā, Pasifika, and people identifying with other ethnic groups.FINDINGS: Māori and non-Māori participants gave a range of perspectives relating to practising within a Treaty-based context. The Treaty should be understood historically but also in its contemporary expressions noting the extra demands placed on Māori. Non-Māori had an important role in demonstrating Treaty partnership and confronting White privilege. The Māori cultural approach of Kaupapa Ma ̄ori was a foundation for a Treaty approach, and presented a challenge for non-Māori to learn this. A major challenge for programmes was having sufficient Māori staff.Conclusions: Based on the findings, a Treaty-based teaching and learning framework has been developed to support educators as they advance decolonising practices and the indigenisation of social work education in Aotearoa New Zealand.

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Numans, Wilma, Tine Van Regenmortel, and René Schalk. "Partnership Research: A Pathway to Realize Multistakeholder Participation." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691988414. http://dx.doi.org/10.1177/1609406919884149.

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Partnership research projects between academic researchers, service providers, policy makers, and persons from vulnerable populations are increasingly promoted as a means to inform and improve research and practice. Key elements in partnership research are the participation of multiple stakeholders and a shared responsibility and control over ideas, processes, and outcomes. This sounds clear, yet it is susceptible to various interpretations and coloring, creating the risk of unbalanced power between stakeholders and researcher. In this article, we present a case study in which partnership research is applied in the form of multistakeholder participation. In combination with theoretical concepts, we provide insight into how a partnership based on a nonhierarchical relationship between stakeholders and researcher is developed. We highlight three issues, being the reach, the depth of participation, and the power dynamics between stakeholders and researcher. The findings presented here focus on the partnership research process and the participation of multiple stakeholders as partners. Further research is needed to gain insight in the effectiveness of partnership research, that is, in how a partnership succeeds or fails to reach research goals, for example, improvement of practice, impact, and empowerment of stakeholders.

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Carek, Peter J., Lisa Mims, Stacey Kirkpatrick, Maribeth P. Williams, Runzhi Zhang, Benjamin Rooks, Susmita Datta, Lars E. Peterson, and Arch G. Mainous. "Does Community- or University-Based Residency Sponsorship Affect Graduate Perceived Preparation or Performance?" Journal of Graduate Medical Education 12, no. 5 (October 1, 2020): 583–90. http://dx.doi.org/10.4300/jgme-d-19-00907.1.

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ABSTRACT Background Residency training occurs in varied settings. Whether there are differences in the training received by graduates of community- or medical school–based programs has been the subject of debate. Objective This study examined the perceived preparation for practice, scope of practice, and American Board of Family Medicine (ABFM) board examination pass rates of family physicians in relation to the type of residency program (community, medical school, or partnership) in which they trained. Methods Predetermined survey responses were abstracted from the 2016 and 2017 National Family Medicine Graduate Survey of ABFM and linked to data about residency programs obtained from the websites of national organizations. Descriptive statistics were used to summarize the data and logistic regression to examine differences between survey results based on type of residency training: community, medical school, or partnership. Results Differences in the perception of preparation as well as current scope of practice were noted for the 3 residency types. The differences in perception were mainly noted in hospital-based skills, such as intubation and ventilator management, and in women's health and family planning services, with different program types increasing preparedness perception in different domains. Conclusions In general, graduates of family medicine community-based, non-affiliated, and partnership programs perceived they were prepared for and were providing more of the services queried in the survey than graduates of medical school–based programs.

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Martin, Ian, Brett Zyromski, and Edward W. Gigliotti. "Enhancing Evidence-Based Practice Through University–Practitioner Partnerships." Professional School Counseling 22, no. 1b (January 2019): 2156759X1983443. http://dx.doi.org/10.1177/2156759x19834437.

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This article proposes a three-step model for implementing successful university and practitioner partnerships to advance the use of evidence-based practices (EBP) in school counseling. Although an ethical mandate exists to use EBP, many school counselor educators and school counselors struggle to implement EBP in their coursework or at their schools. The university–practitioner partnership model proposed here emphasizes that EBP be taught in coursework, that students reinforce those practices through observation of practitioners using them in their schools, and that students experiment with EBP in their fieldwork. We provide suggestions to support successful implementation of the model.

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Buchan, Linda, and Barbara Simpson. "Projects-as-Practice." Project Management Journal 51, no. 1 (January 8, 2020): 38–48. http://dx.doi.org/10.1177/8756972819891277.

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This article contributes a practice-based approach to project management by opening up to the messiness and unpredictabilities involved in actually doing project work. Drawing on the Pragmatist ideas of John Dewey, we theorize projects-as-practices (noun) and projects-as-practice (verb) as complementary concepts that are built respectively on ontologies of being and becoming. For the purposes of this article, we define the notion of project as an emergent social process of becoming, bounded in time and space, and generative of novel outcomes. We also contribute methodologically by proposing Dewey’s Inquiry as a guide to shadowing the bounded becomingness of projects-as-practice (verb). Using an empirical illustration from a Health and Social Care Partnership in Scotland, we highlight the inherently emergent nature of projects as they bring about transformational change.

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Wilson, Aaron, and Rebecca Jesson. "Partnering with practitioners." New Zealand Annual Review of Education 26 (July 1, 2021): 184–89. http://dx.doi.org/10.26686/nzaroe.v26.6934.

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In this paper we describe a research-practice partnership between the Woolf Fisher Research Centre and the Digital Schools Partnership, a group of 84 schools in 11 geographically-based clusters that were implementing a ubiquitous digital teaching and learning platform within their face-to-face classes. The model of research-partnership employed is the Learning Schools Model (LSM), which is a design-based research approach that has been tested and replicated over 15 years and across diverse contexts and countries. We reflect on benefits and challenges of working in partnerships to achieve practice and research aims, which are to improve valued learning outcomes for students historically under-served in education and to advance research knowledge more generally (Lai, McNaughton, Jesson, & Wilson, 2020). We describe a recursive process of collective inquiry that involves researchers and teachers: working together to identify valued learning outcomes (VLOs) on which to focus our improvement efforts; developing a rich profile of students’ strengths and areas for improvement with respect to those VLOs; generating and testing a set of possible explanations for that profile of learning; co-designing and implementing targeted interventions, and; evaluating the extent and impact of changed practices. We reflect on the importance of building relational trust and approaches for doing so.

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Androsova, Irina V., and Oleg V. Mikhailov. "THE USE OF DIGITAL TECHNOLOGIES IN THE IMPLEMENTATION OF PUBLIC-PRIVATE PARTNERSHIP PROJECTS: RUSSIAN AND FOREIGN EXPERIENCE." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 5, no. 10 (2021): 112–19. http://dx.doi.org/10.36871/ek.up.p.r.2021.10.05.014.

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In modern economic conditions, an effective way to form a digital infrastructure is a public-private partnership, which consists in mutually beneficial interaction between the state and business. The purpose of this article is to study the practice of using digital technologies in the implementation of public-private partnership projects, taking into account foreign experience. The paper uses general scientific methods of analysis and synthesis, as well as the method of graphical interpretation of the results. A comparative analysis of budget and private investments in the total amount of financing of public-private partnership in Russian practice has been carried out; the main types of digital technologies used in the implementation of PPP projects have been studied. The possibilities of the digital solution of ROSINFRA, which allows to activate the processes of attracting investments, are considered. One of the possibilities of ROSINFRA’s digital solution is the formation of an interactive rating of the subjects of the Russian Federation according to the level of development of public-private partnership, which will strengthen the attraction of private investment for the implementation of infrastructure projects in a particular region. The results of the research are the generalization and systematization of the practical experience of digitalization of public-private partnership in Russian and foreign practice. Recommendations aimed at popularizing projects based on the principles of public-private partnership are formulated.

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Walker, Rae, Jonathan Pietsch, Lisa Delaney, Barry Hahn, Carolyn Wallace, and Kitty Billings. "Partnership Management: Working Across Organisational Boundaries." Australian Journal of Primary Health 13, no. 3 (2007): 9. http://dx.doi.org/10.1071/py07032.

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The short paper that follows is fundamentally about evidence-based practice. In Kuruvilla, Mays, Pleasant and Walt's (2006) terms it was an exercise in the application of research to service development and evidence-based practice. In Walter, Nutley, and Davies' (2003) taxonomy it resulted in a professional intervention, the development of which was led by research users seeking evidence to inform practice development. The team emerged out of a social network of individuals interested in partnership development issues (Kalucy, McIntyre, & Jackson-Bowers, 2007). The resulting paper was the foundation for a significant investment, by the Department of Human Services, in building capacity for partnership leadership in Victoria. The team that undertook this research-to-practice project consisted of three Primary Care Partnership (PCP) executive officers/managers, one of whom was also executive officer to the Statewide Chairs and Managers Group, a university researcher, and a final year undergraduate student working as a volunteer. The executive officer to the Statewide Chairs and Managers Group formed the team to explore broad issues of PCP development and to report to the chairs. The Statewide Chairs and Managers Group was the pathway through which the group's work would reach decision-makers. After a series of meetings to clarify the issues to be addressed, a developmental process for working with the chairs and managers was designed. The executive officers/managers were key to clear issue definition and appropriate process; the researcher to linking the issues to the partnership evidence base. The process relied on tapping the tacit knowledge of PCP managers and chairs and relating this to the relevant body of research. In this process implicit learning needs in regard to partnership leadership were articulated within a framework developed out of a complex research project undertaken with similar partnerships elsewhere. The university researcher on the team had a long history of research into partnerships and networks in the field of primary health care. The specific research project in question was a National Health and Medical Research Council-funded study of trust in the relationships between organisations in a Primary Care Partnership. The study of trust in a partnership is necessarily a study of partnership processes more generally. It was the general learning about partnership processes from this and related research that turned out to be so useful for the service system. The report of this work, that follows, was written in a form suitable for decision-making. It is not a research report but it is built on strong research-based frameworks that were "tested" in the local context. The recommendations are specific to PCPs in Victoria but will also be familiar to partnership workers elsewhere. The predicted effects of the recommendations are supported by research evidence.

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Zapivakhin, Igor, Igor Ilin, and Anastasia Levina. "Public private partnership as city project management technology." MATEC Web of Conferences 170 (2018): 01037. http://dx.doi.org/10.1051/matecconf/201817001037.

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The paper describes the principle of the public-private partnership as a mechanism for implementing infrastructure projects in cities as well as the forms of organization and financing options for such projects. The basic concepts of the public-private partnership are analyzed. The experience of implementing the public-private partnership in the framework of the project for the construction of the Moscow-Saint Petersburg interstate route is presented. The bottlenecks of the current practice of the public-private partnership were revealed. The purpose of this paper is to propose recommendations for improving the effectiveness of public-private partnership as a form of government-business relations in the Leningrad region based on an analysis of the model of public-private partnership in the region.

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Keevers, Lynne Maree, Oriana Price, Betty Leask, Fauziah KP Dawood Sultan, Jane See Yin Lim, and Vin Cent Loh. "Practices to improve collaboration by reconfiguring boundaries in transnational education." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 38–53. http://dx.doi.org/10.53761/1.16.2.4.

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This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.

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Tabriz, Amir Alishahi, Susan A. Flocke, Deirdre Shires, Karen E. Dyer, Michelle Schreiber, and Jennifer Elston Lafata. "Logic model framework for considering the inputs, processes and outcomes of a healthcare organisation–research partnership." BMJ Quality & Safety 29, no. 9 (December 11, 2019): 746–55. http://dx.doi.org/10.1136/bmjqs-2019-010059.

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BackgroundThe published literature provides few insights regarding how to develop or consider the effects of knowledge co-production partnerships in the context of delivery system science.ObjectiveTo describe how a healthcare organisation–university-based research partnership was developed and used to design, develop and implement a practice-integrated decision support tool for patients with a physician recommendation for colorectal cancer screening.DesignInstrumental case study.ParticipantsData were ascertained from project documentation records and semistructured questionnaires sent to 16 healthcare organisation leaders and staff, research investigators and research staff members.ResultsUsing a logic model framework, we organised the key inputs, processes and outcomes of a healthcare organisation–university-based research partnership. In addition to pragmatic researchers, partnership inputs included a healthcare organisation with a supportive practice environment and an executive-level project sponsor, a mid-level manager to serve as the organisational champion and continual access to organisational employees with relevant technical, policy and system/process knowledge. During programme design and implementation, partnership processes included using project team meetings, standing organisational meetings and one-on-one consultancies to provide platforms for shared learning and problem solving. Decision-making responsibility was shared between the healthcare organisation and research team. We discuss the short-term outcomes of the partnership, including how the partnership affected the current research team’s knowledge and health system initiatives.ConclusionUsing a logic model framework, we have described how a healthcare organisation–university-based research team partnership was developed. Others interested in developing, implementing and evaluating knowledge co-production partnerships in the context of delivery system science projects can use the experiences to consider ways to develop, implement and evaluate similar co-production partnerships.

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Wolfson, Mark, Kimberly G. Wagoner, Scott D. Rhodes, Kathleen L. Egan, Michael Sparks, Dylan Ellerbee, Eunyoung Y. Song, et al. "Coproduction of Research Questions and Research Evidence in Public Health: The Study to Prevent Teen Drinking Parties." BioMed Research International 2017 (2017): 1–10. http://dx.doi.org/10.1155/2017/3639596.

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Community-based participatory research (CBPR) provides a set of principles and practices intended to foster coproduction of knowledge. However, CBPR often has shortcomings when applied to population-level policy and practice interventions, including a focus on single communities and a lack of focus on policy change. At the same time, community trials focused on policy have shortcomings, including lack of stakeholder involvement in framing research questions and modest engagement in study implementation and interpretation and dissemination of results. We describe an attempt to hybridize CBPR and community trials by creating a partnership that included a national membership organization, a coalition advisory board, intervention and delayed intervention communities, and an academic study team, which collaborated on a study of community strategies to prevent underage drinking parties. We use qualitative and quantitative data to critically assess the partnership. Areas where the partnership was effective included (1) identifying a research question with high public health significance, (2) enhancing the intervention, and (3) improving research methods. Challenges included community coalition representatives’ greater focus on their own communities rather than the production of broader scientific knowledge. This model can be applied in future attempts to narrow the gap between research, policy, and practice.

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Olff, Carol, and Cynthia Clark-Wadkins. "Tele-ICU Partners Enhance Evidence-Based Practice." AACN Advanced Critical Care 23, no. 3 (July 1, 2012): 312–22. http://dx.doi.org/10.4037/nci.0b013e31825dfec5.

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Evidence-based practice (EBP) has become more than just a trendy buzzword in health care; EBP validates care delivery methods and grants satisfaction to nurses in knowing the care they provide is based on valid, current information. Research-based enhancements are paramount to the advancement of nursing practice and prompt the implementation of creative methods to improve care. The advent of the tele–intensive care unit (ICU) introduces new members of the health care team to assist with implementation of EBP initiatives. This new partnership results in improved length of stay, mortality rates, and ventilator times for critical care patients. Current literature suggests that a clinician-driven, standardized ventilator management protocol is of significant benefit. Tele-ICU clinicians provide an interactive element to coordinate interdisciplinary team efforts. Enhanced communication, data evaluation, and timely intervention expedite the weaning process and reduce ventilator length of stay. Consistent collaboration between tele-ICU and bedside clinicians successfully improves patient outcomes through standardized adherence to best-practice initiatives.

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Journal articles on the topic 'Partnership-based practice'

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