Participatory Development and Implementation of a Community Research Workshop: Experiences From a Community-Based Participatory Research Partnership

Fay W. Boozman College of Public Health, Arkansas, USA.
Progress in community health partnerships: research, education, and action 01/2009; 3(2):165-78. DOI: 10.1353/cpr.0.0068
Source: PubMed


Although community-based participatory research (CBPR) principles stress the importance of "equitable partnerships" and an "empowering and power-sharing process that attends to social inequalities," descriptions of actual projects often focus on the challenges confronted in academic-community partnerships. These challenges occur in the context of economic and power inequities and the frequently limited diversity of researchers. Less often does this discourse attend to the link between the principles of CBPR and their empowering potential for community members who internalize and use these principles to hold outside partners accountable to these ideals.
This article documents the participatory development and implementation of a community research workshop, the community and organizational contexts, the content of the workshop, and lessons learned. Workshop objectives included increasing community knowledge of the research process, positively impacting community members' perceptions and attitudes about research, and improving researchers' understanding of community knowledge, perceptions, and experiences with research.
This project was conducted as a part of the larger United States Department of Agriculture, Agriculture Research Service (USDA ARS) Delta Nutrition Intervention Research Initiative (Delta NIRI). The workshop was developed by a joint academic-community team in partnership with a community-based workshop advisory committee (WAC) and implemented in three rural communities of the lower Mississippi Delta. Development included a dry run with the WAC, a pilot workshop, and a focus group to refine the final content and format.
Applying participatory principles to the development of the community research workshop resulted in the creation of a mutually acceptable workshop and co-learning experience that empowered community members in their involvement in other community research projects.

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    Education for Health Change in Learning & Practice 12/2009; 22(3):318.
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    ABSTRACT: Too often, populations experiencing the greatest burden of disease and disparities in health outcomes are left out of or ineffectively involved in academic-led efforts to address issues that impact them the most. Community-based participatory research (CBPR) is an approach increasingly being used to address these issues, but the science of CBPR is still viewed by many as a nascent field. Important to the development of the science of CBPR is documentation of the partnership process, particularly capacity building activities important to establishing the CBPR research infrastructure. This paper uses a CBPR Logic Model as a structure for documenting partnership capacity building activities of a long-term community-academic partnership addressing public health issues in Arkansas, U.S. Illustrative activities, programs, and experiences are described for each of the model's four constructs: context, group dynamics, interventions, and outcomes. Lessons learned through this process were: capacity building is required by both academic and community partners; shared activities provide a common base of experiences and expectations; and creating a common language facilitates dialogue about difficult issues. Development of community partnerships with one institutional unit promoted community engagement institution-wide, enhanced individual and partnership capacity, and increased opportunity to address priority issues.
    01/2013; 5(1):115-128.
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    ABSTRACT: Background There is growing attention towards increasing patient and service user engagement (PSUE) in biomedical and health services research. Existing variations in language and design inhibit reporting and indexing, which are crucial to comparative effectiveness in determining best practices.Objective This paper utilizes a systematic review and environmental scan to derive an evidence-based framework for PSUE.DesignA metanarrative systematic review and environmental scan/manual search using scientific databases and other search engines, along with feedback from a patient advisory group (PAG).Eligible sourcesEnglish-language studies, commentaries, grey literature and other sources (including systematic and non-systematic reviews) pertaining to patient and public involvement in biomedical and health services research.Data extractedStudy description (e.g. participant demographics, research setting) and design, if applicable; frameworks, conceptualizations or planning schemes for PSUE-related endeavours; and methods for PSUE initiation and gathering patients'/service users' input or contributions.ResultsOverall, 202 sources were included and met eligibility criteria; 41 of these presented some framework or conceptualization of PSUE. Sources were synthesized into a two-part framework for PSUE: (i) integral PSUE components include patient and service user initiation, reciprocal relationships, colearning and re-assessment and feedback, (ii) sources describe PSUE at several research stages, within three larger phases: preparatory, execution and translational.Discussion and Conclusions Efforts at developing a solid evidence base on PSUE are limited by the non-standard and non-empirical nature of much of the literature. Our proposed two-part framework provides a standard structure and language for reporting and indexing to support comparative effectiveness and optimize PSUE.
    Health expectations: an international journal of public participation in health care and health policy 06/2013; 18(5). DOI:10.1111/hex.12090 · 3.41 Impact Factor
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