'I was thinking we would be spoon-fed': Community co-researchers' perceptions of individual empowerment in participatory health research in Swaziland

Community participation in health research: an ethnography from rural Swaziland

Community participation in all aspects of health research is widely advocated. However, there is a lack of specificity in reporting what community members actually do, and reported participation is typically limited to discrete research activities. Greater specificity in reporting has potential to clarify how community participation might occur and how it might influence empowerment and research rigour. We conducted an ethnographic study of participatory health research (PHR) in a socio-economically marginalized rural Swazi community. Data about 10 community co-researchers' participation in research workshops and field work were collected through participant observation over 14 months and analysed using directed content analysis, informed by the Comprehensive Community Participation in Research Framework (CCPRF). The analysis demonstrated that facilitating extensive community participation in PHR is feasible and identified 10 new research process activities in which community members might participate, for inclusion in an expanded CCPRF. We provide examples of how community members might participate in 57/59 expanded CCPRF activities and show that participatory, dialogue-based activities can be effective tools for facilitating research participation in ways that empower individual co-researchers and enhance research rigour. However, our results highlight limitations of community participation related to utilizing research results to inform actions, and empowering communities to control their environments and improve their health.

Process and Outcomes of a Recursive, Dialogic Member Checking Approach: A Project Ethnography

There is limited empirical evidence about member checking, a long-standing qualitative research technique for establishing validity. I conducted directed content analysis of ethnographic data detailing the process and outcomes of a "dialogic" member checking approach I implemented in rural Swaziland. It involved 10 participants, checking results about their participation and empowerment as co-researchers in participatory health research. The process involved participants in four recurring stages: thinking independently, hearing findings, appraising findings, and negotiating final representations. It increased the transferability and accuracy ("transactional" validity) of the results by adding richly descriptive data and establishing the extent of participant agreement with my findings. It had emancipatory outcomes ("transformational" validity) including developing critical understandings, influencing the research trajectory to "give voice" to participants, and establishing more equitable researcher-researched relationships. Further development, implementation, and appraisal of recursive, dialogic approaches can advance member checking as a technique for enhancing "holistic" validity in qualitative health research.

'We can act different from what we used to': Findings from experiences of religious leader participants in an HIV-prevention intervention in Zambia

Faith-based organisations (FBOs) have long been part of the fight against HIV and AIDS. International bodies continue to collaborate with FBOs to implement HIV-prevention programmes with mixed success. Zambia has been a target of such programmes in part due to its high HIV prevalence. The Trusted Messenger approach to provide religious leader networks with biomedical, science-focused education about HIV and AIDS was piloted in 2006, but participant experiences of the intervention have not been explored qualitatively. In 2016, in-depth interviews were conducted of 34 randomly chosen individuals who attended Trusted Messenger workshops between 2006 and 2016 in Livingstone, Lusaka, and the Copperbelt region. Findings indicate that the religious leader attendees gained scientific insights about HIV which motivated their action in personal, social, and religious contexts. Participants found the science comprehensible and empowering and identified workshop frequency and language as challenging. Utilising science-focused education within contextual settings of religious leader networks can combat the spread of HIV and the mistreatment of people living with HIV and AIDS.