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Raymond E, Tremblay C, Lebel JG. Optimizing older adult co-researchers’ involvement in PAR: proposed evaluation tool. QUALITY IN AGEING AND OLDER ADULTS 2022. [DOI: 10.1108/qaoa-12-2021-0092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to share a practical evaluation tool intended to guide and support the participation of older people in PAR projects. Participatory action research (PAR) studies with older adults have been increasing over the past ten years. Scientific evidence provides key principles for PAR projects to achieve meaningful participation by older people; however, respecting the ideals of PAR is not always straightforward.
Design/methodology/approach
This paper presents a case study that evaluated the involvement of nonacademic researchers in a PAR project using an evaluation tool derived from a literature review of PAR undertaken with this population (Corrado et al., 2020). The study goals were first to assess the assets and limits of the older co-researchers’ participation within the PAR project, and second to provide a revised version of the evaluation tool to support future PAR with older people. First, the authors designed an evaluation tool for nonacademic participation in PAR studies by older people that covers three main themes: older people positioned as prominent research partners; symmetrical power relations between academic and nonacademic researchers; and commitment regarding inclusiveness and long-term collaboration. Second, the authors performed an evaluation using this tool within the Active Aging with Dignity PAR Project.
Findings
Third, the authors used the results of this experiment to suggest improvements for an enhanced version of the evaluation tool aiming at supporting fuller involvement of older nonacademic researchers in PAR studies.
Originality/value
To the authors’ knowledge, this evaluative tool is a methodological innovation in gerontology.
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Nkimbeng M, Han HR, Szanton SL, Alexander KA, Davey-Rothwell M, Giger JT, Gitlin LN, Joo JH, Koeuth S, Marx KA, Mingo CA, Samuel LJ, Taylor JL, Wenzel J, Parisi JM. Exploring Challenges and Strategies in Partnering With Community-Based Organizations to Advance Intervention Development and Implementation With Older Adults. THE GERONTOLOGIST 2022; 62:1104-1111. [PMID: 34958098 PMCID: PMC9451017 DOI: 10.1093/geront/gnab190] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Indexed: 12/30/2022] Open
Abstract
Minoritized older adults face multiple health inequities and disparities, but are less likely to benefit from evidence-based health care interventions. With the increasing diversity of the U.S. aging population, there is a great promise for gerontology researchers to partner with racial/ethnic minority organizations and underrepresented communities to develop and implement evidence-based health interventions. Community-Based Participatory Research and Implementation Science offer guidance and strategies for researchers to develop and sustain community partnerships. However, researchers partnering with community organizations continue to face challenges in these collaborations, study outcomes, and sustainability. This may be especially true for those junior in their career trajectory or new to community-engaged research. The purpose of this forum article is to detail critical challenges that can affect gerontology researcher-community partnerships and relationships from the perspective of researchers. Seven challenges (pre- or mid-intervention design, implementation, and postimplementation phases) described within the Equity-focused Implementation Research for health programs framework are identified and discussed. Potential solutions are also presented. Planning for potential obstacles of the researcher-community partnerships can inform innovative solutions that will facilitate successful partnerships, thereby promoting the advancement of collaborative research between academic institutions and community organizations to improve older adult health outcomes.
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Affiliation(s)
- Manka Nkimbeng
- Division of Health Policy and Management, University of Minnesota School of Public Health, Minneapolis, Minnesota, USA
| | - Hae-Ra Han
- School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA
| | - Sarah L Szanton
- School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health
| | | | - Melissa Davey-Rothwell
- Department of Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Jarod T Giger
- University of Kentucky College of Social Work, Lexington, Kentucky, USA
| | - Laura N Gitlin
- Drexel University, College of Nursing and Health Professions, Philadelphia, Pennsylvania, USA
| | - Jin Hui Joo
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins Hospital, Baltimore, Maryland, USA
| | - Sokha Koeuth
- Drexel University, College of Nursing and Health Professions, Philadelphia, Pennsylvania, USA
| | - Katherine A Marx
- School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA
| | - Chivon A Mingo
- Georgia State University, College of Arts & Sciences, Atlanta, Georgia, USA
| | - Laura J Samuel
- School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA
| | - Janiece L Taylor
- School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA
| | - Jennifer Wenzel
- School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA
| | - Jeanine M Parisi
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
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Peters R, Ee N, Ward SA, Kenning G, Radford K, Goldwater M, Dodge HH, Lewis E, Xu Y, Kudrna G, Hamilton M, Peters J, Anstey KJ, Lautenschlager NT, Fitzgerald A, Rockwood K. Intergenerational Programmes bringing together community dwelling non-familial older adults and children: A Systematic Review. Arch Gerontol Geriatr 2021; 94:104356. [PMID: 33567363 DOI: 10.1016/j.archger.2021.104356] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Revised: 01/18/2021] [Accepted: 01/21/2021] [Indexed: 02/03/2023]
Abstract
BACKGROUND Social isolation is associated with an increased risk of adverse health outcomes, including functional decline, cognitive decline, and dementia. Intergenerational engagement, i.e. structured or semi structured interactions between non-familial older adults and younger generations is emerging as a tool to reduce social isolation in older adults and to benefit children and adults alike. This has great potential for our communities, however, the strength and breadth of the evidence for this is unclear. We undertook a systematic review to summarise the existing evidence for intergenerational interventions with community dwelling non-familial older adults and children, to identify the gaps and to make recommendations for the next steps. METHODS Medline, Embase and PsychInfo were searched from inception to the 28th Sept 2020. Articles were included if they reported research studies evaluating the use of non-familial intergenerational interaction in community dwelling older adults. PROSPERO registration number CRD42020175927 RESULTS: Twenty articles reporting on 16 studies were included. Although all studies reported positive effects in general, numerical outcomes were not recorded in some cases, and outcomes and assessment tools varied and were administered un-blinded. Caution is needed when making interpretations about the efficacy of intergenerational programmes for improving social, health and cognitive outcomes. DISCUSSION Overall, there is neither strong evidence for nor against community based intergenerational interventions. The increase in popularity of intergenerational programmes alongside the strong perception of potential benefit underscores the urgent need for evidence-based research.
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Affiliation(s)
- Ruth Peters
- School of Psychology, University of New South Wales, Australia, Neuroscience Research Australia, Australia.
| | - Nicole Ee
- School of Psychology, University of New South Wales, Australia
| | - Stephanie A Ward
- Department of Geriatric Medicine, Prince of Wales Hospital, Randwick, Australia, Centre for Healthy Brain Ageing, University of New South Wales, Australia
| | - Gail Kenning
- Ageing Futures Institute, University of New South Wales, Australia
| | - Katrina Radford
- Department of Business Strategy and Innovation, Griffith University, Australia
| | | | - Hiroko H Dodge
- Department of Neurology, Layton Aging and Alzheimer's Disease Center, Oregon Health & Science University, USA
| | - Ebony Lewis
- School of Public Health and Community Medicine., University of New South Wales, Australia
| | - Ying Xu
- School of Psychology, University of New South Wales, Australia
| | - George Kudrna
- Business School, University of New South Wales, Australia
| | | | - Jean Peters
- School of Health and Related Research University of Sheffield Regent Court 30 Regent Street Sheffield S1 4DA UK
| | - Kaarin J Anstey
- School of Psychology, University of New South Wales, Australia
| | - Nicola T Lautenschlager
- Academic Unit for Psychiatry of Old Age, Department of Psychiatry, The University of Melbourne, Parkville, VIC 3010, Australia; NorthWestern Health, Royal Melbourne Hospital, Parkville, VIC 3050, Australia
| | - Anneke Fitzgerald
- Department of Business Strategy and Innovation, Griffith University, Australia
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Weaver RH, Naar JJ, Jarrott SE. Using Contact Theory to Assess Staff Perspectives on Training Initiatives of an Intergenerational Programming Intervention. THE GERONTOLOGIST 2020; 59:770-779. [PMID: 29294005 DOI: 10.1093/geront/gnx194] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2017] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Project TRIP (Transforming Relationships through Intergenerational Programs) was developed as a sustainable intergenerational community project involving child care participants and elders attending an elder care program or volunteering at the children's program. The project focused on staff development of evidence-based intergenerational practices. To enhance available intervention research, contact theory provided a theoretical framework to explore how staff members' and administrators' perceptions of the intervention influenced their ability to implement programming in social care settings. RESEARCH DESIGN AND METHODS We used a directed content analysis approach to analyze small group and individual interviews with 32 participants from 6 program sites over 5 years. RESULTS Participants highlighted inherent challenges and subsequent benefits of academic-community partnerships. Greater on-site presence, open communication, and relationship-building proved critical to improve community partnerships, project fidelity, and program sustainability. When interactions reflected contact theory tenets, collaborators reported positive attitudes toward and interactions with research partners. DISCUSSION AND IMPLICATIONS Contact theory provided a useful framework to understand the researcher-practitioner partnership. Researchers should plan for partnerships that: (a) are supported by authority figures, including staff and participants, (b) utilize a shared expertise approach where partners have equal group status, (c) involve close cooperation; (d) align research and program goals, and (e) foster positive communication through frequent contact using practitioners' preferred methods and including in-person contact. We recommend future intergenerational programming interventions build on a foundation of both theory and practice.
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Affiliation(s)
- Raven H Weaver
- Department of Human Development, Washington State University, Pullman
| | - Jill J Naar
- Department of Human Development and Family Science, Virginia Tech, Blacksburg
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Szijarto B, Milley P, Svensson K, Cousins JB. On the evaluation of social innovations and social enterprises: Recognizing and integrating two solitudes in the empirical knowledge base. EVALUATION AND PROGRAM PLANNING 2018; 66:20-32. [PMID: 28961472 DOI: 10.1016/j.evalprogplan.2017.08.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2017] [Revised: 08/10/2017] [Accepted: 08/17/2017] [Indexed: 06/07/2023]
Abstract
Social innovation (SI) is billed as a new way to address complex social problems. Interest in SI has intensified rapidly in the last decade, making it an important area of practice for evaluators, but a difficult one to navigate. Learning from developments in SI and evaluation approaches applied in SI contexts is challenging because of 'fuzzy' concepts and silos of activity and knowledge within SI communities. This study presents findings from a systematic review and integration of 41 empirical studies on evaluation in SI contexts. We identify two isolated conversations: one about 'social enterprises' (SEs) and the other about non-SE 'social innovations'. These conversations diverge in key areas, including engagement with evaluation scholarship, and in the reported purposes, approaches and use of evaluation. We identified striking differences with respect to degree of interest in collaborative approaches and facilitation of evaluation use. The findings speak to trends and debates in our field, for example how evaluation might reconcile divergent information needs in multilevel, cross-sectoral collaborations and respond to fluidity and change in innovative settings. Implications for practitioners and commissioners of evaluation include how evaluation is used in different contexts and the voice of evaluators (and the evaluation profession) in these conversations.
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Affiliation(s)
- Barbara Szijarto
- Centre for Research on Educational and Community Services, University of Ottawa, Canada.
| | - Peter Milley
- Centre for Research on Educational and Community Services, University of Ottawa, Canada
| | - Kate Svensson
- Centre for Research on Educational and Community Services, University of Ottawa, Canada
| | - J Bradley Cousins
- Centre for Research on Educational and Community Services, University of Ottawa, Canada
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Nguyen-Truong CKY, Fritz RL, Lee J, Lau C, Le C, Kim J, Leung H, Nguyen TH, Leung J, Le TV, Truong AM, Postma J, Hoeksel R, Van Son C. Interactive CO-learning for Research Engagement and Education (I-COREE) Curriculum to Build Capacity Between Community Partners and Academic Researchers. Asian Pac Isl Nurs J 2018; 3:126-138. [PMID: 31037261 PMCID: PMC6484152 DOI: 10.31372/20180304.1030] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
The voice of diverse communities continues to be minimal in academic research. Few models exist for education and training of new research topics and terminology and building partnership capacity in community-engaged research. Little is known about integrative education and training when building participatory research partnerships for sustainability and developing trust and rapport. Community partners at an Asian community-based health and social services center in a large metropolitan area wanted to explore the cultural context of a health-assistive smart home that monitors and auto-alerts with changes in health. With historical and recent rising trends in culturally insensitive research in several diverse communities, the concept of technology-enabled monitoring in the privacy of one's home brings uncertainty. Academic nurse researchers and community partners co-created a culturally safe integrative education and training curriculum, the Interactive CO-learning for Research Engagement and Education (I-COREE). The purpose was to design, implement, and evaluate the curriculum to respond to the community partners' needs to create a culturally safe space through an integrative education and training to facilitate building partnership capacity for research engagement including developing trust and rapport and addressing uncertainties in health-assistive technologies. Popular education tenets informed the curriculum. Twelve academic and community partners participated, four were team teachers who co-led the session. Implementation of the experiential, multimodal co-learning activities were conducted within ahalf-day. The curriculum evaluation indicated that it helped bridge critical conversations about partners' fears of the unknown, approach culturally sensitive topics safely, and trust and rapport. Key elements may be translatable to other partnerships.
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Affiliation(s)
| | - Roschelle L. Fritz
- College of Nursing in Vancouver, Washington State University, Vancouver, WA, USA
| | - Junghee Lee
- School of Social Work, Portland State University, Portland, OR, USA
| | | | - Cang Le
- Asian Health & Service Center, Portland, OR, USA
| | - Jane Kim
- Asian Health & Service Center, Portland, OR, USA
| | - Holden Leung
- Asian Health & Service Center, Portland, OR, USA
| | | | - Jacqueline Leung
- Asian/Pacific Community
- College of Public Health and Human Sciences in Global Health, Oregon State University, Corvallis, OR, USA
| | | | | | - Julie Postma
- College of Nursing, Washington State University, Spokane, WA, USA
| | - Renee Hoeksel
- College of Nursing in Vancouver, Washington State University, Vancouver, WA, USA
| | - Catherine Van Son
- College of Nursing in Vancouver, Washington State University, Vancouver, WA, USA
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Yasunaga M, Murayama Y, Takahashi T, Ohba H, Suzuki H, Nonaka K, Kuraoka M, Sakurai R, Nishi M, Sakuma N, Kobayashi E, Shinkai S, Fujiwara Y. Multiple impacts of an intergenerational program in Japan: Evidence from the Research on Productivity through Intergenerational Sympathy Project. Geriatr Gerontol Int 2016; 16 Suppl 1:98-109. [DOI: 10.1111/ggi.12770] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/10/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Masashi Yasunaga
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Yoh Murayama
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Tomoya Takahashi
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Hiromi Ohba
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Hiroyuki Suzuki
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Kumiko Nonaka
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Masataka Kuraoka
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Ryota Sakurai
- Faculty of Sport Sciences; Waseda University; Tokorozawa Saitama
- Research Fellow of the Japan Society for the Promotion of Science; Japan Society for the Promotion of Science; Tokyo Japan
| | - Mariko Nishi
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Naoko Sakuma
- Research Team for Prevention and Intervention of Dementia and Depression; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Erika Kobayashi
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Shoji Shinkai
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
| | - Yoshinori Fujiwara
- Research Team for Social Participation and Community Health; Tokyo Metropolitan Institute of Gerontology; Tokyo Japan
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Impact of Experience Corps(®) participation on school climate. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2015; 16:744-53. [PMID: 25708453 DOI: 10.1007/s11121-015-0550-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
We examined the impact of the Experience Corps(®) (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 h per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted.
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