1. Action Research Professor Julienne Meyer Institute of Health Science Action Research Professor Julienne Meyer Institute of Health Science St Bartholomew School of Nursing & Midwifery

2. The University for business and the professions City University London The University for business and the professions

3. The University for business and the professions

4. The University for business and the professions What is action research? WITH, FOR and BY people rather than ON Reason and Bradbury (2002) Gaining credibility (business, community development, education, health and social care) Insider and outsider Coghlan & Brannick (2005) WITH, FOR and BY people rather than ON Reason and Bradbury (2002) Gaining credibility (business, community development, education, health and social care) Insider and outsider Coghlan & Brannick (2005)

5. The University for business and the professions Definition “Action research is a period of inquiry, which describes, interprets and explains social situations while executing a change intervention aimed at improvement and involvement. It is problem-focused, context-specific and future-oriented. Action research is a group activity with an explicit value basis and is founded on a partnership between action researchers and participants, all of whom are involved in the change process. The participatory process is educative and empowering, involving a dynamic approach in which problem identification, planning, action and evaluation are interlinked. Knowledge may be advanced through reflection and research, and qualitative and quantitative research methods may be employed to collect data. Different types of knowledge may be produced by action research, including practical and propositional. Theory may be generated and refined, and its general application explored through cycles of the action research process.” Waterman et al. (2001) p11 “Action research is a period of inquiry, which describes, interprets and explains social situations while executing a change intervention aimed at improvement and involvement. It is problem-focused, context-specific and future-oriented. Action research is a group activity with an explicit value basis and is founded on a partnership between action researchers and participants, all of whom are involved in the change process. The participatory process is educative and empowering, involving a dynamic approach in which problem identification, planning, action and evaluation are interlinked. Knowledge may be advanced through reflection and research, and qualitative and quantitative research methods may be employed to collect data. Different types of knowledge may be produced by action research, including practical and propositional. Theory may be generated and refined, and its general application explored through cycles of the action research process.” Waterman et al. (2001) p11

6. The University for business and the professions Key characteristics participatory character its democratic impulse, and simultaneous contribution to social change and science Carr and Kemmis (1986) participatory character its democratic impulse, and simultaneous contribution to social change and science Carr and Kemmis (1986)

7. The University for business and the professions Common Models of Action Research Type 1: Technical Scientific & Positivist Type 2: Mutual-collaborative & Interpretivist Type 3: Critical and Emancipatory Whitelaw et al., 2003 Type 1: Technical Scientific & Positivist Type 2: Mutual-collaborative & Interpretivist Type 3: Critical and Emancipatory Whitelaw et al., 2003

8. The University for business and the professions Knowledge utilization: AR invisible Getting Evidence into Practice NHS CRD (1999) Conceptualising and Combining Evidence for Health Systems Guidance CHSRF (2005) Getting Evidence into Practice NHS CRD (1999) Conceptualising and Combining Evidence for Health Systems Guidance CHSRF (2005)

9. The University for business and the professions Service Delivery & Organisation How to Spread Good Ideas NCCSDO (2004) Action Research: a systematic review and guidance for assessment Waterman et al. (2001) How to Spread Good Ideas NCCSDO (2004) Action Research: a systematic review and guidance for assessment Waterman et al. (2001)

10. The University for business and the professions Post-structural explanation: meta-narratives The deconstructing angel: nursing, reflection and evidence-based practice. Rolfe (2005) Lack of empirical base Distortions due to memory Falsification of the ‘facts’ The deconstructing angel: nursing, reflection and evidence-based practice. Rolfe (2005) Lack of empirical base Distortions due to memory Falsification of the ‘facts’

11. The University for business and the professions Lessons learnt: practice development Evidence in evidence-based practice Rycroft-Malone et al. (2004) Conceptual framework for implementation of EBP Kitson et al (1998) Concept analysis of facilitation Harvey et al. (2002) Concept analysis of the meaning of context McCormack et al. (in press) Evidence in evidence-based practice Rycroft-Malone et al. (2004) Conceptual framework for implementation of EBP Kitson et al (1998) Concept analysis of facilitation Harvey et al. (2002) Concept analysis of the meaning of context McCormack et al. (in press)

12. The University for business and the professions Action Research and the Tavistock Kurt Lewin at the Tavistock Institute Neuman (2005) The functioning of social systems as a defence against anxiety Menzies Lyth (1959) Kurt Lewin at the Tavistock Institute Neuman (2005) The functioning of social systems as a defence against anxiety Menzies Lyth (1959)

13. The University for business and the professions Containing anxiety: the Tavistock approach Observation Work discussion Personal analysis Clinical supervision Group relations events Lectures and Reading Seminars Menzies Lyth (1959) Observation Work discussion Personal analysis Clinical supervision Group relations events Lectures and Reading Seminars Menzies Lyth (1959)

14. The University for business and the professions Psycho dynamically informed action research The complexity of loss in continuing care institutions for older people: a review of the literature Holman et al. (2004) Using action research to address loss of personhood in a continuing care setting Ashburner et al. (2004) The complexity of loss in continuing care institutions for older people: a review of the literature Holman et al. (2004) Using action research to address loss of personhood in a continuing care setting Ashburner et al. (2004)

15. The University for business and the professions Promoting dignity and respect: an action research project to explore the development of person centred care for older people 50 bed nursing home Acute NHS Trust 46 nursing staff Mature & ethnically diverse Off-site & isolated Number of concerns 50 bed nursing home Acute NHS Trust 46 nursing staff Mature & ethnically diverse Off-site & isolated Number of concerns

16. The University for business and the professions Stage One – Consultation and Exploration Audit findings: Quality Interaction Schedule, Nursing Home Monitor II, Dementia Care Mapping Interviews with residents, staff and family members Participant observation & reflective field notes Audit findings: Quality Interaction Schedule, Nursing Home Monitor II, Dementia Care Mapping Interviews with residents, staff and family members Participant observation & reflective field notes

17. The University for business and the professions Stage Two – Action Cycles Promoting person-centred care Developing user and carer involvement Engaging with psychodynamic & systems thinking Sharing and supporting best practice Promoting person-centred care Developing user and carer involvement Engaging with psychodynamic & systems thinking Sharing and supporting best practice

18. The University for business and the professions Stage Three - Evaluation Outcomes: 1.Repeat audits all showed improvements 2.Reduced sickness and agency nurse usage 3.New posts and restructuring Outcomes: 1.Repeat audits all showed improvements 2.Reduced sickness and agency nurse usage 3.New posts and restructuring Process issues: 1.Finding a voice 2.Greater confidence 3.Relationships improved

19. The University for business and the professions Conclusion Reconsider the importance of emotional learning in practice development Value of action research to develop practice and share learning Reconsider the importance of emotional learning in practice development Value of action research to develop practice and share learning

20. The University for business and the professions Contact: Professor Julienne Meyer St Bartholomew School of Nursing & Midwifery City University Philpot Street London E1 2EA England, UK Tel: +44 (0)20 7040 5791 Email: j.meyer@city.ac.uk Professor Julienne Meyer St Bartholomew School of Nursing & Midwifery City University Philpot Street London E1 2EA England, UK Tel: +44 (0)20 7040 5791 Email: j.meyer@city.ac.uk