004
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September 2000 |
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Participatory Action Research:
Getting the Job Done
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© Kaye Seymour-Rolls & Ian Hughes, 1995, 2000 |
Contents
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Table of Contents |
Introduction
Participatory action research (PAR) is a method of
research where creating a positive social change is the predominant driving
force. PAR grew out of social and educational research and exists today as one
of the few research methods which embraces principles
of participation and reflection, and empowerment and emancipation of groups
seeking to improve their social situation. Kurt Lewin
is credited with the creation of action research (AR) in the 1940's (Holter and Schwartz-Barcott,
1993:298-304). However the nature of AR has changed markedly since then and
prominent writers include Kemmis and McTaggart (1988), Grundy (1986,1987),Zuber-Skerritt (1991) and McKernan
(1991). This paper is the result of an Action Learning group and the authors
own readings into PAR.
This paper will seek to:
- Describe
PAR using a conceptual framework - The Moments by Definition;
- Provide a
working framework to undertake PAR - The Moments by Method:
- Propose a
research project utilising PAR
- Provide
justification for using PAR in nursing and the health sciences.
The
Moments by Definition
Participatory action research can be defined as
"collective, self-reflective enquiry undertaken by
participants in social situations in order improve the rationality and
justice of their own social...practices" (Kemmis
and McTaggart 1988: 5). Research using PAR as it's method will happen in the
four moments of action research, namely reflection, planning, action and
observation. These research moments exist interdependently and follow each
other in a spiral or cycle . Kemmis
and McTaggart see PAR as a spiral (figure 1) and
believe that 
"the approach is only action research when it is collaborative, though it is important to realise that the action research of the group is achieved through the critically examined action of individual group members" (p5).
Reflection in PAR is that moment where the research participants examine
and construct, then evaluate and reconstruct their concerns (Grundy, 1986: 28).
Reflection includes the pre-emptive discussion of participants where they
identify a shared concern or problem.
Planning in PAR is constructive and arises during discussions among the
participants (Kemmis and McTaggart,
1988: 5) The Plan must be for critically examined action of each of the
participants and include evaluation of the change.
Action happens when the Plan is put into place and the hoped for improvement to the social situation occur. This action will
be deliberate and strategic (Grundy, 1986: 28).It is here PAR differs from
other research methods in that the action or change is happening in reality and
not as an experiment 'just to see if it works'.
Observation in PAR is the 'research' portion of PAR' where the changes
as outlined in the Plan are observed for its effects and the context of the
situation (Kemmis and McTaggart
1988: 13) . In this moment research tools, such as questionaries, can be utilised to
ensure proper scientific methods are followed and results have meaning.
Observation and Action often occur simultaneously.
Concurrently existing with the moments of PAR are the Principles of PAR.
It are these which set PAR apart from traditional
research methods and other modes of Action Research. Other modes of Action
Research such as the 'Technical or Practical' modes do not embrace all of these
principles (Grundy, 1982:355-357). These principles are Participation and
Collaboration, empowerment, knowledge and Social change.
The group undertaking PAR identifies a thematic concern through
discussion and reflection. These concerns are integrated into a shared or
common goal. The group agrees to collaborate and participate in a PAR project
because of this integrated goal. The group and the members of the group are
thus empowered to plan and act to create a social change. A change in practice
is affected and observed using an appropriate research tool. The group
critically examines the results and then the group has new knowledge from which
theory may be developed. This knowledge and theory may be focussed
on the observed effects of the change affected or the processes which occurred,
or both. These principles also form a cycle surrounding the inner Moments of
PAR. These principles are espoused by the authors already cited. During the
entire research cycle the group keep individual journals
in which they observe and reflect upon the processes going on. These journals
can become a source of data for analysis. A PAR project is only research when
proper scientific methods are used to collect and examine data.
The
Moments by Method
The beginning of a PAR project may be difficult to
pinpoint. It could conceivably begin with a tearoom chat about problems being
experienced in the workplace or classroom. Whatever the origins of such a
project it will begin with a group acknowledging a shared concern. This group
may not even be able to define this concern very concretely but the PAR cycle
has begun any way. Table 1 describes one way of undertaking a PAR project. It
should not be taken literally and this author would urge the reader to read Kemmis and McTaggart (1988:
54-90) for a comprehensive discussion of undertaking a PAR project.
TABLE 1
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CYCLE |
MOMENT |
WHAT'S HAPPENING |
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Cycle One |
1.
Reflection |
The group and thematic concern are identified through discourse. |
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2. Plan |
The group Plan to undertake an examination of the thematic concern and the social situation, in order to define and describe both accurately. As well as getting ALL stakeholders together and deciding how much participation constitutes collaboration |
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3, Action,
and |
The plan is put into Action and the group collect their Oservations to reconvene |
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Cycle Two |
1.
Reflection |
The group will now Reflect on their findings to more accurately define their thematic concern. This reflection would also include self-reflection by the participants. |
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2. Plan |
The group can now plan a change in practice to improve the social situation. It should include the methods of critical examination to be utilised. Potential problems need to be dealt with and approval sort from the Ethics Committee, where applicable |
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3. Action |
A change in practice is affected and the research is commenced |
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4.
Observation |
The group observe the consequences of the change in practice and use the research method outlined in the plan to examine the results. |
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Cycle Three |
1.
Reflection |
It would be unusual for the project to only go through 2 PAR cycles. The cycles would continue until the group were satisfied with the outcomes. The possibility of the project not reaching an end are realistic. This does not mean the original problem remains same or that the group never finds any social justice in their situation |
A
possible PAR project
The possibilities of using PAR in nursing are enormous and
entirely appropriate. The similarity between Total Quality Management (TQM)
Concepts and PAR are not unnoticeable. The differences are twofold. Firstly TQM
is predominantly a management strategy to improve productivity and customer
satisfaction, whilst a PAR project arises from the practitioners themselves.
Secondly PAR is research which is about developing new knowledge and theory,
TQM is not research.
During discussion in the Action Learning group possible PAR projects
were discussed. Table 2 describes a PAR project concerned with rosters.
TABLE 2
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PAR MOMENT |
WHAT'S HAPPENING |
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1.Reflection |
Discussion arises during a ward meeting that a large number of staff are dissatisfied with the roster. A number of concerns are raised including: the amount of night duty and weekends being worked by some staff and not others; and the skills mix on shifts not being appropriate. As a result of this discussion it is decided to convene a group, representative of the staff establishment, to examine this problems and find ways of resolving some of the issues. A senior member of staff puts forward a motion that the group use PAR principles as a way of examining the problem and getting staff involved in research. A meeting is planned for the following week with a notice put up for those interested to attend. |
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2. Plan |
At the meeting the group resolve the following: i) - the GROUP will have a fluid membership to promote participation of all members of staff establishment and the senior nursing administrator of the division will be invited to join. Minutes of meetings will be circulated and discussed at general ward meetings; ii) - the senior staff member will be the facilitator of the group as they are the expert on PAR. The facilitator will prepare an in-service session and manual on PAR to educate the group and the staff as a whole; iii) - a questionnaire will be formulated to examine the issues concerning the rosters as seen by all staff; iv) - an examination of the past years rosters will be undertaken to describe each staff members shifts worked and the actual skills mix experienced. v) - a small group within the whole will develop a research project so that the whole process can be documented. The larger group resolve that both the data from the social change will be researched but also the group processes. |
As you can see this table constitutes a small part of the
PAR cycle.
Conclusion
Participatory action research represents an attractive alternate research methods for nurses
primarily because it allows them to be exposed to research in a collegial
collaborative environment and it emphasises both
naturalistic and humanistic scientific methods (Holter
and Schwartz-Barcott, 1993- 298). Whilst it may be
attractive it is not 'easier' than other research methods, merely different.
This difference is exemplified by the collaborative approach and the practical
nature of PAR. One extremely important justification for using a PAR approach
is that the principles are closely aligned to the Primary Health Care (PHC)
concepts of collaboration and empowerment. PHC emphasises
the participation of people in the planning and development of their own health
care (WHO, 1978). Ergo nurses involved in community health and PHC should be
able to effectively utilise PAR to promote health and empower communities.
References
Grundy, S. (1982) Three
modes of action research in S. Kemmis and R. McTaggart, ed. The Action Research Reader,
Grundy, S (1986) Action Research and Human Interests. in M. Emery & P. Long (eds)
Symposium May 22-23 1986, Research Network of the Australian Association of
Adult Education.
Grundy, S. (1987) Curriculum Product or Praxis.
Holter,
Kemmis, S. and R. McTaggart (1988) The Action Research Planner, 3rd ed,
McKernan, J. (1991)
Curriculum Action Research,
WHO (1978) Primary Health Care: Report of the International Conference
on Primary Health Care, Alma-Mata, USSR, 6-12 September 1978.
Zuber-Skerritt, O., Ed.
(1991) Action Research for Change and Development,
This Article may be cited as:
Hughes, I. & Seymour-Rolls, K. (2000).
Participatory Action Research : Getting the Job Done. Action Research E-Reports, 4. Available at: http://www.fhs.usyd.edu.au/arow/arer/004.htm
First published, 1995.