Browsing by Author "Barton, Sylvia"
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Item Methodological challenges faced in doing research with vulnerable women: reflections from fieldwork experiences(2019) Jackson, Margot; Thummapol, Onouma; Park, Tanya; Barton, SylviaMethodological challenges of qualitative research involving people considered vulnerable are widely prevalent, for which many novice researchers are not well equipped or prepared for. This places great physical and emotional demands on the researchers. However, a discussion to bring to light the issues related to the researchers’ experiences and practical concerns in the field remains largely invisible in the literature. This article presents the reflective accounts of a doctoral researcher’s fieldwork experience, particularly in relation to the methodological challenges encountered in carrying out research with vulnerable women in rural and northern Thailand. Four of these challenges pertain to selecting a field site and acquiring access, recruiting and building trust, maintaining privacy and confidentiality, and being vulnerable as a researcher. Suggestions from the literature and practical strategies the researcher employed to deal with such challenges and real dilemmas are discussed. This article calls for more formal safeguards during the research process and suggests that researchers reflect upon their experiences and emotions in undertaking a field research, making the accounts of their research journey heard and beneficial to other novice and/or experienced researchers.Item Reconceptualising preceptorship in clinical nursing education in Ghana(2019) Asirifi, Mary; Ogilvie, Linda; Barton, Sylvia; Aniteye, Patience; Stobart, Kent; Bilash, Olenka; Eliason, Cecilia; Achempim-Ansong, Gloria; Kwashie, Atswei; Aziato, LydiaClinical teaching in nursing education is a worldwide challenge that needs to be context specific (Vitale, 2014) in relation to local health needs, current and potential nursing roles within the health system, and availability of human, fiscal, and clinical resources. Resource constraints, however, pose greater challenges in low and middle-income countries. In 2016, we engaged in a four-cycle community-based participatory action research (CBPR) study to examine current issues in clinical nursing education in one school of nursing in Ghana and worked collaboratively with stakeholders in visioning possibilities for improvement. Congruent with the CBPR approach (Caine & Mill, 2016), a four-member Collaborative Research Team from the School of Nursing engaged in the study consulted in the development of the research as it progressed, collaborated in data analysis, determined priorities for action, and participated in devising and implementing recommendations.Item Reflections on change theory and community-based participatory action research: congruent, similar or different?(2022) Asirifi, Mary; Ogilvie, Linda; Barton, Sylvia; Bilash, Olenka; Stobart, Kent; Aniteye, Patience; Kwashie, AtsweiWhile change is acknowledged as integral to all action research, literature linking the theories of change theoretically merits exploration. Are some theories of change more congruent to principles of action research than others? Does congruence depend on which type of action research and which change theory are being compared? During the implementation of a four-cycle community-based participatory action research (CBPR) project in nursing education in Ghana, such questions arose. This paper is an attempt to grapple with those questions. While Kotter’s eight-step theory of organizational change was chosen to guide this study, it became obvious that various elements of change theories were integrated in the study as it progressed. For Kotter’s organizational change theory to serve as an effective guide for the implementation cycles in the CBPR project, it must be conducted through the lens of critical social theory and a perspective on social and cultural change.Item Restoring the blessings of the Morning Star: childbirth and maternal-infant health for First Nations near Edmonton, Alberta(2015) Wiebe, Adrienne Dawn; Barton, Sylvia; Auger, Laura; Pijl-Zieber, Em; Foster-Boucher, CarolineIt is not only remote Aboriginal communities in Canada that have poorer maternal-infant health status than Canadian averages; residents of First Nation communities located close to large urban centres also experience this health status gap. Alexander, Alexis, Enoch, and Paul First Nations are located within an hour of healthcare services in greater Edmonton. The narratives of 75 predominantly Cree and Stoney women from these communities were gathered through seven talking circles and five semi-structured interviews. The participants described their experiences of loss and separation as pregnancy care and childbirth moved out of the community and into the hospital over the last two generations. This shift was not only a geographic relocation; it also disconnected the childbirth experience from elders, family and community, traditional teachings, and spiritual meaning. Conversely, the participants’ hospital experiences were characterized by a limited sense of cultural safety. Participants highlighted the urgent need to reintegrate culturally based community support and health perspectives into the childbirth experience. The implementation of such a culturally integrated healthcare model in all Aboriginal communities—remote, rural, suburban, and urban—may be the key finally to closing the gap between Aboriginal and non-Aboriginal maternal and infant health status in Canada.