Choosing strategies that work from the start: A mixed methods study to understand effective development of community-academic partnerships.
Choosing strategies that work from the start: A mixed methods study to understand effective development of community-academic partnerships.
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DOI：
10.1177/1476750318775796
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发表时间：
2021-06
期刊：
影响因子：
--
通讯作者：
Stahmer AC
中科院分区：
文献类型：
--
作者：
Gomez E;Drahota A;Stahmer AC
社区-学术伙伴关系被认为提高了行动研究的有效性和可行性。虽然已经确定了促进和阻碍社区-学术伙伴关系的因素，但它们对合作进程的影响尚不清楚，特别是在社区-学术伙伴关系的启动和发展过程中。这项解释性的顺序混合方法研究(Quantity→Quality)评估了自闭症社区-学术合作伙伴关系中成员的观点，以确定社区-学术合作伙伴关系发展过程中经常被认可和影响的促进和阻碍合作过程的因素。参与者(n=11；社区利益攸关方、实施科学家和研究人员)认可了社区-学术伙伴关系形成过程中存在的因素的重要性，并对其进行了排名，然后完成了一次半结构化的定性访谈，以详细说明调查答复。访谈使用编码、比较和共识方法进行编码，并使用快速评估流程分析访谈中主题的频率和突出度。结合混合方法得出了被认为促进和阻碍社区-学术伙伴关系发展的因素的排序，并突出了人际因素对社区-学术伙伴关系进程的促进作用和组织因素对社区-学术伙伴关系进程在发展过程中的阻碍的相对影响。社区和学术伙伴之间出现了一些差异。结果可能有助于改善社区-学术伙伴关系的发展，这在卫生保健服务的研究、传播和实施中正变得越来越重要。
Community–academic partnerships are believed to increase the effectiveness and feasibility of action research. While factors facilitating and hindering community–academic partnerships have been identified, their influence on the collaborative process is unknown, especially during community–academic partnership initiation and development. This explanatory sequential mixed methods study (quantitative→QUALITATIVE) evaluated perspectives of members in an autism community–academic partnership to determine frequently endorsed and influential factors facilitating and hindering the collaborative process during the community–academic partnership’s development. Participants (n = 11; community stakeholders, implementation scientist, and researchers) endorsed and ranked the importance of factors present in the formation of the community–academic partnership then completed a semi-structured qualitative interview to elaborate on survey responses. Interviews were coded using a coding, comparison, and consensus method and analyzed using the Rapid Assessment Process for frequency and salience of themes across interviews. Integrating mixed methods yielded ranked factors that were perceived to facilitate and hinder the development of the community–academic partnership, and highlighted the relative influence of interpersonal factors on the facilitation of community–academic partnership processes and organizational factors on the hindrance of community–academic partnership processes during development. Some discrepancies emerged between community and academic partners. Results may assist to improve the development of community–academic partnerships, which is becoming increasingly important in healthcare services research, dissemination, and implementation.
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