Howe, A., Mathie, E., Munday, D., Cowe, M., Goodman, C., Keenan, J., Kendall, S., Poland, F., Staniszewska, S., Wilson, P. and others. (2017) Learning to work together - lessons from a reflective analysis of a research project on public involvement. Research Involvement and Engagement, 3 (1). pp. 1-12. ISSN 2056-7529. (doi:10.1186/s40900-016-0051-x) (KAR id:59960)
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Official URL: http://dx.doi.org/10.1186/s40900-016-0051-x |
Abstract
Abstract
Background Patient and public involvement (PPI) is now an expectation of research
funders, in the UK, but there is relatively little published literature on what this means in
practice – nor is there much evaluative research about implementation and outputs.
Policy literature endorses the need to include PPI representation at all stages of
planning, performing and research dissemination, and recommends resource allocation
to these roles; but details of how to make such inputs effective in practice are less
common. While literature on power and participation informs the debate, there are
relatively few published case studies of how this can play out through the lived experience of PPI in research; early findings highlight key issues around access to
knowledge, resources, and interpersonal respect. This article describes the findings of a
case study of PPI within a study about PPI in research.
Methods The aim of the study was to look at how the PPI representatives’ inputs had
developed over time, key challenges and changes, and lessons learned. We used realist
evaluation and normalisation process theory to frame and analyse the data, which was
drawn from project documentation, minutes of meetings and workshops, field notes
and observations made by PPI representatives and researchers; documented feedback
after meetings and activities; and the structured feedback from two formal reflective
meetings.
Findings Key findings included the need for named contacts who support, integrate
and work with PPI contributors and researchers, to ensure partnership working is
encouraged and supported to be as effective as possible. A structure for partnership
working enabled this to be enacted systematically across all settings. Some individual
tensions were nonetheless identified around different roles, with possible implications
for clarifying expectations and deepening understandings of the different types of PPI
contribution and of their importance. Even in a team with research expertise in PPI, the
data showed that there were different phases and challenges to ‘normalising’ the PPI
input to the project. Mutual commitment and flexibility, embedded through
relationships across the team, led to inclusion and collaboration.
Conclusion Work on developing relationships and teambuilding are as important for
enabling partnership between PPI representatives and researchers as more practical
components such as funding and information sharing. Early explicit exploration of the
different roles and their contributions may assist effective participation and satisfaction.
Item Type: | Article |
---|---|
DOI/Identification number: | 10.1186/s40900-016-0051-x |
Uncontrolled keywords: | Patient and public involvement in research, Partnership working, Stakeholder engagement |
Subjects: |
H Social Sciences H Social Sciences > HM Sociology |
Divisions: | Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Centre for Health Services Studies |
Depositing User: | Sally Kendall |
Date Deposited: | 20 Jan 2017 15:19 UTC |
Last Modified: | 08 Dec 2022 21:34 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/59960 (The current URI for this page, for reference purposes) |
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