This study aims to validate the PEER-IESS intervention model, which is part of the PEER -Peer-Education Engagement & Evaluation Research Project (Brito and Mendes 2009). PEER-IESS is a bottom-up model of participatory action research in health that aims to motivate higher education communities to promote salutogenic contexts through the use of dialogic strategies and creative forms of intervention centered on the student community. The PEER-IESS model proposes the training of a "seed group" composed of students and teaching and non-teaching staff to implement health promotion activities using the PRECEDE-PROCEED model of participatory action research in health (Green and Kreuter, 1991). The "seed group" begins the process with a health needs assessment of the educational community (PRECEDE phase, or health situation diagnosis), which guides the design and implementation of collaborative evidence-based interventions in the academic community that are deemed appropriate and responsive to the needs of nursing students (PROCEED phase). The aim is to transform the nursing school into a salutogenic higher education institution, in other words, a health-promoting context. Through a bicentric case study, the aim is to evaluate how the involvement of a "seed group" in a participatory action research process leads to the mobilization of the academic community of a nursing school to implement a salutogenic (health-promoting) context while enhancing competencies for the practice of the nursing profession. A multi-method, quantitative and qualitative study will be conducted in two nursing schools that have adopted the PEER-IESS model, using the technique of multiple embedded cases (Yin, 2005). The dimensions proposed by the American College Health Association (ACHA) (2012) for health promotion interventions and the requirements for participatory health research of the International Collaboration on Participatory Health Research (ICPHR) (2013) will be used as units of analysis.
This study aims to evaluate the added value of participatory action research in health and to raise awareness of the social responsibility of institutional actors for the development of health-promoting (salutogenic) contexts, as well as the use of participatory research in nursing education as a way of acquiring professional skills.
Avaliar o processo de transformação da escola superior de enfermagem numa instituição de ensino superior Promotora de Saúde ao utilizar o modelo PEER-IESS;
Analisar os contributos do envolvimento na pesquisa-ação participativa em saúde dos estudantes do curso de licenciatura em enfermagem na aquisição de competências para o exercício da profissão.
Awaiting information from the PI
01/01/2015
Em desenvolvimento
PEER - PROJECT ENGAGEMENT AND EVALUATION RESEARCH IN PORTUGAL, BRAZIL AND CAPE VERDE
Well-being and Health Promotion