Hummelvoll Jan Kåre, Severinsson Elisabeth
Faculty of Health Studies, Hedmark University College, Elverum, Norway.
J Adv Nurs. 2005 Oct;52(2):180-8. doi: 10.1111/j.1365-2648.2005.03570.x.
The aim of this article is to reflect upon our experiences of using co-operative inquiry in an acute mental health care setting, with a focus on the methodology used in a 4-year intervention programme developed in Norway between 1999 and 2003.
Action research plays a crucial role in assisting nurses to integrate theory and research with nursing practice. The central characteristic of this approach is the grounding of research in practice in collaboration with clinical practitioners.
The research was a co-operative inquiry based on a hermeneutic-phenomenological approach. The research methods used were ethnographic, including participant observation and face-to-face interviews, questionnaires, focus group interviews, and our process notes.
The different methods used in the co-operative inquiry design of the Project Teaching Ward (PTW) had both benefits and drawbacks. In particular, the focus group method proved useful due to its ability to stimulate participants' research interest, and thus motivating them to be actively involved in the development of knowledge. The particular knowledge development process used has been described as a local knowledge dialogue. This dialogue must incorporate critical subjectivity on the part of participants in order to ensure that the research has a reflective resistance, which is decisive for its validity and quality. The findings also highlight the importance of the different roles of project leader in lengthy action research collaboration.
The PTW has illustrated that co-operative inquiry was well suited for developing knowledge relevant to practice, thus contributing to bridging the gap between practice and theory. In order for this to happen, the research collaboration should be characterized by patience, realism and engagement.
本文旨在反思我们在急性精神卫生保健环境中运用合作探究的经验，重点关注1999年至2003年在挪威开展的一项为期4年的干预项目所采用的方法。
行动研究在帮助护士将理论与研究融入护理实践方面发挥着关键作用。这种方法的核心特征是与临床从业者合作，将研究扎根于实践。
该研究是基于诠释现象学方法的合作探究。所采用的研究方法包括人种学方法，如参与观察、面对面访谈、问卷调查、焦点小组访谈以及我们的过程记录。
项目教学病房（PTW）合作探究设计中使用的不同方法既有优点也有缺点。特别是，焦点小组方法被证明是有用的，因为它能够激发参与者的研究兴趣，从而促使他们积极参与知识的发展。所采用的特定知识发展过程被描述为一种地方知识对话。这种对话必须包含参与者的批判性主观性，以确保研究具有反思性抵制，这对其有效性和质量起着决定性作用。研究结果还凸显了项目负责人在长期行动研究合作中不同角色的重要性。
项目教学病房表明，合作探究非常适合发展与实践相关的知识，从而有助于弥合实践与理论之间的差距。为了实现这一点，研究合作应具备耐心、现实性和参与性。
