Browsing by Person "Pearson, Claire"

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Coproduction of knowledge for practice through a participatory action research and process evaluation project (Lydia Osteoporosis Project 2, LOP 2)
(BioMed Central, 2018-08-17) Smith, Margaret Coulter; Schrag, Anthony; Kelly, Fiona; Pearson, Claire; Bacigalupo, Alison
Background - Participatory action research (PAR) is active, collaborative and seeks to develop knowledge from everyday occurrences (Reason and Bradbury 2013). A creative movement workshop developed from the Lydia Osteoporosis PAR Project 2 (LOP 2) and enabled volunteer local research collaborators and participants to articulate new practice knowledge.
Innovative application of a MOOC (Massive Open Online Course) within the Lydia Osteoporosis Project (LOP 3), an action research, process evaluation and implementation project
(2019-12-05) Smith, Margaret Coulter; Pearson, Claire; Roberts, Denny
Background This presentation focuses on the design, implementation and evaluation of a Massive Open Online Couse (MOOC), a complex online learning intervention within an action research, process evaluation and implementation project (The Lydia Osteoporosis Project 3).
“Like A Dance”: Working creatively with healthcare practitioners to explore mobility and osteoporosis
(Intellect, 2019-12-01) Smith, Margaret Coulter; Schrag, Anthony; Kelly, Fiona; Pearson, Claire
Collaborations between health sciences and creative arts can generate insights into complex health phenomena. This article describes a creative workshop derived from an action research project that aimed to raise awareness of fracture risk in health practitioners supporting people with Osteoporosis. The creative workshop aimed to provide opportunities for practitioners within the action research community to create new knowledge as well as share their practice insights. The article considers the notion of creative arts as a physical, embodied process that can facilitate learning by enabling tacit knowledge to be made explicit. Rather than applying an instrumental approach to arts within healthcare, the workshop became a mechanism for the convergence of ideas, disciplines and support structures and provided a learning environment where old beliefs could be challenged, practice insights shared and new knowledge constructed. We discuss the workshop development and outputs and suggest the utility of this approach for collaborative learning.