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Expanding the conceptualization of Research-based Theatre to better use it as a knowledge translation intervention supporting person-centered interventions : a Canadian case study Nichols, Jennica
Abstract
This research examined using Research-based Theatre (RbT) for knowledge translation (KT) to develop person-centered health interventions through a case study. The first analysis provided a detailed description of a RbT process from the project team's perspective. This work found that the team initially focused on play development and, after the play was mostly created, expanded their focus to creating a KT intervention. The second analysis examined emergent tensions within the RbT process, identifying moments where conflicting ways of thinking or doing intersected. This work defined where tensions can originate (i.e., conducting interdisciplinary work, participating in arts-based research, mounting a performance, and having KT as an extra RbT commitment). It helped to normalize tensions as productive parts of the RbT process and also provided a way for future RbT teams to navigate challenges. The third analysis investigated how the project team defined KT, identifying two interconnected KT processes when doing RbT: an internal one within the project team and an external one between the team and their target audience. Findings found RbT can be an effective knowledge transfer strategy, but is not a knowledge use strategy in itself. The study offered four areas of consideration to help teams better utilize RbT for KT. Together, this work argues for expanding the conceptualization of RbT to include two commitments. First, a commitment to KT can address common challenges when using RbT for KT: lack of KT-specific activities and resources, focus on the play only for KT, limited knowledge user engagement, limited use of KT frameworks, no follow-up activities. These challenges are nestled within the following RbT stages: project design, development, theatre experience, follow-up activities. Second, a commitment to community could help future RbT teams in using a community-based or community-engaged RbT approach to address common patient engagement challenges when doing KT: limited patient-identified project goals, patient engagement limited to the design stage, and tokenistic patient engagement. This research enhances the conceptualization and practice of using RbT for KT. In doing so, it supports the future use of RbT to create person-centered health interventions.
Item Metadata
Title |
Expanding the conceptualization of Research-based Theatre to better use it as a knowledge translation intervention supporting person-centered interventions : a Canadian case study
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Creator | |
Supervisor | |
Publisher |
University of British Columbia
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Date Issued |
2024
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Description |
This research examined using Research-based Theatre (RbT) for knowledge translation (KT) to develop person-centered health interventions through a case study. The first analysis provided a detailed description of a RbT process from the project team's perspective. This work found that the team initially focused on play development and, after the play was mostly created, expanded their focus to creating a KT intervention. The second analysis examined emergent tensions within the RbT process, identifying moments where conflicting ways of thinking or doing intersected. This work defined where tensions can originate (i.e., conducting interdisciplinary work, participating in arts-based research, mounting a performance, and having KT as an extra RbT commitment). It helped to normalize tensions as productive parts of the RbT process and also provided a way for future RbT teams to navigate challenges. The third analysis investigated how the project team defined KT, identifying two interconnected KT processes when doing RbT: an internal one within the project team and an external one between the team and their target audience. Findings found RbT can be an effective knowledge transfer strategy, but is not a knowledge use strategy in itself. The study offered four areas of consideration to help teams better utilize RbT for KT. Together, this work argues for expanding the conceptualization of RbT to include two commitments. First, a commitment to KT can address common challenges when using RbT for KT: lack of KT-specific activities and resources, focus on the play only for KT, limited knowledge user engagement, limited use of KT frameworks, no follow-up activities. These challenges are nestled within the following RbT stages: project design, development, theatre experience, follow-up activities. Second, a commitment to community could help future RbT teams in using a community-based or community-engaged RbT approach to address common patient engagement challenges when doing KT: limited patient-identified project goals, patient engagement limited to the design stage, and tokenistic patient engagement. This research enhances the conceptualization and practice of using RbT for KT. In doing so, it supports the future use of RbT to create person-centered health interventions.
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Genre | |
Type | |
Language |
eng
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Date Available |
2024-12-20
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Provider |
Vancouver : University of British Columbia Library
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Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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DOI |
10.14288/1.0447592
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2025-05
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Campus | |
Scholarly Level |
Graduate
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Rights URI | |
Aggregated Source Repository |
DSpace
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Rights
Attribution-NonCommercial-NoDerivatives 4.0 International