Theoretical conceptions of intervention research addressing cancer control issues.

Population health intervention research (PHIR) involves the use of scientific methods to produce knowledge about policy and program interventions that operate within or outside of the health sector and have the potential to impact health at the population level. PHIR is a relatively new research field that has gained momentum internationally. When developing PHIR, it is important to have a program theory with the potential to increase intervention success by identifying underlying mechanisms, areas of failure and unintended outcomes. Since 2010, the French National Cancer Institute (Institut National du Cancer-INCa) has supported a national, competitive, dedicated call for proposals in PHIR to tackle cancer control issues. After 5 years of activity, specific analysis of the proposals submitted for funding and/or funded (n = 63) from descriptive and analytic perspectives was called for. Analysis of the data revealed diversity in terms of targeted populations, partnerships engaged and methodological approaches. Projects were more likely to be funded (n = 15) if presented with a robust methodological approach and diversity in methodology, and/or with research objectives at different levels of action. The analysis also revealed that researchers do not explicitly describe theoretical constructs underpinning their interventions to combat cancer. PHIR still needs improvement to better incorporate social, institutional and policy approaches to cancer control. Researchers should apply a theory-driven approach to distinguish between 'program failure' and 'theory failure'. Following up the funded projects will allow successes and failures to be evaluated with respect to the use (or non-use) of theory-driven approaches.

Public health nursing education viewed through the lens of superdiversity: a resource for global health.

BACKGROUND: Nurses are increasingly confronted with the challenge of globalization and the acceleration of migratory flows. This reality affects the notion of culture and its influence on health-related behaviors. The state of health of the population in the Canton of Geneva, where there is a wide diversity of origins, is characterized by significant differences. The term "superdiversity" is used to describe the increasing complexity in ethnic diversity due to migration and social stratification. Nursing education in Geneva, influenced by the Bologna Process, appears appropriate for superdiverse contexts of care, with the development of dedicated competencies. AIM: This discussion paper aims to examine the academic curricula implemented in Geneva in the light of the concept of superdiversity. MAIN TEXT: In Geneva, nursing education and curricula in public health are based on a competence framework for nursing care divided into 7 roles and educational tracks. Bachelor's-level nurses know how to assess a care problem quickly and solve it effectively by setting relevant priorities, and do so based on evidence. The curricula aim to teach nurses to design population and individual interventions in their superdiverse context. DISCUSSION: Education should enable students to develop their role as health promoters for the well-being of patients and communities, taking into account cultural complexity. CONCLUSIONS: Superdiverse contexts highlight the role of nurse educators in preparing future generations of public health nurses.

[Nursing interventions to promote blood donor commitment: A rapid realist literature review]. / Interventions infirmières pour promouvoir la fidélisation des donneurs de sang : une revue rapide et réaliste de la littérature.

BACKGROUND: Blood transfusions save lives. Although giving blood is of key importance to health care systems, there is still a long-term shortage of blood. Health services need the help of voluntary donors to provide an adequate supply. Nurses who work in transfusion centers play a crucial role in encouraging blood donor commitment. There is a need to identify and analyze donor motivations and effective nursing interventions. OBJECTIVE: To identify existing donor mechanisms in order to facilitate nursing interventions. METHOD: A realist literature review was conducted in 2018 following the method outlined by Pawson. Articles were identified from two scientific databases, and nine scientific articles selected. They were then analyzed using the realist evaluation framework. RESULTS: The analysis highlighted three areas of intervention: mechanisms stemming from donors' individual experiences; existing interventions that enable donors to go from intending to give blood to actually giving blood; and finally interpersonal interventions in the reciprocal partnership between nurses and donors. This relationship should help make giving blood a pleasant experience and have a positive impact on commitment, especially in relation to new donors.

[Realist evaluation for implementation research]. / Évaluation réaliste pour la recherche en implémentation.

The realist approach to evaluation can be useful faced with the complexity of health interventions in populations. Implementation is the process by which these interventions are put into practice. Scientific realism can provide an important contribution to the development of programme theories through implementation research, and help to reveal the distal and proximal mechanisms of programmes aimed at combatting social inequalities in healthcare.

[Health promotion and logic models]. / Promotion de la santé et logiques de programme.

The first phase of interventional research in the health of populations is the development of its conceptual basis. Programme logic models are used to describe the way in which the results should be generated. The programme theory is used to develop intermediary objectives and to increase the chances of success of public health actions. This approach requires the coproduction of knowledge between researchers and partners. The teams can benefit from the application of evaluation to the theory in order to clarify the results obtained.

[Mixed approaches in nursing science]. / Les approches mixtes en sciences infirmières.

Mixed methods research uses methodologies from quantitative and qualitative approaches in a single project. Thanks to the integration of the results of the studies, complex phenomena can be explored. The designs are based on specific criteria of rigour. Strategies exist for the design of this type of research.

[Phenomenography: a useful method in nursing research]. / La phénoéenographie, une méthode utile en recherché infirmière.

Phenomenography is a qualitative research methodology the aim of which is to describe the variations in understanding of a phenomenon. This approach can be used to answer certain types of research questions, relating to different patient experiences, or as part of health professionals' learning processes.

[Reflections on the evaluation and funding of complex public health interventions]. / Pistes de réflexion pour l’évaluation et le financement des interventions complexes en santé publique.

In France, in a context of growing health inequalities, the need for action on life settings and, more broadly, on the social determinants of health (SDH), requires a contribution from health promotion research. Today's challenge is not only to design interventions tailored to contexts and actively targeting SDH, but also to develop innovative evaluation strategies of these complex interventions. A group of researchers and representatives from funding agencies met in Paris on june 2nd, 2014 to discuss current experiences conducted in France. The debates yielded five conclusions: (i) the context of the intervention must be considered as one of its active ingredients, (ii) evaluation must be guided by a sound intervention logic (iii) randomized controlled trials cannot capture the complexity of the environment and evaluation must be designed using alternative models, including process evaluation, (iv) interventional research should be collaborative, or co-constructed, (v) public health training should cover the diversity of evaluative methods. The conclusions described here, in the context of France, stress that to address these challenges, funding agencies, researchers and stakeholders should further engage in discussions concerning the conduct of interventional research, evaluation and implementation of complex public health interventions.

Conceptions of learning research: variations amongst French and Swedish nurses. A phenomenographic study.

BACKGROUND: The development of nursing research capacity and interactions with cultural and structural issues is at various stages throughout Europe. This process appears to be remarkably similar irrespective of the country. Sweden has developed this capacity since the 1990s, whereas France is experiencing a transition. Nevertheless, knowledge about how nurses conceive their learning about nursing research and transitioning toward being researchers is scarce. OBJECTIVES: The aim of this study was to explore French and Swedish RNs' conceptions of research education and educational passage toward research and to describe how learning research contributes to the understanding of their norms and practices. DESIGN: A phenomenographic approach was used to understand and describe the qualitatively different ways in which French and Swedish RNs conceive research and its apprenticeship. SETTINGS AND PARTICIPANTS: A purposive maximum variation sampling of five French and five Swedish Nurse Researchers with PhDs. METHODS: Individual in-depth interviews conducted in France and Sweden between November 2012 and March 2013 were analysed using phenomenography. FINDINGS: The analysis revealed one main category, "Organisational factors to sustain individual apprenticeship". Three descriptive categories have emerged from the data and its variations amongst French and Swedish nurses: (1) entrance into research--modes of commitment; (2) nurses' engagement--the need for dedicated support; and (3) research as the means to resolve nursing situations. CONCLUSIONS: This study demonstrates how registered nurses have integrated nursing and researcher roles following different efficient paths. Education in nursing research is part of the strategy needed for the development of nursing research and is supported by the integration of research and practice.

Mixed-Method Nursing Research: "A Public and Its Problems?" A Commentary on French Nursing Research.

Nursing in France is undergoing a transition. In 2009, the preregistration nursing education program was reformed in line with the European Bologna Process, bringing nursing education to the universities. In 2010, the French Programme Hospitalier de Recherche Infirmière, the first national French nursing research funding program, was launched by the French Health Ministry. Of the 149 French research proposals submitted by registered nurses in 2010 and 2011, 13 were mixed-method proposals. The registered nurse principal investigator argued for a complementary use of qualitative and quantitative methods. These trends highlight major issues regarding mixed-method and nursing research. We can reasonably assume that mixed-method research has a broad appeal for nurse scholars, particularly for the exploration of complex phenomena related to nursing. Moreover, the recent movement in the domain of nursing education and research experienced in France highlights the need for dedicated research education in the development of nursing research capacity.

An ethnographic study of nurses' experience with nursing research and its integration in practice.

AIM: To report from a study aimed at illuminating how French Registered Nurses experience and engage in nursing research in clinical practice. BACKGROUND: Nursing research in France is mainly conducted by nurses working at clinical research units rather than by dedicated nurse researchers. Education, i.e. advanced degrees, in the field of nursing research is still in its infancy and not yet consistent with the international context. Outside France, the general perception is that nursing research is a unified part of professional nursing. Consequently, in-depth knowledge about how nurses in a French clinical context might experience and engage in nursing research is still lacking. DESIGN: The design of this study was influenced by an ethnographic approach as described by the French anthropologists Beaud and Weber. METHOD: Data, participatory observations, field notes and interviews (n = 6) were collected in a teaching hospital between April-August 2012. The field consisted of a wound-care unit and clinical research units. Collected data were analysed based on Beaud and Weber's description of analysis. RESULTS: Three beliefs were identified: being a unified part of a research team, being an integral part of 'crosswise - across' activities and being part of research activities. CONCLUSION/IMPLICATION FOR RESEARCH: Commitment to nursing research was strengthened by patient-related issues. Based on this context, nursing research would likely benefit from the support of a naturalized reciprocity between clinical practice and research.

[The representation of scientific research through a poster]. / La représentation d'une recherche scientifique par un poster.

The poster is a medium of scientific communication. When presented in public, it optimises the value of an original research approach. The poster sessions are devoted to one-to-one exchanges with peers on the subject of the research. The poster can help to integrate scientific knowledge into the nursing decision-making process.