Finding (summarized) | Recommendation |
---|---|
Some challenges can be overwhelming to PPs | Provide adequate support to PPs in their tasks |
PPs who can perceive the impacts of their contributions feel useful, whereas those who do not feel useless | Provide feedback to PPs about their contributions |
PPs who receive external validation of their contributions feel valued | |
Clear roles increase PPs’ confidence | Ensure that PPs understand their roles |
Explicitely state the purpose of PPs’ presence to all activities | |
PPs who can decide their level of engagement feel respected | Discuss PP’s desired level of engagement |
Be flexible with PPs’ level of engagement over time | |
Convenient logistics enable PE. Inconveniences lead to PPs dropping out | When organising PE, consider PPs’ constraints related to other commitments, illness, transport, and financial issues |
PPs who are confident in their competence are enabled to contribute to PE, whereas those who do not feel anxious | Provide training or preparation for research activities for PPs who desire these |
Power differentials lead PPs to feel less valued and less useful | Adopt proactive behaviours to abolish power differentials |
Professional researchers’ attitudes are an important factor affecting team dynamics | Be open, inclusive and respectful to PPs |
Informal team atmospheres enable power balance | Organize informal social activities, such as team meals |
Meaningful relationships between team members lead PPs to feel valued and enables trust |