BackgroundPrevious embedded researcher models have focused predominantly on an individual being a temporary team member and embedded for a project-limited short-term placement.AimTo develop an innovative research capacity building model to address the challenges of developing, embedding and sustaining, research led by Nurses, Midwives, and Allied Health Professionals (NMAHPs) in complex clinical environments. This healthcare and academic research partnership model offers an opportunity to support the ‘how’ of enabling NMAHP research capacity building from within the researchers’ clinical area of expertise.MethodCollaboration between three healthcare and academic organisations and the iterative process of cocreation, development and refinement took place over 6 months during 2021. The collaboration relied on virtual meetings, emails, telephone calls and document review.ResultsA codesigned NMAHP embedded research (ER) model is ready for trialling with the individual being an existing clinician working collaboratively within the healthcare setting and with academia to develop the skills to become the ER.ConclusionThis model supports NMAHP-led research activity in clinical organisations in a visible and manageable way. As a shared, long-term vision, the model will contribute to research capacity and capability of the wider healthcare workforce. It will lead, facilitate and support research in and across clinical organisations in collaboration with higher education institutions.
Aim To investigate pre-registration nursing students' experience of research during clinical placements, and to identify any positive aspects or barriers to gaining experience of research during clinical placements. Method Qualitative, phenomenological, semi-structured interviews were undertaken with preregistration degree-level nursing students. The students were attending one university in the east of England, and were on clinical placements at one of three hospital sites in two trusts. Data were reviewed using thematic analysis. Findings The main themes that emerged from the interview data were: visibility, mentor influence, placement culture, student mindset, and role of the university. The study participants provided suggestions that could be adopted by universities and trusts to improve nursing students' experience of research during clinical placements, such as increasing opportunities to shadow research teams, introducing research earlier in the pre-registration course, and including a practical research module in the course. Conclusion Nursing students' experience of research during their clinical placements varied. It is important for trusts and universities to identify ways to improve nursing students' experience of research and to enhance their research learning, since research activity drives innovation and best practice.
The #WhyWeDoResearch campaign was set up in 2014 and was originally planned to run locally, in Norfolk, at the James Paget University Hospitals NHS Foundation Trust (JPUH) for 12 days in December. Within four days, the campaign was being utilized nationally by other trusts and charities. By the New Year of 2015 it became international and had reached Australia and Canada. The intended audience for the campaign is broad and includes: patients, the general public, all staff working in health care and/or research including (but not limited to) National Health Service (NHS), commercial companies, charities and schools. The campaign has become a community where patients, staff and public alike can share their voices about health research on an equal playing field. Each year, to coincide with International Clinical Trials Day (ICTD) on 20 May, a #WhyWeDoResearch 'Tweetfest' is hosted. This includes a number of 'tweetchats' at set times throughout the Tweetfest. Tweetchats are hosted by experts in particular diseases or other areas. Patients and patient groups are included in this group of experts. This article uses the #WhyWeDoResearch campaign annual Tweetfest to demonstrate how social media can be utilized to raise awareness of health research around the world.
Background There is a global call for more inclusive clinical research that is representative of all populations, particularly those historically under-represented or under-served. A lack of broad representation results in disproportionate health outcomes and limits the applicability and translation of research findings. Aim Identify and describe barriers to participation across the research lifecycle and consider the role of the Clinical Research Nurse (CRN) in promoting inclusivity, including for Aboriginal and Torres Strait Islander Peoples within Australia. Discussion Review of recent literature and best practice identified barriers to research participation across the research process; at system, participant and practitioner levels. This discussion paper explores the role of the CRN; acting as enablers, facilitators and navigators, to mitigate participation barriers. Conclusion With their comprehensive understanding of the research process, clinical care pathways, reflective practices and participant-centred approaches, CRNs are uniquely positioned to advocate for greater equity in access to clinical research and to motivate stakeholders across the research enterprise to embed inclusive approaches in the design, conduct and dissemination of research. Implications for Practice An in-depth understanding of the research process, self, and cultural norms of the populations they serve is essential for CRNs to effectively advocate for equity in access to research.
Background: As nurses, midwives and allied health professionals deliver the majority of direct patient care, they are well placed to lead research and generate evidence to inform practice. Aims: To consider how best to implement the findings of The Whitehouse Report, to reflect on the development of a nursing, midwifery and allied health professions research and evaluation service at a UK NHS foundation trust, and to understand the mechanisms that contribute to change. Methods: Using the principles of change theory we developed four theories of change, underpinned by a logic model, to consider the sequence of events and the expected results. The impact of the new service on workforce capacity and capability and the mechanisms of change were considered retrospectively over a two-year period between 2019 and 2021. Surveys, interviews, field notes and data regarding a number of projects were collected and reviewed. Results: Research, quality improvement and service evaluation activity have increased across all nursing, midwifery and allied health professions at our hospital trust. Six underpinning core values and seven practical mechanisms to implement these values were identified as successful drivers of change for the service. Discussion: The intentional development of a network of teams, individuals and patients was fundamental to building capacity, capability and confidence among staff. Enablers to the increase in research activity included using role modeling, inspiration and perseverance to make visible the value of nurses, midwives and allied health professionals in leading research-based care. Preconceived ideas of who ‘should’ do research challenged the positive culture of critical inquiry for the benefit of patients, service improvements and celebration of existing work. Strategies to support research activities across the professions require vision, time, infrastructure and buy-in at micro, meso and macro levels, as well as a sustained effort from those directly involved. Conclusions: It would be beneficial to encourage bespoke approaches to help staff translate ideas into practice-based projects as part of capacity, capability and confidence building for research across the clinical workforce. Audit, quality improvement and evaluation activities can lead directly to an increase in research engagement, involvement and leadership among nurses, midwives and allied health professionals, as well as supporting recruitment and retention. Future research could explore whether this approach would be replicable and effective in other healthcare organisations or systems. Implications for practice: Shared values are essential to forge progress in research activities led by nurses, midwives and allied health professionals The use of audit, quality improvement and service evaluation approaches are effective in increasing research activity within organisations A number of approaches to growing the capacity, capability and confidence of staff should be considered within the organisational context. One approach does not fit all Research-active organisations have better outcomes for patients, whether or not the patients are part of a trial. Increasing the capacity and capability of staff means more research is likely to be undertaken through a nursing, midwifery and allied health professionals lens
Background As nurses, we identify our profession as a caring one, but how does this identity translate from a conceptual definition, to real-world practice for the Clinical Research Nurse? Aim To offer a novel, four-point conceptual model that encapsulates the Clinical Research Nurse’s intrinsic value, active leadership, and direct contribution to high quality, person-centered, safe care, addressing current misperceptions of research nursing. Methods This paper describes the provision of ‘care’, safely delivered by the Clinical Research Nurse through a four-point conceptual model and case-driven example. Discussion Clinical research nursing is conceptualized within the domains of Care and Trust, Role, Impact, and Integration. The case example demonstrates real-world application of these domains and the expertise required to balance the complexities of clinical needs and research demands in a healthcare environment. Conclusions This paper offers a mechanism for understanding the importance of the Clinical Research Nurse and their role in maintaining safety and a high-level view of the care arena. These reflections are considered with an international application for the role.
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