A Model for Building Research Capacity and Infrastructure in Oncology: A Nursing Research Fellowship

Ebstein, Ann M. Mazzella; Barton-Burke, Margaret; Fessele, Kristen L

doi:10.4103/apjon.apjon_35_20

Cited by 7 publications

(12 citation statements)

References 21 publications

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“…Schmidt and colleagues [106] have previously highlighted a lack of managerial support for research training participants and their projects, as a factor influencing withdrawal. Several programs incorporated events or other opportunities for participants to present their work or to be otherwise recognised [37,46,54,66,[80][81][82][83]. This facilitated organisation-level acknowledgement and celebration of individuals' research activity and achievement, reinforcing organisational support for research [2].…”

Section: Discussionmentioning

confidence: 99%

“…The majority of papers described integrated research education courses of either a short duration, (i.e., one Fig. 1 PRISMA Flow Diagram to 4 months) [46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65], medium duration (i.e., five to 11 months) [9,[66][67][68][69][70][71][72][73][74][75][76], or longer-duration (i.e., 1 year or longer) [77][78][79][80][81][82][83][84][85][86][87][88][89][90][91][92][93]…”

Section: How Research Education Programs Were Formatted and Deliveredmentioning

confidence: 99%

“…Slightly more programs were concerned with developing research skills to engage in and conduct research activity. These programs included content related to research methods, data collection and analysis techniques, protocol development and ethics application [31,35,37,39,42,43,48,49,52,53,57,59,63,64,67,68,73,[77][78][79][80][81][82][83][84][85][90][91][92]. Seven programs were orientated toward developing participants' skills for research dissemination, typically writing for publication [9,32,33,47,51,74] or preparing research posters and seminars [88].…”

Section: Features and Content Of Research Education Programsmentioning

confidence: 99%

“…Nine papers described the integration of opportunities to acknowledge the achievements of program participants. Opportunities were described as formal events held at the conclusion of the program to celebrate the participants' completion [58,66,80,83], recognition via staff communications or at an organisation-wide event [37], opening participants' project presentations to a wider healthcare organisation audience [92], or by managers providing opportunities for participating staff to present their work to colleagues [81,82]. One program included the acknowledgment of contact hours for nurse participants to attain continuing professional development points for their professional registration [54] and another referred to participants' "recognition and exposure" within and beyond their organisation, as a participant-reported benefit (46, e-145).…”

Section: Features and Content Of Research Education Programsmentioning

confidence: 99%

“…Program participant engagement was measured and reported with reference to interest and uptake, attendance, and drop-out rates in five evaluations [48,54,74,78,87]. Twelve program evaluations explored participants' experiences or perspectives of barriers to engaging in research in their health setting [34,36,49,56,71,77,81,82,84,86,88,89] and four evaluations included program cost calculations [51,60,83,90]. One evaluation measured group cohesion, participant (nurse) productivity and nursing staff retention [100].…”

Section: Outcomes Measured and Describedmentioning

confidence: 99%

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Research education and training for nurses and allied health professionals: a systematic scoping review

et al. 2022

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Background Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries. Methods The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised. Results Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues’ modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described. Conclusion Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice.

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