Building research capacity

Grange, Angela; Herne, Sally; Casey, Ann; Wordsworth, Liz

doi:10.7748/nm2005.11.12.7.32.c2040

Cited by 21 publications

(45 citation statements)

References 6 publications

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“…These are consistent with research studies that identify facilitating opportunities for training and collaboration, fostering research cultures and environments, and creating a functional infrastructure as essential ways to enhance research capacity (Grange, Herne, Casey, & Woodsworth, 2005;Segrott et al, 2006). Multi-level dimensions of capacity-building were critical to the design of the internship.…”

Section: Critical Elements Of the Internshipsupporting

confidence: 71%

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Building Nurses' Capacity in Community Health Services

Edwards

MacDonald

2009

International Journal of Nursing Education Scholarship

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This paper describes core processes, components, and insights gained from a research internship offered through the University of Ottawa, Canada. The growing demand for high quality nursing research requires the development and implementation of strategies for enhanced research capacity. A three-month intensive internship was developed as a main feature of a nursing chair held by the first author. The internship was deliberately structured around core processes of providing individual and group mentoring, creating opportunities for experiential education, and strengthening networks with researchers and decision-makers in health services and policy research. Building and sustaining individual research capacity was supported with strategies to address system challenges. If nurses are going to make their voices heard and increase their contributions to novel health service delivery approaches, building research capacity will be a core element. The internship may be a useful prototype for the development of initiatives to build research capacity in other settings.

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Section: Critical Elements Of the Internshipsupporting

confidence: 71%

“…These, in turn, have supported new research endeavors that are in line with current practice and policy issues (Grange et al, 2005;Segrott et al, 2006). These, in turn, have supported new research endeavors that are in line with current practice and policy issues (Grange et al, 2005;Segrott et al, 2006).…”

Section: Critical Elements Of the Internshipmentioning

confidence: 93%

Building Nurses' Capacity in Community Health Services

Edwards

MacDonald

2009

International Journal of Nursing Education Scholarship

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“…Grange et al . () arrived at the same conclusions, when describing capacity building in non‐medical professions. In our study, the novice researchers stressed the importance of having access to quality collaborative opportunities at each stage of the research process and that their involvement was tailored to individual needs and interests, with adequate support and training, as described by Priest et al .…”

Section: Discussionmentioning

confidence: 52%

Nurses' experiences of participation in a research and development programme

Bäck‐Pettersson

Jensen

Kylén³

et al. 2012

Journal of Clinical Nursing

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Aims and objectives. To describe clinical nurses' experience of participating in a Research and Development (R&D) programme and its influence on their research interest and ability to conduct and apply nursing research. Background. To stimulate nurses' research interest and to overcome barriers for building research capacity in nursing, there is a need for sustainable research programmes. A two-year programme was designed for nurses, to take part in both an academic education for master and research seminars and workshops to conduct a research project from idea to publication. Design. A qualitative approach using using focus group interviews. Methods. Registered nurses (n = 12) with a bachelor's degree in nursing, participated. Data were collected in focus group interviews, after one year and when the programme ended. Content analysis was used to analyse the data. Results. The findings consist of two themes: being a traveller in the world of nursing research, which included three categories, and experiencing professional growth as a result of nursing research training, in both cases focusing on the experience of students involved in a cohesive programme which included four categories: discovering new dimensions of clinical nursing practice; selected and confirmed; supported by professional others; development of professional self-concept. Conclusions. To support early career researchers, there is a need for strong leadership, an organisational and supportive infrastructure underpinning research capability building in nurses. In this context, research strategies, programmes and collaboration between leaders of academia and clinical institutions appear to be essential. Relevance to clinical practice. The R&D programme illustrates an effective way of stimulating nurses' lifelong learning by building the capacity to conduct and apply nursing research in clinical practice. The structure of the programme can be used as a model in other contexts.

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“…Building the capacity to undertake research in health systems is a priority,8–10 however, there are considerable difficulties to overcome. The health service sector has the potential to be an excellent context for carrying out high quality research where professionals with research skills connect closely with patients; however, difficulties include a lack of a clear set of research competencies, pressure of clinical caseloads, the complex multidisciplinary nature of health interventions, and lack of access to research training 6…”

Section: Introductionmentioning

confidence: 99%

Motivators, enablers, and barriers to building allied health research capacity

Pager

Holden²,

Golenko³

2012

JMDH

161

269

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PurposeA sound, scientific base of high quality research is needed to inform service planning and decision making and enable improved policy and practice. However, some areas of health practice, particularly many of the allied health areas, are generally considered to have a low evidence base. In order to successfully build research capacity in allied health, a clearer understanding is required of what assists and encourages research as well as the barriers and challenges.Participants and methodsThis study used written surveys to collect data relating to motivators, enablers, and barriers to research capacity building. Respondents were asked to answer questions relating to them as individuals and other questions relating to their team. Allied health professionals were recruited from multidisciplinary primary health care teams in Queensland Health. Eighty-five participants from ten healthcare teams completed a written version of the research capacity and culture survey.ResultsThe results of this study indicate that individual allied health professionals are more likely to report being motivated to do research by intrinsic factors such as a strong interest in research. Barriers they identified to research are more likely to be extrinsic factors such as workload and lack of time. Allied health professionals identified some additional factors that impact on their research capacity than those reported in the literature, such as a desire to keep at the “cutting edge” and a lack of exposure to research. Some of the factors influencing individuals to do research were different to those influencing teams. These results are discussed with reference to organizational behavior and theories of motivation.ConclusionSupporting already motivated allied health professional individuals and teams to conduct research by increased skills training, infrastructure, and quarantined time is likely to produce better outcomes for research capacity building investment.

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Building research capacity

Cited by 21 publications

References 6 publications

Building Nurses' Capacity in Community Health Services

Building Nurses' Capacity in Community Health Services

Nurses' experiences of participation in a research and development programme

Motivators, enablers, and barriers to building allied health research capacity

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