Building Social Work Research Capacity in a Busy Metropolitan Hospital

Donley, Euan; Moon, Felicity

doi:10.1177/1049731520961464

Cited by 6 publications

(13 citation statements)

References 36 publications

(48 reference statements)

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“…• worked at different layers of the social care and research infrastructure (Huxley, 2009), working with colleagues who were policy leads, infrastructure staff, providers and practitioners • provided support in multiple ways (Donley and Moon, 2021;Harper and Dickson, 2019), including through experiential opportunities on learning courses, mentoring and facilitating peer support (Withington et al, 2020) • connected people (Rubin et al, 2016), focusing on establishing relationships (Fox and Hopkins, 2021), which included supporting research and practice development groups (RPDGs) • offered information and support that responded to 'what mattered' (Mignone et al, 2018) through learning courses and through working with individuals and organisations.…”

Section: Programme Aims and Objectivesmentioning

confidence: 99%

Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

Toms,

Verity,

Andrews

et al. 2024

International Journal of Social Pedagogy

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Social care workers benefit from multiple types of evidence to enhance citizen well-being, support their own well-being and improve social care services. Building capacity within social care to find, collect and use different forms of evidence is an international concern. The Developing Evidence Enriched Practice (DEEP) programme in Wales is informed by the values and aims of social pedagogy. It aspires to enhance both the generation and use of evidence in social care. To learn about what works in the programme, we conducted an evaluation based on contribution analysis that explored programme impacts between 2020 and 2023. Based on a co-produced theory of change the evaluation drew on exemplar cases, questionnaire responses, documentary evidence, process data and unsolicited feedback. There was evidence that the DEEP programme contributed to people better valuing and gaining a better understanding of different forms of evidence. Citizen voice could become more central in decision-making, and there were examples of practice, policy and research being informed by diverse evidence. Many people who attended the DEEP learning course enhanced their confidence and skills by using the DEEP approach and said that they would put their learning into practice. It was harder to evidence longer-term impacts and the sustainability of the approach. These findings suggest that there can be merit in developing capacity-building programmes informed by social pedagogy. Such programmes can be characterised as relational, holistic, practice-focused, multifaceted, contextualised and co-produced with intended beneficiaries.

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Section: Programme Aims and Objectivesmentioning

confidence: 99%

Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

Toms,

Verity,

Andrews

et al. 2024

International Journal of Social Pedagogy

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“…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%

“…In three papers describing programs that did not include mentoring, this was identified as a critical element for future research education programs [37,78,92]. Several evaluations of programs that included mentoring illustrated that it was required throughout the life of the program and beyond [9,32,67,68,73,81,84]. Harding et al [46] found that mentors as well as mentees, benefited from the research education program, in terms of their own learning and motivation.…”

Section: Theories and Pedagogical Principlesmentioning

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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“…International evidence shows that social workers recognise conducting research as an opportunity for reflecting and improving their practice (Vincent & Hamilton, 2021), or taking part in a collaborative, real-life project to create change (Chhetry et al, 2022). However, research uptake amongst social workers can be hindered by, for example, a lack of confidence and time constraints due to a high workload (Beddoe, 2011;Donley & Moon, 2021;Wakefield et al, 2022). Several personal misconceptions impacted my journey from social worker to researcher.…”

Section: Persona L Misconceptionsmentioning

confidence: 99%

Stepping into the unknown: Reflections and learnings from the journey from social worker to researcher

Doebl¹

2022

ANZSWJ

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Whilst social workers have skills and experiences that could be well suited to a research environment, moving from frontline social work to research can be daunting. Drawing from my own journey, I reflect on initial misconceptions and provide potential reflection points for others interested in undertaking research. I also suggest a selection of resources which may be relevant to social workers. By sharing my experiences, I offer an example of a journey from social worker to researcher. Future opportunities to expand this conversation are necessary and could be pursued by the Aotearoa New Zealand Association of Social Workers.

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Building Social Work Research Capacity in a Busy Metropolitan Hospital

Cited by 6 publications

References 36 publications

Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

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

Stepping into the unknown: Reflections and learnings from the journey from social worker to researcher

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