Creating and Supporting a Mixed Methods Health Services Research Team

Bowers, Barbara J.; Cohen, Lauren W.; Elliot, Amy; Grabowski, David C.; Fishman, Nancy W.; Sharkey, Siobhan S.; Zimmerman, Sheryl; Horn, Susan D.; Kemper, Peter

doi:10.1111/1475-6773.12118

Cited by 54 publications

(39 citation statements)

References 25 publications

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“…The infrastructure of collaborative learning networks facilitates the exchange of ideas to promote development and dissemination of state-of-the art approaches and the training and retention of a skilled scientific workforce. Research networks with strong collaborative learning functions may be especially valuable for accelerating new and complex fields of research that rely on interdisciplinary methods, including health services research (Bowers et al 2013). …”

Section: Introductionmentioning

confidence: 99%

Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks

LeRoy

Rittner

Johnson

et al. 2017

hcpol

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Objective: Collaborative research networks are increasingly used as an effective mechanism for accelerating knowledge transfer into policy and practice. This paper explored the characteristics and collaborative learning approaches of nine health research networks. Data sources/study setting: Semi-structured interviews with representatives from eight diverse US health services research networks conducted between November 2012 and January 2013 and program evaluation data from a ninth.[20] HEALTHCARE POLICY Vol.12 No.3, 2017 Lisa LeRoy et al. Study design: The qualitative analysis assessed each network' s purpose, duration, funding sources, governance structure, methods used to foster collaboration, and barriers and facilitators to collaborative learning. Data collection: The authors reviewed detailed notes from the interviews to distill salient themes. Principal findings: Face-to-face meetings, intentional facilitation and communication, shared vision, trust among members and willingness to work together were key facilitators of collaborative learning. Competing priorities for members, limited funding and lack of long-term support and geographic dispersion were the main barriers to coordination and collaboration across research network members. Conclusion: The findings illustrate the importance of collaborative learning in research networks and the challenges to evaluating the success of research network functionality. Conducting readiness assessments and developing process and outcome evaluation metrics will advance the design and show the impact of collaborative research networks. RésuméObjectif : Les réseaux de recherche collaborative sont de plus en plus utilisés comme mécan-isme efficace pour accélérer la transposition des connaissances dans la pratique et les politiques. Cet article explore les caractéristiques et les démarches d' apprentissage collaboratif de neuf réseaux de recherche en santé. Sources de données/paramètres de l'étude :Des entrevues semi-dirigées ont été menées, entre novembre 2012 et janvier 2013, auprès des représentants de huit réseaux de recherche sur les services de santé aux États-Unis; et les données d'évaluation du programme d' un neuvième réseau ont été utilisées. Conception de l'étude : L' analyse qualitative a permis d'évaluer, pour chacun des réseaux, la raison-d'être, la durée, les sources de financement, la structure de gouvernance, les méthodes pour favoriser la collaboration ainsi que les obstacles ou éléments facilitant l' apprentissage collaboratif. Collecte de données : Les auteurs ont étudié en détail les notes des entrevues afin d' en extraire les thèmes prédominants. Principaux résultats : Les principaux éléments facilitant l' apprentissage collaboratif sont les rencontres en personne, la facilitation et la communication intentionnelle, une vision partagée, la confiance entre les membres et la volonté de travailler ensemble. Les principaux obstacles de la coordination et de la collaboration entre les membres des réseaux de recherche sont les priorités con...

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Section: Introductionmentioning

confidence: 99%

Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks

LeRoy

Rittner

Johnson

et al. 2017

hcpol

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“…In a productive collaboration with GH Project and RWJF staff, the THRIVE team identified the following specific aims and designed an evaluation to address each (Bowers et al. ):…”

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confidence: 99%

“…In addition, The GH Project staff was a true partner with the research team in defining the research questions and thinking about the relevance of the results (Bowers et al. ).…”

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confidence: 99%

Promoting an Alternative to Traditional Nursing Home Care: Evaluating the Green House Small Home Model. An Introduction from the Funders and the Green House Project

Fishman

Lowe

Ryan³

2016

Health Services Research

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“…Therefore, researchers are required to find alternative research methods to investigate these multifaceted aspects of health Halcomb 2006, Creswell andPlano Clark, 2011). There has been an increased concentration on mixed method research in Social Science education and health (Glogowska, 2011 andBowers et al, 2013). A postgraduate student undertaking a mixed method research project commands a broader range of research skills than using either qualitative or quantitative methods alone (Halcomb and Hickman, 2015).…”

Section: Evidence-based Practice and The Role Of Researchmentioning

confidence: 99%

The impact of an educational intervention on home support workers' ability to detect early pressure ulcer damage

Clarke¹,

Moore

Patton

et al. 2017

Br J Community Nurs

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Objective: To investigate the impact of an educational intervention on home support workers' ability to detect early pressure ulcer damage. Method: A repeated measure design was employed to quantify the effectiveness of an educational intervention, consisting of one pre-test and two post-tests. Results: Education was provided to home support workers and this was followed by an assessment of their ability to correctly classify 20 photographs detailing varying stages of skin damage severity. At the baseline (pre-education), 58% of the photographs were classified correctly. At post-test 1, 55% of the photographs were classified correctly. In post-test 2 this increased to 58%, achieving the original baseline scores. There was a moderate negative relationship between pre-training and post-test 2 scores (r=-0.44; n=27; p=0.02). Conclusions: The educational intervention has been shown not to have a statistically significantly positive effect on home support workers' ability to detect early pressure ulcer damage. The moderate negative relationship between pre-training and post-test 2 scores concur with the aforementioned qualitative findings, and similarly indicate behaviour associated with individuals experiencing difficulty comprehending new health terms.

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Creating and Supporting a Mixed Methods Health Services Research Team

Cited by 54 publications

References 25 publications

Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks

Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks

Promoting an Alternative to Traditional Nursing Home Care: Evaluating the Green House Small Home Model. An Introduction from the Funders and the Green House Project

The impact of an educational intervention on home support workers' ability to detect early pressure ulcer damage

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