Learning to navigate and enriching the research process by engaging in a collaborative practice research capacity strategy

Abstract

Engaging regulated health professionals in research is associated with greater service efficiencies and positive patient outcomes (reduced patient mortality and morbidity). This paper provides the results from a study undertaken to explore the perspectives and experiences of nurses and health disciplines participating in a collaborative practice based research (CPBR) capacity building educational program. The purpose of this study was to explore the perceptions and experiences of nurses and other health disciplines in an interprofessional, collaborative research capacity building strategy. The interviews were analyzed using an inductive, thematic analysis process. Twelve members participating in the CPBR program who were female with 5 nurses, 3 occupational therapists, 2 social workers, 1 speech language pathologist and 1 research coordinator were recruited for the study. The following five themes emerged from the data: 1) learning to navigate the research landscape in a shared space; 2) providing an opportunity and support for interprofessional clinician driven research; 3) enriching the research process by engaging different professions to collaborate; 4) impacting current and future collaborative practice; and 5) keeping the momentum amidst experiencing challenges. Our study demonstrated the value of providing opportunity for nurses and health disciplines to engage in collaborative practice based research and undertake a project relevant to clinical practice that adds to the body of knowledge on the value of collaborative practice based research capacity building strategies and communities of practice.

Supporting Discovery and Inquiry: A Canadian Hospital's Approach to Building Research and Innovation Capacity in Point-of-Care Health Professionals

“…Many of the PBRI capacity-building approaches outlined here are similar to what has been reported in the literature 1,3,6,17,20–26. For example, Black et al17 report on the evaluation of a research training program implemented at a Canadian urban organization designed to provide mentorship and funding for novice researchers to conduct small-scale studies 17.…”

“…Many of the PBRI capacity-building approaches outlined here are similar to what has been reported in the literature. 1,3,6,17,[20][21][22][23][24][25][26] For example, Black et al 17 report on the evaluation of a research training program implemented at a Canadian urban organization designed to provide mentorship and funding for novice researchers to conduct small-scale studies. 17 Although the approaches may be similar, a key factor in the success of the PBRI portfolio at Sunnybrook is the deliberate and continuous focus on linkages, partnerships, and collaborations.…”

“…In addition, recognition may be particularly important in the case of clinicians without formal training in research as it can help build confidence to conduct research and build their academic curricula vitae. This is often cited as a barrier in conducting research 6…”

“…[5][6][7][8][9] For example, through PBRI programs, staff build skills that allow them to carry out academic research focused on improving the patient experience or patient outcomes. [5][6][7][8][9] In addition, PBRI outcomes can translate into cost savings from the organizational perspective as staff are supported to explore how new or revised processes may reduce staff workload or create time efficiencies. [5][6][7][8][9] However, the implementation of a PBRI strategy and related programs requires an investment in infrastructure and dedicated resources.…”

“…2 Building capacity for research and innovation among point-of-care health professionals (regulated care providers outside of medicine who directly interface with patients) can translate into organizational service efficiencies, increased job satisfaction, and reduced staff turnover, as well as lower mortality rates and increased patient satisfaction. [5][6][7][8][9] For example, through PBRI programs, staff build skills that allow them to carry out academic research focused on improving the patient experience or patient outcomes. [5][6][7][8][9] In addition, PBRI outcomes can translate into cost savings from the organizational perspective as staff are supported to explore how new or revised processes may reduce staff workload or create time efficiencies.…”