Successful research capacity building in academic nursing and midwifery in Ireland: An exemplar

Abstract

Strong research leadership, generous support and liberal encouragement can change a predominantly teaching-focussed culture to one of academic research excellence. This increase in research expertise will lead to better patient/client care and improved education of nursing and midwifery students.

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

“…Only by doing this can lecturers be more aware of the importance of research and publishing. This also forms a "research culture" within the university, which, as pointed out by Begley et al [50], can 'change a primarily teaching focused culture to one of research-led academic excellence' (p. 760). That said, what Vietnamese universities have to do before making publication obligatory is provide lecturers with adequate funding for research projects and other support for lecturers as suggested above.…”

Mind the Gap: The need for future proofing of nursing in the Republic of Ireland to secure the educators and researchers of the next generation

“…As such, the professional development of nurse educator has been inconsistent. While there have been some exemplary leadership initiatives leading to some nursing schools comprised mostly of doctorally prepared staff (Begley, McCarron, Huntley‐Moore, Condell, & Higgins, ), other schools perceive themselves to be lagging behind in terms of this scholarly development. While there are no existent figures for percentage distribution of doctorally prepared faculty in the ROI, anecdotally this varies from 50% to 80% across schools.…”

A Systems Orientation to Research Capacity Development: A South African Perspective

“…Examples of research capacity development done within professional groups in healthcare are numerous. These professional groups include physiotherapists (Janssen et al 2013), epidemiologists (Dodani et al 2012), clinical educators (Ahmed et al 2016), nurses and midwives (Begley et al 2014;Moore, Crozier, and Kite 2012;Sheehan et al 2015), mental health practitioners (Pilowsky et al 2016) public health practitioners (Hulcombe et al 2014;Rusen et al 2015), and medical practitioners (Bhardwaj et al 2013;Ewigman et al 2016). The motivation for engaging in such programmes varies from aiming to promote research in apparent under-researched areas in the field to much broader motives such as increasing research output for professional recognition purposes.…”

“…This is not a unique situation as the move to academia has happened relatively late in the nursing profession. Begley et al (2014) instituted a research capacity development programme in Ireland as relatively few nurse educators had Masters' and Doctoral degrees and it was recognised that it was essential to remedy this problem if nurse educators were to shift their focus from teaching to teaching and research.…”