Harnessing collaboration to build nursing research capacity: a research team journey

Translation, Adaptation, and Psychometric Validation of the Spanish Version of the Attitudes towards Research and Development within Nursing Questionnaire

The promotion of research competence is essential for the development of the nursing profession and discipline. The aim of this study was to translate into Spanish, adapt, and validate an instrument measuring nurses’ attitudes towards nursing research and development. A quantitative, cross-sectional, analytical design was used for the cross-cultural adaptation and cultural validation of the instrument. A total of 367 participants were selected using intentional sampling. A process of translation, back-translation, expert consultation, and pilot testing was followed. Subsequently, reliability and statistical validity were assessed, a new factor structure was proposed, and means were compared to assess the power to discriminate between factors by groups of participants. The results showed internal consistency tests with a Cronbach’s alpha of 0.913. Confirmatory factor analysis of the comparative fit index (CFI = 0.549) and Tucker–Lewis index (TLI = 0.491) indicate that the factors did not match the original clustering model. The new factor structure consisted of seven factors. Between-group comparisons revealed statistically significant differences. In conclusion, the instrument exhibits high levels of statistical reliability and validity compared to the original instrument. The new factorial proposal is consistent, but further research is needed to verify its replicability in other contexts.

Starting from scratch: Developing and sustaining a rural research team lessons from a nutrition and dietetics case study

OBJECTIVE

To describe the development of and key factors for sustaining a rural-based research team focussed on nutrition and dietetics.

DESIGN

A longitudinal embedded case study approach with data sourced from publicly available records and observations. Case study sub-units were developed into 3 phases with analysis using theoretical propositions and pattern matching. Quantitative data were descriptively analysed.

SETTING

University of Newcastle Department of Rural Health across 4 rural sites.

PARTICIPANTS

Publicly available data sources from existing team members.

MAIN OUTCOME MEASURES

Staffing levels, research supervision, internal and external grant outcomes and peer-reviewed journal publications.

RESULT

Academic staffing has increased by 4 full-time equivalent positions over 18 years, with 6 current higher-degree research students. Key factors identified in the development of a discipline-specific research workforce included staff higher degree by research completions, longevity of staff in research-active roles, immersive rural placements with a research component and collaborations with nationally competitive researchers. Rural pilot research projects, community connections, understanding of the local context and research networks were fundamental to establishing a viable team.

CONCLUSION

Systematically investing in research that is embedded in local communities will ensure sustainability and relevance, capacity building of existing staff and an ability to problem solve at the local level. Sustained and focussed investment is needed if the current rural research workforce is to develop towards a capacity that meets current demand.

Self-Efficacy and Research Capacity of Clinical Nurses in China

BACKGROUND

Research capacity is essential to nursing profession development. Literature about the research capacity of Chinese nurses is scarce, especially regarding self-efficacy.

METHOD

A cross-sectional design with a cluster random sample of 780 clinical nurses was recruited from five tertiary hospitals in China. Self-reported data were collected with a Demographic Data Form, General Self-Efficacy Scale, and Self-Rating Scale of Nurses' Research Capacity.

RESULTS

The majority (60.9%) of the nurses' research capacity was at a low level. A positive correlation was found between self-efficacy and research capacity among clinical nurses (r = .287, p < .01). Multiple linear regression analyses indicated that educational level, self-efficacy, support level, and position were predictors that explained 31.9% of the variance of research capacity.

CONCLUSION

Chinese nurses' research capacity is insufficient. Educational level, self-efficacy, support level, and position contributed to nurses' research capacity. Nurse administrators should engage in improving Chinese nurses' self-efficacy to facilitate research capacity. It is necessary to develop continuing education to enhance Chinese nurses' research capacity. [J Contin Educ Nurs. 2019;50(11):509-516.].

An analysis of bibliometric data exploring factors affecting research capacity amongst HCPC registered radiographers in England

INTRODUCTION

Pre-existing studies argue, radiographers are "apathetic" when it comes to research. However, labelling everyone as such seems a gross simplification of a multifaceted issue; especially as current evidence tends to err towards the anecdotal, subjective or is compared to similar professions. Considering this, the SCoR periodically issues a Research Strategy, recognising the necessity to embed/improve research-capacity across all levels of the profession. The aim of this study is to ascertain factors characteristically influencing research-capacity amongst HCPC-registered radiographers in England.

METHODS

A purposeful sample of 5 years' bibliometric data from the journal 'Radiography.' A critical and thematic analysis followed based on current peer reviewed journals and grey literature.

RESULTS

Of 374 eligible articles and 143 research-active authors (published 2 + articles), collaborations prominently featured (74.9%) across 19 international partnerships. HCPC registrants in England were principal investigator(s) in 49.20% of cases and registrants affiliated with the journal/publisher generally published more than non-affiliates. Preferred topic-areas included 'Education & Research' and 'Technical Practice.' Males published more than females (M = 5.13/F = 3.45). Average length of practice equalled 22.93 years. Outputs mostly originated from HEIs (62.07%), but contributions varied (mean = 10.05/std.deviation = ±17.09); modestly correlating high-REF scoring HEIs (r = 0.330); however, regional workforce ratio(s) proved the strongest indicator (r = 0.601).

CONCLUSION

No "one-size-fits all" approach to research-capacity applies; multiple variables affect capacity/activeness. Many seem contingent on extrinsic factors e.g. regional locale, organisational type and culture/support. Personal/professional influences included career status, length of qualification and gender. Future strategies may benefit from refinement; mindful of the dynamics influencing the heterogeneity of the current workforce. Recommendations are that future strategies/studies may benefit from more specific targeting.

Research excellence across clinical healthcare: a novel research capacity building programme for nurses and midwives in a large Irish region

Background: A lack of support and research skills development has contributed to low research output by clinically based nurses and midwives in Ireland, including those in specialised and advanced roles. A novel research capacity building (RCB) programme was developed to address existing barriers. The programme was developed and implemented using Cooke's principles of RCB. Nurses and midwives participated from acute hospital, community, public health, mental health, older adult, intellectual disability, addiction and palliative care settings. Aims: This paper provides an evaluation of the Research Excellence Across Clinical Healthcare (REACH) programme from 2013-2016. Methods: Document analysis was used to evaluate RCB activities and outputs. Data were extracted from programme reports, conference proceedings, paper references, and workshop and conference sign-in/evaluation forms. Results: Individuals (n = 17) and small research groups (n = 4) were supported. Increased research capacity was demonstrated through dissemination of research in peer-reviewed journals, posters and oral presentations at national and international conferences. Sustainability was demonstrated by progression of participants to PhD (n = 3) and research projects that remain ongoing (n = 5). Skills development was facilitated by the organisation of workshops and conferences. Conclusions: A programme that provides academic support and mentorship in the clinical environment along with skills development can build research capacity. Future research should involve follow-up to determine any long-term effects.

Uncovering the mechanisms of research capacity development in health and social care: a realist synthesis

BACKGROUND

Research capacity development (RCD) is considered fundamental to closing the evidence-practice gap, thereby contributing to health, wealth and knowledge for practice. Numerous frameworks and models have been proposed for RCD, but there is little evidence of what works for whom and under what circumstances. There is a need to identify mechanisms by which candidate interventions or clusters of interventions might achieve RCD and contribute to societal impact, thereby proving meaningful to stakeholders.

METHODS

A realist synthesis was used to develop programme theories for RCD. Structured database searches were conducted across seven databases to identify papers examining RCD in a health or social care context (1998-2013). In addition, citation searches for 10 key articles (citation pearls) were conducted across Google Scholar and Web of Science. Of 214 included articles, 116 reported on specific interventions or initiatives or their evaluation. The remaining 98 articles were discussion papers or explicitly sought to make a theoretical contribution. A core set of 36 RCD theoretical and conceptual papers were selected and analysed to generate mechanisms that map across macro contexts (individual, team, organisational, network). Data were extracted by means of 'If-Then' statements into an Excel spreadsheet. Models and frameworks were deconstructed into their original elements.

RESULTS

Eight overarching programme theories were identified featuring mechanisms that were triggered across multiple contexts. Three of these fulfilled a symbolic role in signalling the importance of RCD (e.g. positive role models, signal importance, make a difference), whilst the remainder were more functional (e.g. liberate talents, release resource, exceed sum of parts, learning by doing and co-production of knowledge). Outcomes from one mechanism produced changes in context to stimulate mechanisms in other activities. The eight programme theories were validated with findings from 10 systematic reviews (2014-2017).

CONCLUSIONS

This realist synthesis is the starting point for constructing an RCD framework shaped by these programme theories. Future work is required to further test and refine these findings against empirical data from intervention studies.

Assessment of Research Capacity Among Nursing Faculty in a Clinical Intensive University in The Philippines

BACKGROUND

Many nursing studies are conducted in the United States, Europe, and Australia, where only a fourth of the world's population resides. There is a need to promote nursing research in Asia to enhance the contextual relevance of their evidence-based nursing interventions. A first step toward this goal is to determine the perceived research capacity among nursing faculty in academic settings in the Philippines.

METHODS

This study described the perceived research capacity among nursing faculty of the University of Santo Tomas - College of Nursing, Manila, Philippines. The study used a survey that contained four sections: subject demographics; knowledge and skill on research designs and research process; research involvement, services, and incentives; and factors affecting research involvement. Chi-square test of homogeneity and MANOVA analyzed the gathered data.

RESULTS

Findings showed that the faculty perceived themselves as knowledgeable and skillful in conducting research. However, current teaching assignments hindered their capacity to conduct research. University-sponsored incentives and college-based research services had also remained underutilized despite their availability. Overall, heavy teaching load was the greatest hindrance to research endeavors.

CONCLUSION

Actions must be taken to reconfigure effort allocations with careful consideration of existing university and institutional bylaws.

Establishing a Collaboration Contract to Facilitate Team Performance

Effective collaboration is essential for team projects whether related to research, evidence-based practice, or quality improvement efforts and is especially relevant to the doctor of nursing practice (DNP)-prepared nurse (American Association of Colleges of Nursing [AACN], 2006). High-quality projects are accomplished through planning and organization and cannot be left to chance (Yonge, Skillen, & Henderson, 1996). A collaboration contract negates the "left to chance" philosophy by promoting clarity of roles, responsibilities, and team processes. Seven "Cs" of collaboration (contribution, communication, commitment, compatibility, consensus, credit, and cohesion) provide a guiding format for essential components of a contract (Govoni & Pierce, 1997; Lancaster, 1985). This article describes these components and the process for establishing a collaboration contract. An example of a contract is provided that can serve as a template for team projects. Approaches to adapting the contract for use with teams of varied composition are shared. A collaborative contract, along with professional conduct standards, supports achievement of the team goal.

Tools and instruments for needs assessment, monitoring and evaluation of health research capacity development activities at the individual and organizational level: a systematic review

BACKGROUND

In the past decades, various frameworks, methods, indicators, and tools have been developed to assess the needs as well as to monitor and evaluate (needs assessment, monitoring and evaluation; "NaME") health research capacity development (HRCD) activities. This systematic review gives an overview on NaME activities at the individual and organizational level in the past 10 years with a specific focus on methods, tools and instruments. Insight from this review might support researchers and stakeholders in systemizing future efforts in the HRCD field.

METHODS

A systematic literature search was conducted in PubMed and Google Scholar. Additionally, the personal bibliographies of the authors were scanned. Two researchers independently reviewed the identified abstracts for inclusion according to previously defined eligibility criteria. The included articles were analysed with a focus on both different HRCD activities as well as NaME efforts.

RESULTS

Initially, the search revealed 700 records in PubMed, two additional records in Google Scholar, and 10 abstracts from the personal bibliographies of the authors. Finally, 42 studies were included and analysed in depth. Findings show that the NaME efforts in the field of HRCD are as complex and manifold as the concept of HRCD itself. NaME is predominately focused on outcome evaluation and mainly refers to the individual and team levels.

CONCLUSION

A substantial need for a coherent and transparent taxonomy of HRCD activities to maximize the benefits of future studies in the field was identified. A coherent overview of the tools used to monitor and evaluate HRCD activities is provided to inform further research in the field.

Capacity development for knowledge translation: evaluation of an experiential approach through secondment opportunities

BACKGROUND

Experiential approaches to skills development using secondment models are shown to benefit healthcare organizations more generally, but little is known about the potential of this approach to develop capacity for knowledge translation (KT).

AIM

To evaluate the success of KT capacity development secondments from the perspective of multiple stakeholders.

METHODS

A pluralistic evaluation design was used. Data were collected during 2011-2012 using focus group and individual interviews with 14 clinical and academic secondees, and five managers from host and seconding organizations to gain insight into participants' perceptions of the success of secondments and the criteria by which they judged success. Six After Action Reviews were undertaken with KT project teams to explore participants' perceptions of the contribution secondees made to KT projects. Semistructured interviews were undertaken with three healthcare managers on completion of projects to explore the impact of secondments on the organization, staff, and patients. Qualitative content analysis was used to identify criteria for success. The criteria provided a framework through which the overall success of secondments could be judged.

RESULTS

Six criteria for judging the success of the secondments at individual, team, and organization level were identified: KT skills development, effective workload management, team working, achieving KT objectives, enhanced care delivery, and enhanced education delivery. Benefits to the individual, KT team, seconding, and host organizations were identified.

IMPLICATIONS FOR PRACTICE

Hosting teams should provide mentorship support to secondees, and be flexible to accommodate secondees' needs as team members. Ongoing support of managers from seconding organizations is needed to maximize the benefits to individual secondees and the organization.

LINKING EVIDENCE TO ACTION

Experiential approaches to KT capacity development using secondments can benefit individual secondees, project teams, seconding, and host organizations.

Research involvement, support needs, and factors affecting research participation: a survey of Mental Health Consultation Liaison Nurses

The aims of this study were to identify research involvement and support needs of Mental Health Consultation Liaison Nurses (MHCLN) and the factors that affect participation in research. A self-administered, standardized, anonymous questionnaire was distributed to a convenience sample of MHCLN. Frequencies and univariate analyses were calculated to examine relationships between: (i) involvement in a research study by highest qualification and job designation; and (ii) current enrolment in a higher degree study, research goals, and current research involvement by level of research skill. Open-ended responses were collated and summarized. Of the 34 workshop attendees, 32 participated in the survey (response rate 94%). Seventy-five percent of respondents agreed that involvement in research is an expectation of their role; 75% reported no current involvement in research. Over half (53%) of participants reported having research goals over the next 12 months. Those enrolled in postgraduate degrees were more likely to be currently involved in a research project (P=0.013). Commonly reported barriers to research participation were competing commitments and lack of support, resources, confidence, and motivation. This study showed that access to research support and resources, including mentorship and funding, are required to engage these MHCLN in research and to build capacity.

Clinical nurses' research capacity in a Norwegian university hospital: part 2

AIM

To examine clinical nurses' research capacity and investigate related factors (i.e. the different phases of the research process).

BACKGROUND

Research capacity includes research-related activities, being informed and applying research.

METHODS

A descriptive-correlational design was used and data were collected by means of a structured questionnaire (59-items). A total of 364 registered nurses from a University Hospital participated. The response rate was 61%. A majority reported that their research capacity was acceptable or weak (77.7%), while 7.6% who were involved in research rated it good or excellent; 19.6% evaluated their level of research competence as fairly good and 4.1% wanted to increase their research involvement.

RESULTS

The result demonstrated high statistical correlation, indicating that nurses are aware of the areas involved in research-related activities. Areas of perceived low competence were associated with reliability, sensitivity and specificity, control of confounding variables, sources of funding and computerised statistical packages. Areas of capacity reported were access to literature, data collection, such as interviews and field notes, as well as research ethics.

CONCLUSION

Enhanced research supervision is central for improving registered nurses' research capacity.

IMPLICATIONS FOR NURSING MANAGEMENT

The findings from this survey should be useful for professional development.

Nurses' experiences of participation in a research and development programme

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.

"If you haven't got a PhD, you're not going to get a job": the PhD as a hurdle to continuing academic employment in nursing

This paper is drawn from a larger study that sought to identify and examine issues around the employment of sessional academic staff in baccalaureate nurse education. Twelve sessional teachers and 12 continuing academics participated in the interviews. Examination of the data revealed the PhD was perceived as a hurdle to continuing employment in nurse education in the university sector. In the current climate, sessional teachers continue to be an essential part of the nursing academic workforce and are necessary to meet the teaching and learning demands associated with implementing nursing curricula. Findings suggest a need for scrupulous processes in relation to the recruitment of sessional staff, and highlight the difficulties that sessional teachers may have in securing continuing academic employment. We provide recommendations to facilitate the appointment of appropriate individuals into sessional roles and highlight the need to mentor and support sessional teachers wishing to pursue a career as nurse academics. Questions are raised about how nursing can plan for future academic workforce needs in a context of an aging academic workforce, the demand for doctoral training for nurse academics, and widespread casualisation of the nursing academic workforce.

Building research capacity: through a hospital-based clinical school of nursing

For clinical nurses and nursing academics wishing to participate in research, there are several logistical issues such as high workloads, lack of time and poor research skills and knowledge that can impede research being undertaken. To address these issues, La Trobe University in partnership with one of Melbourne's acute care hospitals developed a clinical school with the aim of delivering postgraduate courses and undertaking collaborative clinically focused nursing research. Clinical issues were identified jointly between university academics and clinical nursing staff. Research questions were developed to examine these issues with the clinical school staff facilitating the research process. Research has been undertaken in many specialty areas including emergency, cardiac and intensive care nursing and diabetes. The success of this collaboration is evident with many studies being undertaken and consequently dissemination of research findings published (with clinicians being the primary author on many papers), presentations at national and international conferences by clinical staff as well as an increased enrollment into masters and doctoral programmes. The presence of the clinical school at the hospital has been beneficial both to clinicians and nurse academics and resulted in developing a positive research environment. More importantly, the research has led to changes in patient care and enabled clinicians to gain research experience and further academic qualifications. The other benefit is that nurse academics have strengthened their working relationship with clinicians and ensured visible research outputs were achieved.

Research development in a university nursing school in Southern Ireland

AIM

The aim of this paper is to present the strategies used in one newly established university School of Nursing and Midwifery in Southern Ireland to develop research capacity.

BACKGROUND

The case study was guided by an agreed strategic plan which included changing the research culture; providing focused and appropriate research training; mentoring of junior staff, employment of an external consultant; provision of funding for PhD progression; and institutional support at all levels.

CONCLUSION

Success is profiled in relation to establishment of research themes, publications, research funding awarded, and numbers of students registered for PhDs. Challenges in further improving research productivity are also discussed.