Developing the research capacity of departments of nursing and midwifery based in higher education: a review of the literature

Interventions to enhance the research productivity of academic staff in higher education schools of nursing: A systematic review

AIM

Synthesize and present peer-reviewed evidence of interventions that enhance the research productivity of academics in Schools of Nursing in Higher Education Institutions.

BACKGROUND

Pressures on academics in Schools of Nursing worldwide to increase or maintain high research productivity persist and numerous Higher Education Institutions across the world have developed interventions to increase productivity. Given evidence that the COVID-19 pandemic has resulted in a withdrawal from research, understanding which interventions best support and improve research productivity is urgent. Increasing research capacity is crucial but only one element in increasing productivity. No recent attempt has been made to synthesise the knowledge gained from these more wide-ranging initiatives.

DESIGN

A mixed-methods systematic review, registered in PROSPERO, searching four academic databases (CINAHL, ERIC, MEDLINE, PsycINFO) from 1/01/2010-20/04/2022. All primary research studies of relevant interventions were included if they described the intervention, reported its outcomes and were published in the English language in peer-reviewed journals.

RESULTS

1637 studies were assessed against eligibility criteria, resulting in 20 included studies. No studies were excluded based on quality. Data pertaining to understandings of 'research productivity', barriers to research productivity, interventions and outcomes of interventions were extracted. The most often used measures were the frequency or staff-output ratio of funding, publications and presentations, while the less commonly used were the number of conference abstracts submitted/accepted and awards. Subjective measures were less commonly used. Barriers to research productivity fell into three broad categories: resource constraints, lack of priority for research and barriers related to the attitudes, knowledge and skills of School of Nursing academics. Interventions covered nine broad areas. Half of the interventions were multi-stranded, including a wide range of components to increase research productivity while the other half comprised one component only, such as writing groups and mentoring. All interventions had a positive impact on research productivity, however, heterogeneity in the measurement of impact, the duration of interventions, sources of comparative data and research design made comparison of interventions challenging.

CONCLUSIONS

The review identified a need for future research to explore the barriers among under-represented groups of academics in Schools of Nursing across a broader geographical area; and what works for various sub-groups of academics. It also identified a need for a valid, standardised tool to assess the effectiveness of interventions to increase research productivity of academics in Schools of Nursing.

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.].

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.

Factors associated with faculty participation in research activities in dental schools

BACKGROUND

To quantify participation in dental research activities in Malaysia, and investigate its association with socio-demographic and professional characteristics, and perceptions of research and development (R&D) culture.

MATERIALS AND METHODS

Dental academics in Malaysian dental schools were invited to complete a questionnaire by email and post. The survey comprised questions on research activities in the past 12 months, socio-demographic and professional characteristics, and the R&D Culture Index. Principal components factor analysis was carried out to confirm the factor structure of the R&D Culture Index. Chi-square test was used to identify association of research activities with R&D culture, and socio-demographic and professional characteristics. Binary logistic regression was carried to identify predicators of research activities.

RESULTS

Of 256 potential participants contacted, 128 (50%) useable responses were returned. Three R&D Culture factors accounting for 57.4% of variance were extracted. More positive perception of R&D Support was associated with Malaysians (0.025) and those employed in Government schools (0.017). R&D Skills and Aptitude were associated with older respondents (0.050), PhD qualification (0.014) and more years in academia (0.014). R&D Intention was associated with any of the socio-demographic characteristics. Thirty (23.4%) respondents reported a peer-review research publication in the past 12 months, which was associated with having a PhD (OR 12.79, CI 1.28-127.96), after adjustment in regression analyses.

DISCUSSION

Postgraduate research training should be encouraged to promote participation in research activities. R&D culture did not appear to impact on research productivity. Other factors such as individual attitudinal interests should be studied.

Research capacity and output in paediatric nursing

There is general agreement that nursing-led research is under-resourced with respect to funding for academic preparation and for the conduct of clinical research. All of the previous literature, however, focuses on the nursing profession as a whole and provides little insight into the capacity and resource issues for specialty practice areas such as children's nursing. This paper provides an overview of the state of paediatric nurse-led research capability, capacity and output within the limitations of the available data. The findings reveal that paediatric nursing in the UK currently has very limited capacity to conduct and utilise research in the care of children and is in a weak position to create a future workforce that has this capacity. Nurse-led research on children's health issues is urgently needed if the UK paediatric nursing workforce is to deliver the standard of care specified in the Children's National Service Framework. However, strategies for accelerating the development of research capacity and output within paediatric nursing all require targeted financial investment to build capacity. This analysis is illustrative of the need for a more detailed investigation of nursing research capacity by specialty. Key messages and action points are suggested for nurses in higher education, professional nursing organizations, doctorally prepared nurses and their employers.

Developing research capacity: Identifying and quantifying nursing research activity in the NHS

Many hospitals are beginning to implement strategies that should strengthen and support nursing research capacity. One large NHS trust hospital in England wished to identify the level and scope of its nursing research activity to provide a baseline against which to measure future progress and to provide information that would contribute to its capacity-building strategy. The primary aim of the study was to identify the number of research-active nurses within the trust. A 'walkabout', database search and interviews with senior nurses suggested that 34 out of 1,574 nurses (2.1%) were considered to be research active, with 14 of these nurses having at least one publication. When compared with other studies measuring nursing research activity, 2.1% was found to be significantly lower than the findings in all these other studies. However, analysis suggests that the differences in reported levels of research activity might be due to differing sampling methods and various definitions of what constitutes research activity. Comparing extrapolated data (number of publications) from each study suggests that research activity is comparable throughout the UK and in Australia.

Research career development: the importance of establishing a solid track record in nursing academia

Academic status and achievement is increasingly influenced by research income and outputs with nursing academics experiencing considerable pressure to perform in these areas. As a result funding and career opportunities are becoming more competitive. Establishing expertise and a sound track record is crucial for success at both the individual and organisational level. However, despite their importance, methods to effectively establish a track record have received limited attention in the literature. The aim of this paper is to articulate the need for and provide advice for achieving a strategic approach to develop a solid and competitive track record. Practical tips are provided to facilitate the development of productive research teams with clear and logical contributions from each member, having a dissemination plan to maximise research outputs, and remaining focused on specific areas of content expertise. It is intended that these tips will assist individuals and academic units with to develop a stronger track record that may increase the likelihood of success in obtaining competitive funding.

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.

After the doctorate: a qualitative study investigating nursing research career development in Jordan

There is a dearth of research exploring the development of postdoctoral nursing research careers in non-Western contexts. This paper reports on a qualitative study of Jordanian graduates of UK PhD programs. Interviews were held with 16 graduates who worked in the nursing faculty of seven different universities in Jordan. Participants reported that their doctoral degree had equipped them with confidence and enthusiasm for developing a research career. Mentorship, leadership, and peer support were identified as essential to supporting ongoing research activity. Access to these sources of support was variable and participants also described a range of institutional and organizational structures that directly or indirectly discouraged them from developing research productivity. This research suggests that support for postdoctoral novice researchers is an important area for further attention - for Jordanian universities, for UK PhD supervisors (and their associated academic departments), and for the wider nursing community.

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.

Evaluating a team-based approach to research capacity building using a matched-pairs study design

BACKGROUND

There is a continuing need for research capacity building initiatives for primary health care professionals. Historically strategies have focused on interventions aimed at individuals but more recently theoretical frameworks have proposed team-based approaches. Few studies have evaluated these new approaches. This study aims to evaluate a team-based approach to research capacity building (RCB) in primary health using a validated quantitative measure of research capacity in individual, team and organisation domains.

METHODS

A non-randomised matched-pairs trial design was used to evaluate the impact of a multi-strategy research capacity building intervention. Four intervention teams recruited from one health service district were compared with four control teams from outside the district, matched on service role and approximate size. All were multi-disciplinary allied health teams with a primary health care role. Random-effects mixed models, adjusting for the potential clustering effect of teams, were used to determine the significance of changes in mean scores from pre- to post-intervention. Comparisons of intervention versus control groups were made for each of the three domains: individual, team and organisation. The Individual Domain measures the research skills of the individual, whereas Team and Organisation Domains measure the team/organisation's capacity to support and foster research, including research culture.

RESULTS

In all three domains (individual, team and organisation) there were no occasions where improvements were significantly greater for the control group (comprising the four control teams, n = 32) compared to the intervention group (comprising the four intervention teams, n = 37) either in total domain score or domain item scores. However, the intervention group had a significantly greater improvement in adjusted scores for the Individual Domain total score and for six of the fifteen Individual Domain items, and to a lesser extent with Team and Organisation Domains (two items in the Team and one in the Organisation domains).

CONCLUSIONS

A team-based approach to RCB resulted in considerable improvements in research skills held by individuals for the intervention group compared to controls; and some improvements in the team and organisation's capacity to support research. More strategies targeted at team and organisation research-related policies and procedures may have resulted in increased improvements in these domains.

Evaluating a team-based approach to research capacity building using a matched-pairs study design

Background

There is a continuing need for research capacity building initiatives for primary health care professionals. Historically strategies have focused on interventions aimed at individuals but more recently theoretical frameworks have proposed team-based approaches. Few studies have evaluated these new approaches. This study aims to evaluate a team-based approach to research capacity building (RCB) in primary health using a validated quantitative measure of research capacity in individual, team and organisation domains.

Methods

A non-randomised matched-pairs trial design was used to evaluate the impact of a multi-strategy research capacity building intervention. Four intervention teams recruited from one health service district were compared with four control teams from outside the district, matched on service role and approximate size. All were multi-disciplinary allied health teams with a primary health care role. Random-effects mixed models, adjusting for the potential clustering effect of teams, were used to determine the significance of changes in mean scores from pre- to post-intervention. Comparisons of intervention versus control groups were made for each of the three domains: individual, team and organisation. The Individual Domain measures the research skills of the individual, whereas Team and Organisation Domains measure the team/organisation's capacity to support and foster research, including research culture.

Results

In all three domains (individual, team and organisation) there were no occasions where improvements were significantly greater for the control group (comprising the four control teams, n = 32) compared to the intervention group (comprising the four intervention teams, n = 37) either in total domain score or domain item scores. However, the intervention group had a significantly greater improvement in adjusted scores for the Individual Domain total score and for six of the fifteen Individual Domain items, and to a lesser extent with Team and Organisation Domains (two items in the Team and one in the Organisation domains).

Conclusions

A team-based approach to RCB resulted in considerable improvements in research skills held by individuals for the intervention group compared to controls; and some improvements in the team and organisation's capacity to support research. More strategies targeted at team and organisation research-related policies and procedures may have resulted in increased improvements in these domains.

An action research approach for developing research and innovation in nursing and midwifery practice: building research capacity in one NHS foundation trust

The National Health Service in the United Kingdom is committed to a process of reform centred on quality care and innovative practice. Central to this process is the need for research capacity building within the workforce. The aim of this study was to develop an infrastructure for research capacity building within one National Health Service Foundation Trust. Using an Action Research methodology, sixteen individuals were purposefully selected from a population of nurses and midwives to participate in the study. This nonprobability sampling method enabled the researchers to select participants on the basis of who would be most informative about existing research capacity building structures and processes within the Trust. Data were collected in the form of semi-structured individual interviews with each participant. The main findings were that research activity was not embedded in the culture of the organisation, and initiating and undertaking change was a complex process. As a result, a range of structures and processes which were considered necessary to enable the Trust move forward in developing capacity and capability for research were developed and implemented. This paper reports the first two stages of this process, namely: the findings from the pre-step and an outline of how these findings were used to create an infrastructure to support research capacity building within one NHS Foundation Trust Hospital in the United Kingdom.

Relationship between organizational culture, leadership behavior and job satisfaction

Background

Organizational culture refers to the beliefs and values that have existed in an organization for a long time, and to the beliefs of the staff and the foreseen value of their work that will influence their attitudes and behavior. Administrators usually adjust their leadership behavior to accomplish the mission of the organization, and this could influence the employees' job satisfaction. It is therefore essential to understand the relationship between organizational culture, leadership behavior and job satisfaction of employees.

Methods

A cross-sectional study was undertaken that focused on hospital nurses in Taiwan. Data was collected using a structured questionnaire; 300 questionnaires were distributed and 200 valid questionnaires were returned. To test the reliability of the data, they were analyzed by Cronbach's α and confirmatory factors. Correlation analysis was used on the relationships between organizational cultures, leadership behavior and job satisfaction.

Results

Organizational cultures were significantly (positively) correlated with leadership behavior and job satisfaction, and leadership behavior was significantly (positively) correlated with job satisfaction.

Conclusions

The culture within an organization is very important, playing a large role in whether it is a happy and healthy environment in which to work. In communicating and promoting the organizational ethos to employees, their acknowledgement and acceptance of it can influence their work behavior and attitudes. When the interaction between the leadership and employees is good, the latter will make a greater contribution to team communication and collaboration, and will also be encouraged to accomplish the mission and objectives assigned by the organization, thereby enhancing job satisfaction.

The challenges facing healthcare lecturers and professors to lead and promote a research-based culture for practice

A qualitative study was undertaken to explore lecturers’ and professors’ views of their role in shaping attitudes to, and careers in, research for the nursing and allied health professional workforce. A purposive sample was used to identify key participants (n = 30), from four universities across southwest England, with 7—8 participants from each institution. Data were collected between October 2005 and January 2007. Data were managed, analysed and coded with the assistance of the qualitative data analysis software NVivo using a thematic content analysis. This paper reports the findings, which are limited to the challenges facing the higher education workforce in taking the lead to promote a research based culture for practice. Overall, participants see themselves as playing a significant and important role in shaping the research agenda in healthcare. However, with only 9% of the education workforce holding a doctoral qualification, capacity and capability need further investment, as well as the need to ensure their balanced workload. The research leadership of professors is highly valued, though the study recommends greater transparency of expectations in their role. In conclusion, with the introduction of new clinical academic pathways, the higher education workforce is key to inspiring, educating and supporting them in their role.

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.

Capacity building: A concept analysis of the term applied to research

Recent policy developments in Ireland have led to a focus on research capacity building as a means of consolidating nurse and midwifery education in the Irish academic setting. This follows similar initiatives in the United Kingdom and Australia. However, sparse literature and a lack of clarity of the term 'research capacity building' leads to some confusion. A concept analysis using Rodgers' framework was conducted. The literature examined included 'grey' literature, policy documents and indexed papers across a range of disciplines, derived from CINAHL/PubMed searches. The concept of research capacity building was deemed to imply a funded, dynamic intervention operationalized through a range of foci and levels to augment ability to achieve objectives in the research field over the long-term, with aspects of social change as an ultimate outcome. This is presented as an interim statement because of the evolutionary nature of the concept and the limitations of the exercise.

Capacity building in nursing and midwifery research and development: an old priority with a new perspective

AIM

This paper is a report of a study to identify strategic priorities to inform the development of a regional strategy for nursing and midwifery research and development.

BACKGROUND

Research capacity has been highlighted internationally as a crucial element in the advancement of nursing and midwifery research and development. Research capacity has been defined as that which relates to the ability to conduct research. In a strategic context, however, there is a broader perspective that encompasses activities related both to 'using' and 'doing' research.

METHODS

A modified nominal group technique was employed. Three rounds were used to identify the main strategic priorities for nursing and midwifery research and development. Round one was based on the Delphi Technique and further rounds were based on the nominal group technique approach. Data were collected during February 2005. Participants (n = 105) were those involved in the research and development agenda for nursing and midwifery in Northern Ireland.

FINDINGS

Capacity building was highlighted as a central component from the final 12 priorities, with three key areas identified: (1) the importance of strong and visible leadership; (2) developing research expertise that will enable the profession to deliver programmes of research and (3) increasing the capacity of individuals and organizations to engage in development activity.

CONCLUSION

The 12 priorities identified emphasize the need for a broad perspective on building capacity that reflects involvement in a range of activities that span 'research' and 'development'. This has important implications globally if nurses and midwives are to develop the knowledge and skills required to engage in research and development as an integral part of their practice. Embracing this broader perspective has the potential to enhance performance that will contribute to continuous quality improvement.

Developing nursing and midwifery research capacity in a university department: case study

AIM

This paper reports a case study which examined the selection, implementation and outcomes of one university department's approach to building research capacity in nursing and midwifery.

BACKGROUND

The literature identifies building nursing research capacity as an important challenge. In countries such as Australia and the United Kingdom it is taking place in the context of the move of nurse education into the university sector. Structural and cultural barriers to building academic nursing research capacity exist. Previous studies highlight the strategies that academic departments adopt to build nursing research capacity.

METHODS

Using case study methodology, data were collected using documentary analysis and semi-structured interviews with a purposive sample of 27 academic and related staff and a focus group with seven staff. The data were collected between 2003 and 2005.

FINDINGS

The department had adopted an inclusive approach to capacity development (allowing all teaching staff to develop their research capability), but is now moving towards a more focused path and the cultivation of "leading edge" research. Neophyte researchers described lacking confidence in undertaking research, and expressed a need for more formal support structures. The importance of effective management of capacity building was highlighted, including transparent communication and mapping of existing capacity. Key external influences included the lack of core research funding, and divergence between the university's emphasis on research and the department's desire to develop an interface between teaching, research and clinical practice.

CONCLUSION

Academic leadership and educational management should work in tandem. Staff development and the provision of time and support are crucial aspects of research capacity development. The effectiveness of "inclusive" and "exclusive" approaches to research capacity development depends on the nature of each department, and they are not mutually exclusive.

Vision, leadership and partnership: how to enhance the nursing and midwifery contribution to research and development

AIM

This paper reports an evaluation of nursing and midwifery research and development activity in Northern Ireland.

BACKGROUND

Research and development is integral to the quality of patient care. Nurses and midwives have an important contribution to make and, whilst the professional landscape has changed significantly, with improved funding and productivity, there remains much room for improvement. To advance this agenda it is necessary to evaluate progress across the spectrum of research and development activity. The policy literature gives examples of the methods by which this can be achieved, but there is less evidence about evaluation criteria, or the methods by which research and development progress is assessed at organizational, national and international levels.

METHOD

A comprehensive analysis of the literature was undertaken to develop a 'Research and Development Best Practice Framework'. This was then used as the basis for structured interviews with 32 organizational leads for three main stakeholder groups: health and care providers (n = 20), education providers (n = 7) and funders of research and development (n = 5). Data collection was from March to November 2004.

FINDINGS

Despite general recognition of its value, only a minority of organizations had an up-to-date corporate strategy that included nursing and midwifery research and development. There was considerable variability in the systems, support structures, capacity and productivity of nurses and midwives throughout these organizations. In most, no-one had sole responsibility for leading the professional research and development agenda but, where such leadership was in place, improved outcomes were apparent. Building effective partnerships for research and development and forward planning through developing an organizational strategy were also key indicators of success.

CONCLUSION

Our findings confirm progress, but also reinforce the need to develop a clear vision, enhance leadership potential and forge effective partnerships to advance the research and development agenda in nursing and midwifery.

Challenges and strategies in developing nursing research capacity: A review of the literature

OBJECTIVES

This paper reports the findings of a critical overview of the development of nursing research capacity in academic departments. It examines the major barriers to developing research capacity, the capacity building strategies adopted (or proposed) within the literature, and considers the wider context within which such endeavours take place.

DESIGN

The literature review forms part of a longitudinal project utilising case study methodology. A key word search was used to locate relevant journal articles for the period 1999-2004, derived from the project's research question and an earlier literature review. A number of manual 'shelf searches' were conducted.

DATA SOURCES

Bibliographic data were retrieved from The Cumulative Index of Nursing and Allied Health literature, The Social Science Citation Index, and Medline.

REVIEW METHODS

Approximately 150 articles were retrieved, of which 47 were included in the study. Given the paucity of work in this area papers were not excluded on the grounds of methodological weakness. Major themes were identified in each paper and an analytical framework was developed.

RESULTS

Two main challenges affecting research capacity development were identified-material constraints and organisational contexts, and the changing roles and expectations of nurse educators. The importance of developing an overall strategic approach, clearly communicated, and accompanied by effective leadership was a point of common agreement. Debate existed on how research support should be managed, particularly the merits of inclusivity and the reconcilement of individual and organisational needs. Specific capacity strategies identified in the literature were the creation of infrastructures, the fostering of research cultures and environments, and the facilitation of training and collaboration.

CONCLUSIONS

The literature offers many examples of capacity building strategies. However, more empirical studies are needed to understand the situated process of implementing and evaluating capacity building in individual academic departments, and how this process differs between geographical settings.

Exploratory factor analysis of the research and development culture index among qualified nurses

AIMS AND OBJECTIVES

This paper presents the exploratory factor analysis of a rating instrument for assessing the strength of organizational Research and Development (R&D) culture.

BACKGROUND

Despite nursing's limited research capacity, the discipline is capitalizing upon opportunities to become involved in research and is making strong progress. Within the context of the debate on nursing research capacity, the R&D Culture Index was developed as a means of appraising R&D culture within health care organizations.

DESIGN

Factor analysis was carried out on data collected from 485 nursing staff. The method of extraction was Principal Components Analysis with oblique rotation.

METHODS

The Index was developed from the findings of qualitative research conducted with NHS staff. Eighteen items, encompassing the main themes from the data, were initially included in the Index. This pilot instrument was distributed to nursing staff within three different types of NHS Trust. Factor analysis resulted in rejection of two items and the analysis was repeated using the remaining 16 items.

RESULTS

Three latent factors were extracted accounting for 58.0% of the variance in the data. The factors were: R&D Support, describing the perceived support within the working environment for R&D activity; Personal R&D Skills and Aptitude, describing an individual's perception of their ability towards R&D activity; and Personal R&D Intention, describing an individual's willingness to engage in R&D activity. Each factor had good internal reliability, as did the overall index.

CONCLUSION

The R&D Culture Index provides an efficient means of assessing the strength of an organization's R&D culture in a way that captures the role of the individual practitioner and the organizational environment.

RELEVANCE TO PRACTICE

These findings suggest that the continuing promotion of R&D within health care organizations is dependent upon a multi-faceted approach that addresses the learning needs of the organization as well as those of the individual practitioners.

Difficulties in developing a nursing research culture in the UK

Despite the obvious advantages to patient care and professional development, nursing research in the UK is relatively poorly developed and research activity in nursing lags behind many of the more established university disciplines. The reasons for this are complex and numerous. The purpose of this article is to explore the most pertinent issues. For example, there is currently a lack of appropriately qualified research-active staff, the 'research culture' in many departments is inadequately developed, dedicated research funding is insufficient and competing demands are commonly placed on nurse academics. In order for research activity to improve significantly many of these problems have to be properly addressed because patient care and professional credibility are at stake.

A South West regional survey of factors affecting the future development and education of nursing and midwifery educators

To ensure that higher education institutions (HEIs) keep abreast of the changes advocated by the NHS modernisation agenda, a regional survey was undertaken to identify and analyse the development needs of individuals involved in the education of nurses and midwives in the South West of England. A total of 760 self-administered postal questionnaires were distributed with 426 returns, giving a response rate of 56%. This paper discusses the qualitative responses from the 57-item questionnaire that reported the factors facilitating (n=79) and inhibiting (n=140) the educators' personal development, and additional responses from those wishing to make further comment (n=125). From a content analysis it was noted that the themes identified as both facilitating and inhibiting development were inter-linked. The data from the additional responses served to reinforce the issues that had already emerged. Discussion revolves around the four refined themes of the need for greater resources, for a supportive organisation, for role organisation and development and for collaborative practice. Recommendations suggest greater clarification is needed of the roles of academics in practice and that they need more resources to support them in their achievement. Finally, the study reinforces the need for collaborative working across HEIs and the NHS if the modernization agenda is to be met.