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Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals

BACKGROUND: A highly skilled workforce is required to deliver high quality evidence-based care. Clinical academic career training programmes have been developed to build capacity and capabilities of nurses, midwives and allied health professionals (NMAHPs) but it remains unclear how these skills and...

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Autores principales: Cowley, Alison, Diver, Claire, Edgley, Alison, Cooper, Joanne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7653772/
https://www.ncbi.nlm.nih.gov/pubmed/33167934
http://dx.doi.org/10.1186/s12909-020-02348-2
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author Cowley, Alison
Diver, Claire
Edgley, Alison
Cooper, Joanne
author_facet Cowley, Alison
Diver, Claire
Edgley, Alison
Cooper, Joanne
author_sort Cowley, Alison
collection PubMed
description BACKGROUND: A highly skilled workforce is required to deliver high quality evidence-based care. Clinical academic career training programmes have been developed to build capacity and capabilities of nurses, midwives and allied health professionals (NMAHPs) but it remains unclear how these skills and roles are operationalised in the healthcare context. The aim of this study was to explore the experiences of early career clinical academic NMAHPs who have undertaken, or are undertaking, clinical academic master’s and doctoral studies in the United Kingdom. METHODS: We conducted 17 in-depth semi-structured interviews with early career clinical academics which included; nurses, midwives and allied health professionals. The data were analysed using thematic analysis. RESULTS: Two themes emerged from the data; identity transformation and operationalising transformation. Both these highlighted the challenges and opportunities that early clinical academic training provided to the individual and organisation in which they practiced. This required the reconceptualization of this training from the pure acquisition of skills to one of personal and professional transformation. The findings suggest that individuals, funders, and organisations may need to relinquish the notion that training is purely or largely a transactional exchange in order to establish collaborative initiatives. CONCLUSION: Stakeholders need to recognise that a cultural shift about the purposes of research training from a transactional to transformative approaches is required to facilitate the development of NMAHPS clinical academics, to enable them to contribute to innovative health and patient care. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02348-2.
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spelling pubmed-76537722020-11-16 Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals Cowley, Alison Diver, Claire Edgley, Alison Cooper, Joanne BMC Med Educ Research Article BACKGROUND: A highly skilled workforce is required to deliver high quality evidence-based care. Clinical academic career training programmes have been developed to build capacity and capabilities of nurses, midwives and allied health professionals (NMAHPs) but it remains unclear how these skills and roles are operationalised in the healthcare context. The aim of this study was to explore the experiences of early career clinical academic NMAHPs who have undertaken, or are undertaking, clinical academic master’s and doctoral studies in the United Kingdom. METHODS: We conducted 17 in-depth semi-structured interviews with early career clinical academics which included; nurses, midwives and allied health professionals. The data were analysed using thematic analysis. RESULTS: Two themes emerged from the data; identity transformation and operationalising transformation. Both these highlighted the challenges and opportunities that early clinical academic training provided to the individual and organisation in which they practiced. This required the reconceptualization of this training from the pure acquisition of skills to one of personal and professional transformation. The findings suggest that individuals, funders, and organisations may need to relinquish the notion that training is purely or largely a transactional exchange in order to establish collaborative initiatives. CONCLUSION: Stakeholders need to recognise that a cultural shift about the purposes of research training from a transactional to transformative approaches is required to facilitate the development of NMAHPS clinical academics, to enable them to contribute to innovative health and patient care. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02348-2. BioMed Central 2020-11-10 /pmc/articles/PMC7653772/ /pubmed/33167934 http://dx.doi.org/10.1186/s12909-020-02348-2 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
Cowley, Alison
Diver, Claire
Edgley, Alison
Cooper, Joanne
Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
title Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
title_full Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
title_fullStr Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
title_full_unstemmed Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
title_short Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
title_sort capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7653772/
https://www.ncbi.nlm.nih.gov/pubmed/33167934
http://dx.doi.org/10.1186/s12909-020-02348-2
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