Cargando…

Research education and training for nurses and allied health professionals: a systematic scoping review

BACKGROUND: Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different lev...

Descripción completa

Detalles Bibliográficos
Autores principales: King, Olivia, West, Emma, Lee, Sarah, Glenister, Kristen, Quilliam, Claire, Wong Shee, Anna, Beks, Hannah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9121620/
https://www.ncbi.nlm.nih.gov/pubmed/35590359
http://dx.doi.org/10.1186/s12909-022-03406-7
_version_ 1784711190830645248
author King, Olivia
West, Emma
Lee, Sarah
Glenister, Kristen
Quilliam, Claire
Wong Shee, Anna
Beks, Hannah
author_facet King, Olivia
West, Emma
Lee, Sarah
Glenister, Kristen
Quilliam, Claire
Wong Shee, Anna
Beks, Hannah
author_sort King, Olivia
collection PubMed
description BACKGROUND: Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries. METHODS: The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised. RESULTS: Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues’ modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described. CONCLUSION: Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03406-7.
format Online
Article
Text
id pubmed-9121620
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-91216202022-05-21 Research education and training for nurses and allied health professionals: a systematic scoping review King, Olivia West, Emma Lee, Sarah Glenister, Kristen Quilliam, Claire Wong Shee, Anna Beks, Hannah BMC Med Educ Research BACKGROUND: Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries. METHODS: The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised. RESULTS: Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues’ modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described. CONCLUSION: Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03406-7. BioMed Central 2022-05-19 /pmc/articles/PMC9121620/ /pubmed/35590359 http://dx.doi.org/10.1186/s12909-022-03406-7 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/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/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://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
King, Olivia
West, Emma
Lee, Sarah
Glenister, Kristen
Quilliam, Claire
Wong Shee, Anna
Beks, Hannah
Research education and training for nurses and allied health professionals: a systematic scoping review
title Research education and training for nurses and allied health professionals: a systematic scoping review
title_full Research education and training for nurses and allied health professionals: a systematic scoping review
title_fullStr Research education and training for nurses and allied health professionals: a systematic scoping review
title_full_unstemmed Research education and training for nurses and allied health professionals: a systematic scoping review
title_short Research education and training for nurses and allied health professionals: a systematic scoping review
title_sort research education and training for nurses and allied health professionals: a systematic scoping review
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9121620/
https://www.ncbi.nlm.nih.gov/pubmed/35590359
http://dx.doi.org/10.1186/s12909-022-03406-7
work_keys_str_mv AT kingolivia researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview
AT westemma researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview
AT leesarah researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview
AT glenisterkristen researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview
AT quilliamclaire researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview
AT wongsheeanna researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview
AT bekshannah researcheducationandtrainingfornursesandalliedhealthprofessionalsasystematicscopingreview