| Bedoee, 2011. Investing in the Future: Social Workers Talk about Research New Zealand | To report the health professional 'talk' about research revealed in a study of social workers' participation in continuing professional education. Research question not specified. | Concept of growing utilization of research and building research capacity both within Universities and in practice linked to the 'professionalization project' in social work. | Participatory action research design: qualitative study. 17 semi-structured individual and 6 group interviews involving 40 social workers, professional leaders and managers. Setting and sampling described. Thematic analysis and software mentioned. | Main themes: The value and importance of research to practitioners; the obstacles and constraints (need for social workers to participate in research not recognized by managers and lack of time); awareness of evidence-based practice; the organizational context; the lack of social worker confidence and skill in research activity; and status, other professions and research. | Leadership needs to be directed closer to the front line of practice through collaborative relationships between academics and research teams to encourage more scholarly activity in practice and grow a research agenda, generated by the questions in the field and focused on the needs of service users. | TAPUPAV" Ethical approval an consent not stated. |
| Behar-Horenstein and Johnson, 2010. Enticing Students to Enter Into Undergraduate Research: The Instrumentality of an Undergraduate Course USA | To discover how the Science for All course served as gatekeeper to engage students in undergraduate research. Research question: What role does the Science for All course play in encouraging students to seek research opportunities at the university? | The concept of undergraduate research, defined as an inquiryor investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline. | Observational design, qualitative study. Classroom observation of the course for students majoring in different sciences (1 per week for 50 minutes, during the 16-week); current research topics were presented. 133 students participated in course. 5 students were interviewed. Setting and sampling described. Thematic analysis. | Overall, the findings show that some of the participants began to engage in research activities while taking this course. However, overall the course lacked engaging pedagogy, student input, and participation. These findings indicate that students may have felt excluded from the research practice community, may not have understood what they were listening to, or may have found the process of doing research to be inaccessible. | If the course was solely designed to showcase faculty research, conduct faculty interviews, and motivate student interest in doing research, this purpose is being served | TAPUPAV |
| Dupin et al., 2015. Conceptions of learning research: Variations amongst French and Swedish nurses. A phenomenographic study. France and Sweden | To explore French and Swedish RNs' conceptions of research education and educational passage toward research and to describe how learning research contributes to the understanding of their norms and practices. Research question not specified. | Discussing nursing research in Europe: development of research capacity and education and differences between France and Sweden. | Explorative descriptive design. Qualitative study. Interview with five French and five Swedish Nurse Researchers with PhDs. Sampling and setting described. The phenomenographic method of data analysis. | The analysis revealed one main category, "Organizational factors to sustain individual apprenticeship". Three descriptive categories have emerged from the data and its variations amongst French and Swedish nurses: (1) entrance into research-modes of commitment; (2) nurses' engagement-the need for dedicated support; and (3) research as the means to resolve nursing situations. Registered nurses have integrated nursing and researcher roles. | Education in nursing research is part of the strategy needed for the development of nursing research and is supported by the integration of research and practice. | TAPUPAV |
| Evans et al., 2013. An exploration of nursing research perceptions of registered nurses engaging in research activities at a metropolitan hospital in Western Australia Australia | To explore perceptions about nursing research of registered nurses (RNs) who were engaged in research activities at a metropolitan hospital in Western Australia. Research question not specified. | Discussing Nurse Research Consultants (NRCs) role. | Explorative design. Qualitative study. Interview with 10 RN Setting and sampling not described. Thematic analysis | Four main themes were identified: perceptions of nursing research, perceived enablers, perceived barriers and improving research engagement. Some of the RNs that participated in this study were experienced in the conduct of research, finding adequate support from NRCs in the workplace, whilst others experienced barriers limiting their involvement in nursing research activities. | These barriers could be reduced with additional education, support, improved communication, time and opportunities to undertake research activities. | TAPUPAV |
| Finch et al, 2013. Factors influencing research engagement: research interest, confidence and experience in an Australian speech-language pathology workforce Australia | To examine the current research interest, confidence and experience of speech language pathologists (SLPs) in a public healthcare workforce, as well as factors that predicted clinician research engagement. The main research question not specified. | Concept of EBP and review of literature on the research experience of allied health professionals | Across-sectional design: quantitative study. An online survey; 158 speech language pathologists in a public healthcare responded. Setting and sampling described. Descriptive statistics and multiple regression using Predictive Analytics Software | Respondents were more confident and experienced with basic research tasks (e.g. finding literature) and less confident and experienced with complex research tasks (e.g. analyzing and interpreting results, publishing results). For most tasks, SLPs displayed higher levels of interest in the task than confidence and experience. Research engagement was predicted by highest qualification, current job classification level and overall interest in research. | SLPs have potential to benefit from research capacity building activities to increase their research skills in order to meet organizational research engagement objectives. | TAPUPAV |
| Finch et al, 2015. Uncovering motivators and stumbling blocks: Exploring the clinical research experiences of speech-language pathologists Australia | To explore the experiences and attitudes of speech-language pathologists in regards to undertaking research in their clinical settings. Research question not specified. Questions posted to initiate discussion within focus group listed. | Mentioning EBP and previous research. | Descriptive design Qualitative study. Six focus groups (video or teleconferencing) with 21 practicing speech-language pathologists Setting and sampling described. Qualitative content analysis. | Two overarching themes mediated research engagement. Engagement in research was shaped by whether participants overcame any "fear" of research and the unique characteristics of their clinical context. Contextualizing and further shaping participants' experiences of these themes were personal factors, such as initiative and proactivity. | The success of increasing the research engagement of the speech-language pathology workforce may be contingent on providing practitioners with more exposure to research opportunities and mentors, and ensuring organizational structures are in place to encourage, support and facilitate research. | TAPUPAV |
| Gerrish et ai, 2011. Factors influencing the contribution of advanced practice nurses to promoting evidence-based practice among front-line nurses: findings from a cross-sectional survey UK | To identify factors influencing advanced practice nurses' contribution to promoting evidence-based practice among front-line nurses. Research question: how APNs influence the care given by FLNs. | Concept of EBP. | A cross sectional design: quantitative study. Questionnaire with 855 advanced practice nurses (a purposive sample). SPSS. Descriptive statistics. Content analysis was mention in relation to the qualitative data from free text questions. | Advanced practice nurses used different sources of evidence. They engaged in various activities to promote evidence-based practice and had a positive influence on front-line nurses' practice. Their skills in evidence-based practice varied with few considering themselves expert; these with Masters qualifications perceived themselves to be more skilled in all aspects of evidence-based practice than those with lower qualifications. | Advanced practice nurses are well placed as clinical leaders to promote evidence-based practice by frontline nurses but require further development of their skills in evidence-based practice. In order to maximize their potential, advanced practice nurses require Master's preparation. | TAPUPA V |
| Gonzalez et al., 2012. Community Mental Health Agency Views of Research USA | To characterize community mental health agency staff's baseline attitudes and values regarding research and ideas for improving the academic-community collaboration. To develop a research infrastructure that fosters incorporation of research-based practices into clinical care. The main research question not specified; interview questions outlined. | Described processes and outcomes of academic-community partnerships; overview over reports. | Authors stated that the design is qualitative. Individual interviews with 4 leaders. Focus groups with medical staff (4), non-medical practitioners (6), and administrative staff (8). Setting and sampling process described in details. Analysis: NVIVO, integrative analyses, domains defined a priori. | The authors developed a AAA model to depict the elements necessary to achieve successful research collaborations: acceptance, access, active collaboration; prior to carrying out interviews and focus groups. Results systematized in 5 overarching themes: inter-agency communication, shared goals and equality in research, researchers adding knowledge to the agency, improving attitudes toward research, and agency involvement in research. Lack of shared values and inadequate communication processes can negatively impact community-based research collaborations. | More clear "benefits and reward structures" for community based partners are needed, such as a clear understanding of direct and indirect costs of the research project and ensuring agency funding is commensurate for the project and how the projects might impact the study population | TAPUPAV Ethical aspects stated: the role of the authors not described. |
| Hauck et al., 2015. Research capacity building in midwifery: Case study of an Australian Graduate Midwifery Research Intern Programme Australia | To evaluate an innovative Graduate Midwifery Research Intern Program offered at a tertiary obstetric hospital in Western Australia, to determine what was working well and how the program could be improved. Research question not specified. Questions included in the survey listed. | A framework with six principles to guide capacity building in research: develop skills and confidence; ensure research is useful and close to practice; foster partnerships and collaborations; promote appropriate dissemination; contain elements of sustainability to maintain skills; and include supportive infrastructure. | A case study Qualitative The Graduate Research Intern (GRI) Program Evaluation; 6 GRI mid-wives participated in a survey. Setting and sampling described. Coding of open-ended responses mentioned. | Findings confirm that the GRI program increased the graduates understanding of how research works, its capacity to define a problem, generate new knowledge and inform clinical practice. The GRI midwives' feedback suggested the program opened their thinking to future study and gave them enhanced insight into women's experiences around childbirth. | To grow own knowledge as a professional group, midwives must develop and promote programs to build own pool of research capable midwives. | TAPUPAV |
| Jansen and Hoeijmakers, 2013. A Masterclass to Teach Public Health Professionals to Conduct Practice-Based Research to Promote Evidence-Based Practice: A Case Study from the Netherlands Netherlands | To describe and evaluate the curse aim to train public health professionals to design and conduct scientific research based on a problem in practice or policy. The main research question not specified. | Describing a Masterclass on Scientific Research Training for Public Health Professionals | Multiple method design: mix-methods Public health professionals completed formative evaluation forms with report marks for each lecture, as well as for the role of the tutor and the coordinator; 2 focus group (with 8 in each), with the master class participants by the end of the class and 6 months after completion; a 36-item questionnaire. | Twenty-one candidates started the program, 66% completed it. Teaching materials, lectures, organization, and facilities were favourably evaluated. At the end of the master class, participants were able to design and implement a research proposal in their daily work setting, write a draft article, and critically appraise scientific research for practice and policy purposes. Participants had become more confident about their research competence. Management support from their employer proved crucial. Results obtained with the different methods were consistent. | The master class appeared to be an effective instrument to increase the practice-based research skills of public health professionals, in a supportive organization with management backing and supervision by senior university researchers; using master classes to contribute to the improvement of practice-based evidence for projects addressing current and future public health problems was recommended. | TAPUPAV Legal and ethical aspects not stated. Analysis not describe |
| Janssen et al., 2015. Perceptions of physiotherapists towards research: a mixed methods study. New Zealand | To explore the perceptions of physiotherapists towards the use of and participation in research. Research question not specified. | None. | Explorative design; mix-methods study. In-depth interviews and questionnaires (demo-graphics, Edmonton Research Orientation Survey, and confidence and motivation to participate in research) with 25 physiotherapists. Thematic analysis and mean and standard deviation. | Physiotherapists were generally positive towards research, but struggled with the concept of research, the available literature and the time to commit to research. Individual confidence and orientation towards research seemed to influence how these barriers were perceived; physiotherapists struggle to implement research in their daily practice and become involved in research. | Changing physiotherapists' conceptions of research, making it more accessible and providing dedicated research time could facilitate increased involvement in the physiotherapy profession. | TAPUPAV |
| King et al, 2015. Facilitating refereed publication by health professionals: research informed software to scaffold the integration of research evidence with practice knowledge | To describe research processes underpinning design of e-learning software used to support preparation of refereed publications by health care professionals, postgraduate and undergraduate students. Research q. stated as issue: integrating clinical practice knowledge with research evidence. | Bases on the Critique for Publication (CFP) e-learning software project; combines authentic assessment with elements of constructivism (Herrington et al., 2014) process emphasizes assessment for learning. | Mixed methods design, framework interacting research with software modification. 79 Nursing and Mid-wifery Undergraduate, Honours, Masters and Research Higher Degrees students filled out online questionnaire; 8 semi structured interviews. Setting and sampling described. Descriptive and thematic analysis. | Barriers to publication: lack of writing confidence and competence; difficulties starting and fear of undertaking a major task. Publication facilitators: Academics' feedback positive on drafts and worthiness for publication, writing for publication workshops, have own academic work recognized beyond the university. | The CFP project provides initial research on clinician /academic collaborative publications. Ongoing research program; potential benefits: from teaching/ learning, research and practice perspective. | TAPUPAV |
| Koivula et al., 2011. Research utilization among nursing teachers in Finland: A national survey Finland | To assess research utilization by nursing teachers and connections of teachers' background, further education and research activity variables to research utilization on nursing education. Research question not specified. | Describing the most common barriers to research utilization in nursing research: a lack of authority in changing patient care procedures, difficulties understanding statistical analysis, insufficient time, organization, the climate and communication of research, the role of the nurse, access to resources, and nurses' attitudes to research. | Across-sectional design Quantitative Survey with 339 nursing teachers. Setting described no details on selection process. Statistical analyses were carried out using SPSS | The mean age of teachers was 51 years and most had master's degrees, although 12% had a licentiate or PhD. Most nursing teachers had taken further education, were members of research and development teams and had publications. Research utilization in nursing teaching was connected to teachers' age, nursing diploma, academic degree, work experience, official title, further education, research and development activities and publication activity. | Nursing teachers with doctoral degrees make better use of research on nursing education than those with master's degrees. | TAPUPAV Property: (-) legal and ethical aspects not stated. |
| Metcalf et al., 2010. Survey of R.T.S with doctorates: barriers to conducting research. USA | To characterize the barriers to publishing and research by doctoral prepared radiologic science practitioners using a national survey instrument. Research question not specified. | Review of literature on barriers to publication from 1988-2008. | Design not specified. Quantitative study. The instrument comprised a total of 25 closed-ended survey questions; 163 radiologic technologists holding doctoral degrees participated. Analysis not described. Ethical considerations not outlined. | Specifying demographic characteristics and presenting the main barriers as The barriers identified as lack of time, energy or motivation to write, statistical technical, institutional or departmental support, faculty mentors and funding. Limited knowledge of grant writing and paperwork associated with grant writing were mentioned, as well as that research is not a job requirement and is viewed as low priority. Staff shortages at work, and major distractions such as travel as competing job demands were pointed out. | Mentoring on 3 levels: 1) Faculty members must mentor their radiologie science students through both didactic and clinical training. 2) Practicing radiologie technologists and supervisors in the clinical setting must mentor radiologic science students by teaching and modelling proper clinical skills and professional behaviour. 3) Radiologie science practitioners who published research must share their experiences with others in the profession. | TAPUPA VEthical aspects not stated. The study explains its aims, setting, but not theoretical framework, and needs to provide greater clarity and full methods and the process of analysis. |
| Murray and Newton, 2009. Facilitating writing for publication UK | To assess writing for publication course for AH professionals; explore the writing skills and strategies that participants developed during the course; to assess whether these skills and strategies were sustained in clinical workplaces after the course. Research question not specified | Describing the course. The course consisted of six 3-hour meetings, with one meeting every month for 6 months. The course had three aims: (1) to develop participants' skills and strategies for writing for publication; (2) to support the writing and submission of a paper during the course; and (3) to help participants to develop skills, networks and understanding for writing beyond the course. | Design not specified. Qualitative study. 12 Physiotherapists in writing for publication course were interviewed 6 months after course. Setting and sampling described in a way, although the main authors focus is on the description of the course, not the methodology applied. Thematic analysis mentioned. | The course participants reported a range of benefits, which included improved skills and increased confidence. They also increased their published output. However, participants also identified the need for ongoing support. | Perhaps the next step is to include training in writing for publication in the undergraduate curriculum, although this would put pressure on an already packed curriculum and on tutors. | TAPUPA V The researcher' role not stated. Theoretical framework, full methods and the process of analysis not provided: however will pass normal transparency thresholds |
| Pager et al, 2012. Motivators, enablers, and barriers to building allied health research capacity | Understand motivators, enablers, and barriers impact on research for allied health in health care settings. Also aim to increase understanding of factors influencing individuals and teams of allied health professionals to do research. Research question not specified. | Organizational behaviour and theories of motivation | Quantitative: cross-sectional design. 85 participants from ten intervention and control healthcare teams (selection process described) Written version of research capacity and culture survey Quantitative data analysis. Descriptive report. | Barriers: 1. Time: lack of time for research, other work roles taking priority, low staffing levels, and high staff turnover.2. Resources and infrastructure: lack of resources especially money, administrative support, research software, and library access.3. Skills and knowledge: lack of research skills and knowledge and access to experts and training.4.Coordination: lack of a coordinated approach with little support from managers, colleagues, and partners causing feelings of isolation. | Supporting already motivated allied health professional individuals and teams to conduct research by increased skills training, infrastructure, and quarantined time is likely to produce better outcomes for research capacity building investment. | TAPUPAV Ethical approval and informed consent not stated. |
| Probst et al, 2015. Research from therapeutic radiographers: An audit of research capacity within the UK UK | To audit research capacity across therapy radiography in the UK. Research question not specified. | Describing national policy documents. | Design not specified. Quantitative study. 45 Therapeutic radiographers responded to the survey-adapted version of the 'Auditing Research Capacity' tool. Sampling and setting described. Statistical analyses were carried out using SPSS | Variation was evident in the commitment to the development of a research culture identified by practices such as linking research to the business planning cycle, inclusion of research in recruitment and advertising materials, or having a nominated therapeutic radiographer lead on research for the department. Luck of research strategy and training for RRs was mentioned, specifically in areas such as writing funding bids, writing for publication and the research and governance process. | The research strategy should include mentoring or developing appropriate research skills for those engaged in research (including higher degree qualifications). RSMs should also encourage peer-reviewed publications, and conference presentations from all staff to ensure research results are disseminated to the wider profession. | TAPUPAV Property: (-) legal and ethical aspects not stated. |
| Rickard et al., 2011. Towards improved organizational support for nurses working in research roles in the clinical setting: A mixed method investigation. | To explore experiences of nurses employed in research positions regarding organizational structures and support for research career pathways, and determine what reforms would strengthen an effective research specialization pathway. Research question not specified. | Discussing previous research in field. | Across-sectional design: mix-methods. A survey and semistructured interviews of 11 nurses in research roles at an acute care hospital. Setting and sampling described. Descriptive statistic and thematic analysis | Research nurses lack organizational support in many important job aspects. They need individual mentorship, collective support, and the professional recognition and status that researchers in other settings are afforded. | A comprehensive research management model would provide structured organizational support for nurses in research, improve professional development opportunities, ensure efficient use of human resources, synergistic working partnerships, and further contribute to a culture of evidence-based healthcare. | TAPUPAV |
| Stephens et al., 2009. Research Experience and Research Interests of Allied Health Professionals Australia | To examine the research experience and level of research interest of AHP, as well as difference and/ or relationship between research experience and interest, the areas in which interested in developing skills was highest, and whether there was a difference between disciplines in research interest and experience. | Describing components in The Research Spider survey tool: writing a research proposal, using quantitative methods, publishing research, writing and presenting a research report, analysing and interpreting results, using qualitative research methods, critically reviewing literature, finding relevant literature, generating research ideas and applying for research funding. | Not specified Quantitative The Research Spider survey tool with 132 allied health professional Setting and sampling described. Descriptive statistic and SPSS | Allied health professionals rated themselves as having 'little research experience.' While practitioners' level of interest in research was significantly greater than their level of research experience, practitioners as a whole only had 'some interest' in research. Fifteen percent of the sample was very interested in research. | Practitioners highly interested in research may benefit from intensive support and training in areas of clinical research. A combination of strategies will be required if some allied health professionals are to pursue clinical research activities and for most allied health professionals to adopt evidence based best practice. | TAPUPAV Ethical considerations stated, not the role of the authors. |
| Ulrich et al.,2015.Establishing good collaborative research practices in the responsible conduct of research in nursing science. USA | To examine nurse scientists' views on collaborative research as part of a larger study on standards of scientific conduct. Research question not specified. | Describing training in the responsible conduct of research (RCR). | Design not specified. Quantitative study. Web-based descriptive survey; the authors invited 1,550 nursing faculty (a random sample) to participate in this web-based survey, with an overall 27% response rate. Statistical analyses were carried out using SPSS. | Nearly 40% of nurse respondents were not able to identify good collaborative practices for the discipline; more than 3/4 did not know of any published guidelines available to them. Successful research collaborations were challenged by different expectations of authorship and data ownership, lack of timeliness and communication, poorly defined roles and responsibilities, language barriers, and when they involve junior and senior faculty working together | Individual and organizational standards, practices, and policies for collaborative research need clarification within the discipline. | TAPUPAV |
