From: Research capacity building frameworks for allied health professionals – a systematic review
Study | Population | Purpose and intervention | Study design | Data collection and analysis | Research capacity building approaches described in each framework | Structural levels | Assumptions | Research capacity building definition |
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Bamberg, Perlesz, McKenzie & Read, 2010 [40] | Australia: Large not-for-profit community healthcare organisation | Build and enhance the capacity of a community health service to conduct their own research and evaluation | Qualitative (cooperative inquiry action research design) | Semi-structured interviews, meeting observations, reflective journals Documented changes in: - staff requests for assistance - confidence and knowledge - policy and procedures Thematic analysis | 1. Dissatisfaction with the status quo 2. Knowledge and skills 3. Available resources 4. Available time 5. Rewards or incentives 6. Participation is expected/encouraged 7. Commitment by those involved 8. Leadership | None specified | Ely’s ‘8 conditions for implementing innovation’ model support the successful implementation of a framework to produce change | None reported |
Cooke, Nancarrow, Dyas & Williams, 2008 [29] | UK: ‘Designated research teams’ from primary and community care, funded by a large Research Development Unit, including social workers, pharmacists and podiatrists | Implement and evaluate the ‘designated team approach’ for 6 clinical teams using funding, mentorship and expert support | Qualitative Evaluated against Cooke (2005)’s framework of 6 principles of research capacity building | Process and outcome measures collected on context, activities, experiences, outputs and impacts of interventions Narrative summary of results | 1. Development of appropriate research skills to apply in practice 2. Development of linkages, partnerships and collaborations 3. Support of research that is ‘close to practice’ 4. Appropriate dissemination 5. Appropriate infrastructure 6. Elements of continuity and sustainability | Individual Team Organisation Supra-organisational | Research capacity building initiatives may occur within, and across, structural levels | ‘A process of individual and institutional development which leads to higher levels of skills and greater ability to perform useful research’ (Trostle, 1992, p.1321) [3] |
Golenko, Pager & Holden, 2012 [33] | Australia: Large public healthcare organisation Nine AH senior managers of five hospital and community teams | Develop a thematic model to promote and enhance allied health research capacity at an organisational level | Qualitative | Semi-structured in-depth interviews with senior AH managers. Conceptual and relational analysis using NVivo | 1. Whole of organisational approach and support from senior managers 2. Structures, processes and systems 3. Partnerships and collaborations 4. Dedicated research centres, units and positions | Individual Team Organisation External environment | The organisation is the critical link in creating synergy across the 4 levels of research capacity building | ‘A process of individual and institutional development which leads to higher levels of skills and greater ability to perform useful research’ (Trostle, 1992, p.1321) [3] |
Holden, Pager, Golenko, Ware & Weare, 2012 [37] | Australia: Large public healthcare organisation AHPs working in a mixture of hospital and community settings | Evaluate the impact of a multi-strategy team based research capacity building intervention | Quantitative Non-randomised matched-pairs trial | Research Capacity and Culture Tool (RCC) Linear regression analysis using a random effects mixed model | 1. Tailored research skills training programs 2. Ongoing mentoring 3. Writing bursaries 4. Financial support 5. Research fellowships 6. Infrastructure support | Individual Team Organisation | Research capacity building develops individuals and institutions to higher levels of skill and ability to conduct quality research | |
Hulcombe, Sturgess, Souvlis & Fitzgerald, 2014 [9] | Australia: Public hospital and health services Allied health, oral health and scientist practitioners | Develop an organisational research capacity building framework | Descriptive qualitative Evaluation strategy based on program logic methodology | Literature review, stakeholder consultation Changes in no. of: - new researchers - research proposals - applications for grant funding - peer reviewed publications Qualitative analysis | 1. Leadership and governance 2. Supporting researchers 3. Translation of evidence into practice | ‘A funded, dynamic intervention… to augment ability to carry out research or achieve objectives in the field of research over the long-term, with aspects of social change as an ultimate outcome’ (Condell & Begley, 2007, p.273) [47] | ||
Whitworth, Haining & Stringer, 2012 [41] | UK: Speech and language therapists (SLT) and academics in healthcare and higher education | Develop a model for building research capacity | Historical descriptive with qualitative evaluation | Literature review Evaluation of - funded research activity - skill development - change in research culture, increase in research confidence Qualitative analysis | 1. Whole system approach 2. Accommodating diversity 3. Reducing barriers 4. Enabling collaboration 5. Providing feedback and mentoring 6. Facilitating networking | Research conscious Research participative Research active | The need to embed, influence and contribute to research is a common driver for all health and social care professional groups | Increased capability to engage in research is fundamental to translation of research into practice and to support excellence in healthcare research |