Table 3 Details of the included studies
AUTHOR, PUBLICATION TYPE AND YEAR | LOCATION (SITE AND COUNTRY) | STUDY DESIGN | CLINICAL DISCIPLINE | NUMBER OF PARTICIPANTS | STUDY/REPORT AIMS | NATURE OF CLINICAL ACADEMIC ACTIVITY |
|---|---|---|---|---|---|---|
Bäck-Pettersson [25] Journal article 2012 | Healthcare organisations & universities, Western Sweden | Qualitative: focus groups | Nursing | 12 | Describe clinical nurses’ experiences of participating in a Research and Development Programme and the influence on research interest and ability to conduct and apply nursing research | Name: Research and Development Programme Duration: 2 years Research: Conducted and presented a research project from idea to publication Training: Masters degree |
Higgins [30] Journal article 2010 | Acute care & community settings, Australia | Qualitative: nominal group technique | Nursing | Not reported | Explore experiences of nurses who have undertaken clinically based research and document the issues, challenges and benefits | Name: Clinicians, academics and researchers Duration: Not applicable Research: Not reported Training: Not reported |
Kluijtmans [31] Journal article 2017 | Single university, Netherlands | Qualitative: semi-structured interviews | Nursing, physiotherapy | 14 | Explore how recent nurse- and physiotherapist-scientists perceive their professional identities and experience the crossing of boundaries between care and research | Name: Clinician-Scientist Programme Duration: 3 years, 20 h/week Research: Not reported Training: 1-year pre-masters and 2-year masters programmes |
Siedlecki [38] Journal article 2016 | Large healthcare system, Midwest USA | Qualitative: semi-structured interviews | Nursing | 26 | Develop a theoretical understanding of the conduct of research by clinical nurses | Name: Research-active nurses Duration: Not applicable Research: Principal investigator for clinical nursing research study (not in fulfilment of educational training) Training: Not reported |
Wenke [41] Journal article 2017 | State healthcare organisation, Victoria, Australia | Qualitative research: semi-structured interviews & focus group | Allied health professions | Interviews: 8 research practitioners and 8 line managers Focus groups: 28 | Identify and explore the impact of funded research positions on building allied health research capacity within the organisation. Describe the mechanisms that enable and/or hinder the impact of the research positions in building allied health research capacity | Name: Allied health research practitioners (postdoctoral) Duration: Not applicable Research: Provided research support and conduct their own research Training: Provide research supervision and training for allied health professionals |
Brooks Carthon [33] Journal article 2017 | Single healthcare organisation & university, USA | Unclear – descriptive case study | Nursing | 2 | Overview and description of a Research Scholars Programme, including: design, conceptual framework, resource requirements and effect on institutional partners and participants | Name: Research Scholars Programme Duration: 1.5-years, 16 h/month Research: Involved with existing research team Training: Delivered by postdoctoral researcher |
Association of UK University Hospitals [17] Report 2016 | National university hospitals, UK | Unclear – descriptive case studies | Nursing, midwifery, allied health professions | 32 | Provide healthcare providers with practical advice to develop and sustain clinical academic roles with illustrative case studies | Name: Clinical academic roles Duration: Mixed Research: Clinically focused Training: pre-doctoral, doctoral and postdoctoral schemes |
Department of Health and Social Care [29] Report 2012 | Department of health and Social Care, UK | Unclear – descriptive case studies | Nursing, midwifery, physiotherapy | 3 | Provide support for a strategy to develop the role of clinical academic researchers within nursing, midwifery and allied health professions | Name: Clinical Academic Training Programmes Duration: Mixed Research: Clinically focused Training: pre-doctoral, doctoral and postdoctoral schemes |
Nursing, Midwifery and Allied Health Professions Research Unit [36] Report, 2017 | Healthcare organisations & universities, Scotland | Unclear –descriptive case studies | Nursing, midwifery and allied health professions | 11 | Showcase the benefits to health and social care of adopting a clinical academic approach | Name: Clinical academic approach Duration: Mixed Research: Clinically focused Training: pre-doctoral, doctoral and postdoctoral schemes |
Chan [28] Journal article 2010 | Cancer care, tertiary hospital, Australia | Unclear – quantitative case study | Nursing | 1 | Review the design, implementation and evaluation of a Nurse Researcher Project led by an advanced practice level nurse researcher | Name: Nurse Research Project Duration: Research: Development, coordination, implementation and evaluation of nursing research projects Training: Not reported |
Nazer [35] Journal article 2017 | University hospital, Jordan | Quantitative service evaluation | Pharmacy | 13 | Describe the development of a structured Research Training Programme and evaluate the number of departmental research projects and publications. Data collection over 5 years | Name: Pharmacy Research Training Programme Duration: Not reported Research: Conducted individual research projects Training: Tailored education sessions and assignments |
Pomeroy [37] Journal article 2003 | Research & Development Directorate, North West England, UK | Quantitative survey | Nursing, midwifery, allied health professions | 18 | Describe the structure and process of a ‘hands-on’ Clinical Research Secondment scheme with the Stroke Associate Therapy Research Unit | Name: Research Secondment Duration: 1 year (part time) Research: Involved in existing projects withing the research unit Training: Research learning programme |
Black [26] Journal article 2019 | Academic health science organisation, Western Canada | Mixed methods: survey & semi-structured interviews | Nursing and other disciplines (e.g. dietetics, pharmacy, social work) | Survey: 31 Interviews: 11 | Review of Research Training Programme after 5 years, including: extent of changes to practice; impact on evidence-based practice; interest in advance education; research engagement; dissemination activities | Name: Research Training Programme Duration: Not reported Research: Conducted research project in own clinical setting (funding provided) Training: Research workshops |
Bramley [27] Journal article 2018 | University hospital, UK | Mixed methods: survey, case studies & quantitative service evaluation | Nursing | 7 | Pilot the Chief Nurse Excellence in Care Junior Fellowship, document process of implementation and capture outcomes in relation to fellows, patients and the wider organisation | Name: Chief Nurse Excellence in Care Junior Fellowship Duration: 1 (part time) Research: Undertook quality/practice improvement activity within clinical area Training: Bespoke training |
Hiley [16] Report 2018 | Health Education England, West Midlands, UK | Mixed methods: survey & semi-structed interviews | Nursing, midwifery, allied health profession, healthcare scientists, pharmacists | Survey: 53 Interviews: 25 | Understand the value of Clinical Academic Programmes for participants and employing healthcare organisations. To determine the barriers and enablers to continuing a clinical academic career | Name: Clinical Academic Internship Programme and Masters to Doctorate Bridging Programme Duration: 6 to 9-months (part time) Research: Completed research placements Training: Bespoke training to develop clinical academic portfolio |
Leung [32] Journal article 2012 | University hospitals, Toronto, Canada | Mixed methods: survey & quantitative service evaluation | Nursing | 9 | Report development, delivery and evaluation of a research training and mentorship programme | Name: Oncology/Supportive Care Research Mentorship Programme Duration: 9 months (part time) Research: Conducted research and/or disseminated findings with academic and mentorship support Training: Research training sessions |
McKee [34] Journal article 2017 | Acute hospital, Ireland | Mixed methods: survey, quantitative service evaluation & focus groups | Nursing | 7 | Describe and evaluate the creation of small research groups for nurses supported by academics and research fellows, and aimed at increasing research participation in advanced clinical nursing roles | Name: The intervention Duration: 1-year Research: Individual research projects Training: Experiential learning, research methodology and bespoke training |
Trusson [39] Journal article 2019 | Healthcare organisations, East Midlands, UK | Mixed methods: survey & in-depth interview | Nursing, midwives, allied health professions | Survey: 67 Interviews: 16 | Track progression of clinical academics to explore challenges in combining academic study with clinical practice, and to demonstrate impact on patient outcomes | Name: Clinical academic Careers Duration: Mixed Research: Clinically focused Training: East Midlands Clinical Academic practitioner network |
Turkel [40] Journal article 2008 | Community hospital, USA | Mixed methods: survey & appreciative inquiry | Nursing | 7 | Develop and run a Research Fellowship Programme. Measure impacts on the participants; present the research projects and evaluate their impacts; and present the financial costs of the programme | Name: Nursing Research Fellowship Duration: 1 year (part time) Research: developed research proposal, conducted the study, disseminated findings Training: Structured educational programme and mentoring |
Wenke [13] Journal article 2018 | Healthcare organisation, Queensland, Australia | Mixed methods: longitudinal survey, quantitative & qualitative aspects | Allied health professions | 16 | Evaluation of a short-term Research Funding Initiative on clinician research capacity, research output and satisfaction | Name: Research Funding Initiative Duration: 6 months (part time) Research: Varied activities including ethics applications, data collection, data analysis, systematic review, writing for publication Training: Mentorship and support from the Allied Health Research Fellow |