Table 2 RCC scores (scale 0–10) for individual-, team-, and organisation-level research success/ skills
Median (IQR) | Unsure (%) | |
|---|---|---|
Individual level | ||
Finding relevant literature | 7 (5–8) | 0.2 |
Critically reviewing the literature | 7 (5–8) | 0.3 |
Using a computer referencing system (e.g. Endnote) | 5 (2–7) | 1.8 |
Writing a research protocol | 3 (2–6) | 1.0 |
Securing research funding | 1 (1–3) | 2.4 |
Submitting an ethics application | 2 (1–5) | 1.7 |
Designing questionnaires | 4 (2–7) | 1.0 |
Collecting data e.g. surveys, interviews | 5 (3–7) | 0.9 |
Using computer data management systems | 3 (1–6) | 1.7 |
Analysing qualitative research data | 4 (2–6) | 0.9 |
Analysing quantitative research data | 4 (2–6) | 0.9 |
Writing a research report | 4 (2–7) | 1.1 |
Writing for publication in peer-reviewed journals | 2 (1–5) | 1.7 |
Providing advice to less experienced researchers | 2 (1–5) | 1.3 |
Individual level research skills/success overall score | 4 (2–6) | 1.2 |
Team level (2–5% reported they do not work in a team) | ||
has adequate resources to support staff research training | 3 (1–5) | 9.7 |
has funds/equipment/admin to support research activities | 2 (1–4) | 11.0 |
participates in team level planning for research development | 2 (1–4) | 8.5 |
ensures staff involvement in developing that plan | 2 (1–5) | 9.2 |
has team leaders that support research | 4 (2–7) | 7.2 |
provides opportunities to get involved in research | 3 (1–5) | 6.6 |
undertakes planning that is guided by evidence | 4 (2–7) | 8.8 |
has consumer involvement in research activities/planning | 2 (1–5) | 12.8 |
has applied for external funding for research | 1 (1–4) | 14.5 |
conducts research activities relevant to practice | 3 (1–6) | 9.4 |
supports applications for research scholarships/ degrees | 2 (1–6) | 13.7 |
has mechanisms to monitor research quality | 2 (1–5) | 15.6 |
has identified experts accessible for research advice | 2 (1–6) | 13.2 |
disseminates research results at research forums/seminars | 2 (1–6) | 11.0 |
supports a multi-disciplinary approach to research | 3 (1–6) | 10.8 |
has incentives & support for mentoring activities | 2 (1–4) | 13.8 |
has external partners (e.g. universities) engaged in research | 3 (1–6) | 12.5 |
supports peer-reviewed publication of research | 2 (1–6) | 13.6 |
has software available to support research activities | 1 (1–4) | 18.1 |
Team level research skills/ success overall score | 2 (1–5) | 11.6 |
Organisation level | ||
has adequate resources to support staff research training | 3 (2–6) | 19.4 |
has funds/equipment/admin to support research activities | 3 (1–5) | 22.5 |
has a plan or policy for research development | 4 (2–7) | 24.2 |
has senior managers that support research | 4 (2–7) | 16.3 |
ensures staff career pathways are available in research | 2 (1–5) | 21.2 |
ensures organisation planning is guided by evidence | 4 (2–7) | 19.9 |
has consumers involved in research | 3 (1–6) | 27.8 |
accesses external funding for research | 4 (1–7) | 27.0 |
promotes clinical practice based on evidence | 6 (3–9) | 11.3 |
encourages research activities relevant to practice | 4 (2–7) | 15.2 |
has software programs for analysing research data | 2 (1–5) | 37.6 |
has mechanisms to monitor research quality | 3 (1–6) | 33.8 |
has identified experts accessible for research advice | 4 (1–7) | 26.5 |
supports a multi-disciplinary approach to research | 4 (1–7) | 22.5 |
has regular forums/bulletins to present research findings | 3 (1–7) | 20.2 |
engages external partners (e.g. universities) in research | 4 (1–8) | 24.4 |
supports applications for research scholarships/ degrees | 4 (1–7) | 26.7 |
supports the peer-reviewed publication of research | 4 (1–7) | 28.0 |
Organisation level research skills/ success overall score | 4 (2–7) | 23.6 |