Green Barbara, Segrott Jeremy, Hewitt Jeanette
School of Health Science, University of Wales-Swansea, Singleton Park, Swansea, UK.
J Adv Nurs. 2006 Nov;56(3):302-13. doi: 10.1111/j.1365-2648.2006.04022.x.
This paper reports a case study which examined the selection, implementation and outcomes of one university department's approach to building research capacity in nursing and midwifery.
The literature identifies building nursing research capacity as an important challenge. In countries such as Australia and the United Kingdom it is taking place in the context of the move of nurse education into the university sector. Structural and cultural barriers to building academic nursing research capacity exist. Previous studies highlight the strategies that academic departments adopt to build nursing research capacity.
Using case study methodology, data were collected using documentary analysis and semi-structured interviews with a purposive sample of 27 academic and related staff and a focus group with seven staff. The data were collected between 2003 and 2005.
The department had adopted an inclusive approach to capacity development (allowing all teaching staff to develop their research capability), but is now moving towards a more focused path and the cultivation of "leading edge" research. Neophyte researchers described lacking confidence in undertaking research, and expressed a need for more formal support structures. The importance of effective management of capacity building was highlighted, including transparent communication and mapping of existing capacity. Key external influences included the lack of core research funding, and divergence between the university's emphasis on research and the department's desire to develop an interface between teaching, research and clinical practice.
Academic leadership and educational management should work in tandem. Staff development and the provision of time and support are crucial aspects of research capacity development. The effectiveness of "inclusive" and "exclusive" approaches to research capacity development depends on the nature of each department, and they are not mutually exclusive.
本文报告一项案例研究，该研究考察了一所大学某系在护理与助产领域培养研究能力的方法的选择、实施及成果。
文献表明，培养护理研究能力是一项重大挑战。在澳大利亚和英国等国家，这一挑战是在护理教育向大学阶段转移的背景下出现的。存在着构建学术护理研究能力的结构和文化障碍。以往研究突出了学术部门培养护理研究能力所采用的策略。
采用案例研究方法，通过文献分析以及对27名学术及相关工作人员的目的抽样进行半结构化访谈，并与7名工作人员进行焦点小组访谈来收集数据。数据收集时间为2003年至2005年。
该系在能力发展方面采取了包容性方法（允许所有教学人员发展其研究能力），但现在正朝着更具针对性的方向发展，并致力于培养“前沿”研究。新手研究人员表示在开展研究时缺乏信心，并表示需要更正式的支持结构。强调了能力建设有效管理的重要性，包括透明沟通和对现有能力的梳理。关键外部影响包括缺乏核心研究资金，以及大学对研究的重视与该系发展教学、研究和临床实践之间接口的愿望存在分歧。
学术领导和教育管理应协同工作。人员发展以及时间和支持的提供是研究能力发展的关键方面。研究能力发展的“包容性”和“排他性”方法的有效性取决于每个系的性质，二者并非相互排斥。
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