Priest Helena, Segrott Jeremy, Green Barbara, Rout Amelia
Keele University School of Nursing and Midwifery, Clinical Education Centre, University Hospital of North Staffordshire NHS Trust, City General Hospital, Newcastle Road, Stoke on Trent, ST4 6QG, UK.
Nurse Educ Today. 2007 Aug;27(6):577-87. doi: 10.1016/j.nedt.2006.08.019. Epub 2006 Oct 27.
This paper discusses a qualitative evaluation study, designed to explore nursing lecturers' research capability development through their engagement as co-researchers in a larger case study project (referred to as the 'main project'). It explores the justification for supporting research capacity development using this collaborative approach, the process and experience of undertaking collaborative research, and the effectiveness of this model of collaboration in developing new researchers. The paper also makes connections between the process of undertaking the research (designed to offer opportunities for inexperienced researchers to be involved) and the main project findings (which explored the ways in which academic schools develop research capacity). We first set the main project in its wider context and map key issues relating to research capacity development and collaboration in the literature, before outlining how we involved neophyte and 'midiphyte' researchers. The evaluative study, which is the focus of this paper, discusses the experiences of the neophyte researchers, and explores the synergies between the main project's key findings and the process of undertaking it. We conclude with some principles for using collaboration to build research capacity, visualised through a conceptual model. While this project was located within two universities in the UK, the development of research skills amongst nurses is likely to have broad international relevance. NB1 References to 'nursing', 'nursing research', and 'nursing education' are taken throughout to apply equally to midwifery, midwifery research, and midwifery education. NB2 For the purpose of this project, neophyte researchers are defined as staff needing formal training in research and involvement in others' research, and 'midiphyte' researchers as those with some training but needing support to develop research ideas.
本文讨论了一项定性评估研究，该研究旨在通过护理讲师作为合作研究者参与一个更大的案例研究项目（称为“主要项目”）来探索其研究能力的发展。它探讨了使用这种合作方法支持研究能力发展的理由、开展合作研究的过程和经验，以及这种合作模式在培养新研究者方面的有效性。本文还将开展研究的过程（旨在为缺乏经验的研究者提供参与机会）与主要项目的研究结果（探索学术机构发展研究能力的方式）联系起来。我们首先将主要项目置于更广泛的背景中，并梳理文献中与研究能力发展及合作相关的关键问题，然后概述我们如何让新手和“中级新手”研究者参与其中。作为本文重点的评估研究，讨论了新手研究者的经历，并探索了主要项目的关键研究结果与其开展过程之间的协同作用。我们通过一个概念模型直观呈现，最后得出一些利用合作来提升研究能力的原则。虽然该项目位于英国的两所大学，但护士研究技能的发展可能具有广泛的国际相关性。注意事项1：文中提及的“护理”“护理研究”和“护理教育”同样适用于助产、助产研究和助产教育。注意事项2：在本项目中，新手研究者被定义为需要接受研究方面正式培训并参与他人研究的人员，“中级新手”研究者则是指那些接受过一些培训但需要支持以形成研究思路的人员。
