School of Nursing & Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia.
Central Queensland Hospital and Health Services, Canning Street, Rockhampton, 4701, Australia.
Health Res Policy Syst. 2022 Apr 27;20(1):45. doi: 10.1186/s12961-022-00849-8.
There is evidence reporting more positive outcomes from research capacity-building (RCB) programmes that include a research facilitator role. Further, it has been suggested that research facilitator roles can be a useful strategy in building the research capacity of healthcare clinicians. However, until now, little attention has been applied to identifying the characteristics of the research facilitator role and how this role contributes to clinicians' engagement with the research process. The aim of this present study is to explore the characteristics required of the research facilitator role in the educational workshop phase of an RCB programme.
This qualitative study employed an inductive approach and utilized face-to-face interviews to gather data from a purposely selected cohort. Professionally transcribed responses were thematically analysed.
The role of the research facilitator emerged as comprising two main themes: (1) facilitating the research process and (2) engaging expert clinicians as novice researchers. Pragmatically, analysis of data led to the development of a table outlining the responsibilities, skills and attributes related to each theme. Conceptually, theme 1 encapsulates the research facilitators' skills and experience and their role as knowledge brokers and cocreators of knowledge. Theme 2 provides insight into the clinician-centric approach the research facilitators utilized to build and foster relationships and support the clinicians through their research journey.
This study reports on the characteristics of the research facilitator role in one phase of an RCB programme in one regional health service district in Australia and explains how the role fosters clinicians' engagement with the research process. Findings from this study will inform the development of future RCB programmes, which is important considering that clinicians' increased engagement with the research process is vital for developing a sound evidence base to support decision-making in practice and leads to higher levels of skills and greater ability to perform useful research.
有证据表明，在包括研究促进者角色在内的研究能力建设（RCB）计划中，会产生更积极的结果。此外，有人认为，研究促进者的角色可以是建立医疗保健临床医生研究能力的有用策略。然而，到目前为止，人们很少关注确定研究促进者角色的特征以及该角色如何促进临床医生参与研究过程。本研究的目的是探讨 RCB 计划教育研讨会阶段研究促进者角色所需的特征。
这项定性研究采用了归纳方法，并通过面对面访谈从精心挑选的队列中收集数据。专业转录的回复进行了主题分析。
研究促进者的角色由两个主要主题组成：（1）促进研究过程，（2）将专家临床医生作为新手研究人员参与进来。实际上，数据分析导致开发了一个表格，列出了与每个主题相关的责任、技能和属性。从概念上讲，主题 1 包含了研究促进者的技能和经验，以及他们作为知识经纪人以及知识共同创造者的角色。主题 2 深入了解了研究促进者在构建和培养关系以及通过研究之旅为临床医生提供支持时所采用的以临床医生为中心的方法。
本研究报告了澳大利亚一个地区卫生服务部门的 RCB 计划的一个阶段中研究促进者角色的特征，并解释了该角色如何促进临床医生参与研究过程。本研究的结果将为未来的 RCB 计划提供信息，这很重要，因为临床医生更多地参与研究过程对于发展可靠的证据基础以支持实践中的决策以及提高技能水平和提高进行有用研究的能力至关重要。
