School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Panorama Ave., Bathurst, NSW Australia.
Nurse Educ Pract. 2022 Aug;63:103355. doi: 10.1016/j.nepr.2022.103355. Epub 2022 Apr 25.
Nurses and midwives are core to leading health practice and system change through research. Despite manifold efforts to build research capacity among nurse academics over the past two decades, there is scant evidence about what specific strategies are effective and few robust evaluations of any capacity building strategies.
This scoping review was guided by Arksey and O'Malley's framework to identify key concepts and map the available evidence specifically related to volume, nature and characteristics.
The authors followed a scoping review framework and used a PRISMA flowchart to report findings. Electronic data bases (CINAHL, ERIC, Medline and Scopus) were searched between April and June 2020. Literature published between 2000 and 2020 was searched. The Mixed Methods Appraisal Tool (MMAT) was used for data coding and extraction and all included papers were subsequently thematically analysed.
Fourteen studies from seven countries met the inclusion criteria and were comprised of literature reviews (n = 4) case studies (n = 3) qualitative survey (n = 1) and intervention studies (n = 6). Four themes were identified as follows: academic identity, organisational changes, leadership and research skills development.
Rigorous evaluation of research capacity building strategies for academics from the disciplines of nursing and midwifery is a significant gap in the literature. To promulgate research among nurse and midwife academics, strong, supportive leadership and a range of inclusive and targeted approaches are needed. Significant work remains in terms of negotiating with the broader university to operationalise supportive systems and structures. Clarifying how self-concept has an impact on building and maintaining a research identity for nurse and midwife academics is an area worthy of further study.
Strong, supportive leadership with inclusive and targeted research skills development is key to reorienting academic nursing and midwifery research culture.
护士和助产士是通过研究引领卫生实践和系统变革的核心。尽管在过去二十年中为提高护士学者的研究能力做出了多方面的努力，但关于哪些具体策略有效的证据很少，而且几乎没有对任何能力建设策略的有力评估。
本范围综述以 Arksey 和 O'Malley 的框架为指导，确定关键概念，并特别针对数量、性质和特征来绘制现有证据。
作者遵循范围综述框架，并使用 PRISMA 流程图报告研究结果。2020 年 4 月至 6 月期间在电子数据库（CINAHL、ERIC、Medline 和 Scopus）中进行了检索。检索了 2000 年至 2020 年期间发表的文献。使用混合方法评估工具（MMAT）对数据进行编码和提取，随后对所有纳入的论文进行了主题分析。
来自七个国家的 14 项研究符合纳入标准，包括文献综述（n=4）、案例研究（n=3）、定性调查（n=1）和干预研究（n=6）。确定了以下四个主题：学术身份、组织变革、领导力和研究技能发展。
对护理和助产学领域学者的研究能力建设策略进行严格评估是文献中的一个重大空白。要在护士和助产士学者中推广研究，需要强有力的、支持性的领导以及一系列包容和有针对性的方法。在与更广泛的大学协商以实施支持系统和结构方面，仍有大量工作要做。进一步研究明确自我概念如何影响护士和助产士学者建立和维护研究身份是值得的。
强有力的、支持性的领导，加上包容和有针对性的研究技能发展，是重新定位护理和助产学学术研究文化的关键。
