Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff.

BACKGROUND

Research Capacity and Culture (RCC) is important for research engagement. Little is known of what speech and language therapy staff perceives to be the barriers or enablers to this at individual, team and organisational levels.

AIMS

To identify the barriers and enablers to RCC among speech and language therapy staff, using behaviour change theory as a framework, and to explore their self-reported level of research engagement.

METHODS

Participants completed an online survey through purposive sampling. The survey and results were analysed following the Theoretical Domains Framework (TDF) and Capability, Opportunity and Motivation (COM-B) model, informed by the RCC Tool. Quantitative data were analysed using descriptive statistics. Percentage responses for 'Yes', 'No' and 'Don't Know' were categorised as barriers, enablers and don't know. Total percentage scores were classified as weak (0%-33.33%), moderate (33.34%-66.66%) or strong (66.67%-100%). Free text responses were analysed using NVivo (v12.0) and a structured categorisation matrix of barrier and enabler. Labelled emotions were the unit of analysis. Finally, participants selected a category reflecting their level of research engagement.

OUTCOMES AND RESULTS

Fifty-seven (response rate 73.08%) speech and language therapy staff members from an NHS Trust participated. Barriers and enablers were represented across eight domains of the TDF. At the individual level, knowledge and skill for activities linked to research-related professional standards from the HCPC were strong or moderate enablers, except one. More advanced research activities were rated as strong or moderate level barriers. For motivation, participants' beliefs about the benefit to clinical practice and desire to engage in more research activity (91.23% and 71.93%) were strong enablers. At the team and organisational level, time was a moderate strength barrier. Overall, there was poor knowledge of the availability of support and supervision. For environmental context and resources, library access was a strong enabler (98.25%); all other factors were weak enablers. For the level of research engagement, 52.63% were 'Research Conscious', 24.56% 'Research Participative', 21.05% 'Research Active' and 1.75% unknown.

CONCLUSIONS AND IMPLICATIONS

Barriers and enablers to RCC were identified at all levels of study. Participants demonstrated motivation to engage in research and beliefs in its positive impact on practice. Barriers included a lack of knowledge and skills for more advanced research activities, time, resources, funding and information about the support or opportunities available. Findings provide insight into RCC for speech and language therapy as a profession.

WHAT THIS PAPER ADDS

What is already known on this subject The Research Capacity and Culture (RCC) of Allied Health Professionals within the United Kingdom has previously been explored using the RCC Tool. However, no study to date has focussed specifically on the perspective of Speech and Language Therapists (SLTs) and Speech and Language Therapy Assistants (SLTAs) as a distinct professional group. The COM-B Model and Theoretical Domains Framework (TDF) have been widely applied in evidence-based healthcare but have not yet been used to examine RCC. What this paper adds to existing knowledge This study provides novel insight into the perspectives of speech and language therapy staff working in a UK mental health and disability trust regarding their RCC. By applying a behaviour change lens (COM-B and TDF), the study identifies specific strategies to overcome barriers and enhance enablers to research engagement. What are the potential or actual clinical implications of this work? This study highlights the value of using behaviour change theory and frameworks to explore and analyse RCC. While findings are context-specific, they contribute to a broader understanding of RCC within the speech and language therapy profession and may inform targeted approaches to strengthen research engagement across similar settings.