Multimethods study comparing the experiences of medical clinical academics with nurses, midwives and allied health professionals pursuing a clinical academic career

ObjectivesThis study aimed to compare experiences of medical clinical academics (MCAs) with those of nurses, midwives and allied health professionals (NMAHPs) pursuing a clinical academic career.DesignA multimethods approach was used to elicit qualitative data. Both sets of participants completed similar online surveys followed by in-depth interviews to explore emerging themes.SettingThe research was conducted in the East Midlands of England, encompassing two Higher Education Institutions and four National Health Service Trusts.ParticipantsSurveys were completed by 67 NMAHPs and 73 MCA trainees. Sixteen participants from each group were interviewed following a similar interview schedule.ResultsThe survey data revealed notable differences in demographics of the two study populations, reflecting their different career structures. MCAs were younger and they all combined clinical and academic training, lengthening the time before qualification. In contrast, most NMAHPs had been in their clinical post for some years before embarking on a clinical academic pathway. Both routes had financial and personal repercussions and participants faced similar obstacles. However, there was also evidence of wide-ranging benefits from combining clinical and academic roles.ConclusionsVariations in experiences between the two study populations highlight a need for a clear academic pathway for all health professionals, as well as sufficient opportunities post-PhD to enable clinical academics to fully use their dual skills.

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A mixed-methods study of challenges and benefits of clinical academic careers for nurses, midwives and allied health professionals

BMJ Open ◽

10.1136/bmjopen-2019-030595 ◽

2019 ◽

Vol 9 (10) ◽

pp. e030595 ◽

Cited By ~ 4

Author(s):

Diane Trusson ◽

Emma Rowley ◽

Louise Bramley

Keyword(s):

Health Professionals ◽

Personal Development ◽

Online Survey ◽

Allied Health ◽

Academic Career ◽

Allied Health Professionals ◽

Clinical Role ◽

Wide Range ◽

Depth Interviews ◽

Academic Study

ObjectivesThe clinical academic trajectory for doctors and dentists is well-established, with research embedded in their career development. Recent years have also seen a burgeoning interest and push for nurses, midwives and allied health professionals (NMAHPs) to pursue a clinical academic career. However, the National Institute for Health Research (NIHR) 10-year review suggested that there may be problems with progression post Master’s degree level for this group, with nurses and midwives receiving less NIHR funding than allied health professionals. This study responds to these concerns, tracking the progression and exploring experiences of NMAHPs in the East Midlands region of England.DesignAn online survey and in-depth interviews were used to capture a wide range of experiences.Participants67 NMAHPs who were pursuing a clinical academic career were surveyed, supplemented by 16 semi-structured in-depth interviews.ResultsThree themes emerged during data analysis: Embarking on a clinical academic career, overcoming barriers and benefits.ConclusionsNMAHPs are motivated to pursue a clinical academic career by a drive to improve services for the benefit of patients and the National Health Service more widely, as well as for personal development and career progression. People working in these roles have opportunities to explore possible solutions to issues that they encounter in their clinical role through academic study. Findings reveal benefits emanating from the individual level through to (inter)national levels, therefore academic study should be encouraged and supported. However, investment is needed to establish more clinical academic roles to enable NMAHPs to continue to use their experience and expertise post-PhD, otherwise the full extent of their value will not be recognised.

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A qualitative study exploring experiences and challenges of combining clinical academic training with family life

BMC Medical Education ◽

10.1186/s12909-021-02849-8 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Diane Trusson ◽

Emma Rowley

Keyword(s):

Family Life ◽

Health Professionals ◽

Role Models ◽

Allied Health ◽

Academic Career ◽

Structured Interviews ◽

Allied Health Professionals ◽

Positive Role ◽

Family Responsibilities ◽

East Midlands

Abstract Background Concerns are being expressed around the lack of diversity at higher levels of clinical academia. This study aimed to explore experiences and challenges associated with combining clinical academic careers with family life. Methods Qualitative data were gathered from participants from 4 NHS Trusts and 2 universities in the East Midlands of England using online surveys and semi-structured interviews. Results The survey was completed by 67 nurses, midwives and allied health professionals, and 73 medical clinical academic trainees. Interviews were conducted with 16 participants from each group including equal numbers of men and women. Caring responsibilities differed between the two study populations. Medical clinical academic trainees were younger and either had young children or were yet to start a family. In contrast, nurses, midwives and allied health professionals tended to be older when they embarked on a clinical academic career and often waited until their children were school-age or older. Similar concerns were raised regarding working part-time and childcare, and how their career prospects might be affected in terms of fulfilling promotion criteria and being able to relocate for work purposes. The occupation of their partners also featured in participants’ experiences; those who shared childcare with someone who worked ‘regular’ hours, appeared to be better supported to combine a clinical academic career with family life. Gender stereotyping was identified in some reported experiences highlighting a need for appropriate mentorship and for positive role models who were able to demonstrate that it is possible to survive and thrive as a clinical academic with family responsibilities. Conclusions Although people manage to find ways to successfully combine clinical academic roles with family life, findings highlight a need to identify ways of supporting and encouraging trainees with caring responsibilities to ensure that they remain on the clinical academic pathway.

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ALLIED HEALTH PROFESSIONALS COMPLETING A MASTER’S DEGREE IN NEUROREHABILITATION BOOST THEIR ACADEMIC CAREER AND PARTICIPATE IN CLINICAL RESEARCH PROGRAMMES

10.26226/morressier.5ab8f561d462b8029238cf5e ◽

2018 ◽

Author(s):

Alina Schwarz

Keyword(s):

Clinical Research ◽

Health Professionals ◽

Allied Health ◽

Master's Degree ◽

Academic Career ◽

Allied Health Professionals ◽

Research Programmes ◽

Master’S Degree

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Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals

BMC Medical Education ◽

10.1186/s12909-020-02348-2 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Alison Cowley ◽

Claire Diver ◽

Alison Edgley ◽

Joanne Cooper

Keyword(s):

Health Professionals ◽

Allied Health ◽

Academic Career ◽

Research Training ◽

Early Career ◽

Identity Transformation ◽

Structured Interviews ◽

Allied Health Professionals ◽

Career Training ◽

The Individual

Abstract Background A highly skilled workforce is required to deliver high quality evidence-based care. Clinical academic career training programmes have been developed to build capacity and capabilities of nurses, midwives and allied health professionals (NMAHPs) but it remains unclear how these skills and roles are operationalised in the healthcare context. The aim of this study was to explore the experiences of early career clinical academic NMAHPs who have undertaken, or are undertaking, clinical academic master’s and doctoral studies in the United Kingdom. Methods We conducted 17 in-depth semi-structured interviews with early career clinical academics which included; nurses, midwives and allied health professionals. The data were analysed using thematic analysis. Results Two themes emerged from the data; identity transformation and operationalising transformation. Both these highlighted the challenges and opportunities that early clinical academic training provided to the individual and organisation in which they practiced. This required the reconceptualization of this training from the pure acquisition of skills to one of personal and professional transformation. The findings suggest that individuals, funders, and organisations may need to relinquish the notion that training is purely or largely a transactional exchange in order to establish collaborative initiatives. Conclusion Stakeholders need to recognise that a cultural shift about the purposes of research training from a transactional to transformative approaches is required to facilitate the development of NMAHPS clinical academics, to enable them to contribute to innovative health and patient care.

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Building clinical academic leadership capacity: sustainability through partnership

Journal of Research in Nursing ◽

10.1177/1744987117748348 ◽

2018 ◽

Vol 23 (4) ◽

pp. 346-357 ◽

Cited By ~ 9

Author(s):

Greta Westwood ◽

Alison Richardson ◽

Sue Latter ◽

Jill Macleod Clark ◽

Mandy Fader

Keyword(s):

National Health Service ◽

Health Service ◽

National Health ◽

Health Professionals ◽

Allied Health ◽

Academic Career ◽

Critical Mass ◽

Training Programme ◽

Allied Health Professionals ◽

Partnership Model

Background A national clinical academic training programme has been developed in England for nurses, midwives and allied health professionals but is insufficient to build a critical mass to have a significant impact on improved patient care. Aim We describe a partnership model led by the University of Southampton and its neighbouring National Health Service partners that has the potential to address this capacity gap. In combination with the Health Education England/National Institute of Health Research Integrated Clinical Academic programme, we are currently supporting nurses, midwives and allied health professionals at Master’s ( n = 28), Doctoral ( n = 36), Clinical Lecturer ( n = 5) and Senior Clinical Lecturer ( n = 2) levels working across seven National Health Service organisations, and three nurses hold jointly funded Clinical Professor posts. Results Key to the success of our partnership model is the strength of the strategic relationship developed at all levels across and within the clinical organisations involved, from board to ward. We are supporting nurses, midwives and allied health professionals to climb, in parallel, both clinical and academic career ladders. We are creating clinical academic leaders who are driving their disciplines forward, impacting on improved health outcomes and patient benefit. Conclusions We have demonstrated that our partnership model is sustainable and could enable doctoral capacity to be built at scale.

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The role of Allied Health Professions and Nursing Research Internships in developing a research culture: a mixed-methods exploration of stakeholder perspectives

Health Research Policy and Systems ◽

10.1186/s12961-020-00638-1 ◽

2020 ◽

Vol 18 (1) ◽

Author(s):

J. Nightingale ◽

S. Fowler-Davis ◽

K. Grafton ◽

S. Kelly ◽

C. Langham ◽

...

Keyword(s):

Mixed Methods ◽

Focus Groups ◽

Health Professionals ◽

Online Survey ◽

Allied Health ◽

Academic Career ◽

Evaluation Framework ◽

Clinical Activity ◽

Allied Health Professionals ◽

Stakeholder Perspectives

Abstract Background Developing research capability and capacity within the healthcare professions is a challenge throughout diverse international settings. Within England, the National Institute for Health Research aimed to address these challenges through the Integrated Clinical Academic (ICA) research careers escalator for nurses, midwives and allied health professionals. Poor academic progression has been identified in the advanced stages of the pathway, though progression from the earlier entry point (Internship) has not previously been investigated. A national evaluation of four completed Internship cohorts was undertaken to explore stakeholder perspectives and progression beyond the Internship programme. Methods A mixed methods project used sequential qualitative and quantitative data collection phases commencing with two stakeholder focus groups (n = 10); the findings informed the development of an online survey distributed to previous cohorts of interns (n = 104), their managers (n = 12) and academic mentors (n = 36). Eight semi-structured interviews subsequently explored the challenges and opportunities afforded by the internships. Thematic analysis was used to review qualitative data from focus groups and interviews, with survey data analysed and displayed using descriptive statistics. Synthesis of data from each phase is displayed within the four level evaluation framework outlined within the New World Kirkpatrick® Training Evaluation Model. Results Important regional differences exist yet the internships are highly valued by all stakeholders. Representation varied between different professions, with nursing and some service-based professions poorly represented. All interns successfully completed the programme (n = 104), with evidence of positive impacts on interns, colleagues and patient care. Balancing research commitments with clinical activity was challenging; middle managers were seen as gatekeepers to programme success. Progression to the next stage of the ICA pathway is highly competitive and was achieved by only a quarter of interns; access to mentors outside of the funded programme is vital for a successful transition. Conclusions The Internship programme succeeds in providing a range of important early experiences in research, though progression beyond the programme is challenging due, in part, to a widening gap between Internship and the next level of the ICA framework. Vital mentorship support to bridge this gap is threatened by a lack of time and funding; therefore, the pursuit of a clinical-academic career will continue to be elusive for many nurses and allied health professionals. A partnership approach to clinical academic support at institutional level is needed with several international models offering alternative strategies for consideration.

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