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

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.

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

BMJ Open ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. e030595 ◽  
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.

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

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.

scholarly journals Effective clinical supervision of allied health professionals: a mixed methods study

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
David A. Snowdon ◽  
Michelle Sargent ◽  
Cylie M. Williams ◽  
Stephen Maloney ◽  
Kirsten Caspers ◽  
...  
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Qualitative Analysis ◽  
Learning Style ◽  
Clinical Supervision ◽  
Health Professionals ◽  
Allied Health ◽  
Mixed Methods Study ◽  
Supervisory Relationship ◽  
Allied Health Professionals

Abstract Background Clinical supervision is recommended for allied health professionals for the purpose of supporting them in their professional role, continued professional development and ensuring patient safety and high quality care. The aim of this mixed methods study was to explore allied health professionals’ perceptions about the aspects of clinical supervision that can facilitate effective clinical supervision. Methods Individual semi-structured interviews were conducted on a purposive sample of 38 allied health professionals working in a metropolitan public hospital. Qualitative analysis was completed using an interpretive description approach. To enable triangulation of qualitative data, a quantitative descriptive survey of clinical supervision effectiveness was also conducted using the Manchester Clinical Supervision Scale (MCSS-26). Results Three main themes emerged from qualitative analysis: Allied health professionals reported that clinical supervision was most effective when their professional development was the focus of clinical supervision; the supervisor possessed the skills and attributes required to facilitate a constructive supervisory relationship; and the organisation provided an environment that facilitated this relationship together with their own professional development. Three subthemes also emerged within each of the main themes: the importance of the supervisory relationship; prioritisation of clinical supervision relative to other professional duties; and flexibility of supervision models, processes and approaches to clinical supervision. The mean MCSS-26 score was 79.2 (95%CI 73.7 to 84.3) with scores ranging from 44 to 100. MCSS-26 results converged with the qualitative findings with participants reporting an overall positive experience with clinical supervision. Conclusions The factors identified by allied health professionals that influenced the effectiveness of their clinical supervision were mostly consistent among the professions. However, allied health professionals reported using models of clinical supervision that best suited their profession’s role and learning style. This highlighted the need for flexible approaches to allied health clinical supervision that should be reflected in clinical supervision policies and guidelines. Many of the identified factors that influence the effectiveness of clinical supervision of allied health professionals can be influenced by health organisations.

scholarly journals The Changing Nature of Palliative Care: Implications for Allied Health Professionals’ Educational and Training Needs

Healthcare ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 112 ◽  
Author(s):  
Deidre D. Morgan ◽  
Deb Rawlings ◽  
Carly J. Moores ◽  
Lizzie Button ◽  
Jennifer J. Tieman
Keyword(s):  
Professional Development ◽  
Palliative Care ◽  
Clinical Practice ◽  
Health Professionals ◽  
Online Survey ◽  
Allied Health ◽  
Further Education ◽  
Allied Health Professionals ◽  
Cross Sectional ◽  
Education Access

CareSearch is an Australian Government Department of Health funded repository of evidence-based palliative care information and resources. The CareSearch Allied Health Hub was developed in 2013 to support all allied health professionals working with palliative care clients in all clinical settings. This cross-sectional online survey sought to elicit allied health professionals palliative care experiences and subsequent considerations for educational and clinical practice needs. The survey was disseminated nationally via a range of organisations. Data was collected about palliative care knowledge, experience working with palliative care clients and professional development needs. Data were evaluated by profession, experience and practice setting. In total, 217 respondents answered one or more survey questions (94%). Respondents (65%) reported seeing >15 palliative care clients per month with 84% seen in hospital and community settings. Undergraduate education underprepared or partially prepared allied health professionals to work with these clients (96%) and 67% identified the need for further education. Access to postgraduate professional development was limited by available backfill and funding. Study findings support the importance of free, accessible, relevant educational and professional development resources to support clinical practice. This is particularly relevant for allied health professionals who have limited opportunities to attend formal professional development sessions.

Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students With Autism Spectrum Disorder in Mainstream Australian Schools

2020 ◽  
Vol 44 (2) ◽  
pp. 102-115
Author(s):  
Samantha Vlcek ◽  
Michelle Somerton ◽  
Christopher Rayner
Keyword(s):  
Autism Spectrum Disorder ◽  
Health Professionals ◽  
Primary Schools ◽  
Online Survey ◽  
Allied Health ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Collaborative Partnerships ◽  
Allied Health Professionals ◽  
Students With Autism

AbstractThe unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With current literature on collaboration between teachers, parents, and AHPs involved in the education of students with ASD predominantly relating to specific skill or knowledge acquisition, there was an insufficient understanding of ‘collaborative processes’ and the factors that benefit or limit effective practice. In the present study, the researchers explored the experiences, processes, and opinions of parents, teachers, and AHPs supporting students with ASD in mainstream Australian primary schools. A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs) through an online survey, and thematic data analysis was used to qualitatively interpret the open-ended questions. The findings highlight the current opportunities and challenges faced by key stakeholders in this important process.

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

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e043270
Author(s):  
Diane Trusson ◽  
Emma Rowley ◽  
Jonathan Barratt
Keyword(s):  
Health Professionals ◽  
Qualitative Data ◽  
Allied Health ◽  
Academic Career ◽  
Academic Training ◽  
Interview Schedule ◽  
Allied Health Professionals ◽  
East Midlands ◽  
Emerging Themes ◽  
Depth Interviews

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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