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Table 2 Themes and sub-themes likely to explain responses to questions about the barriers and facilitators to presenting

From: Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme

Theme Sub-theme Sample Quote Participant
Individual level factors Perceived benefit and interest in topic and format “I think by doing, taking the extra step by presenting you’re learning things as well rather than just sitting down listening to somebody else talk about something. I think if you’re a presenter you would learn more basically and probably benefits you more because you’re taking in all the information.” Nurse/Midwife C
“my topic was. .. . which I’m passionate about” Nurse/Midwife G
“And I thought that afterwards. I said some people here have no interest in what I’m saying. But I have an interest in doing it.” Nurse/Midwife F
“I’ve a big interest in that topic. And also there was concerns raised clinically about. .. .. So I thought here goes, here’s the big opportunity and I’m glad I did it.” Nurse/Midwife A
“I think when I read that, you know title, Evidence Round, I feel like it’s a bit different, which I already presented like journal clubs, case presentations and thing like that. So that appealed to me, like you know, should I try something different?” Physician A
“I guess there was always a bit of difficulty with picking people who would do the stuff and that will always be a problem. And I’m not sure of what a better way to do that is.” Physician D
Self-perceived knowledge and skills “. .. I’m not too sure that every midwife would be happy to participate. And that kind of worries me a bit because this is supposed to be every man’s or every woman’s kind of, all of our forum. And I’m not too sure if someone who wasn’t that confident, like I’d present a good bit.. .. and I found it quite nerve-wracking. And that was with a lot of support. And that’s just me, I just would feel, like if I was doing it again I probably wouldn’t be as nervous but, or maybe I would. But I’m not too sure how other midwives that hadn’t the same kind of background as myself would feel and that’s the only worrying bit about it.” Nurse/Midwife G
“I felt I’m fairly up to date myself with the topic. .. . therefore that didn’t inhibit me to present to the greater group.” Nurse/Midwife A
“if they don’t have a background in research or anything, I think it would be difficult to be involved.. . you need to have a little bit of knowledge and background to be able to do that in a competent, confident kind of manner. .. . So I think. .. . their educational status as well would kind of come into play.” Nurse/Midwife G
“I don’t think I could see me doing it, no I would not be able to stand up in front and present. Even though I do teach a course. .. . even just when I was sitting there I said "oh there’s no way I would be able to stand up there and do that".. .. . I don’t think I’d have the skills to do it. I wouldn’t be really proficient with you know, the technology” Nurse/Midwife D
“I was really worried about, you know the questioning and would I be able to manage the questioning, that was my concern really” Nurse/Midwife G
Setting an example “So I thought I just can’t do it unless I’ve done it and understand it completely. So it was kind of just to get a real insight into the process and to be able to support others.” Nurse/Midwife G
Departmental context and resources Workload and staffing levels “Because when you’re working in a clinical job and you’re trying to keep up to date with research and having to go through an abundance of papers and meta-analysis and research and reviews. It can be very time-consuming. And particularly when you’ve got life outside of work as well [. ..] dividing that work load up between people works really well.” Physician E
“And you can see the difficulty in trying to get the volunteers to kind of do the work. Because its work for them, you know I mean there is an effort required. And you know, they already have plenty of work to do. And then you know, this is an additional task for everybody. So it is a challenge to keep things like this going, yeah.” Physician D
“You know it isn’t as simple as going in and looking at a journal and kind of looking at the evidence and that, like there’s a lot more work involved [. ..] to be given time. .. .. I think would be important from an organisational perspective.” Nurse/Midwife G
“. .. at this level of training you don’t need months you don’t need months to prepare. Once you have the articles, a couple of days. Anything else is excuse.” Physician C
Transience of medical staff “these things work for permanent staff. They don’t work well when staff are coming and going. And that’s again you know the basis of the difficulty with trying to get the medical people to engage in anything. It’s because they are temporary, they’re gone in 6 months’ time, it doesn’t matter really, you know.” Physician D
Buy-in from senior staff “But I do think for somebody on the wards based, I think it would be really important that their managers would be on board and they’d be given time and support to prepare for it. And I think that would be crucial [. ..] if my boss didn’t support it, if she wasn’t, if she didn’t have the buy in or the belief in this. Then you know, that might have been difficult.” Nurse/Midwife G