Citation | Program, country, year(s) of implementation | Education program description, curriculum, and aims | Number of participants, profession/s, setting | Pedagogical tools and learning theories |
---|---|---|---|---|
Program delivered before 1991 (n = 1) | ||||
Warren & Heermann, 1998 [94] | Research Nurse Internship, USA, 1989–1998 | Program description: 2-year program with 2 distinct phases: year 1 focuses on learning about research utilisation, year 2 focuses on conducting research utilisation projects Formal, yet highly interactive classes are held monthly and last between 90 minutes and full day in duration Participants are released from direct patient care by their manager, who is also responsible for creating a supportive learning and innovative environment Clinical nurse researchers coordinate the program; one-to-one mentoring provided by advanced practice nurses At the end of year 2, participants share their findings and recommendations within and beyond the organisation Curriculum: Year 1: research process, introduction to research critical appraisal, orientation to library resources, conducting a computer-based literature search, approaches to facilitate research dissemination and utilization Year 2: determining the impact and feasibility of the innovation, preparation and communication, project management, data analysis, dissemination of the results, and implementing change Aim: To facilitate the integration of research into clinical practice, support the professional development of clinical nurses and promote collaboration among clinicians (nurses and others), educators, and researchers | 127 (of which 88 completed both years of the internship) Nurses 1 university medical centre | Collaborative learning Didactic learning Experiential learning Mentoring |
Program delivered between 1991 and 2000 (n = 9) | ||||
Adamsen, Larsen, Bjerregaard, & Madsen, 2003 [77] | Basic Research Methodology for Nurses, Denmark, 1999–2000 | Program description: Year-long, course delivered for one day (8 hours) per month by PhD level teachers that are active in research Course comprised a total of 19 days of classroom work, 120 hours of lectures, 2400 pages of required reading and practical exercises. Participants were also required to prepare a project proposal (protocol) Minimum of 3 hours guidance was provided to each participant by a PhD-qualified course teacher Curriculum: Basic research methodology and critical scientific reflection, (e.g., interview techniques, presentation skills, defending proposal) Aim: To enable students to plan a research project with a view to implementing the findings in clinical practice | 37 Nurses 10 hospitals | Critical and problem-orientated pedagogy Didactic learning Experiential learning Mentoring |
Bott, 2000 [29] | Critical Appraisal of Research Workshop, Canada, 1998 | Program description: Single 5-hour interactive workshop comprising interactive lectures, reading, and practical learning within a large and a small group setting facilitated by a nephrology nurse who was skilled in research appraisal Curriculum: Critical appraisal of research and utilization of research in the practice setting Aim: To develop nurses’ critical appraisal skills and provide tools for nurse facilitators to upskill a broader nursing audience | 30 Nurses Nephrology centres | Collaborative learning Didactic learning Experiential learning |
Gething, Leelarthaepin, Burr, & Sommerville, 2001 [35] | Research Training Workshops, Australia, 1997–2000 | Program description: Research training workshops delivered as part of a comprehensive RCB strategy Workshops varied in duration from 0.5–2 days and were delivered onsite by highly experienced and active researchers who were also available for follow-up consultation Neophyte researchers were linked with more experienced researchers for mentorship and consultancy Separate training program was offered to neophyte researchers aspiring to apply for grant funding Curriculum: Range of research topics covered including research design, implementation, analysis, dissemination, critiquing research findings, computer skills, and specialised topics. Aims: Education component of the strategy aimed to meet the needs of nurse researchers at different stages of participation in research Grant funding education component aimed to build research via an introduction to funded research | 320 Nurses 1 large metropolitan regional health service | Didactic learning Mentoring |
Hicks, 1994 [30] | Critical Research Reading Skills Study Day, England, year(s) of implementation not specified | Program description: Research study day comprising two 2-hour lectures, supportive written materials, and an activity in which participants appraised a research article at the start of the day and again at the end of the day with the lecturer Curriculum: Basic research methods and guidelines for appraising research Aims: To improve participants’ ability to read and critically appraise research as a precursor to translating research into practice | 19 Midwives Hospital and community settings | Didactic learnin Experiential learning |
Hundley, Milne, Leighton-Beck, Graham, & Fitzmaurice, 2000 [36] | Raising Research Awareness Among Midwives and Nurses, Scotland, 1997 | Program description: Multifaceted intervention including research critical appraisal workshops, seminars, discussion and interest groups, and access to research infrastructure Research education and training program, implemented with and without concurrent policy and practice interventions Curriculum: Critical appraisal of research, research proposal development Aim: To increase research awareness among midwives and nurses | 333 Nurses and midwives 1 acute NHS Trust | Collaborative learning Didactic learning Experiential learning |
Kajermo, Nordström, Krusebrant, & Lützén, 2001 [88] | Dissemination and Utilization of Research Findings in Clinical Nursing Practice, Sweden, year(s) of implementation not specified | Program description: 2-year long part-time course comprising formal monthly classes lasting about 2.5 hours and experiential activities delivered by nurse researchers Managers of involved nurses overtly supported participation and approved the allocation of half day per week to research Curriculum: Research process, literature searches, research methods, reviewing and critical evaluation of research articles, developing a poster, relationship between research and quality improvement and the process of change Aim: To facilitate the dissemination and implementation of research findings into clinical practice | 10 Nurses 2 acute-care teaching hospitals and 1 nursing home | Didactic learning Experiential learning |
Mulhall, May, & Alexander, 2000 [41] | Research Utilization Workshops, UK, year(s) of implementation not specified | Program description: 2 blocks of 2-day workshops (4 in total) held 4–5 weeks apart Curriculum: Introduction to research, literature searching, and synthesis, research design, critiquing literature, research dissemination and implementation, theory of practice changes, evaluating practice change Aim: To help participants critically appraise research and implement research in their workplace | 206 Nurses, mental health nurses, and midwives | Collaborative learning Didactic learning Experiential learning |
O’Halloran, Pollock, Gottlieb, & Schwartz, 1996 [31] | Research Workshop, USA, year(s) of implementation not specified | Program description: Single full-day workshop developed and implemented by a Nursing Research Committee Followed semi structured format and included formal presentations and practical activities using a delphi research process to increase research knowledge and skills Support was provided by Nursing Research Committee members Curriculum: Formal presentations on experiential learning, Delphi studies, and writing research proposals. Experiential learning activity focused on the research process Aim: To provide nurses with a positive research experience, with a view to increase research self-efficacy, with an expectation this would increase nurses’ research activity | 33 Nurses 1 large healthcare facility | Collaborative learning Didactic learning Experiential learning Self-efficacy theory |
Rutledge, Mooney, Grant, & Eaton, 2004 [34] | Research Utilization Course, USA, 1997–2001 | Program description: 1-day course targeted nurses with an intent to make evidence-based changes to nursing cancer care, as demonstrated by a proposal Didactic delivery of content by faculty experts in research utilisation and a discussion about the strengths and weakness of proposals Letter of support from manager required for each participant Curriculum: Research utilisation models, protocol development, literature critique methods Aim: To expand the scientific foundation in cancer nursing care | 22 Nurses Multiple health services | Collaborative learning Didactic learning Experiential learning Mentoring |
Program delivered between 2001 and 2010 (n = 25) | ||||
Allen, Boase, Piggott, et al., 2010 [42] | Practice Nurse Clinical Research Workshops, England, 2008–2009 | Program description: 1 full and 4 half day stand-alone workshops were delivered over 4-month period A resource file which contained a set of convenient reference guides; scenario discussions, quizzes, and role play were developed and used to reinforced participants’ learning Workshop content was developed and delivered by research nurses, GPs, other researchers, data managers, and research administrators Curriculum: Nurse researcher role, participant recruitment and consent, following research protocols, data management and record keeping, common research issues, research context Aim: To increase nurses’ knowledge of clinical research and confidence to conduct research, promote the value of clinical research and the work of the cancer service, and promote further training opportunities | 90 Nurses 67 general practices | Collaborative learning Didactic learning Experiential learning Quizzes |
Bamberg, Perlesz, McKenzie & Read, 2010 [37] | Research and Evaluation Capacity-building Program in the Community Health Sector, Australia, 2008–2010 | Program description: Research and evaluation training program delivered (five 2-hour sessions) as part of a broader RCB program Curriculum: Overview of evaluation, literature searches, qualitative research methods, designing questionnaires, and writing for publication Aim: To enhance research and evaluation capacity within the organisation | n not stated Mixed 1 large community-based health service | Ely’s Conditions for Change Model Mentoring Roger’s Diffusion of Innovation Theory |
Corchon, Portillo, Watson, & Saracibar, 2011 [38] | Research Courses and Journal Clubs, Spain, 2007 | Program description: A mentors’ network and an educational program consisting of research courses and journal clubs Mentors’ network comprised of nurses with MSc or PhD, who provided continuous support and research advice to participants Research course included a handbook with course contents, bibliography, and relevant articles Curriculum: Research course focused on literature searching and appraisal skills and the relevance of translating research evidence into practice Aim: To increase nursing research activity by enhancing research capability: knowledge, attitudes, and interest | 89 Nurses 1 specialised teaching hospital | Collaborative learning Didactic learning |
Demirdjian, Rodríguez, Vassallo, Irazola, & Rodríguez, 2017 [78] | Intensive Research and Management Capacity-building Program for Hospital Health Care Professionals, Argentina, 2006–2013 | Program description: Annual 250-hour intensive course featuring research and management jointly organized by a hospital and university Course combined in-class activities (weekly 3-hr lectures and workshops) with offsite activities (integrative exercises, self-assessment questionnaires, discussion forums) delivered through online platform. Participants also required to develop a research project with with mentor supervision Curriculum: Block 1 (Research) included epidemiology, methodology, bibliographic search and evidence-based medicine, biostatistics. Block 2 (Management) included strategic planning, management projects and programs, health services research, quality improvement, health economics Aim: To provide paediatric professionals with practical tools to conduct research and management activities. Course aimed to demystify the publishing process and encourage participants to publish their work | 295 Mixed paediatric professionals Hospital (mainly) and external public and private institutions | Didactic learning Collaborative learning Experiential learning Mentoring |
Doyle & Harvey, 2005 [33] | Publishing Short Course, USA, 2003 | Program description: Single session course, approximately 1.5–2 hours duration comprising informal lecture allowing for group discussion and question/answer, PowerPoint slides and handouts (relevant articles and tip sheets) Curriculum Identifying publishable research idea, what and where to publish, authorship, organizing and structuring a paper, submitting a paper, alternative dissemination methods, writing tools/resources Aim: To encourage participants to consider publishing the results of their work and to demystify the publishing process | 40 Mixed 2 healthcare organisations | Collaborative learning Didactic learning |
Duffy, Thomson, Hobbs, Niemeyer-Hackett, & Elpers, 2011 [87] | Leadership Journal Club, USA, 2010 | Program description: Journal club held monthly at 12 pm, for 12 months. Led by Chief Nursing Officer (hospital) and Professor (nursing school) Research topics (related to nurse leadership) chosen by leads in discussion with participants and article sent via email a week before journal club Curriculum: Critical appraisal process, specific statistical methods or methodological issues, reflection on application of the results for practice and policy Aim: To increase awareness of nursing leadership research, develop leadership, competence in research appraisal, provide a forum to discuss ideas for practice changes, influence leadership decision-making | 27 Nurse leaders 1 hospital | Collaborative learning |
Harding, Stephens, Taylor, Chu, & Wilby, 2010 [46] | 12-Week Allied Health Research Training Scheme, Australia, year(s) of implementation not specified | Program description: Mentored program to support allied health professionals to complete a systematic review. Comprising five 3-hour group workshops spaced over 12 weeks Candidates required written support from manager to participate and be released from clinical duties Curriculum: Formulating a research question, identifying literature, critical evaluation of papers, synthesising data (qualitative and quantitative methods) and writing the review Aim: To introduce research, whilst embedding a research culture within every day clinical practice | 6 Allied health professionals 1 metropolitan health service | Collaborative learning Didactic learning Experiential learning Mentoring |
Hart, Eaton, Buckner, et al., 2008 [55] | Computer-Based Learning EBP Program, USA, 2006 | Program description: 3-month EBP-education program consisting of 3 computer-based learning modules designed to enhance EBP skills; each took 15–20 minutes to complete Curriculum: Refining the clinical question, how to read and understand a research paper, and utilizing research in clinical practice Aim: To improve participants’ EBP knowledge, attitudes, and skills | 314 Nurses Five hospitals, physician practice groups, and outpatient services | Self-guided computer-based learning |
Holden, Pager, Golenko, Ware, & Weare, 2012 [79] | Designated Research Team, Australia, 2009–2010 | Program description: 15-month research capacity building intervention. Expressions of interest required multidisciplinary teams to have manager approval, a research idea, and at least one person in the team with some research experience Training was provided in alignment with research milestones (and recorded for access by researchers/teams unable to attend in person) Ongoing mentoring and protected time for one research team member (one day/week) and access to research resources were offered as part of the intervention Curriculum: Developing a research idea/research proposal, ethics applications, grant funding, qualitative and quantitative methods Aim: To develop research capacity by taking a team-based approach | 37 Mixed 1 public health district | Collaborative learning Didactic learning Experiential learning Mentoring |
Jansen & Hoeijmakers, 2013 [91] | Masterclass on Scientific Research Training for Public Health Professionals, Netherlands, 2008–2009 | Program description: 18-month Masterclass divided into six 1-week long courses Different time intervals between the courses to apply learnings in practice, with a total time investment of 660 hours Access to university library and a university-based supervisor Curriculum: Identifying an operational problem, developing a research question, introduction to qualitative and quantitative methods, developing a research proposal, data analysis, writing a manuscript, implementation in practice and policy Aim: To train public health professionals to design and conduct practice or policy-related research | 21 Mixed Multiple institutions | Didactic learning Experiential learning Mentoring |
Land, Ward, & Taylor, 2002 [40] | Critical Appraisal Module, England, year(s) of implementation not specified | Program description: 7 EBP introductory modules were delivered over a 6-week period Workshops were 3-hours long and comprised introductory material and practical break-out group work Academics and practice development nurses facilitated the workshops, which were held at 2 NHS hospital sites to maximise attendance Curriculum: Introduction to critical appraisal, research questions, literature review, critical appraisal, implementing change Aim: To develop staff confidence in locating, appraising, and applying literature to practice; understanding of clinical audit measures, and demonstrate value of interdisciplinary team work | 45 Mixed 1 NHS trust | Collaborative learning Didactic learning Experiential learning |
Latimer & Kimbell, 2010 [73] | QMC Nursing Research Fellowship, USA, year(s) of implementation not specified | Program description: 8-month long competitive fellowship program with an education component Monthly research education sessions comprising didactic, experiential and peer-to-peer learning and group discussions, as well as self-guided learning via a textbook and homework between sessions Support provided by Masters and PhD-qualified nurses Curriculum: Fundamentals of research including ethics, research proposal development, literature searching, developing a research question, introduction to qualitative and quantitative methods, and data collection Aim: To educate nurses on research processes and for nurses to develop research or administrative funding proposals | 10 Nurses 1 private hospital | Collaborative learning Didactic learning Experiential learning Mentoring |
Levin, Fineout-Overholt, Melnyk, Barnes, & Vetter, 2011 [100] | Advancing Research and Clinical practice through close Collaboration (ARCC) Model, USA, year(s) of implementation not specified | Program description: 16-week program (intervention group) comprising a 4-week training program (intervention and control groups) followed by formal EBP mentoring for 12 weeks (intervention group only) Curriculum: Weekly 1-hour long classes covered EBP topics including: introduction to EBP, developing clinical questions, searching for evidence, critical appraisal Aim: To improve nurse participants’ beliefs about and implementation of EBP, group cohesion, job satisfaction, productivity, and nurse retention | 46 Nurses 3 Home Health Care Program sites | ARCC (based on cognitive-behavioural theory and control theory) Didactic learning Experiential learning Mentoring |
Mathers, Abel, & Chesson, 2004 [57] | Radiography Research Course, Scotland, year(s) of implementation not specified | Program description: 4 workshops held in two blocks over a 2-month period comprising 30 hours of course content and 1 independent study day Resource pack complemented the workshop delivery An experienced radiographer-researcher developed workshops and arranged guest lecturers including local health specialists, clinical directors, ethics committee members, librarians Curriculum: Introduction to clinical governance, research, audits, local research context, research in radiography, literature searching, critical appraisal skills, ethics and informed consent, research design and methods, coding and interpretation, report and article writing and submission, dissemination, and research presentations Resource pack included material on clinical governance strategies, critical appraisal, research methods, dissemination and reading recommendations Aim: To increase staff knowledge and implementation of clinical governance by developing their research appraisal, project planning and performance skills and their systematic practice review skills | 12 Radiographers (Allied health) 1 NHS Trust | Didactic learning Experiential learning |
McCluskey & Lovarini, 2005 [71] | Evidence-Based Practice Workshop, Australia, 2002 | Program description: 2-day workshop held on weekends, with content delivered by a clinician-researchers and health librarian Follow-up support was provided by a clinician-researcher via email and telephone for 11 months Curriculum: EBP process, developing a researchable question, database searches, critical appraisal of quantitative and qualitative research, interpreting statistics, and implementing EBP Aim: To promote EBP knowledge and skills and equip participants with the skills overcome challenges to implementing EBP | 106 Occupational therapists (Allied health) Multiple health services | Didactic learning Experiential learning Mentoring Roger’s Diffusion of Innovation theory Social cognitive theory |
Milne, Krishnasamy, Johnston, & Aranda, 2007 [58] | Clinical Research Fellowship Programme, Australia, 2002 | Program description: 12-week program comprised a journal club, with written materials and facilitator support when required for manuscript writing beyond the formal program period Facilitated by nurses with extensive clinical and research and EBP experience Program restricted to 10 participants to allow for sufficient support; all participants required manager support to participate and for potential changes arising from the project to be implemented Curriculum: Literature search and appraisal, research question and recommendation development, identify organisational culture barriers to evidence utilisation and strategies for change management Aim: To improve health professionals’ research utilization, written and oral research dissemination skills, and address research utilisation barriers | 15 (over two programs) Mixed 1 health service | Collaborative learning Didactic learning Experiential learning |
Murphy, Kalpakjian, Mullan, & Clauw, 2010 [59] | Practice-Oriented Research Training (PORT) Program, USA, year(s) of implementation not specified | Program description: 2-phase program of unspecified duration was facilitated by two health academics and academic expert guest speakers Phase 1 consisted of three 2-hour sessions offered weekly after regular work hours, phase 2 involved nine 1-hour sessions offered weekly Program involved seminars, independent work via a web-based platform and mentor support beyond the program until project completion; small cost to participants to cover textbook and food Curriculum: Discipline relevant examples on the fundamentals of clinical research, literature review, developing research questions, evaluating evidence, grant writing, research design, ethics and research proposals, statistics, and psychometrics Aim: To improve participants’ clinical research skills to promote the formulation and submission of translation-focused clinical research grants | 38 Allied health 1 health service | Collaborative learning Didactic learning Experiential learning |
Pennington, Roddam, Burton, Russell, & Russell, 2005 [60] | Speech and Language Therapy Research Training Program, England, 2001–2002 | Program description: Training comprised 2 strategies: Strategy A involved 2.5 training days over 7 weeks and implementation of a guideline recommendation; Strategy B involved 5 training days, once a fortnight over 3 months and implementation of a guideline recommendation 2 speech and communication academics delivered the training where written practice guidelines were provided Participants kept diaries of rollout activities Curriculum: Strategy A included clinical governance, evidence-based health care, systematic review critical appraisal, randomized controlled trials, evidence-based guidelines and cohort and quasi-experimental studies Strategy B included content from strategy A and additional content based on Roger’s diffusion of innovation model Aim: To improve participants’ ability to introduce and manage evidence-based changes to clinical practice within their department | 34 Speech and language therapists (Allied health) 17 departments across 1 NHS area | Collaborative learning Didactic learning Experiential learning Roger’s Diffusion of Innovation |
Richardson & Carrick-Sen, 2011 [74] | Writing for Publication Programme, England, 2007–2009 | Program description: 8-month long program, with monthly structured sessions of between 2- and 5-hours duration Sessions were delivered by experienced academics Curriculum: Introduction to academic writing, submission, the peer review process, defining the topic, choosing a journal, author guidelines, literature searching, writing style, referencing, and bibliographic software Aim: To encourage and support nurses to write a paper for a peer-reviewed journal | 50 Nurses and midwives 1 NHS Trust | Collaborative learning Didactic learning Experiential learning Mentoring |
Shatzer, Wolf, Hravnak, et al., 2010 [47] | Bedside to Byline, USA, year(s) of implementation not specified | Program description: 10-week program including didactic content, two 4-hour workshops and three structured 1:1 mentoring sessions with the workshop facilitator Participants developed a manuscript draft for journal publication or other type of publication Curriculum: Didactic content covered a range of elements across the publication process continuum Aim: To reduce barriers to nurses publishing and to increase participants’ self-efficacy related to scholarly writing | 11 Nurses 2 community teaching hospitals | Collaborative learning Didactic learning Self-efficacy theory Mentoring |
Swenson-Britt & Reineck, 2009 [61] | Critical Reading of Research Publications Plus course, USA, year(s) of implementation not specified | Program description: 6-week course comprising weekly 90-minute lessons delivered by a research nurse and doctoral student Workbook provided Curriculum: Research article introduction, design and sample, data collection, descriptive statistics, and inferential statistics Aim: To improve participants’ research self-efficacy | 17 Nurses 1 hospital | Collaborative learning Experiential learning Mentoring Self-efficacy theory |
Turkel, Ferket, Reidinger, & Beatty, 2008 [90] | Nursing Research Fellowship Program, USA, 2005–2006 | Program description: 1-year long fellowship with 4 embedded educational workshops, each 8-hours in duration, with work to be completed outside of and between workshops Curriculum: Identifying a research problem, reviewing the literature, writing a research question, qualitative and quantitative research methods, replication studies, research proposal, research design, population sampling, data collection, ethics, statistics, and participant consent Aim: To advance excellence in professional nursing practice and research | 7 Nurses 1 community hospital | Didactic learning Experiential learning Mentoring |
Varnell, Haas, Duke, & Hudson, 2008 [62] | Accelerated EBP Educational Program, USA, 2006 | Program description: 8-week program comprising 2-hour classes each week Content delivered by local university faculty members Curriculum: Introduction to EBP, asking clinical questions, basic research design, literature searches, critical appraisal, applying evidence in practice, and evaluation Aim: To increase nurses’ self-reported EBP beliefs and implementation | 51 Nurses 5 acute care facilities | Didactic learning Experiential learning Transtheoretical model of change |
Wells, Free, & Adams, 2007 [80] | Nursing Research Internship Program, USA, 2004–2005 (evaluation period) | Program description: 2-year program for selected nurses (identified by managers), comprising monthly workshops and self-directed learning in between. Mentoring/access to experienced nurse researchers was also inherent in the program Curriculum: Introduction to continuous quality improvement, systematic data collection, literature searching, critically analysing and synthesizing research papers/findings (in first year) Second year workshops were focused on implementing practice change, data management and research dissemination (abstract and manuscript preparation) Aim: To increase nurse interns’ research literacy, facilitate EBP and reduce barriers to EBP | 17 Nurses 1 university hospital | Collaborative learning Didactic learning Experiential learning Mentoring |
Wojtecki, Wade, & Pato, 2007 [48] | Teaching Practice-Generated Research Skills, USA, year(s) of implementation not specified | Program description: Ten 1-hour classes offered in weekly succession at the end of the workday. Facilitated by a biostatistician and a clinical nurse specialist Curriculum: Research terminology, basic statistics, developing a research question and a research project Aim: To teach clinicians how to conduct practice-generated research, with a view to enhancing evidence-based medicine knowledge and skills | 14 Mixed 1 hospital | Didactic learning |
Program delivered between 2011 and 2020 (n = 33) | ||||
Awaisu, Kheir, Alrowashdeh, et al., 2015 [63] | Pharmacy Practice Research Capacity Building Programme, Qatar, year(s) of implementation not specified | Program description: Intensive 26-hour training program delivered over four (weekend) days Training delivered via didactic lectures, case-based learning, group discussions, and self-directed learning. Course delivered by nine pharmacy research experts Curriculum: Ethics in human research, research design and methodology, critical appraisal of literature, data collection, biostatistics, and research dissemination Aim: To provide participations with knowledge and skills to plan and conduct a research project | 24 Pharmacists 1 hospital and 1 cancer research centre | Collaborative learning Didactic learning Experiential learning |
Berthelsen & Hølge-Hazelton, 2016 [49] | Research Education Intervention, Denmark, 2013–2014 | Program description: Four teaching sessions delivered fortnightly (modified from 6 due to less than expected participation) Curriculum: Introduction to the program and general overview of nursing research; theoretical and methodological approaches Aim: To increase research usage among the nurse participants and aimed to develop the nurses’ theoretical and practical knowledge of research | 32 Orthopaedic nurses 1 regional hospital | Didactic learning |
Black, Balneaves, Garossino, Puyat, & Qian, 2015 [89] | Research Training for Point-of-Care Clinicians, Canada, 2011–2013 | Program description: 18-month – 2-year long program whereby interested teams submitted a letter of intent which detailed research problem and team members Approved teams participated in 3 mentored training workshops Curriculum: Research methods, ethics, and literature review techniques Aim: Improve clinicians’ EBP and research knowledge, attitudes, and practices | 153 Mixed 1 health organisation | Experiential learning Mentoring |
Carey, Trout, & Qualls, 2019 [66] | Nurse Research Internship, USA, 2013–2015 | Program description: Intensive, 9-month paid research internship for qualified nurses to bring their research question to a venue that supports to design, implement, and disseminate projects. Assistance provided by a nurse scientist Interns attend approximately 20 research classes with classroom quizzes cotaught by a nurse scientist and librarian Curriculum: Developing a clinically relevant research question, identifying key words, and conducting a literature search Aim: To build nurses’ capacity to frame research questions, search the evidence, and critically appraise the evidence | 18 Nurses 1 hospital | Didactic learning Experiential learning Mentoring Quizzes |
Chan, Glass, & Phang, 2020 [50] | Nursing Research and EBP Mentorship Program, Singapore, 2015 | Program description: Mentorship program comprising classroom teaching, hands-on session, and one-on-one mentorship with an experienced researcher Mentees also conducted journal clubs, coached ward nurses on their projects, and were assigned a buddy to guide and co-lead together Curriculum: Classroom teaching included framing research questions, literature search, EBP principles, study designs, critical appraisal, biostatistics Mentoring focused on developing research, project management, evaluating project, data analysis, writing for publication Aim: To develop frontline nurses into EBP champions in their respective departments | 9 (mentees) and 185 (ward colleagues) Nurses Acute care tertiary hospital | Collaborative learning Didactic learning Experiential learning Roger’s Diffusion of Innovation Theory Mentoring |
Donley & Moon, 2021 [67] | Flexible Research Program for Social Workers, Australia, 2019 | Program description: A 7-month research education program developed by a social work research lead, focused on research foundations Comprised of monthly email and brief oral presentations at team meetings (“Ten Minute Tips”) Second experiential phase involved the development of a research or quality assurance project with management and mentoring support Curriculum: Formulating a research question, literature review basics, ethics applications, methodology and analysis, formulating conclusions and presentation skills Aim: To increase social workers’ confidence to conduct research | 30 Social workers (Allied health) 1 large inner-city public hospital | Didactic learning Experiential learning Mentoring |
Duncanson, Webster, & Schmidt, 2018 [51] | Writing for Publication Bootcamp Australia, 2012–2015 | Program description: Writing for publication bootcamp (WFP) for novice researchers was a structured additional (voluntary) component of a broader RCB program Six 1-hour sessions were held via teleconference weekly at 8 am and were facilitated by a program manager Program involved teaching, practical application, homework activities, peer interaction (and review) and facilitator support Curriculum: Teaching and practical experience in each stage of the WFP process Aim: Program aimed for 50% of novice researcher participants to submit a manuscript for publication. Other objectives were to increase participants’ knowledge, experience, and confidence in submitting a manuscript; deliver a program to rural participants and to make it cost-effective | 50 Mixed Rural and regional public health services | Collaborative learning Didactic learning Experiential learning |
Edward & Mills, 2013 [39] | Research outreach ward-based seminar (ROWS) program, Australia, 2011 | Program description: ROWS program comprised part of a broader hospital-based research enhancement model ROWS program was delivered in an express (15 min) format in the ward setting for increased accessibility and attendance Managers attended or directed staff to attend to indicate their support Seminars were developed by nurse academics using and were aimed at nurses at all levels of education Curriculum: Seminar topics included locating research papers online, research in nursing and midwifery, critical analysis of research, ethical considerations, quantitative approaches and qualitative methods Aim: To increase nurses’ awareness of, access to, and use of research in the clinical context | 197 Nurses and midwives Hospital (ward) setting | Didactic learning |
Elkassem, Pallivalapila, Al Hail, et al., 2013 [43] | Pharmacy Practice Research Training Workshop, Qatar, 2011 | Program description: Two consecutive day workshop delivered by pharmacy practice academics and researchers Curriculum: Research questions, critical appraisal of literature, developing research methods, data collection and analysis, disseminating findings Aim: To improve participants’ views and attitudes towards research | 47 Pharmacists (primarily) 1 hospital | Collaborative learning Didactic learning |
Famure, Batoy, Minkovich, Liyanage, & Kim, 2021 [44] | SPICE+B, Canada, 2013–2018 | Program description: 10-week seminar series comprising didactic lectures and interactive review and discussion of research literature Lectures supplemented with online closed-access resources including lecture slides, audio recordings, and practice questions, and a participant discussion forum Curriculum: Clinical research methodology and design (e.g., bias, observational study design, clinical trials) Aim: To increase participants’ knowledge and ability to critically appraise medical research | 750 Mixed Multicentre University Health Network | Collaborative learning Didactic learning Experiential learning |
Friesen, Comino, Reath, et al., 2014 [81] | Primary and Community Health Research Unit (PCHRU) Researcher Mentoring Program Australia, 2011–2012 | Program description: 12-month researcher mentoring program, including four research skill development workshops comprising didactic content and hands-on learning Six project teams were paired with a university-based research mentor to assist in completing a clinically relevant project Manager’s support was required as part of a competitive application process Curriculum: Workshop topics included developing a research question, data-collection tools, statistical analysis, disseminating research findings Aims: Broader program aimed to build research capacity and generate research evidence by and for primary and community health services Workshops aimed for novice researchers to present or publish the findings of a project | 32 Mixed 1 local health district in a metropolitan area | Didactic learning Experiential learning Mentoring |
Fry & Dombkins, 2017 [52] | Researcher Education Program, Australia, 2012–2015 | Program description: Researcher Education Program was part of a broader multimodal program to build workforce capacity and leadership Education component comprised of six study days and ten 2-hour master classes. Research mentoring was a component of the broader RCB strategy Curriculum: Study days focused on developing a research idea, proposal, data collection, analysis, grant writing and publication Master classes provided practical information about data management, analysis, ethics applications, and use of common research software Aims: Broader program aimed to support nursing and midwifery research and leadership skill development to influence practice change, by addressing identified barriers to research Education program aimed to promote nurses’ capacity to understand, translate, utilise, and conduct research | > 2000 Nurses (primarily); study days and master classes also open to allied health, medical and administrative staff 1 metropolitan local health district | Didactic learning Experiential learning Knowledge to action framework Mentoring |
Gardner, Smyth, Renison, Cann, & Vicary, 2012 [68] | Research Education Intervention, Australia, year(s) of implementation not specified | Program description: A 6-month multimodal education program comprising initial face-to-face workshops, further face-to-face support, videoconferences, informal email and phone support, and paper-based resources Multidisciplinary team of both nurses and librarians provided the workshops and ongoing support Participants were asked to prepare and submit a research proposal within the 6 months Curriculum: Not described Aim: To promote locally relevant clinical research activity and nurses’ attitudes to and orientation towards research in rural and remote settings | 15 Nurses 2 healthcare sites in rural and remote settings | Didactic learning Reference to Roger’s Diffusion of Innovation theory Mentoring |
Ghirotto, De Panfilis, & Di Leo, 2020 [82] | Qualitative Research Methodology and Methods (QRM) Training Program, Italy, 2015 | Program description: Year-long multifaceted qualitative research methodology (QRM) training program, developed and delivered by 2 QRM experts Participation was voluntary, participants were required to have basic comprehension in research methodology Training program was 120 hours in total and comprised of lectures, classwork, group and individual work, simulations, and practical application where participants conducted a research study in groups. An e-learning platform was also available Curriculum: Knowledge and skills required to conduct qualitative research in all its steps (using grounded theory methodology) Aim: To enable health professionals to perform qualitative research within their work environment | 14 Mixed 1 Clinical Cancer Centre | Collaborative learning Didactic learning Experiential learning |
Harvey, Barker, & Tynan, 2020 [9] | Writing for Publication Program, Australia, 2018 | Program description: Three 90-minute face-to-face writing workshops, delivered over an 8-month period by two researchers. Workshops commenced at 8 am to minimize the impact on workday Participants had not previously published as lead author Workshops comprised instruction on how to write for publication, strengths-based problem-solving, 30 minutes of writing, peer review and mentoring by experienced researchers Curriculum: Manuscript planning and preparation guidance, academic writing instruction, peer review Aim: To increase the capacity of allied health practitioners to write and submit manuscripts for publication in peer-reviewed journals | 9 Allied health 1 regional public health service | Didactic learning Experiential learning Mentoring |
Horstman & Theeke, 2012 [32] | Structured Professional Writing Retreat, USA, year(s) of implementation not specified | Program description: A 1-day (8 hours) intensive professional writing retreat, held off-site on a Saturday Retreat conducted in a conference-like setting with one round table per writing group. Post-retreat support with consultants to encourage continuation of work was also provided An external consultant was engaged to provide the content for the retreat. During the workshop writing groups developed purpose statement for an article, abstract, draft query letter, outline and finalized work plan. Curriculum: Practicalities of academic writing including, choosing a topic, focusing the paper, style, selecting a journal, writing, concept map, elements of good writing, ethical and legal issues, submission and review process, writing the work plan, writing a contract Aim: To improve nurses’ professional writing skills for publication and presentation with a view to increase nursing research publications | 10 writing groups (of 4–8 participants) Nurses 1 hospital | Collaborative learning Didactic learning Experiential learning Mentoring |
Johnson, Black, & Koh, 2016 [64] | Practice-Based Research Challenge, Canada, 2011–2015 | Program description: 1-year program supported by volunteer research mentor (clinical specialists or academics) plus research skills workshops (1–4 hours duration) and statistics support Curriculum: Conducting a literature review, overview of research methods and research ethics Aim: To increase participants’ knowledge of research methods and enhance patient care through evidence-based practice | 22 Dietitians (Allied health) Multisite healthcare organisation | Experiential learning Mentoring |
Landeen, Kirkpatrick, & Doyle, 2017 [86] | Hope Research Community of Practice (HRCoP), Canada, 2015–2016 | Program description: A year long program with monthly 3-hour seminars delivered by PhD-prepared nurses and mentoring support from biostatistician Curriculum: Topics covered included defining research question, choosing methodology, ethics application, research logistics, using a data collection/organisation tool, data analysis, planning for dissemination and translation Aim: To develop participants’ confidence and competence to complete research projects | 7 Nurses 1 large multisite teaching hospital | Collaborative learning Didactic learning Experiential learning Mentoring |
Lizarondo, Grimmer-Somers, Kumar, & Crockett, 2012 [70] | iCAHE Journal Club, Australia, year(s) of implementation not specified | Program description: Six 1-hour long journal club sessions using the iCAHE (International Centre for Allied Health Evidence) structured format, held monthly Groups nominated two facilitators who were required to attend a once-off training workshop. Facilitators were, in turn, instructed to train their members Curriculum: Included aspects of EBP such as formulating clinical questions, developing a search strategy, critical appraisal, evidence implementation and evaluation. Aim: To improve participants’ EBP knowledge, skills, and behaviour | 93 Allied health 1 healthcare facility | Adult learning principles Collaborative learning Experiential learning |
Mason, Lambton, & Fernandes, 2017 [92] | Clinical Nurse Research Fellows Program, USA, year(s) of implementation not specified | Program description: 1-year long program with monthly formal classes with a Professor Emerita and protected research time Letter of support from manager required as part of application Fellows present their project in the final class which is open to all healthcare providers and leaders Curriculum: Ethical conduct of research with children, protocol design, methodology, statistics/data analysis, institutional review board proposals, grant proposals, and manuscript preparation Aim: To provide clinical nurses with the skills to complete a research study | 6 Nurses 1 paediatric hospital | Collaborative learning Experiential learning Mentoring |
Mazzella-Ebstein, Barton-Burke & Fessele, 2020 [83] | Nursing Research Fellowship, USA, 2016–2019 | Program description: 18-month research fellowship comprising 18 days of class time presented monthly (online modules and in-person) and mentoring with an experienced nursing researcher. Included protected research days over the first nine months and documented research idea and letter of support from manager/administrator Curriculum: Classes focused on supporting fellows to develop their study protocol for ethics submission Mentoring component focused on developing abstracts and manuscripts Aim: To engage nurses in the research process to facilitate new knowledge and innovations to improve patient care through symptom management | 21 Nurses 1 Comprehensive Cancer Centre | Didactic learning Experiential learning Mentoring |
McNab, Berry, & Skapetis, 2019 [53] | Research Education Lecture Series, Australia, year(s) of implementation not specified | Program description: Series of six 1-hour face-to-face lectures, delivered fortnightly over a 10-week period. Participation was voluntary Curriculum: Lectures included introduction, purpose/ definition of research, conducting research, ethics and governance and dissemination Aim: To promote understanding and development of research in hospital employees and to increase participants’ experience and intent to conduct to research | 160 Mixed 1 tertiary referral hospital | Didactic learning |
Mickan, Hilder, Wenke, & Thomas, 2019 [56] | Tailored EBP Education, Australia, year(s) of implementation not specified | Program description: 4-month intervention consisting of monthly 2-hour workshops, delivered by two academic researchers to small groups of participants (8 in each) Workshops consisted of short informal teaching, with practical group activities and discussion Curriculum: Steps of EBP, formulating answerable research questions, critically appraising research papers, applying evidence in practice Aim: To increase participants’ EBP self-efficacy, knowledge, and skills; integrate learnings about EBP into practice, and increase self-reported EBP behaviour | 16 Allied health 1 hospital | Didactic learning Collaborative learning Experiential learning Self-efficacy theory |
Mudderman, Nelson-Brantley, Wilson-Sands, Brahn, & Graves, 2020 [75] | EBP Education and Mentoring Program, USA, year(s) of implementation not specified | Program description: 5-month program comprising 8 sessions including 7 lectures, independent work time, and a final session to disseminate their findings The lectures were between 30 and 150 minutes in duration, held at midday to accommodate different shifts and were recorded Curriculum: Introduction to EBP, appraise and synthesise literature, design and pilot practice change, integrate and sustain practice change Aim: To improve the knowledge, practice, and attitudes toward EBP among staff nurses and clinicians in a rural CAH | 10 Mixed 1 rural critical access hospital | Collaborative learning Didactic learning Experiential learning Mentoring |
Munro, Tacchi, & Trembath, 2016 [45] | Course on Research Skills (Pilot), England, year(s) of implementation not specified | Program description: 11 research education sessions as standalone units or a complete course Curriculum: Reflect the concept of compassion in practice and includes the history of research, research methodology, clinical research nursing, protocol review and feasibility, audits, patient centredness, patient information, informed consent, participant recruitment, study management, data entry, documentation Aim: To develop participants’ expertise in adhering to complex clinical trial protocols; ensure robust quality systems and documentation | 77 Nurses 4 (pilot) sites | Didactic learning |
Saunders, Vehviläinen-Julkunen, & Stevens, 2016 [65] | EBP and Research Utilization Education, Finland, 2014–2015 | Program description: 4-hour live session consisting of didactic learning delivered by advanced practice nurses with EBP expertise Access to web-based educational materials on an interactive learning platform and mentor support for 8 weeks Curriculum: EBP concepts (locating, critically appraising, and summarizing the evidence) and research utilization (integrating evidence into decision-making, measuring outcomes, and implementing EBP change) for the intervention and control groups Aim: To enhance nurse participants’ readiness to for EBP | 77 Nurses 1 university hospital | ARCC (based on cognitive-behavioural theory and control theory) Didactic learning Experiential learning Mentoring |
Schmidt, Webster, & Duncanson, 2019 [85] | Rural Research Capacity Building Program, Australia, 2006–2013 | Program description: Experiential research education program delivered over 2-year period comprising 10 full-day in-person education sessions, weekly teleconferencing, and mentoring Competitive application process undertaken which required participants to submit a research proposal endorsed by their organisation Clinical backfill (60 days over 2 years) Curriculum: Understanding research, writing a research protocol, research methods, and research report-writing Aim: To increase rural health research capacity | 167 Mixed Multiple rural and regional health services | Didactic learning Experiential learning Mentoring |
Schmidt & Kirby, 2016 [93] | Centre for Research Excellence Rural Research Capacity Building Program, Australia, 2014 (program linked to that described by Schmidt et al. [85] | Program description: Modular short course delivered followed by small group meetings Mentoring and support for 2-years Curriculum: Quantitative research (introduction to statistics, measures of frequency and association, questionnaire design), qualitative research (interviews, focus groups, coding, and analysis) critically reviewing the literature, and project development Aims: To build individual and organisational health services research capacity and to build meaningful relationships between university departments of rural health and healthcare providers Trainees were expected to develop and present a formal research report and submit a paper for per-reviewed journal publication | 7 Mixed 3 sites | Collaborative learning Didactic learning Mentoring |
PEAK (Physical therapist driven Education for Actionable Knowledge translation) Program, USA, year(s) of implementation not specified | Program description: Multifaceted 6-month program including a two-day training workshop delivered by a clinician- researcher and librarian, who also provided ongoing support to participants for 4 months Curriculum: Literature searching, using technology for EBP, critical appraisal, evidence synthesis, adapting evidence to local context, and selecting topic for knowledge translation Aim: To improve participants’ EBP attitudes, self-efficacy, knowledge, skills, and behaviour | 18 Physiotherapists (Allied health) 3 patient care centres | Collaborative learning Didactic learning Experiential learning Mentoring Promoting Action on Research Implementation in Health Services (PARiHS) Framework Social cognitive (self-efficacy) theory | |
Tsujimoto, Kataoka, Sato, et al., 2021 [76] | Systematic Review Workshop, Japan, 2015–2017 | Program description: 6-month program comprising a combination of seven short lectures, homework, discussions and feedback and support from facilitators Curriculum: Developing systematic review questions ad search strategies, using bibliographic software, establishing inclusion and exclusion criteria, assess for risk of bias, perform meta-analyses, narrative synthesis, quality appraisal, review registration, and dissemination Aim: To provide healthcare staff with skills to create systematic review protocols based on their own clinical questions at teaching hospitals | 233 Mixed 9 hospitals | Collaborative learning Didactic learning Experiential learning |
Wenke, Thomas, Hughes, & Mickan, 2018 [69] | TREAT (Tailoring Research Evidence and Theory) Journal Clubs, Australia, year(s) of implementation not specified | Program description: Five monthly journal clubs using a structured format: “TREAT”, which incorporated eleven ‘key components’ of successful journal clubs Facilitated by academic allied health researchers experienced in teaching and using EBP who were also available for mentoring support between sessions Curriculum: Goal setting to identify relevant topics, use if PICO approach to clarify clinical questions, group critical appraisal using structured “Critical Appraisal Skills Programme”, tools, and engaging librarian support Aim: To improve allied health professionals’ EBP skills | 61 Allied health professionals 1 large health service | Adult learning principles not specified Collaborative learning Didactic learning Experiential learning Mentoring |
Wilson, Ice, Nakashima, et al., 2015 [54] | Hybrid Model Journal Club, USA, year(s) of implementation not specified | Program description: Multidisciplinary bi-weekly journal clubs conducted in-person and online using a secure social media site, over an 8-week period (four sessions in total) Sessions facilitated by a PhD-prepared nurse and followed four steps of EBP: Ask, access, appraise, apply Participants could earn contact hours/points towards a clinical ladder program Curriculum: The journal club was designed with the general topic of “Improving Pain Management”; curriculum focused on clinical problem solving Aim: To increase EBP skills, self-efficacy, research use, behaviours, ability, desire and decrease reported barriers | 36 Nurses (primarily) 1 large urban hospital | Collaborative learning Didactic learning Experiential learning Self-efficacy theory |
Withington, Alcorn, Maybery, & Goodyear, 2020 [84] | Training and Mentoring Program, Australia, year(s) of implementation not specified | Program description: 3-year multimodal program comprising 2-day face-to-face training session followed by monthly group and individual mentoring, delivered by a university Additional supports provided by health service (steering committee review, access to consultation and online educational material) Placements in program limited and competitive application process undertaken Participants required to complete a service evaluation or research project Curriculum: Designed to walk participants through steps of a research project including design, ethics, implementation, analysis and write up Aim: To build clinicians’ research capacity with senior level support within the organisation | 21 Social workers (Allied health) 1 large paediatric health service | Collaborative learning Mentoring |