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Table 2 Research education program characteristics

From: Research education and training for nurses and allied health professionals: a systematic scoping review

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

 Tilson & Mickan, 2014 [72, 102]a

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

  1. aPEAK program is described in [72] and the evaluation is reported in linked paper [102]