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Table 3 Research education program evaluation and outcomes reported

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

Program

Evaluation data collection method and sample size

Primary outcome

Secondary and other outcome/s

Key findings

Program delivered before 1991 (n = 1)

 Research Nurse Internship [94]

Author’s observations

n = not stated

Observed outcomes

Participant feedback (informal)

14 participants have pursued further formal nursing education, 22 presented at a national or local research or clinical practice conference

Participants’ projects have led to impactful changes to clinical practice

Participants’ feedback indicated the internship was useful in strengthening the link between research and practice, led to increased job satisfaction and a mechanism to develop clinical and research networks

Program delivered between 1991 and 2000 (n = 9)

 Basic Research Methodology for Nurses [77]

Interviews combined close-ended and open-ended questions generating quantitative and qualitative data.

n = 37 intervention

n = 42 control

Self-reported research activity

Self-reported interest or commitment to research

Participants planned to engage in research

Some completed research and published findings

Research knowledge is important but not sufficient to realise more nurse-led research activity

 Critical appraisal of research workshop [29]

Participant evaluation survey

n = 23

Satisfaction with program

Program evaluation

Workshop participants increased understanding of how research improves patient care

Improved attitudes towards EBP

Participants valued small group discussion

 Research Training Workshops [35]

Informal quantitative data collection

n = N/A

Summary of research outputs/ outcomes (grant funding secured, journal publications, conference papers, external grant funding)

N/A

Workshop participation led to external research grant funding success and nurse-led research publication in peer-reviewed journals

 Critical Research Reading Skills Study Day [30]

Pre- and post- intervention surveys

n = 19

Critical appraisal of research skills (measured objectively using inter-rater comparison)

Self-reported frequency of use of published research papers (pre- and post-intervention)

Participants’ research critical appraisal skills increased

Participants reported reading research more frequently and with greater confidence than before the study day

Brief study days contribute to increasing nurses’ use of research in practice

 Raising Research Awareness Among Midwives and Nurses [36]

Pre- and post-intervention survey

n = 259 (intervention)

n = 131 (control)

Awareness of research

Attitudes toward research and toward nurses who do research

Barriers to reading or doing research

Knowledge and use of research resources

Intervention led to increased self-reported use of research

Staffing levels are a significant barrier to nurses doing research and that an enabling environment is critical

It is integral to train and retain research-capable nurses

 Dissemination and Utilization of Research Findings in Clinical Nursing Practice [88]

Focus groups

n = 10 (2 groups of 5, repeated either 9 or 10 times, throughout program)

Participants’ experiences of disseminating and implementing research in their setting

 

Organisational factors including workload, resources, competing priorities, other changes and level of manager interest and support, influenced participants’ capacity to disseminate and implement research into practice

Becoming a change agent was challenging and accompanied by feelings of guilt and that implementing EBP is not seen as real work by colleague

Some wards were supportive of innovation

Manager support, leadership, and a learning culture are critical to participants’ ability to apply their new research knowledge and skills in practice

 Research Utilization Workshops [41]

Pre-workshop interview

Post-workshop

focus groups

Post-workshop survey

n = not stated (pre-workshop interview)

n = not stated (post-workshop focus groups)

i173 (survey)

Satisfaction with program

(workshop content, presentation, value, meeting objectives)

Perceptions of research

Self-reported confidence and skill development

Most participants rated the workshop highly, would recommend to a colleague, and considered the objectives were met

Participants developed positive attitudes towards research, felt motived, and perceived that their research skills were strengthened following the workshop

 Research Workshop [31]

Pre- and post-intervention survey i31

Self-efficacy (perceived ability to participate in or initiate research)

Subsequent development of nurse-led research projects

Participants reported enhanced research-related self-efficacy

Some went on to engage in research activities

Participating nurses may influence their peers to engage in research

 Research Utilization Course [34]

Surveys post-course

Interviews 6- and 12-months post course

n = not stated (surveys)

n = 21 (interviews)

Satisfaction with program

Self-reported outcomes of course

Barriers and facilitators of project completion

Participants were satisfied with the course and valued the small class size and mentoring aspects

Three participants completed projects as proposed, five were in progress, seven began a new course, nine engaged in EBP, five published papers, and two presented their projects at conferences

Barriers to project completion included a lack of administerial support within the clinical environment, competing priorities and difficulties with implementation and sustaining practice change

Facilitators to project completion included a supportive institutional environment, peer and multidisciplinary support, and autonomy

Program delivered between 2001 and 2010 (n = 25)

 Practice Nurse Clinical Research Workshops [42]

Post workshop survey

i89

Satisfaction with program

Self-reported confidence and competence to engage in research

Most participants considered the workshops to be ‘excellent’ or ‘good’; some reported feeling more confident and competent to engage in research

Program provided pilot data for future research training and education programs

 Research and Evaluation Capacity-Building Program in the Community Health Sector [37]

Cooperative action research drawing on data collected via informal conversations with staff, journal entries, interviews, and recordings of meetings

n = not stated

Self-reported confidence and knowledge of how to undertake research and evaluation projects

Organisational capacity/ infrastructure (e.g., intranet page devoted to research and evaluation)

Training alone was insufficient to develop sufficient confidence and competence to undertake research independently

Coaching, and mentoring is an important component in research capacity-building programs

A framework aided the implementation the service wide RCB program

 Research courses and journal clubs [38]

Survey (open and closed questions) at 3 time points (pre-, immediately post- and then one year after program)

i81 control

i89 intervention

Research knowledge (measured objectively)

Self-reported knowledge, skills, and attitudes

Research-related activity

Intervention led to improved nursing research capability, knowledge, and skills

Control groups nurses’ research skills and knowledge remained unchanged however, their attitudes towards research were significantly better after the intervention

Intervention had an extended effect on all nurses, highlighting the influence contextual factors have on individuals’ research capability

 Intensive Research and Management Capacity-building Program for Hospital Health Care Professionals [78]

Case study draws attendance data, characteristics of attendees, projects submitted, attendance and drop-out rates, satisfaction surveys

inot stated

Submission / completion of research projects (i.e., final certification)

Satisfaction with course (surveys)

Program promoted active and enduring participation and influenced behaviour change

Almost half of the research teams submitted a completed research paper

Participants satisfied with course content

 Publishing Short Course [33]

Survey

i 32

Self-reported outcomes (perceptions of publishing, intention to use knowledge) and satisfaction with course

 

Average 4/5 for each domain; authors surmised that the course had little impact on participants’ perceptions of publishing

Interaction/ discussion throughout the course indicated engagement with new knowledge of publishing

 Leadership Journal Club [87]

Survey

i20

Satisfaction with JC and self-reported outcomes (changes in research appraisal skills)

Engagement /attendance

Tangible outcomes

Participants self-reported increased knowledge, satisfaction with setting (hospital) and competence of leader

Areas for improvement were enhancing the environment for leadership decision making (2 goals of the journal club) and improved teaching methods

Good engagement and attendance (approx. 20 at each JC)

Three tangible outcomes: evidence-based fact sheet/recommendations for shift staff; 1 manuscript; and a statistical review of performance indicators presented by participants

 12-Week Allied Health Research Training Scheme [46]

Pre- and post- survey (Research Spider tool) and interviews with participants and mentors

i12 (6 mentors, 6 mentees interviewed)

i7 mentees (survey)

Qualitative analysis of experiences and perceived benefits of the program (mentors and mentees)

Research confidence, experience, and interest (pre-and post-program)

Numerous participant-reported benefits of program including exposure to and recognition by colleagues within and beyond their organisation; networking with other clinicians from different disciplines, and influencing clinical practice through their research

Mentors also benefited from the experience

Program was too intensive for some participants; some were less supported by their manager/organisation

Research confidence increased after the training

One systematic review was accepted for publication, two were under peer review and another had an abstract published

 Computer-Based Learning EBP Program [55]

Pre- and post-surveys (Evidence-Based Nursing Questionnaire)

i744 (baseline)

i314 (intervention/ post-training)

EBP knowledge, attitudes, and skills

Organisational readiness (for EBP)

Program led to increased self-reported EBP knowledge, attitude, and skill and their perceptions of organisational readiness for EBP

Computer-based program negated the need for travel and provided for flexibility in meeting learners’ needs

 Designated Research Team [79]

Non-randomised, matched-pair trial using the validated research capacity and culture (RCC) tool/survey pre- and post-intervention

i37 (4 teams) intervention

n = 32 (4 teams) control

Individual, team and organisational research capacity and culture domains

N/A

Program led to improved individual research skills and to a lesser extent, improved team, and organisational capacity to support research

The more cogent impact on individual RCB attributed to the focus of the intervention on skill development and application to individual projects, as opposed to broader policy and practice change

 Masterclass on Scientific Research Training for Public Health Professionals [91]

Surveys

Focus groups

Engagement and retention

i16 (surveys)

n = 16 (focus groups)

Satisfaction with masterclass content, organisation, and facilities

Participant experiences during the masterclass

Self-reported skill development

Fourteen participants fulfilled the requirements for a masterclass certificate

Fourteen draft manuscripts were underway, with more than 20 delivering oral presentations

Participants had generally positive experiences of the masterclass and felt equipped and confident to conduct research

Permission to attend the masterclass and social support from managers and colleagues were key facilitators to engaging in the course

Critical Appraisal Module [40]

Survey

Author/facilitator reflections

n = not stated

Satisfaction with program

Self-reported critical appraisal knowledge

Self-reported perception of future impact on practice

Most participants rated the session 5 of 5, reported increased knowledge following workshops and perceived the workshops would impact clinical practice

Timing and location of training supports health professional attendance

Workshops deemed effective when participants are from mixed disciplines and engaged in a clinical scenario

 QMC Nursing Research Fellowship [73]

Proposal submission

Program evaluation survey

n = not stated

Number of participants that submitted fellowship grant proposals

Satisfaction with program (quantitative measures and qualitative feedback)

Six fellows submitted a grant proposal, five were funded

Fellows were satisfied that the program objectives were met and were satisfied with education providers/presenters

Fellows required more individualized mentoring than was offered

 Advancing Research and Clinical practice through close Collaboration (ARCC) Model [100]

Pre- and post- EBP Beliefs Scale, EBP Implementation scale, Group Cohesion Scale, Index of work Satisfaction (surveys)

Nurse productivity audit

Nurse attrition audit

n = 22 intervention

n = 24 control

EBP beliefs and practices

Group cohesion

Job satisfaction

Productivity

Nurse staff attrition

The ARCC intervention group achieved significant improvements in their EBP beliefs and practices

There were no significant differences between the ARCC and the control group regarding group cohesion, job satisfaction or productivity

Less was attrition observed in the sites where the ARCC participants worked

Mentorship is a key strategy for enhancing nurses’ EBP beliefs and implementation

Radiography Research Course [57]

Course evaluation form

Author/facilitator reflections

n = not stated

Satisfaction with program

N/A

Participants saw value in having the opportunity for independent study during the course but noted the course content was rushed at times

Participants demonstrated commitment to research and clinical governance

Authors reflected that the course resulted in strengthened relationships between involved organisations and increased awareness of relevant research for practice

 Evidence-Based Practice Workshop [71]

Pre- and post-workshop adapted Fresno test and a bespoke survey

Activity diaries

n = 114 (baseline)

n = 106 (post-training)

n = 51 (8-months post)

EBP knowledge (objective)

Attitudes toward EBP and behaviour change

Program led to increased EBP knowledge and self-reported confidence in engaging in EBP

Critical appraisal remained a challenge for many participants and research utilisation (behaviour change) was low at baseline and did not change after the program

Clinical Research Fellowship Programme [58]

Survey

n = 8

Self-reported frequency of dissemination of project findings

Self-reported use of critical appraisal skills in practice

Self-reported personal and professional program outcomes

Most projects were presented at national or international conferences and/or written into manuscripts for publication

Most projects impacted clinician practice, except one where ward support was low

Participants increased confidence to engage in a multidisciplinary research team. Some participants adopted critical appraisal in practice, took on research roles and completed research degrees following the program

Participants felt safe, supported, and encouraged by the program cohort

 Practice-Oriented Research Training (PORT) Program [59]

Survey

n = 11

Self-reported research skill development

Qualitative feedback

Grant submissions

Participants reported improvements in research skill

Mentor support, grant/proposal writing, research fundamentals and sharing proposals were considered of most value

Nine participants submitted grant and research proposals, all of whom had pre-existing research ideas

Speech and Language Therapy Research Training Program [60]

Pre-test post-test cluster RCT using a process-based audit tool to examine case notes

Interviews to determine cost data types

Strategy A: n = 325 patients (pre- training audit)

n = 274 (post- training audit)

Strategy B: n = 339 (pre-training audit)

n = 304 (post-training audit)

n = not stated interviews

Pre- and post-intervention audit of adherence to clinical guidelines

Resource requirement of the two strategies

Departments that received management training and critical appraisal training engaged more with research information although these practices did not impact changes in clinical practice six months following the intervention

No relationship was observed between strategy cost and clinical outcome

Management support for guidelines adherence and other organisational features may have influenced the findings

 Writing for Publication Programme [74]

Writing outcomes

Evaluation survey

Focus groups Attendance records

n = 37 (survey)

n = 9 (focus groups)

Submissions to peer-reviewed journals

Satisfaction with program (quantitative measures and qualitative feedback)

Experience of program

Number of participants that attended four or more sessions

Four participants met the program objective: to publish a peer-reviewed paper and more than half were actively writing papers

Participants valued to relaxed learning environment, peer and professional support

Approximately half of the participants attended four or more sessions

 Bedside to Byline [47]

Pre- and post- intervention surveys

n = 11 (pre-intervention)

n = 8 (post-intervention)

Writing self-efficacy

Manuscripts developed/ published

Satisfaction with program

Program addressed barriers to nurses achieving scholarly publications

Improved writing self-efficacy

Participants preferred shorter workshops (i.e., 4 rather than 8 hours) and valued the peer learning environment

Successful scholarly publication for some participants

 Critical Reading of Research Publications Plus course [61]

Pre- and post-program Nursing Research Self-Efficacy scale (surveys)

n = 17

Research self-efficacy

Satisfaction with program (qualitative feedback)

Program led to a significant increase in research self-efficacy in quantitative methods, using theory, and evidence

Course enabled attainment of new knowledge and increased research confidence in positive environment

A research role model promoted a sense of safety for participants to engage with research

 Nursing Research Fellowship Program [90]

Pre- and post-intervention surveys

Qualitative feedback

Observed outcomes

n = 7

Self-reported research knowledge and skills

Self-reported experiences of the fellowship program

Participants reported improved research knowledge and skills

Fellowship projects led to numerous research outputs including conference presentations and publications

The program led to observed evidence-based changes to practice

 Accelerated EBP Educational Program [62]

Pre- and post-intervention surveys using the EBP Beliefs (EBPB) and EBP Implementation (EBPI) Scales

n = 49

Self-reported beliefs about EBP

Self-reported implementation of EBP

Nurses that were and were not familiar with EBP prior to the program improved their awareness of EBP

Administrative support was a positive influence on nurses’ willingness to engage in EBP

Breaking learning opportunities into manageable components was considered beneficial

 Nursing Research Internship Program [80]

Interviews (method) and then findings were quantified

n = 10

Self-reported engagement in research or other research-related activities post-internship

Changes in attitudes toward research and practice change

Internship increased literature search activity, comfort in critically appraising research evidence, and in the application of research in practice

Decreases in previously identified barriers to EBP

Manager support was integral to the success of the program

 Teaching Practice-Generated Research Skills [48]

Pre- and post- survey

n = not stated

Attendance rate/ engagement

Research knowledge objectively evaluated (study design, statistics, and epidemiology)

Research activity

Research outputs (conference presentations)

Participants learned and applied new research knowledge to their own research activities

Research knowledge increased post-training

Engagement in the program was evident by consistent attendance and completion of tasks

Local, clinician-led research activities were progressed because of the research skills classes

Program delivered between 2011 and 2020 (n = 33)

 Pharmacy Practice Research Capacity Building Programme [63]

Pre- and post-program surveys

n = 24

Objective measures of research skills

Self-reported research competency and confidence in research planning and conduct

Training preferences

Mean overall increase in participants’ objective research skills

Self-reported competence and confidence to plan and conduct research improved significantly

Lack of time was reported as the main barrier to research activity

 Research Education Intervention [49]

Surveys

Focus groups

n = 32

Self-reported relevance of education program to practice

Barriers (individual and contextual) to participation in the education program

Some participants developed new perspectives on nursing research in practice, others were unable to see the relevance of research to nursing practice

Barriers such as personal factors and a lack of manager and collegial support, inhibited research engagement

 Research Training for Point-of-Care Clinicians [89]

Pre- and post- surveys measured at three time points (baseline, 3-months post training, and completion of project) and focus groups/ interviews six months-post training

n = 136

Self-reported research knowledge, willingness, and ability

Benefits, impacts of, and challenges associated with the education program

Research knowledge improved significantly; research ability improved at the completion of the project, but no significant improvement in willingness to engage in research was observed across the three survey timepoints

Program provided an important opportunity for clinicians to learn about research and promoted excitement about research and clinical work

Training was also perceived to benefit the organisation by showcasing research activity, promoting new collaborations, and increasing engagement in EBP

Mentors were considered invaluable in helping participants navigate challenges associated with research and EBP

 Nurse Research Internship [66]

Participant scores (pre- and immediately post-internship) and evaluation survey post-internship

n = 14

Self-reported outcomes

Satisfaction with internship

Pre- and post- internship quiz grade

Interns reported improved research skills

Most had conducted literature searches, used library resources, analysed data, and participated in a journal club after the internship

With the input and availability of the librarian, research internships increased nurses’ library-related research skills

 Nursing Research and EBP Mentorship Program [50]

Pre- and 3-month post- mentorship program EBPQ survey

n = 197 (pre)

n = 194 (post)

Knowledge, attitudes, skills in EBP

N/A

Program mentees reported significant improvements in their EBP knowledge, attitude, and practice three months after the program

Mentees’ colleagues also reported increased EBP knowledge and practice

Mentees became EBP advocates, and this diffusion of knowledge led to improved organisational EBP culture

Flexible Research Program for Social Workers [67]

Pre- and post- program surveys

n = 17 (pre)

n = 12 (post)

Research confidence

Challenges while doing research

Enablers of research activity

Importance of being involved in research (thematic analysis)

Twelve individual or group projects were developed

Participants’ self-reported confidence levels increased in all areas of research

Challenges to research were limited time/competing priorities, limited skills, experience, and access to resources

Enablers were access to the research lead, mentoring and active involvement in research

Flexible approach to training delivery enhanced participant engagement

 Writing for Publication Bootcamp (teleconference delivery) [51]

Writing outcomes audit

Surveys

n = 62 (control)

n = 50 (intervention)

n = 29 survey participants

Publication rates

WFP efficacy (knowledge, experience, and confidence)

WFP bootcamp evaluation surveys

Cost evaluation

Program led to increased publication rates for novice researchers

Led to increased knowledge, experience, and confidence in writing for publication

Participants valued the opportunity to share and receive critical feedback with and from peers and the facilitator

High participant retention rate and satisfaction

Cost of program per publication was $230

 Research Outreach Ward-based Seminar (ROWS) program [39]

Survey

n = 78

Satisfaction with program

Self-reported barriers and enablers to engaging in research activity

Self-reported impact of program on clinical practice

Brief nature of the program helped participants overcome time as a barrier to engage with research and enhanced access to research training

Participants recognised the importance of research in nursing practice

Knowledge gap remains as to how to integrate EBP activities into clinical areas

 Pharmacy Practice Research Training Workshop, Qatar [43]

Pre- and post-program survey

i47 (pre)

i37 (post)

Attainment of learning outcomes

Experiences of program

Confidence to undertake research

The course was oversubscribed and well-attended

Most participants agreed that all learning outcomes were achieved and felt confident to engage in research activity

 SPICE+B [44]

Pre- and post- program surveys

n = 730 (pre)

i420 (post)

i163 (impact, 1–5 years post-program)

Satisfaction with program content and delivery

Effect of program on participant development, practice, and future research engagement

Participants were satisfied with course content and delivery, particularly the hybrid in-person classes and online resources

The short and longer-term evaluations were similar however in the longer term, many participants reported gaining the knowledge to pursue research opportunities

Suggested improvements to the program include content on statistical software and greater emphasis on practice sessions

 Primary and Community Health Research Unit (PCHRU) Researcher Mentoring Program [81]

Case study combining research outputs, participant feedback

Focus groups

n = 32 (6 project teams)

Research outputs (abstracts accepted, presentations, informal dissemination, and peer-reviewed publication)

Research activity (data collection and analysis)

Participant-perceived research facilitators and barriers

Participating teams attained ethics approval, completed data collection, and commenced data analysis

Enablers to research progress were supportive managers, networking, and mentor support

Barriers to research progress were poor access to research infrastructure, lack of access to validated research tools, insufficient time, and difficulty navigating research ethics and governance systems

Researcher Education Program and Mentor Program [52]

Case study drew on data gathered via 1) study day and master class participant surveys and 2) pre- and post-program surveys of participants and mentors

Authors reflect on some of the impacts of the program

n= > 500 program participants

Program evaluation/ satisfaction with program

Self-reported research knowledge, confidence, and skills

Program increased participants’ confidence to pursue research activity

Provided opportunities for critical thinking and reflection

Promoted research leadership and research capacity within the health district/ organisation

 Research Education Intervention [68]

Pre-and post- program surveys (Edmonton Research Orientation Survey – EROS Tool) at 3 time points; research proposal submission and summary of the feedback provided. n = 194 survey participants at 3 time points (control and intervention)

n = 15 intervention participants

Attitudes and orientation to research (EROS) scores (at three time points)

Completion of a research proposal by intervention participants

Program led to the completion of several research studies (at one site)

Ongoing support and mentoring are required for novice researchers to complete a research output

An inverse association between higher EROS scores (i.e., a more positive orientation towards research) and no research activity, indicating that other factors were more influential on research activity

Novice researchers working in teams were more likely to produce a research proposal

 Qualitative Research Methodology and Methods (QRM) Training Program [82]

Ethnographic study (observations and interviews)

n = 15 (including facilitator)

Educational, motivational, group-related, and organizational factors influencing skill acquisition and attitudes toward QRM

N/A

Experiential learning was effective in shifting participants’ mindsets about qualitative methodology

Barriers to conduct qualitative research were related to time and the reputation qualitative research has among healthcare professionals

Participants completed research projects which were shared with colleagues and managers

 Writing for Publication Program [9]

Action research that drew of pre- and post-program surveys, post-workshop focus groups and facilitator reflections

n = 9

Self-reported changes to writing for publication skills

Manuscript completion/ submission

Participants reported improved writing-for-publication

Two submitted manuscripts to peer-reviewed journals

Factors enabling manuscript completion were protected writing time, accountability to the mentors and clear, appropriate program timelines

 Structure Professional Writing Retreat [32]

Survey and quantification of research outputs.

n = 10 writing groups (4–8 nurses in each)

Research outputs: manuscripts submitted for publication, conference presentations, development of projects

Participant evaluation data on writing retreat purpose

and objectives, consultants’ performance, and learning

environment

Program led to the development of 9 manuscripts submitted for publication (4 accepted), other research outputs (oral and poster presentations) and the development of 2 nurse-led studies

Mentors were integral to the progress of participants’ manuscripts

 Practice-Based Research Challenge [64]

Survey

n = 14

Perceived benefits of program

Perceived challenges associated with program participation

Participants reported gaining research knowledge, skills, and experience, professional development, and improving patient care

Challenges related to the time commitment required of the program, recruiting research participants, and analysing data

Access to a research mentor was considered a key enabler

 Hope Research Community of Practice [86]

Interviews

n = 5

Participants’ confidence and competence to complete a research project

Essential component parts of building a community of practice

Project completion

Supports and challenges that influenced project completion

There were three withdrawals from the program and four that were sustained

Participants described feeling more competent and confident in their ability to conduct research

Challenges to nurses engaging in research remain despite engagement in the HRCoP

 iCAHE Journal Club [70]

Pre- and post- EBP surveys (Adapted Fresno Test and EBP Uptake)

12 JCs

n = 93

Objective EBP knowledge and skills

Self-reported EBP uptake (behaviours, attitudes to, and perceived knowledge of EBP)

Program led to increases in EBP knowledge and behaviour outcomes across the allied health professions, with some showing more consistent improvements across the domains (physiotherapy)

JCs are an effective teaching method that can incorporate principles of adult learning

Barriers to research uptake were addressed through the collaborative learning between iCAHE researchers and JC clinicians

 Clinical Nurse Research Fellows Program [92]

Informal measure of program outcomes

n = 6

Research outputs (successful grants, grant applications, practice change, and subsequent research)

N/A

One nurse fellow was awarded a research grant, and another was encouraged to apply

One project formed the foundation of a multicentre study, and two others were expected to inform health practice change

The program was resource intensive

 Nursing Research Fellowship [83]

Records of ethical approval of research projects and research dissemination

n = 18

Number of projects with ethics approval

Research dissemination (via conferences and manuscripts)

Grant funding awarded

Cost of fellowships

Participants/ fellows each established a research project

Research was disseminated internally by almost all participants; more than half presented externally and

Twenty-one manuscripts were submitted

 Research Education Lecture Series [53]

Retrospective pre-and six-month post-program survey

n = 49

Self-reported research experience: writing a protocol, qualitative and quantitative research methods, publishing research, writing a research report, analysing and interpreting data, generating research ideas, applying for research funding

Intent to become involved in research: applying for research funding, analysing qualitative or quantitative data, writing a research protocol, writing a literature review, submitting an ethics application, writing for publication, collecting data

Current involvement in research

Increased self-reported experience and engagement in research six months post-training

Increased intent to become involved in research

Increased experience and intent to engage in a wide range of research activities were reported (e.g., protocol development, ethics application, research activity, funding submissions)

Training acted as a catalyst for participant with pre-existing interest in research to initiate research

 Tailored EBP Education [56]

Pre- and post-training surveys (Evidence-based Practice Confidence scale, adapted Fresno test, and adapted EBP Implementation Scale) and focus groups

n = 16 (surveys)

n = 7 (focus groups)

EBP self-efficacy, knowledge (objective) and skills

Integration of learnings into practice (self-reported behaviour change)

Tailored education was deemed to be feasible for clinicians to participate in, and led to improvements in self-reported EBP self-efficacy and behaviour

Increased EBP knowledge and skills were evident across the five EBP steps

Self-reported EBP behaviour change was sustained three months post-training

 EBP Education and Mentoring Program [75]

Pre- and post-program EBP Questionnaire (EBPQ)

n = 9

Self-reported EBP knowledge and skills, practice, and attitudes towards EBP

 

Total EBP scores increased after the program, with the largest increases seen in the EBP knowledge and skills domain

Participants attitudes did not improve significantly after the program which is likely due to their already positive attitudes

EBP changes were observed, although it was recognised that the program is resource intensive

Manager support for the program was key to its success

 Course on Research Skills (Pilot) [45]

Course evaluation survey

n = 69

Effectiveness of sessions

Intentions to change practice (qualitative)

Participants reported high effectiveness of the sessions and provided positive feedback on their experiences

Participants anticipated changes to their practice as a result of the program

 EBP and Research Utilization Education [65]

Single blind RCT Pre- and post-intervention Evidence-Based Readiness Inventory survey (baseline, 1-week post, 8-weeks post, and 4-months post)

n = 43 (intervention) n = 34 (control)

EBP confidence / self-efficacy

EBP knowledge (objective)

Both the intervention and control groups demonstrated increased confidence in EBP and objective EBP knowledge after participation in the education program

 Rural Research Capacity Building Program [85]

Pre- and post- survey (Research Spider tool)

n = 130

Self-reported research experience across 10 research domains

N/A

Increased self-reported experience across all 10 research domains

Greatest change in research protocol development and report-writing which aligned with components of the training

 Centre for Research Excellence Rural Research Capacity Building Program [93]

Pre- and post- survey (Research Spider tool)

Evaluation survey

n = 7 (trainees)

n = 4 (managers)

n = 8 (facilitators)

Self-reported outcomes

Self-reported research experience across 10 research domains

Two trainees completed research reports at the end of the 2-year program, 4 presented research in a scientific forum and several had progressed their manuscripts

The combination of education, mentoring, manager, and workplace support enabled trainees to persevere with their research

Participants’ self-reported research experience improved after the program

 PEAK (Physical therapist driven Education for Actionable Knowledge translation) Program [72, 102]

Pre- and post-surveys (EBP Beliefs Scale, Evidence-based Practice Confidence Scale, modified Fresno test, and the EBP Implementation Scale, self-reported participation in EBP)

Interviews/focus groups

n = 18

EBP self-efficacy, knowledge (objective) and skills

Self-reported behaviour change

Program improved EBP self-efficacy and self-reported behaviours

Collaborative nature of the program was considered particularly valuable

Additional support is needed to enhance knowledge and skills related to statistics

 Systematic Review Workshop [76]

Researchers’ observations (action research)

Outputs produced

Challenges and enablers

Publications

233 participants produced 414 research questions, and approximately one third of participants completed the workshop

13 peer-reviewed articles were published as a result of the workshop (a 3-fold increase on prior to workshops)

Lack of time due to competing clinical demands was a common reason for program non-completion

TREAT (Tailoring Research Evidence and Theory) Journal Clubs [69]

A cluster RCT with nested focus group for intervention group

Pre- and post-intervention EBP survey with additional items measuring satisfaction

n = 41 (survey: intervention)

n = 39 (survey: control)

n = 8 (focus group)

EBP practice, attitudes, and knowledge of EBP (EBP questionnaire)

Competence in EBP (Assessing competence in evidence-based practice [ACE] tool)

Clinician experiences of journal clubs (focus groups)

Satisfaction with program

Self-reported changes to clinical practice

EBP skills were maintained in participants of both journal club formats

TREAT journal club participants were more satisfied with the format than those in the control group

TREAT journal club participants valued the presence of an academic facilitator, the collaborative approach to critical appraisal, and structured tools to guide journal paper appraisal

Standard JC participants made more changes to practice than TREAT participants

Delivery of a structured, evidence-based journal club was deemed feasible

Hybrid Model Journal Club [54]

Pre- and post- program survey and evaluation survey

n = 26 (EBP survey)

n = 21 (evaluation survey)

EBP use

Satisfaction with program

Attendance

Slight improvements in EBP use and behaviours

Participants in both modes (in-person and online) were satisfied with the program

Attendance was more consistent for the in-person group

Training and Mentoring Program [84]

Pre- and post-program surveys

Qualitative interviews

n = 21 (1-year surveys)

n = 6 (2-year follow-up surveys)

n = not stated for interviews

Surveys

Research knowledge, confidence, behaviour, utilization, satisfaction, sustainability

Interviews

Self-reported impact of research findings on practice

Dissemination (in-service, conferences, posters)

Facilitators for learning

Barriers to learning

Barriers to research (thematic analysis)

Program extended participants’ knowledge, skills and confidence in evaluation and research

Participants applied the learnings directly to locally relevant research topics

Role of mentorship (formal and informal) across the life of the project was found to be critical

Peer relationships influenced participants’ commitment to completing projects