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 |