Perceived Barriers and Motivating Factors Influencing Research Productivity Among Nursing and Allied Health Professionals Trainers

Abstract

Introduction: Ministry of Health (MOH) Malaysia colleges, offer diploma and advanced diploma programmes for nursing, assistant medical officer and other allied health personnel. As academic institutions, the trainers are encouraged to participate and enhance the colleges' research productivity. The aim of this study is to explore the perceived barriers and motivation factors for research in MOH colleges. Method: A qualitative research design was conducted among MOH colleges trainers. Semi structured questions were used in 11 Focus Group Discussion (FGD) and 13 In-Depth Interview (IDI) among 98 respondents from seven MOH colleges. Thematic analysis was used to identify emerging themes from the interviews. Results: Three institutional factors motivate engagement in research: key performance indicator, research support and research skills. Majority of respondents were aware of the importance of research, but their research productivity is low due to perceived barriers related to human resource, research material, technical and funding support. Conclusion: The findings are useful in understanding research motivation as well as ascertain barriers that can be overcome through better support and recognition. Such understanding will help improve the policy for research across the colleges.

Research Output and Knowledge Translation Among Faculty Members of University of Technology, Jamaica

“…The findings showed that around personal obstacles, the lack of time and business factor had the highest average score [20] The respondents of a research among academic staff at five Sudanese medical faculties reported "lack of allocated time" for research work as a barrier to research. Similarly lack of time due to teaching workload constitutes a hindrance to research in a Malaysian nursing school [21,22]. A study was conducted to identify barriers to research productivity among gastroenterologist in Saudi Arabia.…”

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

“…First, while capabilities might include the skills of researchers to use software for qualitative and quantitative analyses, in our study, we have not measured their access to such software. Some studies consider such barriers significant to research productivity (see; Shanmugam et al, 2019;Teh et al, 2017). Second, we did not account for variations across different academic disciplines (see Albert, 2016), research collaboration (Nguyen, 2016), participation in academic associations (Valsangkar et al, 2016), and a responsible research climate .…”

“…Also, for not native speakers, proficiency in English might be a barrier (Tariq et al, 2016). Finally, the lack of mentorship within the faculty can be a substantial barrier (Shanmugam et al, 2019). Our purpose is to examine the effect of five significant barriers identified during the exploratory phase of the research, namely, access to research funds, teaching load, personal capabilities for carrying out research, personal interest in research and access to scientific articles databases.…”

Barriers to conducting and publishing research among nursing faculty members at Shaqra University, Saudi Arabia: A qualitative study

“…Of concern is that nurses, clinical and academic, often face several barriers to doing research and publishing outcomes (Hagan et al, 2019 ; Shanmugam et al, 2019 ; White, 2013 ). In an Australian study, nurses' experiences of participating in academic‐led research, identified lack of organisational support and funding, and required resources for doing research as key barriers (Higgins et al, 2010 ).…”