Uncovering motivators and stumbling blocks: Exploring the clinical research experiences of speech-language pathologists

Abstract

Healthcare providers increasingly expect that allied health staff will not only translate research evidence into their clinical practice, but also generate research. Little is known about how well prepared clinicians are to meet these expectations. Research suggests that allied health professionals, including speech-language pathologists, have moderate levels of interest in research, but only little to moderate experience participating in research activities. The present study aimed to explore the experiences and attitudes of speech-language pathologists in regards to undertaking research in their clinical settings. Focus groups were conducted with 21 practising speech-language pathologists (13 research engaged, 8 not research engaged). The focus groups were transcribed and the data analysed qualitatively using content analysis. Two overarching themes mediated research engagement.Engagement in research was shaped by whether participants overcame any "fear" of research, and the unique characteristics of their clinical context. Contextualising and further shaping participants' experiences of these themes were personal factors, such as initiative and proactivity. The success of increasing the research engagement of the speech-language pathology workforce may be contingent on providing clinicians with more exposure to research opportunities and mentors as well as ensuring organisational structures are in place to encourage, support and facilitate research.3

Exploring the research culture in the health information management profession in Australia

“…As a result, those without postgraduate degrees may have limited knowledge and experience of research. These findings were consistent with findings in other research where a higher level of academic training was predictive of higher research engagement (Finch et al., ).…”

“…As a result, those without postgraduate degrees may have limited knowledge and experience of research. These findings were consistent with findings in other research where a higher level of academic training was predictive of higher research engagement (Finch et al, 2015). Practitioners in this study reported similar barriers and enablers to research as those in other health professions, including nursing, allied health and medicine (Akerjordet et al, 2012;Hiscock et al, 2014;Johnson et al, 2014;Marshall et al, 2016).…”

“…These results highlight that there are areas where HIMAA should be advocating and supporting practitioners, including training opportunities, mentorship, establishing collaborative networks, fostering organisational research culture and tailoring the education curriculum to incorporate research components (Finch et al., ). Furthermore, the definition of the health information profession could be broadened to specifically include research elements.…”

“…There is a strong culture within allied health professions to participate in research and for research capacity building (Finch, Cornwell, Nalder, & Ward, ; Finch, Cornwell, Ward, & McPhail, ; Pager, Holden, & Golenko, ). Allied health professionals are motivated by having supportive environments, mentors and collaborative networks assisting them to undertake research (Finch et al., ; Holden, Pager, Golenko, & Ware, ). Similar barriers to the medical profession were identified with allied health professionals, such as time and resources, but also knowledge gaps between researcher and clinicians, and clinical demand to treat patients (Pighills, Plummer, Harvey, & Pain, ).…”

“…There is a strong culture within allied health professions to participate in research and for research capacity building (Finch, Cornwell, Nalder, & Ward, 2015;Finch, Cornwell, Ward, & McPhail, 2013;. Allied health professionals are motivated by having supportive environments, mentors and collaborative networks assisting them to undertake research (Finch et al, 2015;Holden, Pager, Golenko, & Ware, 2012).…”