Using knowledge brokering activities to promote allied health clinicians’ engagement in research: a qualitative exploration

Abstract

IntroductionEngaging clinicians in research can improve healthcare organisational performance, patient and staff satisfaction. Emerging evidence suggests that knowledge brokering activities potentially support clinicians’ research engagement, but it is unclear how best they should be used.ObjectivesThis study explores how embedded researchers utilised knowledge brokering activities to engage research interested clinicians in research.DesignA longitudinal qualitative interview based study was co-designed to investigate how experienced research fellows utilise knowledge brokering activities to facilitate allied health clinicians’ engagement in research.SettingIn one large tertiary level, regional Australian health service, research fellows were matched with research interested clinicians.MethodsQualitative analysis of three longitudinal semi-structured interviews for each research fellow was undertaken. Initial descriptions of their utilisation of knowledge brokering activities were deductively coded. Reflexive thematic analysis was utilised to generate a shared explanation of clinicians’ engagement in research.ResultsThree research fellows facilitated 21 clinicians’ participation in and leadership of clinical research projects over 12 months. They utilised all ten key knowledge brokering activities with each clinician, with differing patterns and examples. Research fellows described using linkage and exchange activities of communicating and collaborating with key stakeholders, and they tailored knowledge management products for individual’s engagement. Further, they described a broader learning journey where they clarified and monitored individuals’ capabilities, motivation and their contextual support for research engagement.ConclusionWhen research fellows chose and tailored knowledge brokering activities to align and extend clinicians’ research capabilities and motivation, they created individualised learning curriculums to support clinicians’ participation in and leadership of local research projects. Health and academic leaders should consider structuring embedded researcher positions to include knowledge brokering roles and activities, specifically for research interested clinicians who are ready to participate in and lead research projects.

Models and approaches for building knowledge translation capacity and capability in health services: a scoping review

“…Programmes were delivered in Australia [ 6 , 26 – 38 ], Canada [ 39 – 47 ], England [ 48 – 52 ], the United States of America [ 53 – 55 ], Sweden [ 56 , 57 ], Scotland [ 58 ], Saudi Arabia [ 59 ] and in multiple countries [ 11 , 60 ] and were implemented from 1999 to 2021. Programmes tended to target a mix of health and research professionals; however, some targeted specific groups including allied health [ 26 , 27 , 29 , 32 , 35 – 37 , 55 ], nurses [ 34 , 45 , 49 ], doctors [ 59 ], managers [ 57 ] and cancer control practitioners [ 53 ].…”

“…Various capacity and capability building strategies were identified in the programmes. More than half of the programmes were described as using a combination of two or more strategies to build knowledge translation capability [ 6 , 11 , 26 , 27 , 30 , 32 , 33 , 36 – 42 , 46 , 47 , 49 , 52 , 55 – 58 ]. Programmes commonly involved targeted training and education for individuals and teams, delivered predominantly in the healthcare workplace, with few delivered in universities [ 31 , 51 , 59 , 60 ], or other settings (e.g.…”

“…partnership organisations) [ 28 , 47 ]. Education was frequently employed in concert with other strategies such as dedicated implementation support roles [ 6 , 26 , 27 , 32 , 36 – 42 , 46 , 47 , 49 , 52 , 55 – 58 ].…”

“…Other initiatives included strategic research-practice partnerships, typically between a health service and academic institution [ 11 , 28 , 38 , 49 ], collaboratives (three or more research-interested organisations) [ 11 , 32 , 33 , 40 – 42 , 46 – 48 , 52 , 56 , 58 ], co-designed knowledge translation capacity-building programmes with health professionals or health programme managers [ 11 , 26 , 27 , 36 , 37 , 47 , 57 , 58 ], and dedicated funding for knowledge translation initiatives [ 33 , 39 ]. The programmes reporting isolated strategies utilised education [ 31 , 34 , 43 , 44 , 51 , 53 , 54 , 59 , 60 ], a support role [ 29 , 35 , 45 , 50 ] and research-practice partnerships [ 28 ].…”

“…via lectures, seminars or webinars) was a common feature of education strategies [ 6 , 31 , 39 , 43 , 44 , 46 , 49 , 51 – 56 , 58 – 60 ]. Many programmes also incorporated individual or team-based mentoring with a more experienced knowledge translation specialist or researcher [ 26 – 30 , 32 , 35 – 37 , 39 – 42 , 44 – 46 , 54 , 55 ]. Behaviour change theory or techniques were referenced by a few studies [ 6 , 43 , 57 ].…”