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PubMed2005

Building a culture of research dissemination in primary health care: the South Australian experience of supporting the novice researcher.

The Primary Health Care Research Evaluation and Development (PHCRED) program in Australia aims to build research capacity in primary health care. In South Australia, the program (PHCRED-SA) has addressed skill building in dissemination of research findings by providing support for peer reviewed publication. The support included comprehensive advice and feedback for novice and inexperienced researchers and writers in the publication process of the program's 2003 Conference Proceedings. This paper describes the South Australian experience of supporting novice researchers in research dissemination by applying the PHCRED-SA capacity building support model.

Communication↗
PubMed2002

Research capacity in general practice. Opinions from the field.

BACKGROUND: The Primary Health Care Research Evaluation and Development (PHCRED) Strategy includes funding for universities to build research capacity. As part of its implementation, the University of NSW consulted widely with Divisions of General Practice, GPs and representatives from Community Health Services to determine current research capacity. OBJECTIVE: We summarise the results of this consultation, and outline implications for the PHCRED Strategy. DISCUSSION: Divisions reported low research capacity, and welcomed the opportunity to develop it further. GPs with an interest in research were particularly focused on clinical areas, and saw their role in providing patients and collecting data, rather than initiating and developing ideas. Workers in Community Health Services were keen to be involved. There was considerable support and enthusiasm for the concept of capacity building and the activities proposed, despite perceived low levels of research skills. The overall aim of the PHC-RED Strategy may need to be clarified to successfully build on this enthusiasm.

Attitude of Health Personnel↗
PubMed2006

Developing nursing and midwifery research capacity in a university department: case study.

AIM: This paper reports a case study which examined the selection, implementation and outcomes of one university department's approach to building research capacity in nursing and midwifery. BACKGROUND: The literature identifies building nursing research capacity as an important challenge. In countries such as Australia and the United Kingdom it is taking place in the context of the move of nurse education into the university sector. Structural and cultural barriers to building academic nursing research capacity exist. Previous studies highlight the strategies that academic departments adopt to build nursing research capacity. METHODS: Using case study methodology, data were collected using documentary analysis and semi-structured interviews with a purposive sample of 27 academic and related staff and a focus group with seven staff. The data were collected between 2003 and 2005. FINDINGS: The department had adopted an inclusive approach to capacity development (allowing all teaching staff to develop their research capability), but is now moving towards a more focused path and the cultivation of "leading edge" research. Neophyte researchers described lacking confidence in undertaking research, and expressed a need for more formal support structures. The importance of effective management of capacity building was highlighted, including transparent communication and mapping of existing capacity. Key external influences included the lack of core research funding, and divergence between the university's emphasis on research and the department's desire to develop an interface between teaching, research and clinical practice. CONCLUSION: Academic leadership and educational management should work in tandem. Staff development and the provision of time and support are crucial aspects of research capacity development. The effectiveness of "inclusive" and "exclusive" approaches to research capacity development depends on the nature of each department, and they are not mutually exclusive.

Education, Nursing↗
PubMed2006

[The Canadian Institute of Aging: knowledge, innovation and action].

Led by innovation, leadership, transparency and excellence, the Institute of Aging provides a focal point for Canadian research on aging and pursues the fundamental goal of advancing knowledge in the field of aging to improve the quality of life and health of older Canadians. The Institute has carried out a range of important national and international strategic initiatives in aging, and has become influential in leveraging funding, enhancing research capacity and creating a new impetus in research on aging in Canada. The Institute engages and supports the scientific community, encourages interdisciplinary and integrative health research and fosters not only on the creation of new knowledge, but also on the translation of that knowledge into improved health, a strengthened health care system, and new health products and services for Canadians. The IA focuses on five priority areas of research: healthy and successful aging, biological mechanisms of aging, cognitive impairment in aging, aging and maintenance of autonomy, and finally, health services and policies relating to older people. The efforts of the IA are guided by five strategic orientations: to lead in the development and definition of strategic directions for Canadian research on aging ; to build research capacity in the field of aging ; to foster the dissemination, transfer and translation of research findings in policies, interventions, services and products ; to promote the importance of, and the need for, a research community in aging ; and to develop and support capacity-building and strategic research initiatives in the field of aging.

Academies and Institutes↗
PubMed2006

Building institutional and faculty capacity in higher education gerontology academic programs.

Directors of California State University (CSU) gerontology, geriatrics, and aging studies (GGA) academic programs were surveyed regarding CSU capacity to fulfill demographic and legislative mandates to prepare professional personnel for work with the state's aging population. Program directors affirmed the importance of providing GGA education and training to meet these needs which will require GGA program growth in core and breadth courses, students, faculty, and scope. National guidelines for GGA program development and possible future accreditation and licensure were noted. The CSU currently does not support such growth. The number of GGA programs remained at 1997 levels and unevenly distributed across the state. Faculty time assigned to GGA was less than half of that presently required. Program directors rated GGAprogram and curriculum strength as modest, and CSU fiscal and administrative support as low. Program directors strongly supported faculty development innovations to prepare more present and future GGA faculty for building the capacity of higher education GGA programs.

Aged↗
PubMed2006

What coalition factors foster community capacity? Lessons learned from the Fighting Back Initiative.

Coalitions build community capacity by encouraging local organizations to expand services, programs, or policies (i.e., organizational capacity). The aim of the study was to identify coalition factors--resources, lead agency, governance, and leadership--that foster organizational capacity. Thirteen coalitions funded by Robert Wood Johnson Foundation's Fighting Back (FB) Initiative were examined in a multiple-site case study where coalition served as the unit of analysis. Organizational capacity was measured by creating a scale for each community based on changes in programs, services, or policies among eight types of organizations. Both qualitative and quantitative analyses were conducted to identify relationships among organizational capacity and coalition factors. FB sites with greater organizational capacity shared seven characteristics: received more funds for coalition building; delayed establishing new lead agencies; were housed in agencies supportive of FB; maintained stable, participatory decision-making bodies; cultivated active involvement of local government; practiced collaborative leadership; and had effective, long-serving project directors.

Cooperative Behavior↗
PubMedDate not supplied

Training in environmental health research for action: the Shanghai-California Environmental Health Training Program.

The Shanghai Center for Disease Control and Prevention (SCDC) was created in 1998; in 2001, with support from Fogarty International Center, the intergovernmental Shanghai-California Environmental Health Training Program was formed. Providing U.S.-based training to SCDC managers allows them to return to Shanghai and share their knowledge. Indexing Chinese journals will enable more exchange of information and will support improvements in Chinese scholarship. Increased international contact will result in greater trust and more rapid warnings to international colleagues, with resultant faster responses to emerging public health threats. Building research capacity in SCDC will allow for more rapid translation of results to policy. The progress of the Program toward establishing a regional (Shanghai) biological specimen bank is an example of building institutional capacity to enhance research that can serve as a lasting foundation for public health research and policy decisions in both Shanghai and China.

California↗
PubMed2000

Are managed care plans organizing for quality?

This article examines the degree to which managed care organizations (MCOs) are reorganizing to take responsibility for the quality of care and service they provide. Specifically, factors prompting plans to focus on quality improvement (QI) and how they may be building the capacity to improve quality are considered. The authors' analysis is based on executive interviews with the plan medical directors, QI directors, and chief executive officers (CEOs) in a sample of 24 health plans. The overall response rate was 58.3 percent (medical director = 62.5 percent, QI director = 79.2 percent, CEO = 33.3 percent). The authors queried respondents about (1) perceived drivers and obstacles to the development of an effective QI program, (2) plan organizational structure for QI, and (3) technical capacities for data collection, management, and performance measurement. The results suggest that MCOs are responding to outside pressures to engage in QI. They are reorganizing their management structures and more slowly and tentatively are building technical capacity for QI.

Attitude of Health Personnel↗
PubMed2005

Unique issues in research and evaluation in rural and remote locations: is there a place for specific research training?

BACKGROUND: There is increased interest in building research capacity in rural health research in Australia and internationally. In Australia, the Primary Health Care Research Evaluation and Development program funded by the Australian Government has supported this move. Overall this program aims to build the quantum of primary healthcare research to underpin clinical practice, health systems improvement, and policy. In order to achieve this objective, one strand of the program aims to build research capacity among practitioners. In implementing this program in rural and remote areas of the west of South Australia, the Spencer Gulf Rural Health School has identified methodological and research design issues faced by practitioners who are researching in their communities. These issues include problems encountered in living and researching in the same location and accessing small-scale statistical information. We were interested to know whether there was interest in a formal course (Rural Research and Evaluation) that would address these issues and provide information about community-based research designs. METHODS: A cross-sectional anonymous survey was designed and sent to 141 organisations in the health, human service, and local government sectors in regional South Australia. Respondents were asked to evaluate the demand and interest for a new course--Rural Research and Evaluation. The term 'rural' was used to refer to both rural and remote locations. Information was sought on the respondent's role in the organisation, current level of research participation, views about the proposed course content, and factors that the respondent thought would facilitate or inhibit their participation. The majority of questions were close-ended. RESULTS: Sixty surveys were returned giving a 42.5% response rate. Data were analysed using descriptive statistics. A high level of research and evaluation activity was reported with 80% of respondents undertaking research or evaluation as part of their professional role. There was also agreement that all the proposed topics were important to be included in a course. Each of the topics was ranked at four or five on a five-point scale by at least 58% of respondents. The topic 'understanding evaluation methodologies' was ranked at four or five by 85% of respondents, making it the most highly ranked topic. There was also consensus about the features respondents thought would make the course attractive for them to study. Over half (62%) of the respondents ranked having lecturers with a broad rural research background at five, very important, on a five-point scale. Almost half (48%) of the respondents ranked online delivery at five, a very important factor in making the course attractive to study. CONCLUSIONS: Those interested in research and evaluation may have been more likely to return the survey and there may have been respondent bias in this regard. Therefore the results must be interpreted with caution. However, the level of agreement with the proposed course topics may suggest that these reflect important issues in undertaking research and evaluation in rural and remote locations. If this is the case there is value in discussion about how these issues are dealt with in different contexts in order to overcome some of the barriers to effective research.

Cross-Sectional Studies↗
PubMedDate not supplied

A community partnership model for developing a Center for Cancer Nursing Education and Research.

This article describes a partnership model used to establish the Center for Cancer Nursing Education and Research at the University of Louisville (U of L) School of Nursing. The model was used to bring together area nursing education programs, institutions providing cancer nursing care, and related community groups. The need for the project was directly related to the high cancer morbidity and mortality in the community. The U of L's strategic agenda and strong commitment to cancer prevention and care provided a growth opportunity for the recognition of nurses' role in cancer care. Nurses are positioned to influence cancer care across the continuum from prevention to end of life, and building the capacity for cancer nursing is essential to building a system of cancer care. This article describes an innovative partnership model used to stimulate a community-wide focus on cancer nursing. The organizational structure, development of partner relationships, description of project activities, and outcomes are presented along with a discussion of the said model's benefits and potential for replication.

Community-Institutional Relations↗