Developing Research Capability to Increase Capacity Across the Nursing Workforce

Propagating seeds for Nurses to participate in research requires first an understanding of how<br/>to avail the best evidence.1 While pre-registration preparation of Nurses plays a key role in<br/>developing capability for evidence-based care2, to increase research capacity across the Nursing<br/>workforce, these skills must be successfully transitioned into everyday practice. This paper<br/>presents a potential solution while not pretending this is a panacea or quick fix.<br/>In 2021, I embarked on establishing critically appraised topic (CAT) groups3 across a large<br/>university NHS hospital with information specialists, having learnt the fundamentals on my NIHR<br/>70@70 programme. We began by scoping the level of interest and brokered our knowledge with<br/>six groups of multi-professional staff across the organisation. We soon learnt that facilitating<br/>CAT groups required a significant time investment, and our forward plan focused on how to<br/>increase pace and scale to foster independence and ensure sustainability of the model.<br/>During 2024, we redeveloped the traditional CAT group approach, adding mentoring and access<br/>to resources, we re-launched and renamed as CATerPILLAR. This became a programme with the<br/>intervention being the CAT and agreed mentoring. We were also careful to align CATerPILLAR<br/>with Nursing standards, the pilot group focussed on patient safety. Outputs were agreed at the<br/>outset, which facilitated the ongoing commitment required, namely, to produce an abstract,<br/>poster, presentation, and final report.4 The group developed lateral roots connecting and<br/>learning from each other. A before and after survey of knowledge and skills showed a positive<br/>increase in both, on completion. During 2025, a group of advanced clinical practitioners will be<br/>enrolled to continue propagation of CATerPILLARs. (Ethics: GF0572).<br/>Two CATerPILLAR members (2024) have secured places on the Interdisciplinary Clinical<br/>Academic Health Research Excellence programme (iCAhRE)5, demonstrating CATerPILLAR also<br/>has a positive role in developing pipeline of tomorrow's clinical academics.<br/>REFERENCES<br/>References<br/>1. Baltruks B and Callaghan P (2018) Nursing, Midwifery and Allied Health Professional<br/>Clinical Academic Research Careers in the UK. Council of Deans, London. at:<br/>https://councilofdeans.org.uk/wp-content/uploads/2018/08/Nursing-midwifery-and-allied-<br/>health-clinical-academic-research-careers-in-the-UK.pdf. [Accessed 21st February 2025]<br/>2. Nursing Midwifery Council (2024) Standards of Proficiency for Nurses, Platform 4 . London<br/>www.nmc.org<br/>3. Stevenson, K., Sarigiovannis, P., Finney, A. G., Cottrell, E., Lewis, R., Edwards, J. J., Hadley-<br/>Barrows, T., Thomson, K., Reay, H., &amp; Dziedzic, K. S. (2021). Development, spread and<br/>impact of primary care and musculoskeletal communities of practice to assist rapid<br/>translation of evidence into practice. Musculoskeletal Care , 19 (4), 564–569.<br/>https://doi.org/10.1002/msc.1552<br/>4. White D, Beddow C, Budd S, Lipas K, Nair A, Randall E, Ting J, O’Connell B, Lees-Deutsch L.<br/>(2024) Recommended Summary Plan for Emergency Care and Treatment [ReSPECT]<br/>Report: A Rapid Evidence Review. ISBN:978-1-84600-1260<br/>https://doi.org/10.18552/CHC/2024/0001 [21/8/2024]<br/>5. Interdisciplinary Clinical Academic Health Research Excellence programme (iCAhRE).<br/>https://research.mededcoventry.org/About-Us/Meet-The-Team/For-<br/>Researchers/Interdisciplinary-Clinical-Academic-Health-Research-Excellence-I-CAHRE<br/>[Accessed 21st February 2025].<br/>LEAD PRESENTER BIOGRAPHY<br/>Liz is a clinical academic nurse in the Centre for Care Excellence. Over her total 34-year nursing<br/>career, Liz spent 20 years as an acute medicine Consultant Nurse; published 130 professional<br/>and academic papers concerning clinical audits, QI, Research and Service Developments. Liz’s<br/>research interests are broad and multi-faceted. Her publications aid career development,<br/>advancing practice, competency development. She is an enthusiastic facilitator for research<br/>knowledge mobilisation across a multidisciplinary workforce, by developing communities of<br/>practice. Liz is keen that clinicians with little exposure to research, QI and Audit can gain skills to<br/>embed lasting research capabilities in practice.<br/>TOPICS<br/>PRESENTED BY<br/>Prof. Liz Lees-Deutsch<br/>Coventry University - (⚑ United Kingdom)<br/>AUTHORS<br/>1.<br/>Prof. Liz Lees-Deutsch (⚑ United Kingdom) 1<br/>2.<br/>Mrs. Bridget O'Connell (⚑ United Kingdom) 2<br/>1. Coventry University, 2. University Hospitals Coventry<br/>and Warwickshire NHS Trust<br/>Clinical topic, research field and research issues: Nursing, midwifery or support worker<br/>education<br/>Clinical topic, research field and research issues: Workforce and employment (including<br/>heath and wellbeing roles, research careers)<br/>Research approach: Survey<br/>Data collection or analysis method: Questionnaire