Educational Practice Research Articles

The Possibilities of Observational Research in Workplace Learning: The Case of Video-Reflexive Ethnography.

This paper, using video-reflexive ethnography (VRE) as a case study, explores the prospects for and possibilities of observational research in workplace learning. Focusing on VRE methodology and drawing on its principles of care, collaboration, exnovation (paying attention to existing strengths) and reflexivity, we elaborate the prospects for and scope of possibilities for observational research. VRE's flexibility and participatory nature enable researchers and participants to understand the complexities of learning insitu and the dynamic interactions between learning and work practice. We emphasise the importance of considering participants' (e.g., clinicians) lived experiences and recommend prioritising their engagement, reflexivity and knowledge co-creation in observational research to inform processes of learning through work practice. This participatory approach enables capturing and articulating diverse perspectives on these learning processes and, importantly, embraces the diverse perspectives of participants and researchers informing this situational approach to learning. The case study of VRE illustrates the potential and prospects of observational approaches in improving our understanding and facilitation of learning through practice in health professions education, highlighting its flexibility and innovation. By foregrounding participants' perspectives and fostering a collaborative research environment, VRE offers fresh insights into the complexities of learning in clinical settings. This research contributes to the broader discourse on educational methodologies, suggesting that VRE can significantly advance research in workplace learning.

515 Birds, bees, & clinical expertise: survey of healthcare providers‘ knowledge, attitudes, comfort, and practice of sex education in Louisiana

515 Birds, bees, & clinical expertise: survey of healthcare providers‘ knowledge, attitudes, comfort, and practice of sex education in Louisiana

The lived experience of postpartum depression and psychosis in women: a bottom-up review co-written by experts by experience and academics.

This is the first bottom-up review of the lived experience of postpartum depression and psychosis in women. The study has been co-designed, co-conducted and co-written by experts by experience and academics, drawing on first-person accounts withinand outside the medical field. The material initially identified was shared with all participants in a cloud-based system, discussed across the research team, and enriched by phenomenological insights. The subjective world of postpartum depression is characterized by a sudden onset ("being hit with a ton of bricks"), unbearable loneliness and sadness that are often suffered in silence, inability to feel positive emotions, grieving over the loss of self, feelings of being bad mothers (haunted by a suffocating burden of guilt due to that), inability to concentrate, lack of control of thoughts ("feeling like a tightrope walker without control over thoughts and emotions"), insecurity (up to needing to be nurtured and mothered themselves), and thoughts of death ("contemplating death as a glimmer of hope to escape the living nightmare"). In addition to these themes, the subjective world of postpartum psychosis is characterized by difficulty in articulating thoughts ("feeling the brain in a centrifuge"); perceptual abnormalities and unusual beliefs disrupting the sense of personal unity (with, in a few cases, thoughts of harming themselves or their baby, so that women may feel that they are "sinking in the depths of hell"); losing trust ("ploughing through the fog and losing trust and safety"), and stripping down relationships. Much of the isolation, guilt and disorientation experienced in these conditions relates to sociocultural and family environments, especially a gulf between how women feel and a web of norms and expectations surrounding motherhood. In most cases, stigma is related to a lack of knowledge of what postpartum depression or psychosis are. Stigma and lack of knowledge are core drivers impacting health care in terms of seeking professional help, accessing mental health services, and receiving pharmacological or psychological treatments. The narratives described in this paper should inform clinical practice, research and public health education. This study brings voice to the unspoken and unheard, and fosters relational connections within which different mothering experiences may be expressed and understood. This is vital to challenging negative sociocultural attitudes towards postpartum depression and psychosis, and providing the most supportive care to women experiencing such pervasive psychiatric disorders at a critical, fragile time in their lives.

AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model.

This study investigates the combined impact of artificial intelligence (AI) tools and Uncertain Motivation (UM) strategies on the argumentative writing performance of Saudi EFL learners, using the Toulmin Model. Sixty Saudi EFL students participated in four writing tasks, with results demonstrating significant improvements in essay quality, particularly in clarity, structure, and depth. AI tools provided real-time feedback, enhancing students' ability to refine claims, data, backing, and counterarguments. UM strategies, employing varied and unpredictable rewards, effectively sustained student motivation and engagement. However, a temporary decline was noted early in the study, attributed to the learning curve associated with both AI and the Toulmin model. Writing argumentative essays poses significant linguistic and cognitive challenges for EFL learners. By addressing these barriers, the study highlights the potential of AI to enhance EFL writing proficiency and underscores the motivational role of UM in maintaining student engagement. The findings emphasize the importance of integrating AI and UM thoughtfully into educational practices to maximize their effectiveness. Future research is encouraged to explore AI's long-term effects, address ethical considerations, and refine the integration of AI and UM strategies across diverse learning contexts.

Enhancing dental education with a 3D point cloud comparison and augmented reality for auto-evaluation of fixed prosthodontic practice: An in vitro study.

Traditional fixed prosthodontic training evaluations are time-consuming and subjective. This study aimed to introduce and evaluate a novel 3D auto-evaluate tooth preparation with an augmented reality (3DAR) visualization algorithm to enhance dental education for students and improve the efficiency of fixed prosthodontic training evaluations. Fifty maxillary central incisors and first molars prepared by 50 dental students on typodont models were scanned with a 3D scanner to capture STL files and evaluated using the 3DAR algorithm, which calculated Euclidean distances and root mean square error (RMSE) for accuracy assessment and assigned scores based on RMSE, using an augmented reality (AR) app for interactive evaluation and visualization. These scores were compared to manual scoring with computer assistance (MSCA method), which also used RMSE but required manual alignment and model scoring. Intrarater and interrater reliability of the 3DAR scoring method was assessed using intraclass correlation coefficients (ICC) and compared with the MSCA method. Additionally, the feasibility of 3DAR was evaluated based on evaluation time and user satisfaction. The 3DAR method demonstrated good-to-excellent interrater agreement (ICC = 0.75-0.95) and perfect intrarater reliability (ICC = 1), while the MSCA method showed moderate-to-good reliability (ICC = 0.74-0.89). 3DAR significantly reduced evaluation time (10.514 s vs. 2 h required for MSCA) and received high user satisfaction ratings (average score = 4.66±0.24). The 3DAR algorithm offers a reliable and efficient assessment method for prosthodontic training. It showed strong agreement with traditional methods, significantly reduced evaluation time, and achieved high user satisfaction. The integration of a 3D augmented reality-based auto-evaluation algorithm into tooth preparation training enhances reliability and provides interactive, real-time feedback on performance, highlighting its potential to advance dental education practices.

Staff perceptions and experiences of using Key Word Signing with children with Down syndrome and their peers in the first year of mainstream primary education.

Key Word Signing (KWS) is one system that can be used to support the communication needs of children with Down syndrome (DS) who attend mainstream school. The success of KWS in schools is mediated by staff experiences and perceptions of KWS. The current study is one of the first to explore KWS use in mainstream schools. To explore the perceptions and experiences of teachers and special needs assistants (SNAs) with reported varying levels of experience, using KWS with children with DS and their peers in the first year of mainstream primary school. Secondly, we aimed to explore how those perceptions and experiences evolved throughout the year. Five mainstream schools were recruited where children with DS attended. A speech and language therapy (SLT) researcher taught 25 key word signs to the relevant class in each school at four time points across the year. Five teachers and eight SNAs from participating schools engaged in a series of semi-structured interviews to explore their perceptions/experiences of using KWS (Lámh) over the course of the year. Longitudinal data were analysed using inductive qualitative content analysis. Four categories were generated from the data: Challenges, Facilitators, Benefits, and Incorporation into the whole school environment. Findings suggest that the supported introduction of KWS in school by an SLT researcher can assist inclusive educational practices; facilitate children's comprehension and expression; reduce frustration in children with DS; and facilitate interaction with peers. Results also indicate an increasingly positive attitude among teachers and SNAs towards KWS as the year progressed. Teachers reported the absence of a pedagogical framework as an obstacle to the integration of KWS into the curriculum, while SNAs highlighted inconsistent access to funded entry-level training. Overall, using KWS was a positive experience that supported communication in children with DS in mainstream school. However, future training should embed knowledge on key facilitators and consider how challenges can be addressed to maximize the potential of all children with communication needs attending mainstream primary school. What is already known on the subject It is well established that the use of KWS is beneficial in supporting the language and communication needs of children with DS. It is also accepted that if KWS is to be effective as a system of communication, the system needs to be understood and used by the communicative partners of those who rely on it. However, many staff in mainstream schools (with children with DS in attendance) have had limited exposure to KWS, little to no experience of using KWS and limited support available to help them create a signing environment. What this paper adds to the existing knowledge This study provides a current account of the perceptions and experiences of teachers and SNAs to the use of KWS in mainstream primary schools in Ireland. Through qualitative approaches it identifies a number of benefits, facilitators and challenges to the use of KWS in schools, as well as the need for KWS to be incorporated into a whole-school approach to communication. Lastly, the study indicates that with ongoing support over the course of the school year, staff attitudes towards KWS changed and became increasingly positive. What are the potential or actual clinical implications of this work? To facilitate the successful implementation of KWS in schools there is a need to develop a whole school-tiered intervention approach to KWS in mainstream schools. This study also highlights the need for ongoing support for school staff to use KWS to ensure successful implementation.

Fostering Academic Performance in 5-Year-Olds: The Role of Self-Direction Values, Presented Self-Esteem, and Positive Self-Perception

ABSTRACT Self-direction values, which reflect the need for autonomy, creativity, curiosity, and mastery, potentially hold substantial importance in educational settings. However, limited research exists on how these values contribute to academic performance, particularly in early childhood. This study aims to fill this gap by examining the relationships between kindergarten children’s self-direction values and their academic performance while considering their presented self-esteem and positive self-perception. One hundred and twenty children (59 girls; Mage = 67.45 months, SDage = 6.56 months) participated in this study. Children’s self-direction values and positive self-perception were examined in one-on-one interviews. Teachers reported on the children’s presented self-esteem and academic performance. Research Findings: Presented self-esteem significantly mediated the link between self-direction values and academic performance (path a: p = .007; path b: p < .001). Additionally, positive self-perception significantly moderated the link between self-direction values and their presented self-esteem in the classroom (p = .007). The indirect effects of self-direction values on academic performance through presented self-esteem were significant at the average and high levels of positive self-perception, but not at the low levels. Practice or Policy: The current research provides valuable insights into the role of self-direction values in early education and the interplay between young children’s self-direction values, presented self-esteem, and positive self-perception, thus contributing to developmental and educational theory and practice.

Empowerment in prevention: a qualitative inquiry into Black girl-centred strategies for reducing HIV/STI and drug misuse risk.

Black girls in the United States are disproportionately diagnosed with sexually transmitted infections (STIs), which can increase the risk of contracting HIV (human immunodeficiency virus), compared to adolescent girls of other races. Therefore, this study was designed to understand barriers to impactful HIV/STI and substance use prevention programmes for Black girls. Data was collected between October 2021 and June 2022 from twelve focus groups which included (N = 62) participants who identified as Black and female between the ages of 13 and 18 years old. Using intersectionality theory as a guiding framework, the data were analysed thematically. The analysis revealed three themes: 1) need for parent-child discussions on sex; 2) stigma in schools; 3) suggestions for Black girl-centred prevention programming. Participants described minimal discussion about sex in their household as well as STI/HIV and substance abuse stigma as barriers to impactful sex education. They also indicated that current substance use and STI/HIV prevention interventions are not tailored to the experience of Black girls and offered suggestions for improvement. In sum, participants pointed out several barriers to existing sex education and substance abuse prevention programs. Findings revealed that HIV and drug use prevention information and knowledge may be best received from older peers in small private settings that can allow for intimate discussion and sharing of reliable information on HIV education, aetiology, and safer sexual practices. In addition, the study findings support the need to develop a racial and gender-specific prevention programming that fosters peer relationships, social support, and empowerment-based principles.

Groupwork skills training in social work education: practicing skills training in a Norwegian context

ABSTRACT In research as well as in the field, concerns have been raised that the academization of education in social work contributes to an increased distance from the field of practice. As a core element in the education of social workers, skills training serves an important function in integrating theoretical knowledge and bridging a gap between education and professional practice. Using Vygotsky’s concept of the zone of proximal development, this article takes as its starting point the experiences of BA social work students with skills training and its potential to integrate and activate theoretical knowledge in their training. The students’ evaluations provide a starting point for discussing the importance of their attitudes toward the place of theoretical knowledge in skills training, as well as their own contribution to the integration of theory work. In addition, the teacher’s tasks as a mediator of knowledge about the relationship between theory and practice and how theoretical knowledge can be transferred to, integrated and activated in skills training activities are explored, focusing on dialogue and reflection in the group. Such knowledge might inspire further research on the importance of skills training as a learning arena.

How inclusive are our music classrooms? A theoretical model and case study from a preschool class of a mainstream private nursery school in Cyprus

ABSTRACT Inclusive music classrooms in theory and in practice, within the context of Cyprus, are an under-researched area. This study wishes to address this gap in research, by proposing a Model of Musical Development in Inclusive Education (MMDIE) that could act as a valuable tool for music educators, researchers, teachers, parents and stakeholders for designing inclusive environments fostering meaningful musical experiences for all their students. The originality of the MMDIE lies in the synthesis of three theoretical frameworks: the five characteristics of inclusive music classrooms [Jellison, J. A. 2012. “Inclusive Music Classrooms and Programs.” In Vol. 2 of The Oxford Handbook of Music Education, edited by G. E. McPherson and G. F. Welch, 65–80. Oxford University Press], Sounds of Intent [Ockelford, A. 2008. Music for Children and Young People with Complex Needs. Great Britain: Oxford University Press] and Universal Design for Learning [CAST. 2018. “Universal Design for Learning Guidelines” V. 2.2. htpp://udlguidelines.cast.org]. These frameworks were mapped on Bronfenbrenner’s system theory model. The case study methodology adopted, allowed for the investigation of interactions between the various systems influencing the musical development of one autistic, ‘non-speaking’ [Botha, M., J. Hanlon, and G. L. Williams. 2023. “Does Language Matter? Identity-First versus Person-First Language Use in Autism Research: A Response to Vivanti.” Journal of Autism and Developmental Disorders 53 (2): 870–878] child six-and-a-half years old in a mainstream private preschool in Cyprus. Findings highlighted that the child’s music learning and participation experiences could become more inclusive. The use of the MMDIE allowed for the identification of behaviours, attitudes and perceptions that promoted or restricted these experiences, thus it could lead to a transformation of educational practices, views and experiences towards inclusive music education in Cyprus and internationally.

Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students

BackgroundA mastery of life-threatening trauma procedures is important for medical students aiming to become proficient physicians. Thus, this study compares the effectiveness of deliberate practice with that of conventional lecture methods in teaching such students these essential skills.MethodsA randomized controlled trial was conducted with 48 first- to third-year medical students at the Faculty of Medicine Vajira Hospital at Navamindradhiraj University (Thailand). The participants were randomly assigned to either the deliberate practice group (n = 24) or the conventional lecture group (n = 24). The primary outcome was the students’ scores on the Objective Structured Clinical Examination (OSCE), whereas the secondary outcome was their overall grades. Moreover, analysis of covariance (ANCOVA) was used to control for the impacts of gender and academic year.ResultsThe deliberate practice group had significantly higher OSCE scores (mean = 69.79, SD = 9.49) than did the conventional lecture group (mean = 51.38, SD = 14.59), with a p value of 0.000002. Additionally, the deliberate practice group had no clear failures or seven good passes, whereas the conventional lecture group had five clear failures and no good passes. Moreover, the ANCOVA results indicated that the type of training had a significant positive effect on the students’ examination scores, independent of gender and academic year (F (4, 43) = 7.44, p = 0.0001).ConclusionDeliberate practice is significantly more effective than the conventional lecture method in teaching life-threatening trauma procedures to medical students. The implication of these findings is that implementing deliberate practice in medical education can enhance the competencies of students, improve their preparedness for real-world clinical settings, and produce better patient outcomes. However, future research should examine the broader applications and long-term benefits of this method in medical training.Trial registrationTCTR20240816009

Assessing Clinical Nurse Educators' Perceptions of Factors Influencing Evidence-Based Nursing Policy Implementation Within a Large Pediatric Healthcare System.

To identify barriers and facilitators to implementation of new evidence-based nursing policies among nurse educators. Evidence-based practice promotes safe patient care through the combination of the best available research, clinical expertise and patient preferences. Policies are utilised by nursing to drive patient care and thus should be evidence-based. Nurse educators are identified as champions of evidence-based practice and policy dissemination. Therefore, understanding nurse educators' perceptions surrounding barriers and facilitators to nursing policy implementation and attitudes regarding evidence-based practice can help drive successful policy implementation and foster evidence-based practice in patient care. Descriptive, cross-sectional. A 7-item survey was electronically distributed to all nurse educators within a large pediatric healthcare system to assess barriers and facilitators to policy implementation as well as attitudes surrounding evidence-based practice and policies. The most significant barriers were lack of time and poor understanding of policy development. The most significant facilitators were a standardised policy dissemination process and leadership support of policy implementation efforts. Most nurse educators agreed that evidence-based practice is valuable to patient care. However, nurse educators report that they have a neutral to poor understanding of evidence-based practice. Findings were consistent with the literature, thus adding to the body of literature that supports the need for further development around policy dissemination and evidence-based practice education for nurse educators. This paper supports the need for professional development for nurse educators, standardisation of policy dissemination and leadership support of policy dissemination and promotion of evidence-based practice. No patient or public contribution. This paper adheres to the SQUIRE 2.0 guidelines.

Evaluating dental students’ satisfaction in clinical Periodontics courses at KSAU-HS: a cross-sectional study

BackgroundThe National Commission for Academic Accreditation and Assessment (NCAAA) in Saudi Arabia underscores the importance of assessing student satisfaction to ensure program quality. No previous studies have explored the satisfaction levels of dental students enrolled in clinical Periodontics courses at King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS). This study aims to assess dental students’ satisfaction with clinical Periodontics courses and to explore potential differences in satisfaction based on gender and academic level.MethodsThis cross-sectional study surveyed dental students enrolled in Periodontics courses at KSAU-HS during the 2022–2023 academic year. A web-based questionnaire was distributed via email. The survey covered six categories: learning objectives, course materials, content relevance, instructor knowledge, delivery style, and facility environment. Responses were analyzed using chi-square tests for gender differences and t-tests to compare satisfaction between third- and fourth-year students.ResultsThe study included a balanced distribution of male (47.92%) and female (52.08%) participants, with 68.75% in their third year and 31.25% in their fourth year. Overall, students reported high satisfaction, with over 90% agreeing they understood the learning objectives and felt confident in applying their knowledge. No significant differences were found between male and female students (mean scores: 95.49 vs. 95.48) or between third- and fourth-year students (mean scores: 95.56 vs. 95.31), indicating consistent satisfaction across these groups.ConclusionHigh levels of satisfaction with clinical Periodontics courses at KSAU-HS suggest effective course design, clear objectives, and relevant content. The lack of significant associations with gender or academic level implies a uniformly positive educational experience. These findings underscore the importance of aligning course design with best practices in dental education to ensure graduates are well-prepared for clinical practice on a global scale.

Back to work? The impact of education as vocational rehabilitation for work-impaired youth

ABSTRACT We investigate the effect of regular education as vocational rehabilitation for young work-impaired adults in Norway. On 1 January 2004, the age limit for receiving support for regular education as a rehabilitation measure was raised from 22 to 26. This led to a substantial shift in the type of vocational rehabilitation offered – from education to subsidised employment – allowing us to address the issue of whether vocational rehabilitation through more education or work practice is best suited to increase the labour market participation of work-impaired youth. We find that the change led to a short-term (2–3-year) increase in employment (0.06–0.92-month increase per year), likely due to the lock-in effect of education. In the medium run (5–6 years), the effect turns negative (0.3–0.98-month decrease per year), consistent with education being superior to subsidised employment. However, we do not detect any effect on employment in the long run (8–9 years), suggesting that these effects fade out over time.

CDEM CORD Special Issue on Educational Research and Practice

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Identifying the Views and Needs of Family Physicians on Providing Care to Living Kidney Donors: A Cross-Sectional Survey.

Optimizing the long-term care and follow-up of living kidney donors (LKDs) has been challenging, and prior LKDs have reported suboptimal healthcare experiences. Long-term care of LKDs is largely undertaken by primary care practitioners such as family physicians (FPs). We conducted a cross-sectional survey of Canadian FPs (n = 151). In our sample, 21.9% of participants reported that ≥1 patient had expressed interest in becoming a LKD, and 39.9% provided care to prior LKDs. While 55.5% knew how to find information on living kidney donation, 75.5% reported that information was not available in their practice. Only a minority had formal training in living kidney donation (<5%), and self-reported knowledge was low (median = 3 [scale 1 = not strong to 10 = very strong]). Knowledge improved significantly with educational activities, resources, experience, and practice needs. Attitudes toward living kidney donation were generally favorable with 71.5% stating that FPs should be involved in post-donation care. Clinical care guidelines (78.8%) were the most desired resource, followed by clear communication and reliable contact at transplant centers. Our findings inform the transplant community of an avenue to optimize LKD care by better-supporting FPs, who provide care to LKDs. This may enhance data collection on LKD outcomes and potentially increase donation rates.

Students’ Perceptions of Creating Educational Videos as a Teaching and Learning Strategy

Background: The integration of digital technology in nursing education has revolutionized traditional teaching methods. Creating educational videos enhances student engagement and clinical reasoning. Purpose: This study evaluated nursing students’ satisfaction and perceptions of creating educational videos as a teaching and learning strategy. Methods: A mixed-methods descriptive study was conducted with 150 second-year nursing students enrolled in a Health Education module at San Jorge University (Zaragoza, Spain). Students developed health education videos in groups, and data were collected through a 5-point Likert scale questionnaire and reflective narratives. Results: Students produced 33 videos. Quantitative findings showed high satisfaction, with the highest ratings for video applicability. Qualitative data revealed enhanced teamwork, creativity, and information technology skills. Conclusions: Video creation is an effective tool in nursing education, fostering engagement and skill development, aligning with modern educational practices.

Metacognitive strategies improve self-regulation skills in expert sports coaches

Self-regulation is linked to the ability to learn successfully, adapt to change, and project one’s future behavior. This study aims to evaluate the impact of metacognitive strategies on self-regulation skills in the creation of educational content. Nine expert sports coaches participated in the research, and a mixed-methodology research plan was used to conduct the research. The results highlight the transformative effects of metacognitive strategies on self-regulation skills and sports coaches’ experiences. The use of metacognitive strategies had a positive effect on the improvement of self-regulation skills. The facilitation program based on metacognitive questioning significantly affected the expert sports coaches’ self-reported self-regulation skills. The results of the thematic analysis revealed that coaches’ behavior was characterized by greater freedom in organizing their professional activities. Development of self-regulatory skills through changing educational practices encourages coaches’ curiosity and openness to innovation, recognition of otherness, broadening of horizons, understanding of complexity, and disclosure of connections.

Co-Cultural Identities of Thai-Lao: A Guideline for Cultural Curriculum Development

This qualitative study explores the Thai-Lao co-cultural identities and develops guidelines for integrating these identities into cultural studies curricula. Data were collected through semi-structured interviews with 14 stakeholders in education and cultural preservation from both the Kingdom of Thailand and Lao PDR. Thematic analysis was employed to interpret the data, focusing on historical, literary, and belief systems that characterize Thai-Lao co-cultural identities. The findings highlight key aspects of these identities and propose a curriculum framework that addresses cognitive, psychomotor, and affective learning domains. This framework is designed to enhance students&amp;rsquo; understanding of their cultural heritage and to foster intercultural competence. The study contributes to the fields of cultural studies and education by offering insights into the integration of co-cultural identities into educational practices, promoting a richer, more inclusive educational experience.

Effective research communication in education: Early years practitioners' views of research summaries

AbstractFor educational research findings to impact educational practice, effective communication is essential. One communication device is a summary that consolidates research literature and presents it in a practitioner‐friendly format. There has been little research on how to design educational research summaries effectively, especially not for early years practitioners. In this study, I interviewed eight early years practitioners aiming to understand how they engage with research summaries. I collated a booklet of five research summaries to stimulate discussion during semi‐structured interviews. I identified five overarching themes across the interviews using reflexive thematic analysis, most of which reflected and enhanced findings from the existing research‐practice literature. For example, writing style and aesthetic design affected practitioners' engagement and reading strategies, where practitioners reported issues with excessively ‘wordy’ summaries and summaries written by authors without teaching experience. Practitioners reported lack of time to engage with research, which particularly influenced their preference for explicit practical implications over theoretical knowledge, despite showing that they were capable of critically reflecting on the research given the opportunity. These insights suggest that time—rather than ability—may be particularly problematic for recent attempts encouraging practitioners to actively engage with research. There were also some early years specific barriers, including that most summaries relate to older children who can read or write and therefore have limited relevance for early years. These findings deepen our current understanding of how education practitioners engage with research, providing specific direction for future research which meets practitioners' needs and contributes towards narrowing the research‐practice gap.