Research Engagement Research Articles

Patient engagement in pulmonary embolism research: Insights form the Attend-PE study

Abstract Background There is growing recognition of the significance of a close collaboration between patients, clinicians, and researchers to ensure that research and health service delivery effectively meets the needs of end users [1-3]. However, there is limited understanding of best practices for patient engagement in research among patients with venous thromboembolism, and there is sparse knowledge about challenges to and facilitators of this process [4, 5]. Purpose To describe and explore the process and evaluate the impact of patient engagement in the development of a structured nurse-led post pulmonary embolism care model (the Attend-PE model). Method This prospective embedded case study of patient engagement was conducted within the research project - A structured Integrated post Pulmonary Embolism care model (Attend-PE). The study was based on documents from patient journey mapping (PJM), documents and field notes from workshops, and semi-structured interviews with two patients with pulmonary embolism, two clinicians working with pulmonary embolism patients and the Attend-PE researchers. Data were analyzed based on research questions guided by the United Kingdom six Standards for Public Involvement; Inclusive opportunities, Working together, Support & learning, Governance, Communications and Impact [6]. Result Patients played a crucial role throughout the entire Attend-PE study, contributing to research questions, design, execution, and dissemination, as illustrated in Figure 1. The patients were involved at a higher engagement level in the co-creation of the Attend-PE model and co-creation of patient education and information material. Comparatively the engagement level was lower in decisions regarding outcomes, feasibility testing and implementation of the Attend-PE model, as shown in Figure 2. Notably, despite lower engagement level, the continuous involvement in the research process was invaluable to the patients. This ensured that they maintained insight in the research process, even though their contributions varied in the different phases. Important facilitators of patient engagement within the Attend-PE were related to "Inclusive opportunities" and "Support and learning". Patients highlighted the importance of being a part of the process, working together as a team, and being prepared for the work. Important challenges to patient involvement related to "Communication" and "Governance", including lack of expectation alignment and communication regarding clinical elements where clinicians often dominated the discussions. Conclusion Patient involvement has been invaluable in the development of a structured nurse-led post pulmonary embolism care model. Further, patients will be involved in evaluation of the national implementation process and dissemination of study results.Figure 1Figure 2

“I stayed on the street, as if there was no COVID-19”: enacting practices of care with youth at risk of violence and social exclusion in Portugal

As the COVID-19 pandemic unfolded, a world of carelessness was made visible. Public health guidelines against the spread of COVID-19 (e.g., school closures, staying home, social distancing) have substantially affected youth’s health and well-being and highlighted the need for context-specific understandings of infection, risk, and care. Our research aims to contribute to a deeper understanding of the impacts of COVID-19 on boys and girls serving educational measures and placed in the custody of the juvenile justice system in Portugal during the pandemic. Sustained by the use of ethnographic principles and methods along with participatory techniques, this article uncovers complex entanglements between the public health measures to mitigate contagion and the dynamics that exacerbated socio-spatial dynamics of social exclusion and isolation, educational and (mental) health inequities, and lived and practiced forms of violence by youth-serving tutelary measures in Portugal’s six educational centers. Following Tronto’s feminist ethical–political proposal of care, I argue that COVID-19 became a lens to access youth care needs — self-care, care for others, care as essential work of nurturing affective trajectories and solidarities and promoting positive and non-violent relationships. By caring for youth stories, the engagement of researchers and professionals in this action-oriented research aimed to promote the enactment of practices of care with youth in the Portuguese detention centers as a way to positively affect their inhabited present, promote healthier lives and nurture the construction of caring and non-violent post-pandemic futures.

The paradoxical surplus of healthcare workers in Africa: the need for research and policy engagement

Abstract Background In many countries in Africa, there is a paradoxical surplus of under and unemployed nurses, midwives, physicians and pharmacists which exists amidst a shortage of staff within the formal health system. By 2030, the World Health Organisation Africa Region may find itself with a shortage of 6.1 million healthcare workers (HCWs) alongside 700,000 un- or underemployed health staff. This study aims to bring the nature and consequences of an existing paradoxical surplus of HCWs in low income countries into the HCW migration debate and to explore novel solutions. Methods The study draws on a rapid review of the literature and deeper insights from expert information, using examples from Uganda, Kenya and Niger. Results In Niger, between 2010-2014, 55% of health graduates were unable to find permanent work in the sector leaving 15 000 HCWs unemployed or in precarious jobs. In Sudan, an 8-fold increase of the number of places at medical colleges (between 1996-2012) was not accompanied by a commensurate investment in physician positions leading to increased unemployment and brain drain. In Kenya, in 2021, 27243 HCWs were un or under-employed. In Uganda, 20590 nurses and midwives were reported as unemployed in 2023. Despite this, the emphasis in policy debates about the healthcare workforce crisis in most national and global levels is on staff shortage and the need to train more HCWs. In contrast, an existing surplus HCWs and their association with patterns of migration are largely unknown. Little time is given over to understand the economic, political and social factors that have driven their emergence and the governance challenges and potential interventions to improve employment rates. Conclusions The results highlight the complexity of migration, labour market conditions and health systems, in particular in low income countries in Africa. Both qualitative and quantitative data is necessary for policy makers to find effective solutions to the problem.

8.A. Scientific session: Engage, co-create, collaborate, transform: uniting practice and research for health innovation

Abstract Background Public health practitioners are increasingly challenged by theoretical, political, and contextual changes and innovations. To ensure that innovations are sustainable, it is important not only to include stakeholders (e.g. end-users, implementers, policy-makers), but also to actively involve them in the development, implementation and transformation of public health innovations. Participatory action research, co-creation and stakeholder engagement are proven methods to co-produce effective innovations, strengthen existing networks and promote implementation by increasing fit and applicability in practice. In this workshop, our overall aim is to bring together practitioners and researchers to improve mutual understanding and adapt practices in development, implementation and transformation of innovations. The objectives of the workshop are: 1) to increase participants’ understanding of the circumstances under which stakeholder involvement is most meaningful, and 2) to increase participants’ awareness of tools, strategies or theories to overcome challenges in stakeholder involvement. Workshop format The workshop consists of two parts: four interactive presentations that introduce important development steps of public health innovation and a problem-based discussion using a real-life case that builds upon the presentations. Interactive presentations describe (1) Theory of Change (ToC) approach for active collaboration with stakeholders, (2) co-creation of a serious game for and with healthcare providers, (3) visualising collaboration through Social Network Analysis to improve implementation, and (4) enhancing scale up with PRACTIS and Design Thinking. During the presentations, interactive tools are used to help identify the characteristics of the workshop participants (e.g. work setting, type of stakeholders), as well as their interests and needs (e.g. challenges faced, methods used). During the second part of the workshop, a health innovation is chosen from a number of pre-selected innovations from European contexts (e.g. BOB campaign, Schools4Health, LETHE) that aligns most with participants’ background and interests. Next, the main goal and known challenges within these innovations are introduced, which aids participants to formulate intermediate goals using the ToC approach. Then, they answer questions and make decisions for the discussed stages of innovation development (e.g. “Which gaps exist in the current network and how can we address them to improve collaboration?”, ‘What scalability challenges exist in this innovation and how can PRACTIS help identify them?”). In answering these questions, participants will share their knowledge and expertise with each other, while the chair facilitates the discussion. We are flexible in the format of the challenge-based discussion; depending on the number of attendees, we may work with a plenary discussion or smaller groups that work independently under the supervision of 1 or 2 facilitators each. Key messages • Non-linear approaches are needed to take into account the complicated and changing systems in which health innovation takes place. • Theory of change, co-creation, social network analysis, PRACTIS and design thinking offer practical guidance for stakeholder involvement in specific phases of health innovations.

Evidence for AI in healthcare

Abstract In healthcare, novel AI solutions are being created to address some of the biggest challenges in the prognosis, diagnosis, and treatment of disease, as well as clinician workflows and service improvement. The emergence of generative AI presents a compelling opportunity to revolutionize diagnostics, treatment planning, medical research, and patient engagement. The hypothesized uses of generative AI are broad, ranging from medical education, providing information to patients, generating synthetic patient data for the validation of AI tools, to the analysis of continuous data from wearables to detect early signs of disease. Adoption of digital solutions and AI in healthcare is slower than in other industries. The majority of clinicians don’t have direct experience with AI technologies, only a quarter have recommended a digital therapeutic, and less than a fifth have prescribed one. Safety, quality and confidence can be built through appropriate governance, testing, careful implementation and appropriate clinical use. There is a responsibility for AI developers, health systems and providers, as well as regulators, to create clear expectations for evidence and solutions. AI solutions require unique model evidence (evidence for the underlying algorithm) and solution evidence (evidence for the product in which the algorithm is embedded). Models will need validation first on internal and then on external datasets (internal and external validation). This will indicate how accurate and reliable the model is, but will be limited to the dataset that a client has access to. By examining ways to evaluate evidence for AI in healthcare, we can develop a better understanding of how best to use AI to its most appropriate advantages.

The higher education’s role in the multisectoral evolution of the diabetes mobile unit programme

Abstract Background The global prevalence of obesity and diabetes is increasing. Overweight and obesity during early childhood increase the risk of developing type 2 diabetes. The diabetes mobile unit (DMU) programme is a collaborative initiative between the Bahrain Diabetes Society, the Royal College of Surgeons in Ireland (RCSI) Medical University of Bahrain, the Ministry of Education, and other stakeholders. Objectives To develop a sustainable educational programme to empower nursing and medical students to educate schoolchildren on healthy lifestyle choices and potentially reduce the risk of obesity and type 2 diabetes. Results The DMU programme is incorporated into the undergraduate nursing and medical curricula. It fosters experiential learning in public health education and promotion, encourages trainee-trainer mentorship, and cultivates essential graduate skills, thus enhancing their career prospects. Since 2012, the programme inducted 300 staff and students and educated 7,000 children. In 2023, the programme was re-launched in alignment with RCSI’s three strategic pillars: learning and teaching, research, and community engagement. The programme expanded its stakeholders’ network and incorporated strategies to promote interprofessional learning among staff, students, and alumni. The outcome of these endeavours included publishing an interactive storybook, creating innovative educational tools, and ongoing research. Conclusions This novel programme highlights the role of higher education in promoting multisectoral collaboration for public health awareness initiatives. The key to the programme’s success is synchronizing education, research and community engagement in higher education curricula and various contexts. Key messages • Multisectoral collaboration is essential in developing evidence-based and culturally congruent programmes. • Linking education, research, and community is vital to achieving sustainable development goals.

2.A. Practice session: Policy labs: getting public health research into policy and practice

Abstract The process of translating health research into policy and practice benefits is often too slow, taking an average of 17 years globally. Additionally, health policy changes fail when they have an inadequate understanding of the communities and challenges they seek to address. The Policy Institute at King’s College London has developed an innovative ‘Policy Lab’ method, which convenes diverse policy and practice stakeholders such as health workers, patients and policymakers, to discuss a policy challenge, assess the evidence and co-produce viable policy options. The proposed workshop introduces this method in a practical, impactful session aimed at helping participants from any country and research background mobilise their research to improve health outcomes. Policy Labs have been shown to be highly successful method. Previous Policy Lab outcomes include influencing changes to the Mental Health Act in the UK, new international guidance on treatment of type 2 diabetes, and a global coalition on paying for prevention in dentistry. The method can be adapted to different health challenges and considers the potential for change in local, national and international arenas. The workshop teaches this method in a way that enables researchers to apply it to their own work, harnessing the potential of research to improve health outcomes. Objectives of the workshop The workshop aims to teach people the skills to design and run a Policy Lab so that they can better mobilise their research into policy and practice. Participants will learn To develop policy-relevant questions from their research; Stakeholder mapping; To design a policy lab agenda; To develop a research engagement plan. What is the added value of the workshop? The workshop teaches an innovative method that helps researchers greatly increase the policy impact from their work. It provides attendees with practical tools to employ in their own work and bridge gaps between their research and policy and practice changes. The format of the workshop will involve a short presentation on Policy Labs by facilitators, followed by four brief interactive activities for participants, as follows: Facilitator presentation: (10 mins) Introducing the Policy Lab method; Group work 1: (10 mins) Developing a policy-relevant question; Group work 2: (10 mins) Stakeholder mapping; Group work 3: (10 mins) Designing a lab agenda; Group work 4: (10 mins) Developing a research engagement plan. We have allowed 10 minutes to adapt to any arising demands, as well as to bring the session to a close with some key messages. Participants will be guided by the facilitators, and we will use template handouts for participants to complete during the session to reinforce learning. The handouts also ensure that those who wish to work independently rather than in groups may do so if preferred, and will provide participants with the practical tools necessary should be they arrive late or need to leave early. Key messages • Policy Labs are an effective way for researchers to have policy and practice impact with their work. • Participants will learn how to run a successful Policy Lab, and improve their research impact.

84 Methods to screen caregivers for previous and current substance use in the paediatric office: A scoping review

Abstract Background Paediatric healthcare providers have been shown to miss opportunities to screen caregivers for substance use. Individuals who use or have used substances face general healthcare barriers and may disengage with the system to avoid stigma or discrimination. Poorly worded or administered substance use screening practices by paediatricians could lead to retraumatization or judgment of caregivers that may affect the ability to continue providing healthcare to the child. There is limited information in the literature regarding best approaches for screening caregivers for substance use in paediatrics. Objectives The unique objective of this review was to identify current methods for, approaches to, and acceptability of caregiver substance use screening in paediatric offices. Design/Methods Searches were performed in CINAHL, PsycInfo, MEDLINE, and Social Sciences Abstracts databases with results limited from 2000 to 2023. Keywords included “perinatal”, “postnatal” “paediatric OR paediatric”, “substance use” OR “substance abuse” OR substances OR “alcohol use” OR “alcohol abuse” OR “addiction”, AND “screening”. Studies must have been conducted in Canada, the USA, Australia, or Scandinavia. Literature that was published in a language other than English, described screening caregivers for substance use using biological samples, or that focused solely on screening pregnant caregivers for substance use was excluded. Individual approaches to and provider and patient perspectives on screening were identified. Three authors completed title, abstract, and full text screening in Covidence screening software. Qualitative thematic coding identified geographical setting, the specific paediatric clinical setting, substances for which each study screened, characteristics of the participants, method of screening, and feedback related to acceptability, outcomes, or methods of screening. Results Practitioners used standardized and informal substance use screening tools. This review found that paediatric practitioners reported gaps in guidance on how best to screen caregivers for substance use and a desire for more improvement. Lack of guidance made it uncomfortable to screen caregivers. Increased comfort with screening was noted when a social needs survey was used as guidance. Caregivers were generally highly comfortable being screened for substance use and felt it was an acceptable action for paediatricians to undertake. However, the input of families in caregiver substance use screening methods was otherwise lacking. Substance use questions were often paired with questions asking caregivers to rate acceptability while other studies simply used the openness of being approached or absence of objections as acceptance of being screened. None of the studies identified in this review included the ability for families to participate more fully in screening acceptability or design. Conclusion Family engagement in research regarding the ideal acceptability and design of screening methods is lacking while paediatric healthcare providers continue to be uncomfortable screening caregivers for substance use and wish for improved methods that facilitate trust with families. Further research into the design of trauma-informed caregiver substance use screening in paediatric settings may be needed.

Authorship Improprieties: Analyzing the Practice of Including Advisers as Co-Authors in Students’ Research

Purpose. This research aims to investigate the prevalent practice of including advisers as co-authors in students' research works, with a specific focus on understanding the attitudes of the academic community, particularly students and educators. The study seeks to explore. Students' and educators' perceptions, beliefs, and/or opinions regarding the practice raise concerns in higher education institutions worldwide. Methodology. Through a descriptive-correlational research design following a quantitative research approach, the researcher gathered data on the attitudes of 200 students and 200 educators of 4 Higher Education Institutions in Region IV-A, Philippines, towards the inclusion of advisers as co-authors in students' theses, particularly when presented in conferences and published in journals. The collected data is analyzed to identify prevailing opinions and perspectives within the academic community. This analysis takes into account factors such as mentorship, intellectual contribution, and ethical considerations related to authorship attribution. By weighing these factors, the researcher forms a stance on the practice and offers recommendations for its ethical implementation. Results revealed differing opinions between students and educators. Moreover, significant differences in the attitudes of faculty members towards the practice when grouped based on their highest educational attainment, academic rank, and tenure were established, as well as the significant relationship between the research engagement and productivity of faculty members, and their attitude towards the matter. Although the inclusion of advisers in students’ theses was found acceptable within the academic community, the authorship guidelines set by the Committee on Publication Ethics, also known as COPE, suggest otherwise. Conclusion. These findings contribute to the existing literature on academic authorship improprieties and provide insights into the attitudes and opinions of the academic community. They are expected to stimulate discussions, fostering a better understanding of the implications of including advisers as co-authors in students' research works. The paper also offers practical recommendations to promote transparency, fairness, and integrity in authorship practices, ensuring that credit is appropriately attributed to all contributors in academic publications.

Equitable community-based participatory research engagement with communities of color drives All of Us Wisconsin genomic research priorities.

The NIH All of Us Research Program aims to advance personalized medicine by not only linking patient records, surveys, and genomic data but also engaging with participants, particularly from groups traditionally underrepresented in biomedical research (UBR). This study details how the dialogue between scientists and community members, including many from communities of color, shaped local research priorities. We recruited area quantitative, basic, and clinical scientists as well as community members from our Community and Participant Advisory Boards with a predetermined interest in All of Us research as members of a Special Interest Group (SIG). An expert community engagement scientist facilitated 6 SIG meetings over the year, explicitly fostering openness and flexibility during conversations. We qualitatively analyzed discussions using a social movement framework tailored for community-based participatory research (CBPR) mobilization. The SIG evolved through CBPR stages of emergence, coalescence, momentum, and maintenance/integration. Researchers prioritized community needs above personal academic interests while community members kept discussions focused on tangible return of value to communities. One key outcome includes SIG-driven shifts in programmatic and research priorities of the All of Us Research Program in Southeastern Wisconsin. One major challenge was building equitable conversations that balanced scientific rigor and community understanding. Our approach allowed for a rich dialogue to emerge. Points of connection and disconnection between community members and scientists offered important guidance for emerging areas of genomic inquiry. Our study presents a robust foundation for future efforts to engage diverse communities in CBPR, particularly on healthcare concerns affecting UBR communities.

Teacher noticing within the context of lesson study: a systematic review and prospective trends

PurposeTeacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the integration of teacher noticing into lesson study, exploring how different stages of lesson study influence the development of teacher noticing.Design/methodology/approachThis article systematically reviews 15 empirical studies on teacher noticing within the context of lesson study, focusing on research design, subjects, methods, theoretical frameworks and the specific impact of different stages of lesson study on teacher noticing.FindingsThe review reveals a geographical concentration of studies in Western countries, particularly in the United States, with a relative scarcity of research in East Asian contexts. Most studies focus on pre-service teachers, employ qualitative methods and are grounded in Van Es’s (2011) Learning to Notice framework. The findings indicate that different stages of lesson study significantly influence teacher noticing, particularly in the planning, teaching and reflection stages, where shifts in focus and depth of noticing are evident.Research limitations/implicationsThis paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies. Certain activities within classroom research may restrict attention development, particularly when these activities fail to encourage in-depth cognitive analysis across all stages sufficiently. Future research should explore how to avoid these limitations in the classroom research process and design more effective strategies to support deep observation and analysis by teachers at each stage. In the reflection stage of classroom research, certain factors may restrict the focus on student thinking.Practical implicationsBy synthesizing the existing research into a comprehensive narrative, we provide an essential foundation for future studies on teacher noticing within lesson study contexts. This work not only charts the historical development of the field but also encourages more profound and actionable research engagement with the nuanced processes of teacher observation and reflection during lesson studies.Originality/valueThis paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies and a combination of quantitative and qualitative methods to fully understand the effects of lesson studies on teacher noticing.

Facilitating Capability: iSAP – A Novel Pedagogical Intervention

This study explores the educational impact, as perceived by students, of an innovative, online context-rich case-based learning assessment and reflection framework known as integrating Science and Practice (iSAP). The study draws on a cross-sectional study conducted from 2018 to 2020 for students in units of study where an iSAP case was used as one assessment method. The voluntary survey was administered via the university’s learning management system at the end of each academic year (Semester 2). The 19 self-rating questions were presented as counts and percentages. The difference in item responses between undergraduate and postgraduate students was explored using chi-squared tests. We observed that the majority of students perceived iSAP as a well-rounded framework that helped them apply knowledge and skills to real-life situations, improved their understanding of study material and helped them develop evidence-based reasoning, critical thinking and reflective analysis skills. We also observed that postgraduate students, compared to their undergraduate counterparts, were more likely to agree with statements related to the authenticity of the iSAP case as well as the benefits of iSAP to individual learning, further engagement in research to extend their knowledge and development of their evidence-based reasoning skills and critical thinking skills. We conclude that iSAP is an innovative case-based learning and assessment approach to facilitate preparation for professional and clinical capability. Further research is required to determine the impact of student professional maturity and how this may impact upon students’ perception and adaptation of the reflective component of the iSAP framework.

Research capacity and culture: a survey of Australian Orthopaedic Association members

BackgroundStrong research capacity and culture (RCC) within professional groups predict engagement in high-quality research and the integration of evidence into practice. However, factors affecting RCC participation and development are currently unknown in Australian Orthopaedic Surgeons.Study designCross-sectional survey.MethodsAll Australian Orthopaedic Association members were invited to complete the individual domain of the validated Research Capacity and Culture tool.ResultsOne hundred and sixty-three Australian Orthopaedic Association members (9%) provided survey answers. Survey findings indicated that AOA members scored moderate or high for most RCC domains (14 out of 15). Barriers to the completion of research included a lack of time, other work roles taking priority, and a lack of funds for research.ConclusionThe Australian Orthopaedic Association members surveyed in this study demonstrated adequate research skills and experience, although reported they could benefit from additional support securing funding and navigating specific research tasks. Increasing future collaboration with academic institutions and clinician-researcher roles may enhance the output of high-quality orthopaedic research in Australia.

Uneasiness in interdisciplinary research and the importance of metaphors: A case story on building an interdisciplinary chronic pain research team

Interdisciplinary research is increasingly recognized as a key method to tackle complex societal challenges and stimulate creativity to find innovative solutions. Our key goal when starting our collaboration was to come to innovative ways of treating chronic pain. An ambitious goal that requires out-of-the-box and high-risk-high-gain research. However, interdisciplinary research in practice can be uneasy and will not always be successful. This paper describes a case story focussing on the challenges we faced building an interdisciplinary team. One of the most important lessons is that researchers from different disciplines may think they speak a universal ‘language of science’, but a thorough understanding of each other's ways of working, research paradigms, methods, and concepts is necessary before they can start working together on solving scientific questions. In fact, if researchers cannot understand each other's language, they cannot expect patients to understand scientific language either. Lastly, for academics to engage with a non-scientific audience and vice-versa, we need to find and create places to meet and find ways to interact effectively. Language is the medium through which all these interactions take place. It is therefore essential that language takes a central place in the process of collaboration across disciplines, interdisciplinary research, patient participation and public engagement. In this case story, we share our experiences in creating a common language, summarized in five steps (1: creating the team; 2: metaphor-forced introduction to disciplines; 3: creating common ground; 4: outreach; 5: integration). Metaphors play an important role in this process. We will demonstrate how we reflectively progressed through these steps while enhancing interdisciplinarity, (scientific) innovation and public engagement. This five-step journey can be used as a process-tool for any other high-risk-high-gain research team seeking to innovate through interdisciplinarity – with the risk of becoming a brilliant failure.

Developing the faculty team in agriculture, forestry, and aquaculture through a competency-based approach: Insights and strategies for colleges in Vietnam

This paper explores the development of faculty teams in agriculture, forestry, and aquaculture in Vietnamese colleges by applying competency-based education. Using a mixed-methods approach, the study evaluates the competencies of 124 faculty members from eight institutions, focusing on their academic qualifications, teaching skills, technological proficiency, and research involvement. The findings highlight strengths in academic preparation but reveal significant gaps in the use of technology, research engagement, and collaboration with industry partners. These gaps emphasize the need for comprehensive faculty development strategies to align education with labor market demands. Key solutions proposed include establishing a competency framework specific to agriculture, forestry, and aquaculture education to guide curriculum and professional development. The study also recommends strategic workforce planning based on competencies to ensure the optimal distribution of teaching expertise. Furthermore, competency-based recruitment and utilization practices will help institutions select faculty best suited for teaching and research roles. Continuous training and professional development programs aligned with this framework are necessary to help faculty integrate new technologies and teaching methods. The study emphasizes the importance of performance evaluation systems to monitor and support faculty progress and institutional policies that foster a motivating and supportive work environment.

Enhancing Research Involvement of Young People With Lived Expertise: Reflecting on Experiences in Digital Mental Health Research.

Given the rapid development of digital mental health technologies and a focus on connecting with youth, there is an urgent need to enhance the engagement of young people with lived expertise in research. Even so, youth with lived experience of accessing mental health services are particularly affected by power imbalances and may receive limited compensation in academic settings. Therefore, an emphasis on how research engagement not only improves the work but can benefit young people themselves is required. Here, 5 young people with lived expertise report on their experience of being employed as researchers at the University of Sydney's Brain and Mind Centre. As such, this team is uniquely placed to offer reflections from their work across multiple stages of research. This led to four key insights, including (1) creating accepting work cultures, (2) providing diverse opportunities for involvement, (3) giving young people agency and flexibility around sharing lived experiences, and (4) creating accommodating work environments for all researchers. We suggest that these insights can support more diverse ways of engaging young people and maximizing the value of participation for both researchers and young people themselves.

Participant Motivators and Expectations in the MEL-SELF Randomized Clinical Trial of Patient-Led Surveillance for Recurrent Melanoma: Content Analysis of Survey Responses.

Limited data exist on the motivations and expectations of participants when enrolling in dermatology clinical trials, including melanoma early detection trials. Understanding participant motivators for research engagement has been identified as a prioritized area for trial methodology research. The study aimed to determine motivators of participation and expectations from trial involvement among patients enrolled in the MEL-SELF randomized clinical trial of patient-led surveillance for new or recurrent melanoma. The MEL-SELF trial is recruiting patients previously treated for localized melanoma, who own a smartphone, have a partner to assist with skin self-examination (SSE), and attend routinely scheduled follow-up at specialist and primary care skin clinics in Australia. We evaluated responses from the first 100 randomized participants to 2 open-ended questions about their motivations and expectations for participating in the trial, administered through the internet-based baseline questionnaire. A total of 3 coders independently coded the free-text responses and resolved discrepancies through consensus. Qualitative content analysis by an iterative process was used to group responses into themes. Responses from potential participants who were not randomized and the 404 participants randomized subsequently into the trial, were also checked for new themes. Coding and analysis were conducted in Microsoft Excel. Out of the 100 survey participants, 98 (98%) answered at least 1 of the 2 questions. Overall, responses across the motivation and expectation items indicated 3 broad themes: community benefit, perceived personal benefit, and trusting relationship with their health care provider. The most common motivators for participation were related to community benefit. These included progressing medical research, benefitting future melanoma patients who may have similar experiences, and broader altruistic sentiments such as "helping others" or "giving back." The most common expectations from the trial related to personal benefit. These included perceived improved outcomes such as earlier diagnosis and treatment, access to additional care, and increased self-empowerment to take actions themselves that benefit their health. Patients expressed a desire to gain health-related knowledge and skills and were interested in the potential advantages of teledermatology. There were no new themes in responses from those who were not randomized or were randomized subsequent to the first 100. We report a tailorable, patient-focused approach to identify drivers of research engagement in clinical research. Clinical trials offer an opportunity to collate a substantial evidence base on determinants of research participation and to identify context-specific factors. Results from the MEL-SELF trial emphasized notable altruism, self-empowerment, and perceived advantages of teledermatology as specific motivators. These findings informed consent processes, recruitment, retention, response to trial tasks, and intervention adherence for the MEL-SELF host trial. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12621000176864. https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=379527.

Digital skills and self-efficacy: Unpacking their influence on faculty research engagement

Digital skills and self-efficacy: Unpacking their influence on faculty research engagement

Researcher and partner perspectives on the relationship between engagement in research and three uses of patient-centered comparative clinical effectiveness research study findings

BackgroundThe uptake of research findings into clinical practice is critical to providing health care that improves health outcomes for patients. This study explored how Patient-Centered Outcomes Research Institute (PCORI) awardees perceive the relationship between engagement of patients and other partners in research and three uses, or applications, of patient-centered comparative clinical effectiveness research (CER) study findings, which may lead to uptake in clinical practice: (1) Integration into clinical practice guidelines, recognized point-of-care decision tools, or documents that may inform policy; (2) Implementation beyond the study, including at sites outside of the study setting or patient populations; and (3) Active dissemination of findings to specific audiences by parties external to the study team.MethodsThis exploratory qualitative study examined awardee and partner perceptions of what led to each use of study findings and how engaged partners contributed. We purposively selected PCORI-funded research projects with documentation of each use and conducted virtual interviews with 42 individuals (15 PIs or project leads, 2 research team members, and 25 partners) from 17 projects. We conducted thematic analysis of individual projects or project sets, across projects within each use case, and across the three uses.ResultsParticipants described three primary activities in which engaged partners made contributions before, during and after CER studies that facilitated the use of study findings: (1) generating relevant study findings, (2) distributing study findings strategically, and (3) making connections to people or organizations outside the study team. In addition, engagement continued to facilitate the use of study findings during subsequent PCORI-funded implementation and dissemination-specific projects, with partners adapting interventions and creating and tailoring dissemination messages and products. Finally, participants described attributes of teams’ engagement approaches that may have supported partner contributions, including early and ongoing engagement, leveraging partners’ connections and understanding of community needs, and using multiple engagement approaches.ConclusionThis study identified examples of how engagement can help facilitate the use of CER study findings, especially when engagement contributions occur in meaningful ways. Findings from this study suggest a framework for future research on the relationship between engagement in research and uptake of study findings into clinical practice.

Assessment of the Psychometric Properties of the Hospital's Culture of Nursing Research Scale Among Nurses.

Background and Purpose: The "Hospital's Culture of Nursing Research Scale" (HCNRS) is a critical assessment tool in health care research. It was created in response to the rising acknowledgment of nursing research's critical role in improving patient care outcomes. This study aimed to develop the HCNRS to assess the nurses' perceptions of the hospital's culture of nursing research. Methods: This study utilized the instrument development design in developing the HCNRS. The study was conducted in Astana, Kazakhstan, from May to September 2023. The study followed three major stages of scale development: "item development," "scale development," and "scale evaluation." "Principal component analysis" (PCA; n = 387) and "confirmatory factor analysis" (CFA; n = 362) were performed in this study. Cronbach's coefficient α was computed for reliability. Results: The PCA on the 32-item HCNRS revealed five factors with an eigenvalue of above 1, contributing 66.0% of the model's total variance. The CFA revealed the following findings supporting the five subscales of the HCNRS-R: χ 2 /df = 2.65, root mean square error of approximation = .068 (90% CI [0.063, 0.072]), comparative fit index = 0.92, Tucker-Lewis index = 0.91, and standardized root mean square residual = .04. Based on the items that loaded in each factor, the subscales were labeled "Research Ethics, Integrity, and Supportive Culture," "Nursing Research Institutionalization," "Hospital's Financial Support and Incentives for Research Initiatives," "Nursing Research Engagement and Innovation," and "Nursing Research Integration and Career Support." The computed Cronbach's coefficient α of the entire scale was .963. For its subscales, the Cronbach's coefficient α ranged from .833 to .953. Conclusions: The study developed a five-factor HCNRS to evaluate the multifaceted aspects of nursing research culture in hospital settings. Health care institutions can utilize this scale to identify areas for improvement in research culture and implement strategies to foster research ethics, integrity, and innovation. This tool can also be used by hospital leaders, policymakers, and nurse researchers seeking to evaluate the research culture within their health care organizations.