Research Handbook for Health Care Professionals

Mary Hickson

• Publisher: Wiley-Blackwell
• Year: 2013
• Print ISBN: 9781405177375
• eBook ISBN: 9781118708033
• Edition: 1
• Topic: Medicine
• Subtopic: Health Care Delivery

The Research Handbook for Health Care Professionals is the essential guide to the entire research process for students and practitioners alike. From conceiving an idea for a project to writing up the findings for publication, the book offers an overview of each stage plus hints and tips, recommendations for further reading and examples spanning a wide range of health professions.

The book comprises three sections: Getting Started, Doing Your Research and Writing Up and Dissemination, and includes chapters on key topics such as formulating your research question, writing the initial research protocol, application for ethical approval, research governance, collecting your data, research methods and preparing a poster for a conference.

Part 1

Getting started and planning your research

The first phase of any research project is to plan exactly how you will carry it out. Good and thorough planning will pay huge dividends when you come to collect data and do analysis. It is important to understand that this phase will take many months, but it is worth doing properly to ensure your final results will be of value and merit publication.

Chapter 1 will help you think through the feasibility of carrying out research where you work, and Chapter 2 gives you a background to how research is governed within health care. The ten chapters following take you step by step through each stage of the planning process.

1

Taking stock

This first chapter should help you assess whether research is for you. Research requires certain skills and it is not for everyone. It is worth thinking through what skills you have, what support is available and how much backing your organisation can give.

1.1 What is research?

Research is the systematic investigation of a specific question in order to establish new facts and draw new conclusions. It involves the discovery of new knowledge and the interpretation and revision of current knowledge.

The process involves asking a question; collating and integrating current knowledge on the topic; designing a method to collect information to inform the research question; and finally developing new conclusions from the evidence.

1.2 Who does research?

Evidence-based practice is encouraged throughout medicine and related professions in order to ensure the treatments and processes we use are sound. Research provides the evidence. Involvement in research can be at various levels. Every health professional should be able to use research; in other words, find and critically appraise the work of others and decide whether it provides enough evidence to change practice. To achieve this some level of research training is given to all health professionals and many students are required to carry out small research or audit projects to practise these skills.

Getting more involved in research could mean helping carry out a research project; perhaps by providing clinical expertise to inform part of a larger project. This would mean that more experienced researchers will lead the project but it will provide an opportunity to start to learn the processes involved in research.

The next level would be to become part of a research team to develop a project, find funding and carry it out. More experienced clinical staff may find research at this level attractive since it offers a method to find answers to problems and improve patient care.

Finally, some health care professionals may wish to pursue a research career in parallel with, or instead of, their clinical career. To do this, a PhD is a minimum requirement, but this qualification could open doors to academic careers, leading research programmes, or teaching others.

The majority of research activity and support tends to be concentrated in larger NHS trusts and particularly in those departments with strong links to universities and teaching students. Nevertheless, research can be successfully carried out in any part of the health service if you have the will and drive to make it happen.

Universities are also centres of research and most successful health researchers will either work for, or have strong links with, a university. Health research is also carried out by commercial organisations and many charities are involved in funding and commissioning research.

1.3 Why should I do research?

All health care professionals are duty bound to provide care that is based on the best evidence available, which demonstrates that the particular therapy, intervention or technique actually works. Not all people are inspired to undertake the task of discovering new evidence, but all health professionals do need to understand how research is done and how to interpret the findings of others. Much of the first part of this handbook will help guide anyone through the process of finding, appraising and interpreting research. Other people will find the challenge of discovery appealing, and for those, the rest of the handbook will offer guidance on how to tackle the process.

1.4 What makes a successful researcher?

First and foremost it is important to realise that research is nearly always a team effort. Do not be seduced into thinking this means all members of the team share the workload equally; if the research is your idea and you are leading the project you will end up doing the bulk of the work. Nonetheless, having other more experienced people on the team means you can draw on their expertise and approach them for advice when you need it. This certainly means you will avoid many errors and it will also save you time. Since health care is often team oriented, there are many opportunities to link into ready formed teams to benefit from their experience and guidance.

Some of the characteristics a researcher needs are an ability to work methodically with attention to detail, good time planning and organisational skills, and an ability to communicate clearly. A good researcher also needs patience, determination, persistence and a thick skin to deal with rejection! Underpinning all of these traits good researchers must be curious, always questioning what they do, and they need to have a desire to pursue answers in the face of many difficulties. If you can identify with this description, research may be just the challenge for you.

On top of these personal characteristics, successful researchers need appropriate support from the organisation in which they work. This includes an environment where:

research effort is valued

time is allocated to undertake research activities including time to pursue clues and ponder

researchers are permitted to develop a network of peer support through professional contacts both within and outside the organisation

the researcher has appropriate autonomy or guidance depending on their experience

team working is promoted to provide local supervision and mentorship

Published research suggests that overall it is having a supportive positive climate in which people can undertake research that has the most impact on research output and success (Bland & Schmitz 1986). You need to think realistically about the place where you work and consider how you will be supported and encouraged to pursue research projects. Try and locate researchers within your organisation and gain their help and support.

This chapter should help you consider whether you are in a position to pursue a research study or develop a research career in your current organisation. There are many transferable skills you can develop independently, but you also need to place yourself in an appropriate environment to really succeed. Research cannot be at the top of everyone’s agenda and sadly this means some dedicated and enthusiastic people can be deterred from this career option; but if you feel research is for you, it is worth persisting and finding the support you need. Research makes for a creative, challenging and satisfying career.

1.5 Research, audit and service evaluation

While research is encouraged within the health service as a means to improve patient care and safety, it is not the only way to do so. The two main alternatives are audit and service evaluation. Although these two processes require some of the same skills as research they are distinct processes with different aims. Table 1.1 outlines the differences between the three processes in detail, but the single key discriminating factor is that of intent. The primary aim of research is to derive new knowledge; audit and service evaluation measure leve...

Table of contents

• Cover
• Contents
• Title Page
• Copyright
• Introduction
• Acknowledgements
• Part 1: Getting started and planning your research
• Part 2: Doing the research
• Part 3: Writing up and dissemination
• End note
• Index