making choices, facing challenges
developing your research career in nursing, midwifery and the allied health professions
4. where do I start?
It's the question many people in similar situations to yourself will ask, and it is a crucial one to get right.
Some people become disillusioned when they pitch themselves into the research stream at the wrong level and quickly find they are out of their depth. Don't allow that to happen to you.
The place to start is by asking yourself some questions that relate to you, to the research you are interested in pursuing, and to the support you might be able to access.
YOU
Are you:
a registered nurse/midwife/AHP?
experienced in your area of work?
qualified to (at least) first-degree level?
a self-starter?
a team-worker?
able to identify short and long-term aims?
focused on outcomes?
committed to service improvement?
knowledgeable about the system within which you work?
able to see the links between research, education and practice?
committed to developing a practice-based research career?
If you can say 'yes' to all or most of these, you're already on your way...
In addition, have you considered the following:
How deep is your interest in research? There is a number of different 'levels' of research engagement 7 - how far do you want to go? Do you wish to be a consumer of research with perhaps occasional involvement in a project, or are you bent on a research career with the potential to prepare you to be a leader of research programmes? If it's the latter, you should be thinking about training to PhD level, or taking postdoctoral studies.
How will working on your PhD or postdoctoral project affect your terms and conditions of employment?
What work opportunities might be available to you on completion of your studies?
RESEARCH
Is your proposed area of research interest:
relevant to meeting the health needs of the people of Scotland?
linked to the work of NHSScotland or your employing agency?
related to your own area of clinical practice expertise?
complementary to the research portfolio of a particular research consortium or HEI and the local NHSScotland research agenda?
amenable to being addressed by an accepted, validated or trustworthy research method?
liable to raise any ethical issues - for instance, are you planning to conduct research with vulnerable patient/client groups?
SUPPORT
Do you have:
the possibility of employer support for pursuing research training?
access to advice from experienced researchers and experts within your clinical field to help you develop a good, clear research question?
access to a research centre with a good track record in your area of interest, either within an established consortium or in a particular HEI?
reliable mentors/supervisors in your place of work and chosen research centre?
a reasonable idea of the probable costs of the project and access to potential funding support?
a firm schedule for the development of your research?
access to resources (people, libraries, internet, etc.)?
5. getting the answers...
Having asked all of the questions in the previous section, you will probably find that you can say 'yes' to some, 'no' to a few, and 'not sure' to others. This section will hopefully give you some ideas on how you can turn 'no' and 'not sure' into 'yes'.
YOU
Apart from making sure you have sufficient experience in your area of practice, are enthusiastic about the potential of research to improve services and are qualified to the appropriate professional and academic levels, what else can you do to prepare yourself for taking on research training?
Once you have refined your thinking about what you want to do and how, the following will help you move forward.
Use the linked website - www.nes.scot.nhs.uk - to identify someone within a research consortium or HEI with whom you can discuss your ideas and plans. Be bold, and go for the best person in the field. That can seem a bit intimidating, but it is vital to get the most authoritative advice possible at this stage of your research career - the decisions you make at this point will impact on everything else you do thereafter, so base them on the best possible advice.
Think very seriously about the potential benefits of the research for your own development and the development of the service in which you work. Speak to you manager, mentor or supervisor - ask him or her to tell you how he or she thinks your research training would boost the service. And open negotiations on what kinds of job opportunities might be available to you during and after your research training.
Work through with your colleagues, family and friends the implications of taking on study at PhD or postdoctoral level. It's a big undertaking that is bound to have an impact on your professional and social life. Speak to someone who has been over the course before. You may already be aware of a PhD-qualified or postdoctoral researcher in your field you can talk to; if not, contact an HEI with a particular interest in your chosen area of research (see the linked website - www.nes.scot.nhs.uk - for details).
RESEARCH
Developing your research question is a process that takes place over time, and doesn't happen overnight. It is subject to a number of influences, including advice from experienced contacts. When developing your research question:
base the question in problems and issues experienced in, or related to, your clinical practice
establish precisely what you want to find out, and why it's important that you do so
find out what is already known about the question that interests you
seek out research seminars and other opportunities to meet people, develop networks and refine your thinking about the question
consider an appropriate 'match' of research question and proposed research methodology and methods
share what you plan to do with a critical audience - an experienced researcher in a consortium or HEI, a respected clinician and a senior manager in your workplace, for instance - and keep them posted on your progress.
When considering a HEI to approach, look for those that offer:
opportunities for high-quality research training
an established research ethos and culture with experienced research leaders from across the professions who have an interest in your area of clinical expertise
excellent arrangements for supervision and mentorship
research interest that builds into a strong body of expertise and knowledge
understanding of the importance of collaborative working across departments and with other key stakeholders, particularly NHSScotland
possibilities for further study at postdoctoral level.
SUPPORT
Support from a variety of sources will be crucial in helping you see your research training through to a successful conclusion. You will need to secure support from the following.
Family and friends. The PhD or postdoctoral studies route can be a lonely one at times, and you will benefit from the support of family and friends who have been prepared in advance to understand the challenges you face.
A HEI with the requisite levels of research experience and interest to support you through high-quality supervision and training. You'll find a lot of information about the qualities and areas of research interest of Scottish HEIs on the linked website ( www.nes.scot.nhs.uk), and you can arrange for informal visits or conversations with senior personnel.
Your employers. They will be crucial not only in providing you with financial and moral support, but will also be instrumental in helping to disseminate the results of your research and translating them into changes in practice at clinical level. Your manager or supervisor would be the right person to approach in the first instance.
Experts who are experienced in the area you are researching, both in clinical and academic settings, who can act as advisors and mentors. The websites of HEIs tend to offer information about the research interests of individual members of staff. Trace their published papers and assess how relevant they are to your area of interest. The linked website offers more information to assist you in your search.
Research consortia, research centres, research networks and special interest groups that have a particular focus on your area. Your employing organisation, royal college, professional organisation or trade union may also be able to provide support, particularly through access to resources such as special interest groups, research interest groups and journal clubs.
Patient support and voluntary organisations who may be interested in your research. These organisations are generally very keen to promote relevant research that will be of benefit to their constituent groups.
Sources of potential funding to support your training and provide ongoing income. The linked website - www.nes.scot.nhs.uk - will help you access sites that have up-to-date information on potential funding sources to support research across a range of topic areas. Your local NHS Board and HEI may also be able to advise.
6. what should I do next?
The key thing now is to follow your hopes and aspirations, stay focused on the task, and don't listen to cynics who tell you it can't be done!
All of the researchers you know and admire have, at some point in their careers, been in exactly the same position as you are now. And each one of them will readily acknowledge that they couldn't have attained what they have achieved without the support, encouragement and advice of many people, in particular experienced fellow-researchers.
The clinical research career route isn't an easy option, and you will face many exacting challenges. But it's a choice that gives you the opportunity to be involved in exciting, varied and stimulating work, and ultimately gives you the satisfaction of knowing that you are making a vital contribution to the development of quality services for patients and clients.
So, the message is:
THINK IT THROUGH
TALK IT THROUGH
SEE IT THROUGH!
And remember, you can access more information on the linked website: go to www.nes.scot.nhs.uk and follow the instructions, which will guide you to the site.
Good luck!
References
1. Scottish Executive Health Department (2002) Choices and Challenges: the strategy for research and development in nursing and midwifery in Scotland. Edinburgh: SEHD.
2. Scottish Executive Health Department (2004) Allied Health Professions Research and Development Action Plan. Edinburgh: SEHD.
3. Scottish Executive Health Department (2002) Choices and Challenges: the strategy for research and development in nursing and midwifery in Scotland. Edinburgh: SEHD.
4. Scottish Executive Health Department (2004) Allied Health Professions Research and Development Action Plan. Edinburgh: SEHD.
5, Holdsworth L, Blair V. (2004) The Development and Evaluation of Local and National Mechanisms to Facilitate the Integration of Clinical Effectiveness within the Allied Health Professions (Professions Allied to Medicine). Edinburgh: NHS QIS.
6, Chief Scientist Office (2003) Research Strategy for Health and Healthcare. Edinburgh: The Stationery Office.
7. Scottish Executive Health Department (2002) Choices and Challenges: the strategy for research and development in nursing and midwifery in Scotland. Edinburgh: SEHD.
*In the Choices and Challenges strategy document, these are referred to as research alliances. The term research consortia was adopted after the publication of the strategy.