Becoming a clinician researcher in allied health
Desley Harvey A F , David Plummer B , Ilsa Nielsen C , Robyn Adams D and Tilley Pain EA Cairns and Hinterland Hospital and Health Service, James Cook University, Cairns Hospital, PO Box 902, Cairns, Qld 4870, Australia.
B Population Health, Griffith University, Parklands Drive, Southport, Qld 4222, Australia. Email: d.plummer@griffith.edu.au
C Allied Health Professions’ Office of Queensland, Level 6, William McCormack Place (Stage 2), 5B Sheridan Street, Cairns, Qld 4870, Australia. Email: Ilsa.Nielsen@health.qld.gov.au
D Discipline of Physiotherapy, College of Health Care Sciences, James Cook University, 1 James Cook Drive, Townsville City, Qld 4811, Australia. Email: robyn.adams@jcu.edu.au
E Townsville Hospital and Health Service, The Townsville Hospital, 100 Angus Smith Drive, Douglas, Qld 4814, Australia. Email: Tilley.Pain@health.qld.gov.au
F Corresponding author. Email: Desley.Harvey@health.qld.gov.au
Australian Health Review 40(5) 562-569 https://doi.org/10.1071/AH15174
Submitted: 18 September 2015 Accepted: 12 November 2015 Published: 25 Janaury 2016
Abstract
Objective Combining research with clinical practice has benefits for health services and practitioners. There is limited information available on strategies used by health professionals to balance research with high clinical service demands. The aims of the present study were to examine how research is initiated and to identify the factors that influence the successful integration of research into a clinical work role.
Methods Semistructured recursive-style interviews were conducted with 15 research-active allied health professionals at regional health services using a combination of criterion and purposive sampling. Interviews were recorded, transcribed and analysed using constant comparative techniques to identify dominant themes, which were integrated to create a conceptual model.
Results Becoming a clinician researcher involved four phases: (1) a research debut; (2) building momentum; (3) developing a track record; and (4) becoming an established clinician researcher. A research debut was enabled by pre-entry exposure to research or through quality activities, predisposing personal characteristics and research opportunities at work. Quarantined time for research, a research-friendly workplace culture and supportive research relationships enabled a clinician to thrive as a researcher despite the challenges.
Conclusion The clinician researcher career trajectory contributes to a better understanding of how a research career commences and develops in clinical settings. It may assist to develop strategies to support research capacity building.
What is known about the topic? There are potential benefits for clinicians and health services that flow from incorporating research into clinical roles. Factors that motivate, enable and constrain allied health research in clinical settings have been identified, but little is known about how a research career is initiated and progresses over time.
What does this paper add? The present study contributes an important career path understanding to the successful development of research capacity from a clinician perspective. The clinician researcher career trajectory delineates four phases and identifies enabling and constraining factors. The study highlights the combination of factors that can initiate a research debut and lead clinicians to thrive as researchers.
What are the implications for practitioners? Conducting research can provide an opportunity for a professional challenge and increased job satisfaction. A research-friendly environment, supportive research relationships and quarantined time for research contribute to research output in clinical settings.
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