Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach

Arlinda Ruco; Sara Morassaei; Lisa Di Prospero

doi:10.1097/QMH.0000000000000443

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach

Qual Manag Health Care. 2024 Feb 28. doi: 10.1097/QMH.0000000000000443. Online ahead of print.

Authors

Arlinda Ruco¹, Sara Morassaei, Lisa Di Prospero

Affiliation

¹ Author Affiliations: Interdisciplinary Health Program, St Francis Xavier University, Antigonish, Nova Scotia, Canada (Dr Ruco); Peter Gilgan Centre for Women's Cancers, Women's College Hospital, Toronto, Ontario, Canada (Dr Ruco); Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada (Mss Morassaei and Di Prospero); School of Rehabilitation Therapy, Queen's University, Kingston, Ontario, Canada (Ms Morassaei); and Department of Radiation Oncology, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada (Ms Di Prospero).

PMID: 38414261
DOI: 10.1097/QMH.0000000000000443

Abstract

Background and objectives: Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center.

Methods: We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting.

Results: The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level.

Conclusions: Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.