在学习健康系统中桥梁研究和实践:通过学者和临床导师的见解,开发和完善嵌入式学者计划
Windsor Westbrook Sherrill1,2,3, Luke Hall1,2,4, Lawrence Fredendall1,5
1Clemson University School of Health Research Clemson South Carolina USA.
在学习健康系统 (LHS) 中嵌入的学者计划需要强有力的指导和组织支持,以获得成功的研究翻译. 关键的推动因素包括明确的角色和资源,而障碍则涉及错误的期望和不良的整合.
科学领域:
- 医疗保健服务研究 医疗服务研究
- 翻译科学 翻译科学
- 学习健康系统 学习健康系统
背景情况:
- 在学习健康系统 (LHS) 内的翻译性健康研究中,合作至关重要.
- 嵌入式学者计划将研究人员置于临床环境中,以促进研究翻译.
- 了解影响这些计划的因素对于优化其影响至关重要.
研究的目的:
- 检查大学学者融入临床部门的情况.
- 确定影响嵌入式学者计划成功的人际和结构因素.
- 在LHS中探索协作,知识整合和指导的推动因素和障碍.
主要方法:
- 使用与嵌入式学者和导师进行半结构面试的定性研究.
- 主题分析最初是归纳式的,其次是演式的分析.
- 启用者和障碍被分类为学者整合,自主,导师支持,程序成果和机构动态.
主要成果:
- 确定了十个与计划相关的推动因素和障碍.
- 关键的推动因素包括有效的指导,组织的协调和资源的可用性.
- 障碍包括错误的期望,有限的机构支持和学者的不良整合到临床环境.
结论:
- 评估嵌入式学者计划揭示了LHS创新的最佳实践.
- 加强指导机制可以弥合研究和临床实践之间的差距.
- 需要进一步的研究,以有效地运行结构化指导关系.
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