BMJ open · 2026
Evaluating the feasibility and acceptability of an online research capacity-building education programme for the health and care workforce: a mixed-methods pilot study.
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Lamont Scott, Berzins Kathryn, Aspinall Georgia, Lowther-Payne Hayley J, Boland Paul, Harris Catherine, Harrison Joanna, Hirst Yasemin, Spencer Joseph, Weldon Jo Catherine, Watkins Caroline Leigh
Аннотация
OBJECTIVES: To evaluate the feasibility and acceptability of an online research capacity-building (RCB) education programme for the health and care workforce and explore its preliminary outcomes.
DESIGN: Mixed-methods pilot study incorporating quantitative survey data and a qualitative group interview.
SETTING: Single Health Innovation organisation in England's North West region.
PARTICIPANTS: Staff working in research, evaluation and innovation-related roles.
INTERVENTIONS: 16 one-hour online RCB education sessions, informed by the Research Capacity and Culture Tool (individual domain), were delivered weekly via Microsoft Teams between February 2024 and October 2024.
PRIMARY AND SECONDARY OUTCOME MEASURES: The primary outcomes were feasibility and acceptability of the programme, assessed through attendance and a participant group interview. The secondary outcome was change in behaviour intention measured pre-post education sessions using the Continuing Professional Development Reaction (CPD-R) questionnaire.
RESULTS: Attendance per RCB education session ranged from 2 to 11 participants. Post-session CPD-R completion was low, limiting matched pre-post analysis, but median scores were generally higher post-session across most constructs. Four themes and eight sub-themes were identified from qualitative data. The four core themes were: establishing a common ground for research capacity building; creating pathways for meaningful involvement; translating knowledge within organisational contexts; and bridging individual development and collective momentum. The online format was received well for its accessibility and convenience, fitting within busy working schedules. Participants also reported increased confidence and perceived skill development.
CONCLUSIONS: This pilot study demonstrates initial feasibility and acceptability of an online format for RCB education within the health and care workforce. The format has potential for delivery at scale, where time and service pressures limit access to face-to-face programmes. Session length and content support require refinement in future iterations. Further research should examine implementation across diverse settings with larger samples.
DESIGN: Mixed-methods pilot study incorporating quantitative survey data and a qualitative group interview.
SETTING: Single Health Innovation organisation in England's North West region.
PARTICIPANTS: Staff working in research, evaluation and innovation-related roles.
INTERVENTIONS: 16 one-hour online RCB education sessions, informed by the Research Capacity and Culture Tool (individual domain), were delivered weekly via Microsoft Teams between February 2024 and October 2024.
PRIMARY AND SECONDARY OUTCOME MEASURES: The primary outcomes were feasibility and acceptability of the programme, assessed through attendance and a participant group interview. The secondary outcome was change in behaviour intention measured pre-post education sessions using the Continuing Professional Development Reaction (CPD-R) questionnaire.
RESULTS: Attendance per RCB education session ranged from 2 to 11 participants. Post-session CPD-R completion was low, limiting matched pre-post analysis, but median scores were generally higher post-session across most constructs. Four themes and eight sub-themes were identified from qualitative data. The four core themes were: establishing a common ground for research capacity building; creating pathways for meaningful involvement; translating knowledge within organisational contexts; and bridging individual development and collective momentum. The online format was received well for its accessibility and convenience, fitting within busy working schedules. Participants also reported increased confidence and perceived skill development.
CONCLUSIONS: This pilot study demonstrates initial feasibility and acceptability of an online format for RCB education within the health and care workforce. The format has potential for delivery at scale, where time and service pressures limit access to face-to-face programmes. Session length and content support require refinement in future iterations. Further research should examine implementation across diverse settings with larger samples.