ESTABLISHING A RESEARCH TRAJECTORY

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ESTABLISHING A RESEARCH TRAJECTORY

• M. Christina R. Esperat, RN, PhD, FAAN

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GLASZIOUS TRIANGLELevels of Research
Engagement(From Del Mar, C Askew, D. 2004,
Annals of Family Medicine, 2suppl. 2)
Degree of involvement in research
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ELEMENTS OF A RESEARCH PROGRAM

• A strong research focus topic is chosen for
  interest as well as for pragmatic considerations
• Existence of substantial research supports
  design, methodological and analytical
• Logistical infrastructure structure and process

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RESEARCH SKILLS AND TRAINING

• Research techniques
• Design and methods
• Biostatistics, qualitative methods, epidemiology
• Ancillary and indirect skills
• Critical thinking
• Project management
• Writing and communication skills

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THE RESEARCH MENTOR
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THE RESEARCH MENTOR

• Single mentor model
• Multiple mentors model

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KEYS TO SUCCESSFUL RESEARCH MENTORING Adapted
from Wallen, G., et al (2005), Developing the
research pipeline. NLN Nursing Education
Perspective, 26(1) 29-33

• Mentor and Mentee establish clear goals for the
  relationship
• As the guide, Mentor must define expectations for
  the mentee
• Effective communication lines must be established
  going both ways
• Mentor shares values related to research and
  nursing on an ongoing basis

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AN INDIVIDUAL RESEARCH TRAJECTORY
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THE INTERDISCIPLINARY RESEARCH TEAM

• Contribute breadth and depth to the knowledge
  building enterprise
• Beginning researchers can build research
  trajectories through IRT
• Most external funding programs encourage
  interdisciplinary research projects

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BUILDING THE IRT

• Reach out for collaborative research
  opportunities
• Involve researchers from other disciplines even
  in small studies
• Needs time, energy and focus to build an IRT
• Building trust and commitment
• Maintenance of the relationship

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COMMUNITY BASED PARTICIPATORY RESEARCH A
Paradigm for Effectiveness Research
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WHY COMMUNITY-BASED PARTICIPATORY RESEARCH?

• A relevant paradigm for effectiveness research to
  eliminate/reduce health disparities
• Builds upon community strength, and holds
  substantial promise for sustainable programs
• Can facilitate a joint overlap of population
  assessment of community-generated perceived and
  actual, evidence-based needs

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WHY COMMUNITY-BASED PARTICIPATORY RESEARCH? (cont)

• Provides opportunities for optimal involvement of
  the community in the knowledge generation process
• May increase the ability to recruit and retain
  subjects in the investigation
• Increased interest at all levels in CBPR

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CBPR AN EXAMPLEPREVENTION AND CONTROL OF
CHILDHOOD OBESITY

• A multi-site public school intervention program
  in West Texas
• Three interventions for promoting healthy
  behaviors during early childhood
• Quasi-experimental design

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CBPR AN EXAMPLE(cont)

• Involves partnerships at both sites community
  coalitions formed
• Community partners involved in all phases of the
  project
• Use of Promotores in project implementation

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CBPR AN EXAMPLE(cont)

• Involves an interdisciplinary research team
• Complex process at multiple levels
• Preparatory phase took three years to develop
• Needs significant resources to pull together

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CBPR AN EXAMPLE(cont)

• A three year project into second year of the
  project period
• Beginning implementation of the interventions
• Funded by the USDA National Research Institute,
  Cooperative Research, Education and Extension
  Services for 1.5 million

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Be a continual learner