The concept of research is to investigate and study, establish facts, and generate new knowledge. Research can be vast and complex but at its essence, it is about being curious and questioning the status quo. Proposing answers or solutions and testing them out through the rigorous scientific method.   Research has been more simply defined as “a conversation by helping you (as a researcher) and your community (i.e., learned societies) free us (i.e., the general public) from ignorance, prejudice and the half-baked ideas that so many charlatans try to impose on us”¹.  Early research skills can be gained from completing audits, getting involved in service improvement projects, writing articles, getting involved in data analysis and critically reviewing information. So, what could prevent non-clinical staff from getting involved in early research skills?

Kate Pugh’s experience

I have worked for the NHS in a non-clinical role for 18 years. During a team meeting, I was offered an opportunity to conceptualise and lead a service improvement project. I was keen to get involved, although nervous. It turned out to be a small project but a successful one. Following my success, I proudly gained the confidence to take on other projects. With the full support of my manager, who was encouraging and supportive, I stepped out of the little box I had put myself into and learned a whole set of early research skills. Including gathering information and critically questioning and appraising data. These new skills led to me contributing to writing an article² and presenting it at The Royal Wolverhampton’s NHS Trust’s (RWT) sustainability lunch hour. Allowing me to step out of my comfort zone and present to an audience of over 50 people.  I shared my experience of leading a project to make the orthotics department more sustainable. This project went on to win the Fab Change award and has recently been shortlisted for the Chief Allied Health Professionals Officer’s (CAHPO) “Greener AHP Award 2022”.

I have also progressed to another role within the Trust. Had I not taken those critical first steps and been given the opportunity to learn these early key skills I would never have had the opportunity to progress and the chance to contribute to or conceptualise a project that has since won an award. I am interested to know whether everyone has the same opportunities. If not, why not?  Are we missing out on people doing great things just because they were not given the chance?

Having spoken to many non-clinical colleagues it appears all too prevalent that there are non-clinical staff that want to get involved in service development, service projects, or research but they are given the impression that “it’s for other people” and as a result, they are not supported or given the time to do it. Staff with busy work schedules may be reluctant to add more to their workload and subsequently, require support in balancing their work to get involved with other projects which may help their development. Support from leaders is pivotal in ensuring non-clinical staff have access to opportunities and are given the support they need to develop their skills. Had I not received such support, it would have been unmanageable to pursue further projects, which contributed to improving the service I worked in and led to my career development.

The barriers I have discussed regarding support from leaders and managers, and the accessibility of participation is only one aspect of progression.  I have worked for the NHS for 18 years, so why in the past few years am I only just getting involved with new opportunities? There are several factors, but partly the barrier was me. I was a barrier to my own development. Although happy to be vocal and participate as a team member, a lack of confidence, the fear of failing and the question of where to start had held me back. Breaking through those barriers was possibly the hardest but most rewarding of all and in doing so I opened myself up to opportunities. Nothing is a failure if you learn along the way.  I felt empowered and my confidence grew, suddenly, I was contributing ideas and solutions that I didn’t realise I was capable of producing.

If there is something you are interested in and you are given an opportunity to be involved, take it. If there is something you want to contribute, don’t hold back, be heard, and you could be onto the next breakthrough!  Step out of your comfort zone. “Success is not final; failure is not fatal. It is the courage to continue that counts”

Sharon Evans’ experience

I was recently given the opportunity to contribute to writing an article. My first ever contribution to a publication! The chosen subject was one which I felt strongly about and was fairly knowledgeable about however, I felt there were some gaps in my knowledge. As the topic for publication was clear I was able to proceed and find out the background information required to work at closing those gaps. I read media articles, journals, and internet resources and most importantly I asked questions to the right people. Don’t be afraid to speak to people as in my experience everyone that I approached wanted to help and I considered their expertise invaluable.

Once I felt happy with the information I had gathered, I began to write down my thoughts and ideas. There were points along this journey when I doubted myself, was I going off track? Was it relevant? Am I using the right language?  After speaking to colleagues, I learned that these kinds of doubts are normal for those embarking on learning new skills and stepping out of their comfort zone. I read and re-read my contribution repeatedly, adding and deleting where I could, and this led to an improved piece of writing. I genuinely believe that any successful piece of writing comes from the heart. Choose a topic that you are passionate about and knowledgeable about. Develop your knowledge on the subject, evaluate your findings and finally put pen to paper. This is exactly what I did.

Now let’s talk about how the entire process from start to finish made me feel.  Well, at first, I was in a state of self-doubt mixed with the feeling of pure excitement. Controlling the self-doubt so that it did not overshadow the excitement was difficult. As my writing developed my confidence grew and I thought “I can do this.”  Eventually, I said, “I’ve done this” and it was a truly wonderful experience which enabled me to grow as a person.

I recently came across a quote by Albert Einstein, “A ship is always safe at shore but that is not what it’s built for”. We all have a story inside, and we all have the tools to tell it. Don’t be afraid to move out of your comfort zone. Use your experiences and knowledge to its full. You won’t regret it!

Opportunities at RWT

For those who want to engage with research, Dr Nicky Eddison and Claire Flatt host a Community of Research Practice Quarterly (CORP) seminar.  CORP is open to all RWT and Walsall NHS Trust staff. The seminars allow people to present their research projects and their research journeys.  There is an opportunity to discuss all aspects relating to research, ask questions, share experiences, and meet like-minded researchers whilst supporting each other on along the way. Staff are also invited to share audits and service evaluations at CORP to support the development of early research skills. This is an ideal opportunity for non-clinical staff to get involved, start developing their early research skills and ‘test the water’.

Through a methodical and inclusive process, the RWT created a Clinical System Framework (CSF) which values leadership, education, research, governance, the patient voice, and clinical excellence. This framework helps staff at every level in the organisation to understand how they connect to the improvement of care and to understand how they can develop their skills in the context of what is important for patients.

The aims of the research milestones within the CSF are to:

• Support the development of a research culture within the organisation which is embedded within clinical practice
• Share and celebrate research outputs and achievements
• Report staff research activities, such as publications, abstracts, posters, presentations, seminars, and grant applications
• Explore digital innovation and technologies which may enhance best practice and safe care delivery
• Increase the number of Critically Appraised Topics (CAT) groups, led by a dedicated team of experienced researchers
• Deliver a range of short educational sessions to upskill our staff and give them the confidence to engage with research. Including critiquing research papers, referencing, systematic reviews, searching research databases and writing abstracts and writing for publication.

To give staff an opportunity to be involved in research projects we launched an AHP Research Hub, led by a team of experienced researchers in collaboration with Staffordshire University.  The hub invites AHPs and support workers of all grades and experience to join a research project as a full member of the team and learn new skills. We are also growing a network of AHP Research Champions, which will be inclusive of the wider workforce within our AHP services so as not to exclude our non-clinical staff.

Summary

Access to early research skills and opportunities should be open to all staff.  More than that, there is an inequity of access and opportunity therefore, leaders should be cognisant of the potential of non-clinical staff and actively encourage and support them to take opportunities and learn new skills. This article explored how two staff members overcome their lack of confidence and stepped outside of their comfort zone. There is a fine balance between self-corrective lucidity which we all need to employ to ensure we improve and unsubstantiated self-criticism. The latter is what holds us back as we berate ourselves with the narrative that “we’re not good enough”. That negative self-talk you hear is not fact.  It is the vocalisation of our fears.  The next time you hear a negative narrative inside your head. Stop. Question where those fears come from and change the narrative.  After all, we become what we think!

By Sharon Evans, Kate Pugh, Dr Nicky Eddison, and Dr Ros Leslie

References

1. Song DW. What is research? WMU J Marit Aff. 2021;20(4):407-11.
2. Eddison N, Benyahia, S, Pugh, K, Mupawaenda N, Scott S. Why early research skills matter: An exploration of personal journeys. The Institute of Health and Social Care Management. https://ihscm.org.uk/2022/07/15/why-early-research-skills-matter-an-exploration-of-personal-journeys/. Published 2022. Accessed August 22, 2022.
3. Health Education England. Allied Health Professions ’ Research and Innovation Strategy for England. https://www.hee.nhs.uk/our-work/allied-health-professions/enable-workforce/allied-health-professions’-research-innovation-strategy-england. Published 2022.