Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff
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ERIC Institute of Education Sciences
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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2025
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| _version_ | 1867181925413683200 |
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| author | Katie Dooley Cawley Helen Stringer |
| author_facet | Katie Dooley Cawley Helen Stringer Katie Dooley Cawley Helen Stringer |
| collection | Education Resources Information Center |
| contents | Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff Katie Dooley Cawley Helen Stringer Speech Language Pathology Speech Therapy Allied Health Personnel Research Capacity Building Behavior Change Foreign Countries Research Skills Standards Barriers Research Training Background: Research Capacity and Culture (RCC) is important for research engagement. Little is known of what speech and language therapy staff perceives to be the barriers or enablers to this at individual, team and organisational levels. Aims: To identify the barriers and enablers to RCC among speech and language therapy staff, using behaviour change theory as a framework, and to explore their self-reported level of research engagement. Methods: Participants completed an online survey through purposive sampling. The survey and results were analysed following the Theoretical Domains Framework (TDF) and Capability, Opportunity and Motivation (COM-B) model, informed by the RCC Tool. Quantitative data were analysed using descriptive statistics. Percentage responses for 'Yes', 'No' and 'Don't Know' were categorised as barriers, enablers and don't know. Total percentage scores were classified as weak (0%-33.33%), moderate (33.34%-66.66%) or strong (66.67%-100%). Free text responses were analysed using NVivo (v12.0) and a structured categorisation matrix of barrier and enabler. Labelled emotions were the unit of analysis. Finally, participants selected a category reflecting their level of research engagement. Outcomes and Results: Fifty-seven (response rate 73.08%) speech and language therapy staff members from an NHS Trust participated. Barriers and enablers were represented across eight domains of the TDF. At the individual level, knowledge and skill for activities linked to research-related professional standards from the HCPC were strong or moderate enablers, except one. More advanced research activities were rated as strong or moderate level barriers. For motivation, participants' beliefs about the benefit to clinical practice and desire to engage in more research activity (91.23% and 71.93%) were strong enablers. At the team and organisational level, time was a moderate strength barrier. Overall, there was poor knowledge of the availability of support and supervision. For environmental context and resources, library access was a strong enabler (98.25%); all other factors were weak enablers. For the level of research engagement, 52.63% were 'Research Conscious', 24.56% 'Research Participative', 21.05% 'Research Active' and 1.75% unknown. Conclusions and Implications: Barriers and enablers to RCC were identified at all levels of study. Participants demonstrated motivation to engage in research and beliefs in its positive impact on practice. Barriers included a lack of knowledge and skills for more advanced research activities, time, resources, funding and information about the support or opportunities available. Findings provide insight into RCC for speech and language therapy as a profession. |
| format | Recurso educativo Open Access |
| id | eric_EJ1484219 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff Katie Dooley Cawley Helen Stringer Speech Language Pathology Speech Therapy Allied Health Personnel Research Capacity Building Behavior Change Foreign Countries Research Skills Standards Barriers Research Training Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff Katie Dooley Cawley Helen Stringer Speech Language Pathology Speech Therapy Allied Health Personnel Research Capacity Building Behavior Change Foreign Countries Research Skills Standards Barriers Research Training Background: Research Capacity and Culture (RCC) is important for research engagement. Little is known of what speech and language therapy staff perceives to be the barriers or enablers to this at individual, team and organisational levels. Aims: To identify the barriers and enablers to RCC among speech and language therapy staff, using behaviour change theory as a framework, and to explore their self-reported level of research engagement. Methods: Participants completed an online survey through purposive sampling. The survey and results were analysed following the Theoretical Domains Framework (TDF) and Capability, Opportunity and Motivation (COM-B) model, informed by the RCC Tool. Quantitative data were analysed using descriptive statistics. Percentage responses for 'Yes', 'No' and 'Don't Know' were categorised as barriers, enablers and don't know. Total percentage scores were classified as weak (0%-33.33%), moderate (33.34%-66.66%) or strong (66.67%-100%). Free text responses were analysed using NVivo (v12.0) and a structured categorisation matrix of barrier and enabler. Labelled emotions were the unit of analysis. Finally, participants selected a category reflecting their level of research engagement. Outcomes and Results: Fifty-seven (response rate 73.08%) speech and language therapy staff members from an NHS Trust participated. Barriers and enablers were represented across eight domains of the TDF. At the individual level, knowledge and skill for activities linked to research-related professional standards from the HCPC were strong or moderate enablers, except one. More advanced research activities were rated as strong or moderate level barriers. For motivation, participants' beliefs about the benefit to clinical practice and desire to engage in more research activity (91.23% and 71.93%) were strong enablers. At the team and organisational level, time was a moderate strength barrier. Overall, there was poor knowledge of the availability of support and supervision. For environmental context and resources, library access was a strong enabler (98.25%); all other factors were weak enablers. For the level of research engagement, 52.63% were 'Research Conscious', 24.56% 'Research Participative', 21.05% 'Research Active' and 1.75% unknown. Conclusions and Implications: Barriers and enablers to RCC were identified at all levels of study. Participants demonstrated motivation to engage in research and beliefs in its positive impact on practice. Barriers included a lack of knowledge and skills for more advanced research activities, time, resources, funding and information about the support or opportunities available. Findings provide insight into RCC for speech and language therapy as a profession. |
| title | Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff |
| topic | Speech Language Pathology Speech Therapy Allied Health Personnel Research Capacity Building Behavior Change Foreign Countries Research Skills Standards Barriers Research Training |
| url | https://eric.ed.gov/?id=EJ1484219 |