Successful research capacity building in academic nursing and midwifery in Ireland: An exemplar

SummaryBackground g and midwifery education have comparatively recently moved into academia in Ireland. In 2002, nurse tutors who were qualified to Masterʹs degree level assimilated into the third-level sector. Only 11 of the 35 staff (31%) in one university School held, or were undertaking, a PhD. In 2006, childrenʹs nursing and midwifery tutors also moved into third-level institutions. The culture of all assimilating tutors was focussed on teaching, rather than research. ives hool set ambitious plans to develop the research abilities of all academics, setting the goal that 75% of academic staff would either hold, or be undertaking, a PhD by 2010. Objectives were also set to increase external research funding, peer-reviewed publications and conference presentations. s ination of sabbatical leaves, student stipends and periods of reduced teaching load was introduced to provide staff with protected time for doctoral studies. Funding for conference and research expenses was provided, based on the previous yearʹs research output of publications, conference presentations and external funding submissions. s ober 2010, 79% of the 66 School staff either had (n = 23), or were conducting (n = 29), PhDs, surpassing goals set. Peer-reviewed publications and conference presentations had increased by > 20% per year and external research funding totalled €6,351,101 for the previous 5 years. sions research leadership, generous support and liberal encouragement can change a predominantly teaching-focussed culture to one of academic research excellence. This increase in research expertise will lead to better patient/client care and improved education of nursing and midwifery students.