|
Cluster 1: Challenges for the professional in relation to practice
|
0.16
|
2.12
|
1.99
|
|
3 The presence of professionals inhibits older people from speaking
|
0.25
|
1.60
|
1.64
|
|
17 Challenges for professionals (involved in the research) in relation to their colleagues
|
0.10
|
2.40
|
2.04
|
|
22 The professionals become coordinators
|
0.33
|
2.50
|
2.26
|
|
25 Professionals feel divided between practice and research
|
0.05
|
2.47
|
2.14
|
|
27 Prestige for the professionals
|
0.27
|
1.97
|
1.89
|
|
28 Professionals may feel that they are in a vulnerable situation
|
0.00*
|
1.83
|
1.74
|
|
32 Extra tasks are assigned to professionals, which takes time from the practice
|
0.16
|
2.52*
|
2.14
|
|
41 Uneven distribution in which professionals are involved
|
0.02
|
2
|
1.78
|
|
42 Ethical challenges in the relationship between professionals and older people
|
0.44
|
2.03
|
1.96
|
|
43 Frustration for professionals in the case of absence of continued funding for research projects
|
0.10
|
2.10
|
2
|
|
44 Frustration for professionals while waiting for research results
|
0.06
|
1.90
|
1.75
|
|
61 Professionals influence research based on their own interests
|
0.07
|
1.77
|
1.82
|
|
69 Research projects take longer
|
0.17
|
2.10
|
2.07
|
|
79 Professionals’ considerations in the recruitment of participants affect the research project
|
0.19
|
2.45
|
2.67*
|
|
Cluster 2: Challenges for professionals in relation to research
|
0.23
|
2.31
|
2.25
|
|
26 Professionals act as interpreters between researchers and practice
|
0.27
|
2.43
|
2.54*
|
|
31 Professionals question the research
|
0.18*
|
2.30
|
2.39
|
|
33 Professionals’ preconceptions affect the results of the research
|
0.19
|
2.60
|
2.41
|
|
49 Researchers become "hostage" to practice
|
0.23
|
1.66
|
1.56
|
|
62 Challenges in the meeting between professionals and researchers due to lack of knowledge of each other’s starting points
|
0.22
|
2.27
|
2.32
|
|
65 Professionals need knowledge about scientific concepts
|
0.18*
|
2.63*
|
2.43
|
|
68 Ethical challenges arise in the relationship between professionals and researchers
|
0.35
|
2.27
|
2.11
|
|
Cluster 3: Prerequisites affecting professionals' involvement in research
|
0.75
|
3.01
|
2.84
|
|
19 Professionals gain confidence in their own ability and knowledge
|
0.48*
|
3
|
2.59
|
|
47 Management and colleagues gain an understanding of the professionals
|
0.97
|
2.70
|
2.54
|
|
48 Learning for the researcher
|
1.00
|
2.97
|
3.18*
|
|
51 Management should ensure conditions exist that facilitates the involvement of professionals
|
0.67
|
3.34*
|
3.11
|
|
74 The practices’ prerequisites influence the implementation of research results
|
0.66
|
3.03
|
2.79
|
|
Cluster 4: Professionals’ involvement increases their interest and engagement in R&D
|
0.30
|
2.91
|
2.85
|
|
24 Professionals become curious about getting training in research
|
0.25
|
2.77
|
2.82
|
|
34 Professionals’ efforts in research are made visible at the political level
|
0.54
|
2.62
|
2.68
|
|
35 Professionals develop a critical approach
|
0.19*
|
2.77
|
2.63
|
|
36 Increased interest in research among professionals
|
0.23
|
2.90
|
3.26*
|
|
38 Professionals inspire further development of practice
|
0.24
|
3.17
|
2.89
|
|
60 Adaptation of research to practice, through the knowledge of the professionals
|
0.46
|
2.97
|
3.11
|
|
76 Professionals are given the responsibility for implementation
|
0.19*
|
3.20*
|
2.57
|
|
78 Improved recruitment of participants
|
0.33
|
2.86
|
2.85
|
|
Cluster 5: Professionals contribute with their knowledge
|
0.15
|
2.96
|
2.83
|
|
16 A common foundation is created that strengthens the professionals as a group
|
0.15
|
3.10
|
2.61
|
|
18 Professionals acquire an understanding of research
|
0.25
|
3.11
|
3.07
|
|
21 Professionals feel involved in research
|
0.14
|
3.24
|
3.22*
|
|
23 Professionals can contribute with their knowledge
|
0.07*
|
3.30*
|
3.19
|
|
29 Professionals find practical solutions
|
0.09
|
3.20
|
3.04
|
|
30 Professionals have an influence on the research process
|
0.17
|
2.87
|
3.04
|
|
37 Professionals make researchers aware of ethical aspects
|
0.16
|
2.55
|
3.04
|
|
39 Professionals contribute with a critical approach
|
0.17
|
2.93
|
2.75
|
|
40 Professionals become spokespersons for the research
|
0.09
|
2.62
|
2.79
|
|
67 Ethical challenges can more easily be handled
|
0.22
|
2.66
|
2.64
|
|
Cluster 6: Bridging the gap between practice and research
|
0.15
|
3.13
|
3.21
|
|
9 Increased consensus between professionals and researchers
|
0.30
|
3.27
|
3.3
|
|
10 Mutual learning between professionals and researchers
|
0.25
|
3.33
|
3.36*
|
|
11 Professionals and researchers acquire an understanding of each other
|
0.26
|
3.23
|
3.29
|
|
12 Communication between professionals and researchers gains attention
|
0.25
|
2.90
|
3.15
|
|
13 Integration of research and practice perspectives
|
0.25
|
3.10
|
3.07
|
|
14 Conditions for research through networks are created
|
0.21*
|
2.93
|
3.04
|
|
15 Trust and confidence are required between all involved in the research project
|
0.35
|
3.07
|
3.3
|
|
46 Bridges are built between different organizations
|
0.29
|
3.10
|
3.07
|
|
55 A bridge is built between practice and research
|
0.29
|
3.23
|
3.32
|
|
59 Additional value for researchers and professionals
|
0.24
|
3.17
|
3.29
|
|
64 Dialogue between professionals and researchers is needed for consensus
|
0.31
|
3.37*
|
3.25
|
|
72 Research is de-dramatized
|
0.30
|
2.90
|
3.14
|
|
Cluster 7: Applicable research that benefits practice
|
0.15
|
3.08
|
3.17
|
|
20 Professionals feel commitment for research
|
0.10
|
3.17
|
3.15
|
|
50 Increased legitimacy for research projects
|
0.09
|
2.90
|
3.19
|
|
52 Researchers translate professionals’ expert knowledge into management and politics
|
0.22
|
2.90
|
3.04
|
|
57 A clearer picture of the problem is created through external monitoring
|
0.25
|
2.93
|
3.14
|
|
70 The research project becomes anchored in practice
|
0.19
|
3.40*
|
3.41*
|
|
71 More useful research results
|
0.13
|
3.07
|
3.26
|
|
73 More research questions are generated
|
0.10
|
2.83
|
2.93
|
|
75 Faster implementation of research results in practice
|
0.19
|
3.20
|
3.11
|
|
77 Dissemination of research in practice is facilitated
|
0.21
|
3.21
|
3.25
|
|
80 Better quality of collected data
|
0.04*
|
3.23
|
3.21
|
|
Cluster 8: Research that benefits older people
|
0.16
|
3.13
|
3.08
|
|
1 Prevention of ill health and improving the health of the older people
|
0.09
|
3.17
|
3.11
|
|
2 Situational information that contributes to learning among older people
|
0.14
|
2.93
|
2.86
|
|
4 Creation of relevant interventions for older people
|
0.06
|
3.30
|
3.14
|
|
5 The research is focused on the everyday needs of older people
|
0.17
|
3.47*
|
3.11
|
|
6 An increased understanding of the needs of the older people
|
0.09
|
3.33
|
3.29
|
|
7 Older people feel secure through trust in the professionals
|
0.28
|
3.14
|
3.07
|
|
8 Professionals enable older peoples’ voices to be heard
|
0.36
|
3.10
|
3.04
|
|
45 Evidence-based practice
|
0.11
|
3.17
|
3.26
|
|
53 The research contributes to a systematic approach in practice
|
0.05
|
3.03
|
2.96
|
|
54 Research has effect in practice independently of research results
|
0.04*
|
2.66
|
2.56
|
|
56 Research results are reported in popular science
|
0.53
|
2.87
|
3.04
|
|
58 Increased social benefits
|
0.14
|
3.40
|
3.43*
|
|
63 Research forms the basis for improvement work
|
0.13
|
3.24
|
3.30
|
|
66 Continuous development of practice
|
0.06
|
3.07
|
2.93
|
