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Table 2 Eighty statements on what professionals’ involvement in research on ageing and health can lead to, within eight clusters

From: Involvement of professionals in research: knowledge integration, development of practice, and challenges: a group concept mapping study

Cluster solution and statements Bridging valuea Rating I practiceb Rating II researchc
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
  1. aBridging value: the mean value for all the bridging values of statements within the cluster is shown in italics. Asterisks (*) show statements with the lowest bridging value within a cluster
  2. bRating I: Practice: mean rating on a scale from 1 (not at all) to 4 (very much), from the rating of the extent to which the statements can strengthen practice. The mean rating for all the statements within the cluster is shown in italics. Asterisks (*) show statements with the highest rating value within the cluster.
  3. cRating II: Research: mean rating on a scale from 1 (not at all) to 4 (very much) from the rating of the extent to which the statements can strengthen research. The mean rating for all the statements within the cluster is shown in italics. Asterisks (*) show statements with the highest rating value within the cluster