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Embedding research within occupational therapy pre-registration training: A concept mapping study engaging staff and student voices

Lookup NU author(s): Dr Katie Hackett, Julie Lowe, Dr Phillip Whitehead



This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).


© The Author(s) 2024. Introduction: Occupational therapists require research and evaluation skills to deliver evidence-based care, making research education integral to their training. We aimed to develop a student and staff-informed strategy to further embed research into the occupational therapy programmes and enhance the research culture at a United Kingdom Higher Education Institution. Method: We used group concept mapping to gather ideas from students and staff on how to embed research and improve research culture within the occupational therapy programmes at a United Kingdom Higher Education Institution. Participants generated, sorted and rated ideas for importance and success. We analysed the data to create a concept map and identified rating values for the themed clusters and their ideas. Results: The concept map contained four themed clusters of ideas: Wider research community, Integration of research into the core programme, Advanced research support and capacity building and Research awareness. Successes and improvement targets were identified within each cluster. Conclusion: Group concept mapping provided a structured and comprehensive method to develop a strategy for embedding research and fostering a research culture in occupational therapy programmes at a higher education institution. The four-themed concept map and identified priority targets serve as a foundation for implementing the strategy and improving research integration in occupational therapy education.

Publication metadata

Author(s): Hackett KL, Atkin H, Kamalakannan S, Murray Mendes S, Lowe JA, Whitehead P, Bradley G

Publication type: Article

Publication status: Published

Journal: British Journal of Occupational Therapy

Year: 2024

Pages: ePub ahead of Print

Online publication date: 22/05/2024

Acceptance date: 18/04/2024

Date deposited: 03/06/2024

ISSN (print): 0308-0226

ISSN (electronic): 1477-6006

Publisher: SAGE Publications Inc.


DOI: 10.1177/03080226241253102


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Funder referenceFunder name
Department of Social Work, Education and Community Wellbeing, Northumbria University