Abstract
The pandemic and the severe restriction it posed on face-to-face human contact accelerated the use of digital tools to support remote interactions and virtual collaborations. It pushed to the fore the role of health and biomedical sciences in developing new technologies to address emerging risks. It also made terminology, previously used exclusively by epidemiologists, a topic of debate and discussion across a myriad of channels and global networks. University-based nursing and healthcare researchers took part in efforts to understand the impact of COVID-19 and find innovative ways to support optimal person-centred care.
The role of academia in civic society is to explore and advance knowledge, challenge preconceived assumptions and contribute to evidence-based practice. Having research-active faculty members, involved in education and training of the next generation of healthcare professionals, is critical. Many of our students are digital natives and part of a generation that never experienced life without the Internet. They are constantly adapting to new technological applications in their lives (Williams, 2019) and are expected to flourish in technology-enabled care settings. Can the same be said of staff members? Is the academic environment where innovative research is taking place fully ready for a digital transformation?
The Australian study that is reported here was set to explore how some researchers successfully engaged with digital technologies and shines a light on some of the challenges that require urgent improvements. It also demonstrates the complexity of the ever-evolving digital terrain within the research environment. It correctly identifies the synergy between staff engagement with digital technologies and the structure and culture of the organisation.
The authors acknowledge that just like their clinical peers, researchers must also strive to hone their digital capabilities as part of a commitment to Continuous Professional Development (CPD). Yet they argue that ‘(more) attention on research setting is needed to ensure a supportive environment’. They helpfully go on to clearly articulate the type of interventions that are needed, as gleaned from participants in the study, who are researchers themselves.
Robust research, expertly conducted whilst using an ethical approach, must continue to inform clinical developments and innovation, shape our understanding of health and trigger professional curiosity. Engagement of nurse researchers with digital technologies is a precursor to conducting such research and acknowledging the need for it is important.
The symbiotic relationship between researchers and research organisations must be demonstrated by facilitated opportunities to enhance personal and professional developments. A covenant between employers and staff should see researchers actively engaged in developing their digital skills and the organisations supporting them through adequate funding, time and appropriate policies.
Would nurse researchers engaged in a similar study, within a UK university, highlight the same issues? That could be an interesting comparison study waiting to be proposed and carried out!
Footnotes
Sharon Levy’s last NHS role was Telehealth Nurse Specialist before joining Edinburgh University. His main research interests focus on digital health and the transition of young people with complex care needs.