Mentorship to build sustainable research capacity for evidence-based practice
Authors: Dr Sheeja Perumbil Pathrose1,2; Dr Gladis Kabil 1,2; Prof Josephine Chow3
- 1. School of Nursing and Midwifery, Western Sydney University, Sydney, NSW, Australia
- 2. JBI Western Sydney Centre, Sydney, NSW, Australia
- 3. South Western Sydney Nursing & Midwifery Research Alliance, SWSLHD, Ingham Institute for Applied Medical Research, Sydney, NSW, Australia
Introduction
The Systematic Review Mentorship Program––informed by the JBI synthesis methodology and conducted in collaboration with JBI Western Sydney Centre and Southwestern Sydney Local Health District (SWLHD)––was developed to build research capacity of nurse clinicians. This 6-month mentorship program enabled 12 clinicians with limited prior research experience to identify an evidence gap, select a review problem, develop and register a protocol, conduct a systematic search, select eligible studies, analyse data, write up the manuscript and disseminate it. This initiative enhanced team-building, research capacity and informed evidence-based practice, as well as establishing a sustainable mentoring model.
Background
Evidence-informed care is vital in enhancing patient outcomes, and it is a responsibility of health service providers. Despite its importance, the use of research has been identified as a challenge, especially in nursing care delivery. Various factors contribute to the gap in evidence-based practice including, limited research knowledge, time constraints, and lack of support organisational support.
Although nurses are often the first to identify a clinical problem, they often distance themselves from conducting research and using evidence. Mentoring programs are considered essential in health research for bridging this evidence–practice gap. Thus, our program was designed to upskill clinical nurses through JBI-informed systematic review mentoring, tailored to meet their needs.
The mentoring program serves as a model of collaborative knowledge communication, through the reciprocal exchange of expertise between mentors and nurse clinicians. Certified trainers from the JBI Western Sydney Centre and chair of the Southwestern Sydney Nursing and Midwifery Research Alliance partnered in this mentoring initiative. This bi-directional relationship aimed to build collective capacity, with mentors sharing methodological expertise and mentees identifying clinically relevant research priorities and contextual knowledge. Communication strategies adopted in the program were highly interactive, including regular mentoring sessions, webinars, weekly check-ins, and multiple channels for feedback and reflection.
Process
An initial introductory webinar was conducted for all nurse clinicians of SWLHD. An expression of interest was then sought to indicate their potential participation, in consultation with their nurse unit managers, to ensure organisational support. Mentees identified the individual areas of interest and clinically significant topics for conducting a systematic review. Mentors undertook preliminary literature searches based on the indicated topic areas and identified clinically relevant and feasible review topics.
The 6-month mentoring program commenced with a 1-day workshop. The aim was to provide an overview, and the steps involved in conducting a systematic review, developing a research question and review protocol. The workshop included dedicated time to develop a protocol for the identified review question. This was followed by monthly webinars and fortnightly mentoring sessions as well as a second writing day, focused on synthesising the findings of the review. The final 2 months of the program included a weekly mentoring session to develop the manuscript and submit it. This design assisted participants to learn step-by-step while maintaining steady progress towards review completion.
Result/outcome
Two systematic review protocols were registered, and manuscripts were submitted, with one exploring clinical education approaches for new graduate nurses (a scoping review) and the other examining patients’ experiences in nurse-led clinics (a mixed methods systematic review).
Throughout the program, participants gained hands-on experience in using the JBI methodology—developing research questions, writing protocols, designing search strategies, conducting critical appraisals, and synthesising evidence. Mentors noted significant growth in the participants’ research confidence and capability.
A feedback survey showed high satisfaction and strong interest in continuing research engagement, with one participant expressing: ‘The mentoring program not only helped me learn the methodology to conduct a systematic review, but it also allowed me to gain confidence in mentoring others. Writing retreat sessions gave opportunity to learn as a team.’ Importantly, the program established a sustainable mentoring model, with trained mentees now stepping into peer mentor roles to support future cohorts and maintain an ongoing annual cycle.
Challenges/obstacles/lessons learned
Participants of the program possessed varying levels of research experience, requiring mentors to tailor their support accordingly. While a pre-program orientation session helped set expectations, it became clear that clarifying goals early prevented most pacing issues.
Time management emerged as a recurring challenge, as participants balanced clinical responsibilities with the commitment needed for conducting the review. Providing protected time and scheduling writing retreats at key stages proved effective in reducing stress and maintaining momentum.
Mentors also refined participants’ initial topic suggestions to ensure the availability of sufficient published literature, resulting in two well-defined and meaningful review topics. These experiences underscored the value of structured onboarding, realistic topic selection, consistent mentoring touchpoints, and flexibility within the program’s design.
Next steps
The program will now be conducted annually, with former mentees taking on co-mentoring roles to guide and support new cohorts. Submission packages for the two completed manuscripts are being prepared for peer-reviewed journals to ensure appropriate recognition and visibility for participants.
Future iterations of the program will expand capacity-building efforts by introducing additional modules, such as qualitative synthesis and guideline development. Program impact will be monitored through ongoing evaluation of participant confidence, research outputs, and contributions to evidence-based practice in clinical settings.
Plans are also underway to seek funding support or institutional accreditation to offer continuing professional development (CPD) credits or formal recognition for participants.
Conclusion
This mentoring experience illustrates how combining structured learning, dedicated mentoring, and practical focus delivers both capacity development and scholarly outcomes—transforming clinician engagement in evidence-based practice. By fostering collaborative knowledge-sharing, building research skills and creating a sustainable mentoring cycle, the program contributes to evidence-informed healthcare systems. This model not only empowers individual practitioners but also supports the translation of research into clinical practice, promoting continuous improvement and sustainable, high-quality patient care.
References
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Hendricks, J., & Cope, V. (2017). Research is not a ‘scary’ word: Registered nurses and the barriers to research utilisation. Nordic Journal of Nursing Research, 37(1), 44-50. https://doi.org/10.1177/2057158516679581
Owusu, L. B., Scheepers, N., & Tenza, I. S. (2025). Barriers and facilitators influencing research utilization in clinical nursing and midwifery: An exploratory qualitative study. International Journal of Nursing Studies Advances, 8, 100354. https://doi.org/https://doi.org/10.1016/j.ijnsa.2025.100354
To link to this article - DOI: https://doi.org/10.70253/PBZW9038
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