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 |