Abstract：
UNASSIGNED: Health and care staff have limited opportunities to design, deliver and lead critical enquiry activities.
UNASSIGNED: To explore barriers and enablers of building capacity, capability and confidence of these practitioners who wish to undertake critical enquiry activity.
UNASSIGNED: A realist conceptual framework including the development of middle range theory allowed analysis of the scholarship process and outcomes. Data were collected through snap surveys, interviews (face to face and online) and project output (posters).
UNASSIGNED: Nine scholars completed the programme and all participated in the study. They all experienced an increase in capacity, capability and confidence in critical enquiry activity. Six overarching themes arose from analysis of the interviews and snap survey data: value; expertise; attitudes; meaningful, responsive support; brain space; and skill and knowledge acquisition.
UNASSIGNED: A combined focus on people and project while staff remained embedded in their work area was key for the growth of skills and knowledge and creating impact from projects. Guilt at having dedicated time to take part in the programme was a self-imposed barrier to building capacity and capability. Social capital (gained from bringing together individuals from different groups with shared values) facilitated bonding, which increased psychological safety and helped enable capability and confidence.
UNASSIGNED: The combination of theory and practice embedded in a real-world context led to positive outcomes for staff, patients, carers and the facilitation team as real-life changes were made in clinical environments.
UNASSIGNED: To explore barriers and enablers of building capacity, capability and confidence of these practitioners who wish to undertake critical enquiry activity.
UNASSIGNED: A realist conceptual framework including the development of middle range theory allowed analysis of the scholarship process and outcomes. Data were collected through snap surveys, interviews (face to face and online) and project output (posters).
UNASSIGNED: Nine scholars completed the programme and all participated in the study. They all experienced an increase in capacity, capability and confidence in critical enquiry activity. Six overarching themes arose from analysis of the interviews and snap survey data: value; expertise; attitudes; meaningful, responsive support; brain space; and skill and knowledge acquisition.
UNASSIGNED: A combined focus on people and project while staff remained embedded in their work area was key for the growth of skills and knowledge and creating impact from projects. Guilt at having dedicated time to take part in the programme was a self-imposed barrier to building capacity and capability. Social capital (gained from bringing together individuals from different groups with shared values) facilitated bonding, which increased psychological safety and helped enable capability and confidence.
UNASSIGNED: The combination of theory and practice embedded in a real-world context led to positive outcomes for staff, patients, carers and the facilitation team as real-life changes were made in clinical environments.
摘要：
■医护人员设计的机会有限，提供和领导关键的调查活动。
■为了探索能力建设的障碍和推动者，这些希望进行关键调查活动的从业者的能力和信心。
■包括中距离理论的发展在内的现实主义概念框架允许对奖学金过程和结果进行分析。数据是通过快速调查收集的，采访(面对面和在线)和项目输出(海报)。
■九名学者完成了该计划，所有人都参加了这项研究。他们都经历了能力的提高，在关键调查活动中的能力和信心。对访谈和快速调查数据的分析产生了六个总体主题：价值；专业知识；态度；有意义的，响应支持；大脑空间；技能和知识获取。
■在员工保持工作领域的同时，对人员和项目的共同关注是技能和知识增长以及项目产生影响的关键。对有时间参加该方案感到内疚，这是建设能力和能力的自我障碍。社会资本（通过将具有共同价值观的不同群体的个人聚集在一起而获得）促进了联系，这增加了心理安全，并有助于实现能力和信心。
■嵌入在现实世界背景下的理论和实践的结合为员工带来了积极的成果，病人,护理人员和促进团队作为现实生活中的变化是在临床环境中进行的.
■为了探索能力建设的障碍和推动者，这些希望进行关键调查活动的从业者的能力和信心。
■包括中距离理论的发展在内的现实主义概念框架允许对奖学金过程和结果进行分析。数据是通过快速调查收集的，采访(面对面和在线)和项目输出(海报)。
■九名学者完成了该计划，所有人都参加了这项研究。他们都经历了能力的提高，在关键调查活动中的能力和信心。对访谈和快速调查数据的分析产生了六个总体主题：价值；专业知识；态度；有意义的，响应支持；大脑空间；技能和知识获取。
■在员工保持工作领域的同时，对人员和项目的共同关注是技能和知识增长以及项目产生影响的关键。对有时间参加该方案感到内疚，这是建设能力和能力的自我障碍。社会资本（通过将具有共同价值观的不同群体的个人聚集在一起而获得）促进了联系，这增加了心理安全，并有助于实现能力和信心。
■嵌入在现实世界背景下的理论和实践的结合为员工带来了积极的成果，病人,护理人员和促进团队作为现实生活中的变化是在临床环境中进行的.
