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Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff

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Title: Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff
Language: English
Authors: Katie Dooley Cawley (ORCID 0009-0009-7069-1381), Helen Stringer (ORCID 0000-0002-7470-2166)
Source: International Journal of Language & Communication Disorders. 2025 60(5).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Speech Language Pathology, Speech Therapy, Allied Health Personnel, Research, Capacity Building, Behavior Change, Foreign Countries, Research Skills, Standards, Barriers, Research Training
Geographic Terms: United Kingdom
DOI: 10.1111/1460-6984.70116
ISSN: 1368-2822
1460-6984
Abstract: Background: Research Capacity and Culture (RCC) is important for research engagement. Little is known of what speech and language therapy staff perceives to be the barriers or enablers to this at individual, team and organisational levels. Aims: To identify the barriers and enablers to RCC among speech and language therapy staff, using behaviour change theory as a framework, and to explore their self-reported level of research engagement. Methods: Participants completed an online survey through purposive sampling. The survey and results were analysed following the Theoretical Domains Framework (TDF) and Capability, Opportunity and Motivation (COM-B) model, informed by the RCC Tool. Quantitative data were analysed using descriptive statistics. Percentage responses for 'Yes', 'No' and 'Don't Know' were categorised as barriers, enablers and don't know. Total percentage scores were classified as weak (0%-33.33%), moderate (33.34%-66.66%) or strong (66.67%-100%). Free text responses were analysed using NVivo (v12.0) and a structured categorisation matrix of barrier and enabler. Labelled emotions were the unit of analysis. Finally, participants selected a category reflecting their level of research engagement. Outcomes and Results: Fifty-seven (response rate 73.08%) speech and language therapy staff members from an NHS Trust participated. Barriers and enablers were represented across eight domains of the TDF. At the individual level, knowledge and skill for activities linked to research-related professional standards from the HCPC were strong or moderate enablers, except one. More advanced research activities were rated as strong or moderate level barriers. For motivation, participants' beliefs about the benefit to clinical practice and desire to engage in more research activity (91.23% and 71.93%) were strong enablers. At the team and organisational level, time was a moderate strength barrier. Overall, there was poor knowledge of the availability of support and supervision. For environmental context and resources, library access was a strong enabler (98.25%); all other factors were weak enablers. For the level of research engagement, 52.63% were 'Research Conscious', 24.56% 'Research Participative', 21.05% 'Research Active' and 1.75% unknown. Conclusions and Implications: Barriers and enablers to RCC were identified at all levels of study. Participants demonstrated motivation to engage in research and beliefs in its positive impact on practice. Barriers included a lack of knowledge and skills for more advanced research activities, time, resources, funding and information about the support or opportunities available. Findings provide insight into RCC for speech and language therapy as a profession.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484219
Database: ERIC
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  Data: Use of the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework to Understand Barriers and Enablers of Research Capacity and Culture for Speech and Language Therapy Staff
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  Data: <searchLink fieldCode="AR" term="%22Katie+Dooley+Cawley%22">Katie Dooley Cawley</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7069-1381">0009-0009-7069-1381</externalLink>)<br /><searchLink fieldCode="AR" term="%22Helen+Stringer%22">Helen Stringer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7470-2166">0000-0002-7470-2166</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2025 60(5).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Therapy%22">Speech Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Skills%22">Research Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Training%22">Research Training</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1111/1460-6984.70116
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  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Research Capacity and Culture (RCC) is important for research engagement. Little is known of what speech and language therapy staff perceives to be the barriers or enablers to this at individual, team and organisational levels. Aims: To identify the barriers and enablers to RCC among speech and language therapy staff, using behaviour change theory as a framework, and to explore their self-reported level of research engagement. Methods: Participants completed an online survey through purposive sampling. The survey and results were analysed following the Theoretical Domains Framework (TDF) and Capability, Opportunity and Motivation (COM-B) model, informed by the RCC Tool. Quantitative data were analysed using descriptive statistics. Percentage responses for 'Yes', 'No' and 'Don't Know' were categorised as barriers, enablers and don't know. Total percentage scores were classified as weak (0%-33.33%), moderate (33.34%-66.66%) or strong (66.67%-100%). Free text responses were analysed using NVivo (v12.0) and a structured categorisation matrix of barrier and enabler. Labelled emotions were the unit of analysis. Finally, participants selected a category reflecting their level of research engagement. Outcomes and Results: Fifty-seven (response rate 73.08%) speech and language therapy staff members from an NHS Trust participated. Barriers and enablers were represented across eight domains of the TDF. At the individual level, knowledge and skill for activities linked to research-related professional standards from the HCPC were strong or moderate enablers, except one. More advanced research activities were rated as strong or moderate level barriers. For motivation, participants' beliefs about the benefit to clinical practice and desire to engage in more research activity (91.23% and 71.93%) were strong enablers. At the team and organisational level, time was a moderate strength barrier. Overall, there was poor knowledge of the availability of support and supervision. For environmental context and resources, library access was a strong enabler (98.25%); all other factors were weak enablers. For the level of research engagement, 52.63% were 'Research Conscious', 24.56% 'Research Participative', 21.05% 'Research Active' and 1.75% unknown. Conclusions and Implications: Barriers and enablers to RCC were identified at all levels of study. Participants demonstrated motivation to engage in research and beliefs in its positive impact on practice. Barriers included a lack of knowledge and skills for more advanced research activities, time, resources, funding and information about the support or opportunities available. Findings provide insight into RCC for speech and language therapy as a profession.
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        Value: 10.1111/1460-6984.70116
    Languages:
      – Text: English
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    Subjects:
      – SubjectFull: Speech Language Pathology
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      – SubjectFull: Speech Therapy
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      – SubjectFull: Allied Health Personnel
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      – SubjectFull: Capacity Building
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      – SubjectFull: Behavior Change
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      – SubjectFull: Research Skills
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      – SubjectFull: Barriers
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