Preethy D’Souza Senior research fellow, UCL Social Research Institute, University College London, London, England
Baby Nayak Professor, Department of Pediatric Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, India
Bhumika TV Director general, Campbell South Asia, Delhi, India
Kelly Dickson Associate professor, UCL Social Research Institute, University College London, London, England
Sandy Oliver Professor, UCL Social Research Institute, University College London, London, England, and Faculty of the Humanities, University of Johannesburg, Auckland Park, Johannesburg, South Africa
Why you should read this article:

• To understand a collaborative learning model for developing ‘training the trainer’ courses

• To develop training programmes on indigenising systematic reviews to local contexts

• To gain insights into adult learning and teaching strategies

Background Developing a workforce with the skills to produce and make judicious use of evidence for policy and practice decisions requires trainers who can tailor evidence and training to policy and practice priorities.

Aim To describe how a collaborative learning model adapted a systematic review course to suit Indian nurse educators and research scholars in the conduct and use of systematic reviews.

Discussion A collaborative learning team of academics and research scholars brought together expertise in nursing education in India, and evidence synthesis in India and the UK. Participants found the course was highly beneficial, enhanced independent and critical thinking, and instilled them with the confidence and skills to deliver such courses to Indian researchers, nurses and other healthcare professionals.

Conclusion Contextualising materials and methods to participants’ experiences made learning more relatable. The use of adult learning approaches enabled participants to apply the same approaches when leading training in their own institutions and underpinned long-term sustainable working relationships between facilitators and learners, leading to new studies and new resources to support evidence-informed decision-making.

Implications for practice An educational intervention on ‘indigenising systematic reviews’ with online collaborative learning can produce improvements in the knowledge and skills of participants. Advantages of this educational approach include its flexibility, active involvement of participants and sustainable partnership building. The principles and methods used could be replicated in any setting to train trainers.

Nurse Researcher. 31, 4, 14-20. doi: 10.7748/nr.2023.e1882

Correspondence

preethydsouzaa@gmail.com

Peer review

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

Conflict of interest

None declared

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