Embedding research into practice: making protected time work

I believe recent calls for protected learning time for pharmacy professionals are timely and necessary. While research is one of the four pillars of professional practice, pharmacy professionals across the UK show a lack of confidence and activity in this area^​1–3​. Time pressure is consistently cited as a major barrier to research engagement^​4,5​, and explicit recognition that research requires space within professional roles is an important step towards a more research-active pharmacy workforce. 

Growing evidence suggests that while protected time is beneficial for both clinical skill development and research activity, self-directed protected time that may be effective for clinical development is less likely to translate into meaningful research engagement, unless it is accompanied by wider structural and cultural support^​5​. This understanding is reflected in the ‘Draft UK pharmacy research strategy’^​6​ and emerging outputs from the National Institute for Health and Care Research pharmacy professionals incubator, which emphasise capability, culture and system readiness alongside time. 

Professor Delyth James, Gwenno Roberts and I recently completed a rapid literature review, examining interventions designed to increase research engagement across healthcare professions^​7​. We found that nine interlinked elements were associated with positive research activity: strategy, funding, partnerships with higher education institutions, physical resources, networking, mentorship or supervision, training, professional identity and protected time. Interventions that focused on protected time in isolation were uncommon; where impact was observed, time was embedded within a broader system of support. 

For many pharmacy professionals — particularly those working outside research-active environments — protected time without support may inadvertently amplify existing uncertainties about how to engage in research, what constitutes appropriate research activity and how research translates into practice. In these contexts, time alone does little to address identified gaps in confidence, skills, supervision or access to governance structures^​1,2,4​ and may lead to protected time being used disproportionately for clinical development over research. 

If protected research time is to deliver value for patients, services and the profession, it must be embedded within a coherent approach that supports the development and sustained use of research skills. Our rapid review suggests that this includes leadership that frames research as a core professional activity, access to mentorship and training, practical partnerships with academia, and clear alignment between research activity and service need. 

As the profession continues to advocate for protected professional development time, attention should be given to the wider support needed for research-focused activity, ensuring pharmacy professionals have the clarity and confidence needed to use that time well.

Sarah Brown

Candidate for the inaugural elections to the Welsh Pharmacy Advisory Council