A theory‐based research literacy intervention for nurses: A pilot study

Abstract

Objectives Difficulties with understanding research literature can lead to nurses having low engagement with evidence‐based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy. Methods An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self‐efficacy was measured at baseline and posttest using the Self‐Efficacy in Evidence‐Based Practice instrument (26 items on an 11‐point scale for total scores from 0 to 260). Research comprehension was measured with a 10‐question quiz (range 0−10). Results When analyzed with a paired t‐test, EBP self‐efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive. Conclusion This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.

What scholarly practice means to respiratory therapists: An interpretive description study

“…Without some research literacy, RTs may struggle to engage in scholarly practice, and understand and use research evidence to inform their practice, which can lead to suboptimal patient outcomes 68 . Interventions or programmes such as regular continuing professional development focused on research literacy, training on critical appraisal, and developing scholarly communication skills framed in adult and social learning theories could be avenues worth pursuing 69–71 …”

“…68 Interventions or programmes such as regular continuing professional development focused on research literacy, training on critical appraisal, and developing scholarly communication skills framed in adult and social learning theories could be avenues worth pursuing. [69][70][71] Understanding the significance of scholarly practice in RTs has several practice implications. First, it highlights the need to promote a professional culture that values research and innovation by providing…”

Collaborative design of a health research training programme for nurses and midwives in Tshwane district, South Africa: a study protocol

“…Nurses need to gain research knowledge and become comfortable with research terminology 7 8. Although undergraduate nursing training includes a research component, this training does not always translate into a strong understanding of research 7.…”

Psychometric Properties of the Albanian Version of the Nursing Self-Efficacy Scale

“…Self-efficacy (SE) has been identified as a factor that can influence nursing activities and nursing performance [ 11 , 12 ]. SE is therefore a fundamental aspect of the nursing profession, as it is closely linked to decisions taken in clinical nursing care [ 13 ]. SE is relevant to nursing activities because it reflects nurses’ ability to verify nursing practices in different clinical contexts and influences nurses’ performance [ 14 , 15 , 16 ].…”