Brief Report: Creating a Culture of Evidence-Based Practice and Nursing Research in a Pediatric Hospital

An Integrative Review of Engaging Clinical Nurses in Nursing Research

“…Finally, it is important to note that education can occur not only at the clinical nurse level. Efforts must be made to engage nursing at the director level in educational efforts about nursing research as well so that these leaders can role model learned behaviors (Gawlinkski, 2008;Straka, Brandt, & Brytus, 2013).…”

“…Established educational programs have also been shown to be successful. Some of these include the Clinical Scholars Model (Brewer et al, 2009), Nursing Research Advancing Practice (RAP) program (Jeffs et al, 2009), or hosting nursing research internships or fellowships (Gawlinkski, 2008;Ingersoll et al, 2010;Straka et al, 2013). In the Nursing RAP program, nurses receive training through 11 research capacity modules and mentorship from experienced nurse researchers in order to develop and implement the clinical nurses' specific studies (Jeffs et al, 2009).…”

The Synergy Tool: Making Important Quality Gains within One Healthcare Organization

“…In the Do step, we utilized a "lunch and learn" method to introduce the synergy tool to the staff (Mawhinney 2010;Straka et al 2013). We also used lunch and learn sessions during the Do steps of subsequent monthly PDSA cycles to garner feedback from direct care nurses as we made adaptations to synergy-based patient assessment guidelines and nurse staffing guidelines.…”

Stories and Music for Adolescent/Young Adult Resilience During Transplant Partnerships

“…Additionally, fostering front-line nurses’ professional growth can have the positive rebound effect of enhancing their commitment to the research project. 9 Involvement of clinical nurses through all phases of the research process will not only facilitate the conduct of a study, but is essential to the translation of results to evidence-based nursing care. 3 Also, inclusion of clinical nurses in the research process from the beginning ensures that the research team will benefit from the clinical nurse’s expertise in identifying potential practice related obstacles and in developing a workable clinical plan to ensure the successful implementation of the planned research study.…”

“…Some commonly identified barriers include: (a) “gate keeping” by key clinical leaders (e.g., primary physician, nurse practitioner) regarding access to participants in particular clinical settings; (b) lack of knowledge of the institutional leadership that is necessary to obtain support for study implementation; (c) time and knowledge constraints related to meeting academic and clinical regulatory requirements (e.g., development of institutional contracts, review process of institutional research boards, and securing clinical access for external research team members such as project managers and research assistants); and (d) demands of academic responsibilities (e.g., faculty meetings and teaching obligations). 9 Efforts to overcome barriers often consume large amounts of time and delay the start of the study, which in turn may have budgetary ramifications. Still, the goal of conducting research to foster patient care best practices is a strong motivator for academic nurses to overcome these barriers.…”