Facilitating research-basedpractice by educational intervention

117

Section: Discussionsupporting

confidence: 92%

Utilization of research findings by graduate nurses and midwives

Veeramah

2004

117

“…Few, if any, examples could be found and the little research that was being used was done without any real depth of understanding. Lacey (1996) found that 65% of nurses responding to a 6‐month post‐research course evaluation had in some way implemented proposals for change on the basis of research. However, no sample size is given and the response rate to the survey was only 52%.…”

Section: Literature Reviewmentioning

confidence: 99%

The extent of nursing research utilization in general medical and surgical wards

Rodgers

2000

There has been extensive speculation about the lack of research utilization in nursing but little attempt to quantify this phenomenon outside of North America. The current demands for evidence-based practice necessitate research utilization as one element of the process. As part of a larger project, this study aimed to describe the extent of research utilization by registered nurses in general medical and surgical wards in the Scottish Health Service. A postal survey was conducted for nurses to self-report their level of utilization of 14 research-based practices. The 14 practices represented examples of direct, indirect and methodological utilization of research. A research utilization score was constructed for each of the 14 practices and a total mean score constructed for all 14 practices. A random two-stage stratified sampling resulted in a total sample of 936 nurses from 25 hospitals. A 73% response rate was achieved. The total mean research utilization score for all nurses across all 14 nursing practices suggests that on average, nurses had heard, believed in and were beginning to use the practices. The sampling technique over-represents nurses in large hospitals and charge nurses, hence a weighting calculation on all scores was completed. There was little difference in weighted and unweighted scores. Scores on individual practices ranged from 60% (405/680) of nurses never having heard of a practice to 85% (574/680) always using a practice. This approach provides a valid and reliable method of assessing the extent of nursing research utilization. In several of the practices, nurses are making significant attempts at research-based practice. The level of research utilization compares favourably with research completed in North America and provides a baseline for United Kingdom and other country studies.

“…(1991 ), employed the following three strategies: critiquing research articles, completion of objective examinations, and small group work to develop research proposals. Lacey (1996) required her students, among other things, to critique research as well as to collect quantitative and qualitative data. Clark & Sleep (1991), commenting on the ‘considerable variation in the way in which research is introduced into the curriculum and taught in nurse education programmes in the UK’, differentiated between two main approaches: ‘facilitating an awareness of research with the aim of increasing the use of research findings in practice, and learning by doing’.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A few assess the impact of research training on the knowledge and attitude of students ( Harrison et al . 1991 , Cole 1995, Burrows & Baillie 1997) and fewer still report on their research activities, including research utilization, once they qualify ( Lacey 1996, Miller 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

A comparison of pre‐Project 2000 and Project 2000 nurses’ perceptions of their research training, research needs and of their use of research in clinical areas

Parahoo¹

1999

Most of the literature on the research training and education of nurses has focused on teaching strategies. Only a few authors have assessed systematically the impact of research modules or courses on the knowledge and attitudes of nurses. There is a lack of research on nurses' use of research following their preparation. This paper reports on some of the data from a large-scale survey of the utilization of research among nurses in Northern Ireland. In particular, a comparison is made of the perceptions of pre-Project 2000 and Project 2000 qualified nurses of their research training, research needs, and use of research in clinical areas. A questionnaire was distributed to a convenience sample of 2600 nurses from 23 hospitals in 14 Trusts in Northern Ireland. The response rate was 52.6% (n = 1368). The findings show, among others, a shortfall in research preparation of pre-Project 2000 nurses in important aspects of research. While Project 2000 nurses reported receiving more training, they did not report higher rates of research utilization than pre-Project 2000 nurses. Registered mental nurses (RMNs) and registered nurses mental handicap (RNMHs) also reported lower rates of research utilization than registered general nurses (RGNs), despite reporting the same amount of research preparation as RGNs. The implications of these findings are discussed.