Information-seeking, research utilization, and barriers to research utilization of pediatric nurse educators

Bridging the research‐practice gap: barriers and facilitators to research use among school principals from England and Israel

“…Following the development of the 'Barriers Scale' (Funk et al, 1991) there have been a number of replica studies in the field of nursing (Champion and Leach, 1989;Bostrum and Suter, 1993;Lacey, 1994;Rodgers, 1994;Barta, 1995;Funk et al, 1995;Hunt, 1996;Meah et al, 1996;Camiah, 1997;Dunn et al, 1998;Kajermo et al,1998;Le May, et al, 1998;Hundley et al, 2000;Kajermo et al, 2000;Parahoo, 2000;Parahoo et al, 2000;Retsas, 2000).…”

Modeling the Individual Determinants of Research Utilization

“…The primary individual variables for which there has been at least some evidence of a positive effect on the utilization of research have included a positive attitude toward research (Bostrum & Suter, 1993;Champion & Leach, 1989;Lacey, 1994;Rizzuto, Bostrum, Suter, & Chenitz, 1994), autonomy (Funk, Champagne, Weiss, & Tornquist, 1991;Lacey, 1994;Rodgers, 1994), awareness of agency policy and educational level (Michel & Sneed, 1995), conference attendance (Coyle & Sokop, 1990), cooperativeness and self-efficacy (Kim & Kim, 1996), job satisfaction (Coyle & Sokop, 1990), involvement in nursing research activities (Bostrum & Suter, 1993;Pettengill, Gillies, & Clark, 1994), and time spent reading professional journals (Barta, 1995;Brett, 1987, Coyle & Sokop, 1990Kirchoff, 1982).…”

Individual determinants of research utilization by nurses: a systematic review update1)

“…By this we mean that we observed a lack of standard measures of research utilization across studies. While a few instruments that measure research use by nurses have been used in multiple studies (e.g., Nurses Practice Questionnaire [12,14,[44][45][46][47][48][49], Research utilization Questionnaire [33,34,[50][51][52][53][54][55][56][57][58]), Edmonton Research Orientation Survey [29,30,59], Estabrooks Kinds of Research Utilization Items [31,32,[63][64][65][66][67][68][69]), by far, the most common approach to measuring research utilization has been the use of a single-item developed for an individual study. This absence of commonly used measures across studies makes it difficult, if not impossible, to build a consistent body of knowledge on which individual characteristics influence research utilization by nurses.…”

“…A variety of self-report instruments, multi-item and single item, were used to measure research utilization in the 45 included articles. Multi-item instruments used included: the Nurses Practice Questionnaire (n = 8) [12,14,[44][45][46][47][48][49]; the Research Utilization Questionnaire (n = 11) [33,34,[50][51][52][53][54][55][56][57][58]; the Edmonton Research Orientation Survey (n = 3) [29,30,59]; and three research utilization indexes, each used in a single study [60][61][62]. Single-item instruments used included: Estabrooks Kinds of Research Utilization Items (n = 9) [31,32,[63][64][65][66][67][68][69]]; Parahoo's Item (n = 2) [35,36]; Past, Present, and Future Use Items (n = 3) [70][71][72]; and other single items, each used in a single study (n = 6) [73][74][75][76][77][78].…”