Interventions aimed at increasing research use in nursing: a systematic review

Thompson, David; Estabrooks, Carole A.; Scott, Shannon D.; Moore, Katherine Sledge; Wallin, Lars

doi:10.1186/1748-5908-2-15

Cited by 168 publications

(187 citation statements)

References 56 publications

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“…In this review, study quality was evaluated using the Downs and Black checklist 16 as part of the SCIRE methodology, but this checklist was not commonly used in other reviews [32][33][34] and it is not specific to implementation science. According to the categorization proposed by Samoocha et al, 17 the majority of the articles were considered to be poor (10 of 12 articles), [18][19][20][21][22][23][24][25]27,29 suggesting the need for more rigorous study methodology.…”

Section: Discussionmentioning

confidence: 99%

Knowledge translation and implementation in spinal cord injury: a systematic review

et al. 2014

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,5 and the SCIRE Research TeamObjective: To conduct a systematic review examining the effectiveness of knowledge translation (KT) interventions in changing clinical practice and patient outcomes. Methods: MEDLINE/PubMed, CINAHL, EMBASE and PsycINFO were searched for studies published from January 1980 to July 2012 that reported and evaluated an implemented KT intervention in spinal cord injury (SCI) care. We reviewed and summarized results from studies that documented the implemented KT intervention, its impact on changing clinician behavior and patient outcomes as well as the facilitators and barriers encountered during the implementation. Results: A total of 13 articles featuring 10 studies were selected and abstracted from 4650 identified articles. KT interventions included developing and implementing patient care protocols, providing clinician education and incorporating outcome measures into clinical practice. The methods (or drivers) to facilitate the implementation included organizing training sessions for clinical staff, introducing computerized reminders and involving organizational leaders. The methodological quality of studies was mostly poor. Only 3 out of 10 studies evaluated the success of the implementation using statistical analyses, and all 3 reported significant behavior change. Out of the 10 studies, 6 evaluated the effect of the implementation on patient outcomes using statistical analyses, with 4 reporting significant improvements. The commonly cited facilitators and barriers were communication and resources, respectively. Conclusion: The field of KT in SCI is in its infancy with only a few relevant publications. However, there is some evidence that KT interventions may change clinician behavior and improve patient outcomes. Future studies should ensure rigorous study methods are used to evaluate KT interventions.

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Section: Discussionmentioning

confidence: 99%

Knowledge translation and implementation in spinal cord injury: a systematic review

et al. 2014

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“…However, the most common intervention mentioned in the literature for improving research utilization is education. Several authors describe educational programs and activities to enhance research knowledge and skills of knowledge translation [6,[13][14][15][16][17] as a form of organizational support for evidencebased practice [18,19]. These educational interventions are thought to strengthen research competencies [19,20] and provide research literacy, understanding of the literature, critical assessment of research findings and confidence in decision-making on the clinical usefulness of evidence [21].…”

Section: Interventions and Activities To Develop Nurse Researcher Commentioning

confidence: 99%

Health Services Researcher Pathway For Registered Nurses: An Integrative Literature Review

AA¹

2014

Health Care Current Reviews

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Background: Research competencies across nurses' career stages have not been adequately explored. Yet, research skills to appraise, synthesize, and implement research findings are required for evidence-based practice.Purpose: To explore the literature on registered nurse research competencies; to identify core competencies (i.e., knowledge, skills, and attitudes), research capacity-building activities, strategies and recommendations to strengthen nurses' research capacity; and to propose a conceptual developmental framework of nurse research competencies. Methods:As part of a larger project titled "Health Services Researcher Pathway", with the consultation of a health sciences librarian, we conducted an integrative literature review drawing on relevant publications. The PubMed (Medline), CINAHL, Web of Science and ProQuest Dissertations and Theses databases were searched from 2000 to 2012. From the revealed publications (n=1012), only 22 articles were relevant to nurse research competencies. Findings:The key themes cited in the literature reviewed include models and partnerships for building and developing competencies for research production (rather than utilization), and educational strategies and recommendations for interventions to provide confidence in evidence-based practice including research utilization and in clinical decisionmaking. According to the five-step evidence-based practice model (i.e., formation of answerable research questions, literature search and retrieval of the best available evidence, critical appraisal of the evidence, application of research findings into practice, and evaluation of performance based on the outcomes), we propose a framework for a nurse researcher pathway that may contribute to two research competency streams: for research users and research producers. The important area of research users is open for further research, since scarce literature exists. Conclusions:The proposed conceptual developmental framework for a nurse researcher pathway includes essential steps toward evidence-based practice in healthcare that have implications at the micro-level (nurse), mesolevel (organization), and macro-level (society). Our work continues to pilot and refine a nurse researcher pathway and its associated competencies.

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“…For this reason, talking about "evidence" here, is again misleading and could be counterproductive. Further, the trials, or systematic reviews, of the effects of interventions themselves are seldom useful in the implementation process [21][22][23].…”

Section: "Evidence-based" Implementationmentioning

confidence: 99%

A Pragmatic Approach to Evidence-Based Public Health Policy

Lager¹

2012

TOPHJ

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Abstract:The evidence-based approach is a means to improve the quality, safety and cost-effectiveness of the public sector as a whole, not only the health service. But to be successful, the evidence-based approach needs to be restricted to the stage of the policy process where it really can make a contribution; namely in the choice of intervention. In the policy process phase that precedes the choice of intervention, i.e. the problem formulation phase, there can by definition be no "evidence" available, since no controlled trials can ever prove that one problem is bigger than another. Further, the policy process phase following the choice of intervention, i.e. the implementation phase, is to date still restricted to research of weaker design and the policy makers need to consider input from many different sources also here. A pragmatic approach, focusing the choice of intervention phase of the policy process, has proved successful in the dissemination of an evidencebased policy for parenting support in Sweden.

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Interventions aimed at increasing research use in nursing: a systematic review

Cited by 168 publications

References 56 publications

Knowledge translation and implementation in spinal cord injury: a systematic review

Knowledge translation and implementation in spinal cord injury: a systematic review

Health Services Researcher Pathway For Registered Nurses: An Integrative Literature Review

A Pragmatic Approach to Evidence-Based Public Health Policy

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