Newly graduated nurses’ use of knowledge sources: a meta‐ethnography

Abstract

The transition phase, feeling of confidence and ability to use critical thinking and reflection, has a great impact on knowledge sources incorporated in clinical decisions. The synthesis accentuates that for use of newly graduated nurses' qualifications and skills in evidence-based practice, clinical practice needs to provide a supportive environment which nurtures critical thinking and questions and articulates use of multiple knowledge sources.

The common practice of “curbside consultation”

“…No CC studies including nurse samples were identified that met inclusion criteria. This finding contrasts with reports that nurses’ consultation with colleagues is a primary source of information (O'leary & Mhaolrúnaigh, ; Persenius, Larsson, & Hall‐Lord, ; Voldbjerg, Grønkjær, Sørensen, & Hall, ). Thirteen quantitative descriptive studies comprised of four survey studies and nine prospective studies (two of which included a survey component) as well as two qualitative studies were included.…”

Newly graduated nurses’ use of knowledge sources in clinical decision‐making: an ethnographic study

“…, O'Leary & Mhaolrúnaigh , Voldbjerg et al . ). Experienced clinicians were an apparent knowledge source and often referred to as such.…”

“…, Voldbjerg et al . ). However, there is limited knowledge on nurses’ behaviour and conduct in regard to the use of knowledge sources and how it ultimately affects clinical decision‐making (Thompson et al .…”

“…In particular, newly graduated nurses’ behaviour is sparsely studied (Forsman , Voldbjerg et al . ). A knowledge source in this context is understood as any articulated source of information or knowledge that nurses incorporate and translate into clinical decisions related to patient care.…”

Caught between a rock and a hard place: An intrinsic single case study of nurse researchers’ experiences of the presence of a nursing research culture in clinical practice

“…Some of the nurse researchers explained how they experienced a low monodisciplinary interest among the registered nurses in their hospital departments, which was depicted in the registered nurses' inability to pin down the core competencies of nursing as well as their lack of recognition of the nurse researchers' work. However, in a meta-ethnographic study by Voldbjerg, Grønkjaer, Sørensen, and Hall (2016) aiming to advance evidence on newly graduated nurses' use of knowledge sources, the results show that despite an enhancement of research-based teaching during nursing education, the nurses often "unlearn" their academic skills when entering clinical practice. The lack of recognition of the necessity of nursing research is partially explained by the many barriers for research utilisation experienced by the registered nurses, such as lack of time, resources and management support (Breimaier et al, 2011;Chan et al, 2011;Higgins et al, 2010;Kajermo et al, 2010;Krill et al, 2012).…”