Nursing management matters for registered nurses with a PhD working in clinical practice

Abstract

Aim To investigate what registered nurses (RNs) with a PhD working in clinical practice experience in terms of their role, function and work context. Background Previous studies have shown that RNs with a graduate degree contribute to better and safer care for patients. However, little is known about what further academic schooling of RNs, at PhD level, means for clinical practice. Method Qualitative design, with semi‐structured interviews and inductive content analysis. Results The main areas of responsibilities for RNs with a PhD working in clinical practice were related to practice development and implementation of research results. In their work, they experienced barriers to the full use of their competence; the expectations and prerequisites of the organisation were not clearly defined, and they often lacked a mandate to create conditions for quality improvement of nursing care. Conclusions RNs with a PhD can contribute to evidence‐based practice (EBP), clinical training, as well as the development of clinical research. Their roles and responsibilities need to be clarified, and for this, they need support from managers. Implications for Nursing Management Nurse managers have the opportunity to partner with RNs with a PhD to support the EBP process and help structure nursing practice in more efficient ways.

Is It Possible for Registered Nurses and Physicians to Combine Research and Clinical Work to Facilitate Evidence‐Based Practice?

“…For physicians, a PhD may further their career as it is a requirement for attaining a higher position. Prior research has shown that RNs with a PhD perceive that nursing supervisors often fail to utilize and appreciate their skills or to recognize the value of a postgraduate research degree for improving nursing practice or clinical outcomes (Orton et al, 2019; Wilkes & Mohan, 2008). Difficulties for RNs with a PhD to find suitable employment in a clinical practice that takes advantage of their advanced degree have also been reported (Wilkes & Mohan, 2008).…”

“…Combining clinical work with research to build and maintain clinical academic careers can be associated with problems for both RNs and physicians, despite a long clinician research tradition among physicians (Morel & Ross, 2014; Strong et al, 2018). Research careers are less common among RNs, who often face more challenges when combining clinical work with research (Kluijtmans, de Haan, Akkerman, & van Tartwijk, 2017; Morel & Ross, 2014; Orton, Andersson, Wallin, Forsman, & Eldh, 2019; Weggemans et al, 2019). Clinicians who conduct research (i.e., clinician‐scientists) can make important contributions to health care, yet their roles are not fully understood, supported, or appreciated (Bookey‐Bassett, Bianchi, Richards, & Kelly, 2019).…”

Polish nursing into the future – challenges and opportunities

“…a lack of strong and well established infrastructure for nursing" as Tierney remarked on European nursing in 1998. Encouraging research and EBP requires a specific infrastructure around nurses' roles in relation to research [30]. It is acknowledged that this takes time: "building up a cadre of nurse scientists and a strong supportive research culture appears to be a gradual, incremental process in any country, a process that cannot be rushed" [31, p.17] but it does require "agreed national priorities for nursing" [31, p.17].…”

A survey of nurses' experience integrating oncology clinical and academic worlds

“…However, the implementation of these roles poses challenges. In a qualitative study of PhD prepared nurses working in clinical settings, Orton et al (2019) found that participants were responsible for implementing research in practice, yet experienced many barriers to working to the full scope of their ability, lacking structural conditions and support to integrate academic and clinical work. Therefore, despite the potential and actual value of nurses with research expertise and graduate preparation, greater understanding is needed of how they navigate clinical and academic settings, and the challenges and benefits they experience during and after their graduate work (Andreassen & Christensen, 2018;Hunter & Hayter, 2019).…”