Reflecting on Research: Sharpening Nurses’ Focus Through Engaged Learning

Wendler, M. Cecilia; Samuelson, Sheryl; Taft, Lois B.; Eldridge, Kimmy

doi:10.3928/00220124-20110315-03

Cited by 9 publications

(4 citation statements)

References 8 publications

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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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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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“…8 Interventions that improved attitudes were EBP/research councils, 9 journal clubs, 14 critical appraisal seminars, 10 EBP workshops with co-interventions like opinion leaders, 5 or formal immersion programs. 6,12,13 Qualitative evidence confirmed that educational programs opened nurses' minds about the value that research brings to practice. Nurses expressed broadened worldviews and renewed empowerment and accountability to question and reflect on their practice.…”

Section: Resultsmentioning

confidence: 89%

“…Nurses expressed broadened worldviews and renewed empowerment and accountability to question and reflect on their practice. [12][13][14] For knowledge and skills, written instructions assisted clinicians in developing correct PICO questions. 5 One-day seminars significantly increased critical appraisal knowledge.…”

Section: Resultsmentioning

confidence: 99%

Science-Driven Care: Can Education Alone Get Us There by 2020?

Halm

2014

American Journal of Critical Care

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M ore than a decade ago, the Institute of Medicine (IOM) recognized evidence-based practice (EBP) as a key solution to ensure that the care delivered has the highest clinical effectiveness known to science.1 To reach the IOM's 2020 goal that "90% of clinical decisions will be supported by accurate, timely and up-to-date clinical information, and will reflect the best available evidence," 2(p4) clinicians need EBP competencies to guarantee that applicable research findings are integrated into clinical situations when congruent with patients' preferences or values. Relevant EBP domains include (1) attitudes, (2) knowledge, (3) skills (application of knowledge by performing EBP steps in the clinical situations shown in Figure 1), and (4) behaviors (actual performance of EBP in practice). 4 Thus, the PICO (patient, intervention, comparison, outcome) question chosen for this review was "What educational interventions are effective in building EBP attitudes, knowledge, skills, and/or behaviors of clinicians?" MethodThe search strategy included searches of CINAHL and MEDLINE with the key words EBP, teaching methods, and educational interventions. Only research focused on practicing clinicians in the past 5 years was included.

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“…A recent evidence synthesis reported 10 studies evaluating the effectiveness of educational interventions in building EBP attitudes, knowledge, skills, and behaviors of nurses (Halm, ). Interventions were primarily workshop or immersion programs, but seminars, journal clubs, and EBP and research councils were also evaluated via: (a) self‐reported EBP attitude, knowledge, and behavior (Chang et al., ; Dizon, Somers, & Kumar, ; Edward & Mills, ; Leung, Trevana, & Waters, ); (b) PICO questions and activity diaries (Dizon et al., ); (c) Edmonton Research Orientation (Gardner, Smyth, Renison, Cann, & Vicary, ) and Clinical Effectiveness or EBP Questionnaire (Sciarra, ; Toole, Stichler, Ecoff, & Kath, ; White‐Williams et al., ); and (d) interviews and focus groups to identify qualitative themes about nurses’ experience in EBP programs (Balakas, Sparks, Steurer, & Bryant, ; Nesbitt, ; Wendler, Samuelson, Taft, & Eldridge, ). Varied measurement across studies limited estimation of the effectiveness of EBP training (Dizon et al., ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of EBP Education: Development of a Modified Fresno Test for Acute Care Nursing

Halm

2018

Worldviews Ev Based Nurs

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Reflecting on Research: Sharpening Nurses’ Focus Through Engaged Learning

Abstract: Participating in the Bedside Scientist Institute was transformative. The course opened participants' minds to question traditional practice, developing champions for research.

Cited by 9 publications

References 8 publications

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

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

Science-Driven Care: Can Education Alone Get Us There by 2020?

Evaluating the Impact of EBP Education: Development of a Modified Fresno Test for Acute Care Nursing

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