Research-training needs of clinical nurses: A nationwide study among tertiary hospitals in China

Abstract

Objective This study aimed to evaluate Chinese tertiary hospital nurses’ research output, research ability, and their related training needs regarding scientific research methodology and analyze the relations among them. Methods A nationwide survey was conducted in China on a large sample of tertiary hospital nurses ( n = 27,335) recruited from 22 provinces, autonomous regions, and municipalities. A validated, self-designed questionnaire, consisted of a common questionnaire, the Science Research Skills Self-Rating Questionnaire (SRSQ) and the Scientific Research Training Needs Questionnaire (SRTNQ) were used to assess nurses’ research output, self-rated research skills and research-training needs. Results The nurses’ scientific research participation rates (with 4.13%, 7.85%, 5.35%, and 2.04% in research projects, research attendance, papers published, and patent, respectively) and their self-rated research skills 25.00 (12.50, 37.50) were very low. However, the research training needs were relatively high 53.12(37.50, 75.00). Significant differences in research participation rates (research projects, research attendance, papers published, and patent), scientific research skills, and research-training needs were determined by age, highest education level, nursing experience, employment, technical title, administrative post, and clinical tutoring experience ( P < 0.05). Female and male nurses had different research participation rates (only research projects and studies published) and scientific research skills ( P < 0.05). Positive correlations were observed among research output, scientific research skills, and research-training needs ( P < 0.01). Conclusions Nurses’ scientific research participation and self-rated research ability were below the optimal despite that they had relatively high research-training needs. Nurses should be provided further research training with tailored content to their characteristics and capacity.

Training Needs Assessment of Health Care Professionals in Reproductive, Maternal and Newborn Health in a Low-Income Setting in Tanzania

“…This ndings contradicts a common stereotype on lack of interest for research among clinicians reported in United Kingdom and Bahrain (28,29). However, the ndings from other previous studies indicate a low self -assessed research capacity among nurses (30,31) and a need for training in research methods among nurses and other HCPs (30,32,33). In alignment with our study ndings, lack of research resources like time and funding were found to be the most commonly perceived barriers to undertaking research among practitioners in the UK ,USA and Bahrain (28,29,34), increased paper work and disruption to work ows (34) Overall, the perceived importance on the speci c tasks was positively correlated with the overall perceived performance of tasks related to RMNH services.…”

Analysis of the Impact of China’s Hierarchical Medical System and Online Appointment Diagnosis System on the Sustainable Development of Public Health: A Case Study of Shanghai

“…At present, in the practice of hierarchical medical treatment and online appointments diagnosis in China, there are still some serious problems such as over-concentration of patients in high-grade medical institutions, long time of treatment, crowded environment, overwork of doctors, and lack of timely treatment due to long waiting time [58][59][60]. However, some low-grade medical institutions, such as community hospitals, have the problems of insufficient patients and waste of medical resources [61][62][63].…”

Factors Influencing Nurses’ Participation in Clinical Research : A Cross-Sectional Survey in Hospital Putrajaya, Malaysia

“…Such efforts shall aim to remove any institutional barriers that may interfere with the ability of nurses to be involved in research and to apply such research findings in their daily nursing practice. Indeed, many other more recently published studies had similarly reported that several barriers might have impeded the nurses from acquiring the relevant knowledge and skills for conducting research and utilizing its findings and applying them in daily nursing practice; and examples of these include Bahadori et al, (2016), Chien et al, (2013), Efstratios (2013), , Konwar & Kalita (2018), Lewis et al (2014), Nkrumah et al, (2018), Oluwatosin (2014), Shifaza et al, (2014), Wang et al, (2013), Wu et al, (2019), and Hutchinson & Johnston (2004).…”