The measurement of nurses' attitudes towards nursing research and the research environment in clinical settings

Abstract

Summary Professional nurses in newly developed clinical nurse researcher roles may initially need to focus on determining the climate for research within the clinical setting. The purposes of this descriptive study were to describe the attitudes of nurses towards nursing research and the research environment, and to determine the strengths and weaknesses among nurse attitudes that could be used to implement more effectively a clinical nursing research programme. Nurses employed at an urban private hospital (n=144) completed a demographic profile, Attitudes Towards Nursing Research Scale and Nursing Research Environment Scale (present and future). The typical respondent was 39 years old, female, BSN prepared, and had been employed full time in nursing for about 12 years. Sixty‐two nurses (43%) had some previous experience with research. Nurses' attitudes towards research were moderately positive, significantly higher by educational degree, and higher for nurses with research experience. A significant difference existed in nurses' perceptions of the present and desired future research environment. Nurses desired an environment that would be more conducive to conducting research than their current environment. The greatest perceived discrepancies between present and future environments were related to time and funding for conducting research. The findings are the basis for presenting implementation strategies for clinical nursing research programmes. However, due to a 29% response rate, findings must be interpreted with caution.

Utilization of research findings by graduate nurses and midwives

“…The majority of nurses and midwives who responded to the survey expressed positive attitudes to research, and more importantly the findings demonstrated a statistically significant relationship between this and the research education received, again reflecting many of the findings from previous studies (Champion & Leach 1989, Harrison et al. 1991, Marsh & Brown 1992, Poster et al. 1992, Cole 1995, Pearcey 1995, Pond & Bradshaw 1996, Dyson 1997).…”

Pre‐ and post‐test evaluation of a project to facilitate research development in practice in a hospital setting

“…1996). The importance of an educational component being incorporated into any development work has been noted by many (Hunt 1987, Champion & Leach 1989, Marsh & Bowen 1992, Clifford 1993, 1997, Webb & Mackenzie 1993, Funk et al . 1995, Vaughan & Edwards 1995, Shuldam & Poole‐Wilson 1996, Salvage 1998).…”

“…Keywords: nursing, midwifery, research, practice, getting research into practice, collaboration, hospital, research awareness Cheater 1994, Kitson et al 1996). The importance of an educational component being incorporated into any development work has been noted by many (Hunt 1987, Champion & Leach 1989, Marsh & Bowen 1992, Clifford 1993, 1997, Webb & Mackenzie 1993, Funk et al 1995, Vaughan & Edwards 1995, Shuldam & Poole-Wilson 1996, Salvage 1998. From another perspective Knight et al (1997) demonstrated how one National Health Service (NHS) trust, in partnership with a university, developed a strategy for developing research in nursing practice as a means of promoting a culture of evidence-based care.…”

Attitudes towards, and knowledge of, clinical effectiveness in nurses, midwives, practice nurses and health visitors

“…In terms of the sample, the response rate was extremely good given the pressures that confront the groups being asked to participate in the survey, and compare extremely favourably to other reports. For example a response rate of only 29% was reported by Marsh & Brown (1992) and 36% by McSherry (1997). It is, of course, important to note that the survey was completed in Wales which has had a Clinical Effectiveness Initiative since 1994/5 and therefore generalization to the rest of the United Kingdom needs to be explored further.…”

“…There are barriers to the implementation of research evidence into clinical practice and these include such factors as the relative late uptake of nursing research ( Kitson 1997a); recurrent methodological difficulties in nursing research ( Thomas & Bond 1995); lack of autonomy in nursing and the inaccessibility of some research findings ( Walsh 1997); lack of both research knowledge and the confidence to implement these findings ( Meah et al . 1996 ); and possibly lack of time and funding opportunities ( Marsh & Brown 1992). However, it is uncertain whether these same barriers exist to impede the implementation of evidence‐based practice and whether recent initiatives have resulted in breaking down some of these barriers.…”