Abstract
This thesis explored the concept of nurses' research literacy – how nurses' read and understand research literature. Through two systematic reviews of the literature, a pilot study and a qualitative research study, insights were formed into how nurses perceive research and how improved research literacy could be facilitated. Forty registered nurses from around Australia shared their experiences of learning about, reading and using research which led to different ways of thinking about teaching research. A new intervention for increasing research literacy, using a language-based, genre-analysis approach, was developed and found to be feasible and effective.
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