Research Utilization In Practice Research Articles

Exploring nurse educators' preparation of clinical nurses and midwives for research utilization in practice: A qualitative study

BackgroundResearch utilization is crucial for enhancing nursing and midwifery practice by integrating evidence-based interventions. For effective research utilization, nursing and midwifery education, spearheaded by nurse educators, is required to prepare nurses and midwives for it. However, there is a lack of exploration into the preparation of clinical nurses and midwives for research utilization. AimThis study explored nurse educators' preparation of clinical nurses and midwives for research utilization in practice. DesignQualitative descriptive design. SettingKumasi, Ghana. ParticipantsPurposive and snowball sampling were used to select 33 nurse educators from one private university, one public university, and one nursing and midwifery training college. MethodologySix focus group discussions were conducted using a semi-structured interview guide. Recorded data were transcribed and thematically analyzed and themes were developed related to clinical nurses' and midwives' preparation for research utilization. ResultsThree themes emerged from the analyzed data: Preparation of nursing and midwifery students for research utilization; barriers in incorporating research utilization in nursing and midwifery education; and strategies to enhance research utilization in nursing and midwifery education. Nurses and midwives are not adequately prepared for research utilization during their nursing and midwifery education. ConclusionThe study revealed significant gaps in nurse educators' preparation of clinical nurses and midwives for research utilization in Ghana. These findings highlight the urgent need for curriculum review to include research use and enhancing the research capacity of educators. Also, the gaps in nursing and midwifery education identified imply that clinical nurses and midwives require training for research utilization in practice.

Barriers to research findings utilization amongst critical care nurses and allied health professionals: An international survey

ObjectivesTo determine the perceived barriers to the implementation of research findings in clinical practice among critical care nurses and allied health professionals. MethodsA cross-sectional study was conducted using an online questionnaire sent to critical care nurses and allied health professionals in French-speaking countries.The primary objective was the identification and grading of perceived barriers to implementation of research findings into clinical practice, using a previously validated tool (French version of the BARRIERS scale). The scale is divided into 4 dimensions, each containing 6 to 7 questions to be answered using a 4-point Likert scale (1: no barrier, 4: great barrier). Descriptive statistics were performed and weighted score per dimensions were compared. Univariate and multivariate linear regressions were performed to identify factors associated with the total score by dimension. ResultsA total of 994 nurses and allied health professionals (85.1 % of ICU nurses) from 5 countries (71.8 % from France) responded to the survey. Main reported barriers to research findings utilization were “Statistical analyses are not understandable” (54.5 %), “Research articles are not readily available” (54.3 %), and “Implications for practice are not made clear” (54.2 %). Weighted scores differed between dimensions, with the “communication” and “organization” dimensions being the greatest barriers (median [IQR]: 2.3 [1.8–2.7] and 2.0 [1.6–2.4], while the “adopter” and “innovation” dimensions having lower scores (1.5 [1.2–1.8] and 1.5 [1.0–1.8] (all pairwise comparisons p-value < 0.0001, except for the adopter vs. innovation comparison, p > 0.05). ConclusionsAccessibility and understanding of research results seem to be the main barriers to research utilization in practice by respondents. A large number of the reported barriers could be overcome through education and organizational change. Implications for practicePromoting a research culture among nurses and allied health professionals is an issue that needs investment. This should include training in critical reading of scientific articles and statistics.

Experiences from conducting rapid reviews in collaboration with practitioners — Two industrial cases

Context:Evidence-based software engineering (EBSE) aims to improve research utilization in practice. It relies on systematic methods to identify, appraise, and synthesize existing research findings to answer questions of interest for practice. However, the lack of practitioners’ involvement in these studies’ design, execution, and reporting indicates a lack of appreciation for the need for knowledge exchange between researchers and practitioners. The resultant systematic literature studies often lack relevance for practice. Objective:This paper explores the use of Rapid Reviews (RRs), in fostering knowledge exchange between academia and industry. Through the lens of two case studies, we delve into the practical application and experience of conducting RRs. Methods:We analyzed the conduct of two rapid reviews by two different groups of researchers and practitioners. We collected data through interviews, and the documents produced during the review (like review protocols, search results, and presentations). The interviews were analyzed using thematic analysis. Results:We report how the two groups of researchers and practitioners performed the rapid reviews. We observed some benefits, like promoting dialogue and paving the way for future collaborations. We also found that practitioners entrusted the researchers to develop and follow a rigorous approach and were more interested in the applicability of the findings in their context. The problems investigated in these two cases were relevant but not the most immediate ones. Therefore, rapidness was not a priority for the practitioners. Conclusion:The study illustrates that rapid reviews can support researcher-practitioner communication and industry-academia collaboration. Furthermore, the recommendations based on the experiences from the two cases complement the detailed guidelines researchers and practitioners may follow to increase interaction and knowledge exchange.

Between research, practice and governmental policies in the global south: understanding the Egyptian urban planning scene

PurposeUrban planning in the Global South is insufficiently discussed in research. In addition to the global lack of utilization of research in practice, this lack of discussion resulted in an apparent gap between research, practice, governmental policies and education particularly in the Global South. The paper explores the inconsistency of interest between policymakers, practitioners and researchers by reviewing their themes of interest comparatively. The paper investigates the case study of Egypt, which recently faces a new regime with optimistic urban agendas and examines the research publication that coincided with it.Design/methodology/approachA scientometric analysis is conducted on all urban planning publications in Egypt between 2016 and 2022 using the software ‘CiteSpace’. The analysis illustrates the dominating research interests using the publications keyword.FindingsThe analysis revealed a distinct interest between researchers, who were more invested in themes like ‘planning policies’, ‘informal settings’, ‘urban expansion and growth’ and ‘urban governance and management’, while policymakers were more devoted to themes related ‘satellite cities or new cities’, ‘public transit and transit networks’, ‘informal settings’ and ‘urban expansion and growth’. The themes of interest are displayed in network analysis for a comparative analysis with other aspects like practices, governmental policies and education.Originality/valueThe research utilizes all research publications in the field (in a selected period) to develop a study of the research interest in the field of urban planning in Egypt during the recent years. In addition, it uses novel scientometric software to assist in analysing existing publications to produce new findings and trends.

Nurse’s Perception of Barriers to Research Utilization in Hospitals; Comparative Descriptive Study

Background: Although the number of studies on research utilization is steadily growing, but still there is a strong need to identify the main causes that inhibit the use of research findings in the clinical setting. Aim of the Study: To assess nurse’s perception of barriers to research utilization in Saudi Arabia and Palestine Hospitals. This study focuses on medical and surgical nurses in private hospitals. Method: A convenient sample of 156 medical nurses, from 6 general private hospitals, 3 from north Palestine and 3 from Riyadh City (KSA). Results: Out of 180 nurses employed from private hospitals, a total of 156 questionnaires were returned (response rate 86.67%). Results in a final sample size for analysis of 156. The demographic characteristics, age, gender, hospital, role on health care team, clinical experience, marital status, education degree, and current certified in a special area of respondents are shown in Table 1. Their mean age was 29.41, about half of them below 6-year clinical experience 77 (49.4%). Although around 90 (57.7%) of the participants from Palestine hospitals and 66 (42.3%) from Saudi Arabia hospitals, almost half of them their education (diploma) 85 (54.5%). In addition, 114 (73.1%) were female, 85 (54.5%) have current certified in a special area, and 140 (89.7%) respondents worked as staff nurses. Regarding perceptions of barriers to research utilization, the results of the barriers show in the total scale a mean of 3.15 out of 5 f (SD = 0.55; 95% CI 3.05 to 3.23). The subscales of setting and research were the highest one (mean = 3.22, SD = (0.63), and the lowest one is “nurse” (mean = 2.95, SD = 0.75). Conclusions: The main barriers of research utilization in practice for nurse are nurses themselves, the setting in the hospitals and research in its process and findings.

Attitudes toward and Utilization of Evidence-based Practice among Norwegian Social Workers

ABSTRACTPurpose: This study analyzes Norwegian social workers’ attitudes toward evidence-based practice (EBP).Method: Qualitative interviews were conducted with 30 social workers and managers from social services and child welfare services.Results: Social workers were positive about EBP, yet confused about it, rarely distinguishing between EBP, empirically supported treatments (ESTs), experience-based knowledge and research when describing the concept. Five barriers to conducting EBP were identified: (i) concerns regarding a negative impact on the relationship with the client, (ii) lack of time, (iii) a top-down implementation approach, (iv) restriction of social workers’ autonomous decision-making, (v) EBP research models not always suiting the client’s/family’s need. Two benefits for practicing EBP were identified: (i) utilization of research in practice, (ii) utilization of general guidelines in decision-making processes.Discussion: The empirical material demonstrated that the social workers valued multiple types of knowledge when making informed decisions. The most prominent were practical and theoretical knowledge.Conclusion: The findings confirm recent studies, but also suggest a need for future research to bridge gaps in knowledge transfer.

Blackboard facilitation: Reflection as a tool used to explore students experiences on Evidence-based Practice

Introduction: Limited resources require EBP management that meets patients’ needs and preferences using newest research and expertise. Seeking out the best practices will lead to decreased length of stay and costs [1]. An evidence-based curriculum embedded across courses and years in the academic and clinical setting fosters the best method of facilitation of evidence-based decision-making [2]. EBP is not fully integrated into the curriculum of undergraduate nursing students. The undergraduate nursing curriculum is where nursing students must be introduced to EBP thus making the need for EBP in the curriculum an essential priority. Methods: The study was qualitative in nature. An EBP module was facilitated on Blackboard. Census sampling was used to select participants to ensure valuable information applicable to the research [3]. Informed consent were obtained from all final year undergraduate nursing students that agreed to participate. To ensure anonymity no student identifiers were used. Reflective journals served as qualitative data and were collected via Blackboard. Data were analyzed by using Tech’s six steps of content analysis. The researcher did the coding of the data which was verified by an independent external expert. Text that reflects a specific theme can be adjoined to represent certain experiences. Results: Reflective journals consist of memory and indicate opinions, perceptions, patterns and trends. Students could utilize Blackboard in a positive and safe environment. Timely feedback on a regular basis is a motivating experience and assists students to work through distressful clinical events, should any occur. There was a significant change in the students’ beliefs on the significance of EBP. EBP implementation took place concluding that EBP in the curriculum will contribute to the use of research utilization in practice. Students experienced the teaching strategies useful and reflected professional development. Conclusion: The reflective journals on Blackboard included self-assessment that involved organizing behavior. The knowledge gained from the EBP process motivated the students to implement EBP in the clinical setting. The students were facilitated to skilfully reflect and learn from each clinical situation. If a student is guided during the reflective process, it can lead to lifelong learning. Key words: Evidence-Based Practice, Curriculum, Reflection.

The impact of postgraduate studies on the teachers’ practice

This paper analyses the perceptions of teachers involved in postgraduate studies of the importance of their study programme for their profession, describes the benefits of postgraduate studies for their practice and examines the strategies used to enhance the impact research they undertake on their teaching. A questionnaire was administered to 161 teachers enrolled in master’s and PhD programmes in schools of education of five research universities in Romania. The results demonstrate that postgraduate studies provide teachers with a crucial link between the research conducted and reported by faculties of education and their own work in schools. A large majority recognised that research conducted in universities had a personal impact, improving their teaching. Developing research projects involving both researchers and practitioners, reading about research findings in journals and enhancing communication between researchers and practitioners were reported as useful strategies that facilitated research utilisation in practice.

Hospital readiness for undertaking evidence-based practice: A survey.

Despite the fact that evidence-based practice has increasing emphasis in health care, organizations are not always prepared for its implementation. Identifying organizational preparedness for implementing evidence-based practice is desirable prior to application. A cross-sectional survey was developed to explore nurses' perception of organizational support for evidence-based practice and was implemented via a self-enumerated survey completed by 234 nurses. Data were analyzed with descriptive and inferential statistics. Nurses reported that implementation of evidence-based practice is complex and fraught with challenges because of a lack of organizational support. A conceptual framework comprising three key factors: information resources, nursing leadership, and organizational infrastructure was proposed to assist health authorities in the implementation of evidence-based practice. Suggestions of how organizations can be more supportive of research utilization in practice include establishing a library, journal clubs/mentoring programs, nurses' involvement in decision-making at unit level, and a local nursing association.

Interventions for improving the research literacy of nurses: a systematic review

Despite the importance of research literacy for nurses, many nurses report feeling unable to effectively read and understand research, which in turn results in lower research utilization in practice. Nurses themselves identify poor experiences with trying to understand and use research as factors that contribute to a reluctance to utilize research. This reluctance often leads nurses to seek other sources of information, such as colleagues, instead. The objective of this review was to identify the effectiveness of research literacy interventions on the research literacy of registered nurses. Registered nurses.Interventions of interest were those that evaluated the effectiveness of workplace educational programs or interventions conducted in a healthcare organization or tertiary-level educational facility aiming to improve or increase registered nurses' understanding of research literature.Outcomes of interest were research literacy, measured explicitly or as research knowledge, research understanding, use of research evidence in practice, and/or ability to critically appraise research.We considered experimental study designs such as randomized controlled trials, nonrandomized controlled trials, quasi-experimental, and before and after studies. A wide range of databases were searched in order to provide the most complete possible review of the evidence. Initial keywords used were: "research litera*", "research education", "research knowledge", "evidence-based practice education". Papers selected for retrieval were assessed by two independent reviewers for methodological validity prior to inclusion in the review using standardized critical appraisal instruments from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Data were extracted from papers included in the review using the standardized data extraction tool from JBI-MAStARI. Quantitative data would have been, if possible, pooled in statistical meta-analysis using the Cochrane Collaboration's Review Manager 5.2 software. As statistical pooling was not possible, the findings are presented in narrative form including tables and figures where appropriate to aid in data presentation. The majority of included studies were single-group pre-test/post-test designs (n=7). One was a post-test only two-group comparison and two were two-group quasi-experimental studies. Included studies were conducted in Taiwan, Japan, Hong Kong, Australia, United Kingdom and United States. The total number of registered nurses in the included studies was 453. The educational interventions were conducted in universities (n=6) and healthcare facilities (n=4). Most included studies were published (n=9), with one unpublished study. The evidence on educational interventions, while not strong, is indicative of the types of interventions which are likely to be effective. Online or face-to-face interventions using interactive teaching strategies, such as activities, role-play and discussions, and which are underpinned by an appropriate behavioral or education theory, are likely to increase research literacy. More rigorous experimental studies of educational interventions for nurses' research literacy are warranted, in order to demonstrate the effectiveness of different course and program designs. Future studies should consider longer periods of follow-up to test the longevity of the effect, as education needs to have lasting effects to be beneficial to the recipients.

Use of Evidence-Based Practice and Barriers to Utilize Research in Rural Social Work Practice

In this study the author explores the level of use of evidence-based practice and the extent of barriers to research utilization in rural practice settings. Ninety-one social work field instructors from the rural areas of Southeast Ohio reported moderate use of evidence-based practice in their treatment process. The majority of field instructors also identified significant barriers to research utilization in practice. In addition, the use of evidence-based practice was associated with barriers to utilize research in the areas of field instructors' characteristics, organizational settings and limits, and communication. Implications include suggestions for enhancing evidence-based practice in rural settings.

Re‐conceptualising the link between research and practice in social work: A literature review on knowledge utilisation

Despite the recent movement towards greater research use in many areas of social work, criticisms persist that decision making in practice is seldom informed by sound research evidence. Discourse about the research‐to‐practice gap in social work has tended to focus on the feasibility of evidence‐based practice for the profession, but has rarely drawn from the broader knowledge utilisation literature. There are important understandings to be gained from the knowledge utilisation field, which spans more than six decades of interdisciplinary research.This article introduces the wider knowledge utilisation literature to a social work audience. It considers the potential of this body of literature to facilitate research use in social work, as well as conceptual issues that may be hindering it from informing improvements to research utilisation in practice.

Investigation and analysis of status of research and research utilization in practice among nurses of hospital of Traditional Chinese Medicine

Objective To investigate the status of research and research utilization in practice among nurses of hospital of Traditional Chinese Medicine.Methods Two hundred and sixty nurses of hospital of Traditional Chinese Medicine were selected to fill out the questionnaire.Results The rates of involvement of research activities and research utilization among nurses of hospital of Traditional Chinese Medicine were low.The score of every factor ranged from the higher to the lower were communication,organization,research and nurse.Conclusions Involvements of research activities and research utilization among nurses of hospital of Traditional Chinese Medicine are insufficient.Most factors associated with nurses' low extent of research utilization are objective factors.It is pivotal for nursing managers to construct supportive professional environment,improve nurses' research and information skills and the capacity of the research utilization. Key words: Hospital of Traditional Chinese Medicine; Nurses; Research utilization

Potenzialanalyse zu „Advanced Practice Nursing (APN)“ für Bewohner mit dementiellen Erkrankungen in deutschen Einrichtungen der stationären Langzeitpflege

The nursing Minimum Data Set 3.0 (MDS 3.0) and other nursing quality indices summarise relevant health and nursing outcomes for long-term care that are recommended as quality measures. These are measures like "Percent of High-Risk Residents with Pressure Ulcers", "Percent of Low-Risk Residents Who Lose Control of Their Bowels or Bladder", "Percent of Residents Experiencing One or More Falls with Major Injury", "Percent of Residents Who Lose Too Much Weight" etc. Analyses of healthcare data in Germany showed a substantial higher risk for negative outcomes in the long-term care setting in persons with dementia compared to persons without dementia. There already exist evidence-based guidelines and recommendations for most of the quality measures and underlying health problems (e.g., the German "Expertenstandards in der Pflege"). Implementation and translation of evidence have not been systematically researched yet, and there is uncertainty about structures and processes that support implementation and eventually lead to improved nursing outcomes in people with dementia in long-term care. Studies showed a potential benefit of master-level geriatric advanced practice nurses (GAPNs) concerning the implementation of evidence-based guidelines. This corresponds to the expectation that academic nursing staff positively influences research utilisation in practice. A systematic review identified four controlled trials that evaluated the effectiveness of GAPN on select quality measures. Both the internal and external validity of the trials require a thorough investigation into the intervention before translation and effectiveness research in Germany can be recommended. In accordance with national and international recommendations on the development and clinical evaluation of complex interventions, we recommend a multistage model. Such a model comprises the conceptualisation and adaptation of the original intervention. In this way, the original concept of a GAPN has to be translated into the context of the German healthcare system. Furthermore, feasibility of the intervention in general has to be investigated. This includes acceptance of GAPNs in practice and the necessary prerequisites, especially concerning a comprehensive commitment of one APN to more than one long-term care facility.

Nurses' Perceived Barriers to and Facilitators of Research Utilization in Mainland China: A Cross-Sectional Survey

Despite the drive towards evidence-based practice, the extent to which research evidence is being implemented in nursing practice is unclear, particularly in developing countries. This study was to assess the levels of perceived barriers to and facilitators of research utilization in practice among Chinese nurses and inter-relationships between these barriers and facilitators and their socio-demographic characteristics. A cross-sectional, descriptive survey was conducted in 2011 with 743 registered nurses randomly selected from four general hospitals in China. They completed the Barriers to Research Utilization and Facilitators of Research Utilization scales. Correlation tests were used to test the relationships between the nurses’ perceived barriers and facilitators, their demographic characteristics and research training and involvement. The Chinese nurses’ level of perceived barriers was moderate on average and lower than that in previous research. Among the 10 top-ranked items, six were from the subscale ‘Organizational Characteristics’. Their perceived barriers were correlated positively with age and post-registration experience and negatively with research training undertaken. Junior diplomatic nurses reported a significantly higher degree of barriers than those senior ones with postgraduate education. Higher and more diverse barriers to research utilization in practice are perceived by Chinese nurses than those in Western countries and they are associated with a few socio-demographic factors. Future research on these barriers/facilitators and their relationships with occupational and socio-cultural factors in Chinese and other Asian nurses is recommended.

The Effect of a Journal Club on Perceived Barriers to the Utilization of Nursing Research in a Practice Setting

Professional accountability dictates that bedside nurses base their practice on the best available evidence from research findings. However, some staff nurses may be reluctant to read research and scholarly journals, suppressing their practice and self-development. Findings from this study suggest that perceptions of barriers to research utilization in practice may decrease through the use of unit-based journal clubs. The staff development educator can play a pivotal role in nursing practice progression by implementing journal clubs.

Barriers to research utilisation among nurses in Turkey

This study was conducted to identify barriers to research utilisation in practice among nurses in Turkey. It is clear from the nursing literature that there are several factors that can impede the use of research in practice. It is important that these are identified and addressed. Survey. This descriptive study was carried out with 216 nurses from government and private hospitals in Izmir between January-April 2007. The data collection instrument used for the study consisted of the Barriers to Research Utilization Scale and a self-administered questionnaire form that contained demographic data, educational background and nurses' involvement in research activities. More than half of the nurses did not receive research education before graduation, and 85.2% did not receive an in-service education. Only 58.3% of nurses give great importance to research, and 24.5% are interested in research. Involvement in research activities is inadequate. Five out of the top 10 barriers were related to 'setting', three to 'nurse' and two to 'presentation'. Educational level, undergraduate research education and involvement in research activities were predictor factors of perceived barriers to research utilisation. Identifying the barriers to research utilisation is the first step in overcoming the barriers. It is hoped that research capability in the health care field in Turkey can be enhanced. Creating an organisational climate that values research use and supports nurses to participate in such activities is crucial. The study findings provide key factors and the top barriers to research utilisation to nurse administrators in developing strategies to increase the utilisation of research findings in clinical practices.

Barriers to Research Utilization Among Registered Nurses Practicing in a Community Hospital

Researchers have explored the barriers to research utilization in practice, yet community hospitals have been largely omitted from these studies and the research-practice gap remains. The aim of this study was to identify the barriers to research utilization among registered nurses practicing in a community hospital. In January of 2006, 376 registered nurses working in a community hospital in Washington State were invited to complete the 29-item Barriers to Research Utilization Scale. Twenty-one percent participated in this descriptive study. Barriers reported include lack of authority to change patient care procedures, lack of time to read research, and lack of awareness of research. Organizational strategies that can be used by staff development professionals to influence research awareness and utilization are discussed.

Identification of Barriers and Facilitators to Utilizing Research in Nursing Practice

ABSTRACT Background: Despite a growing body of literature, utilization of nursing research remains relatively low even within academic health care institutions. Objective: The purpose of this study was to (1) investigate barriers for utilization of research in nursing practice in multiple nursing roles (staff nurses and nursing leadership) within an academic health care setting, and (2) identify strategies that may influence nurses' perceptions to utilizing research in nursing practice. Design: This study was a prospective, descriptive, cross‐sectional study. Population, Sample, Setting: The subjects were 181 nurses employed at a tertiary care hospital in Southern Ontario, Canada. Methods: A self‐administered questionnaire identifying demographics, and perceptions of barriers and facilitators to utilizing nursing research in practice was sent to 640 nurses. Results were entered into an SPSS database, and descriptive statistics were used for data analysis. Ethical considerations included approval from the Institutional Ethics Review Board. Findings: Twenty‐eight percentage of the invited participants responded to the questionnaire. The subjects identified four particular barriers that affected their utilization of research in practice to a great extent: awareness of the research (33%), lack of time to read the research (39%), feeling that the nurse does not have the authority to change practice procedures (41%), and insufficient time on the job to implement new ideas (49%). Conclusions: Results from this study suggest that a strategic approach to enhancing utilization of nursing research in practice is essential. Organized activities enhance nurses' awareness of research in their field, and developing processes for nurses to participate in practice change is very important. In addition, providing time for nurses to read and implement research will have a positive impact on the utilization of nursing research in practice.

Does research reach practice?

National service frameworks, the Commission for Health Improvement and the National Institute of Clinical Excellence all form part of the government initiative to embed evidence-based practice into health-care delivery. Nurses perform a crucial role in the delivery of evidence-based practice, not only because they have significant contact with patients but also because they are important care managers, often coordinating packages of care involving other practitioners and agencies. Nurse education moved into higher education to ensure the centrality of education within the professional socialization process and to provide a foundation in research utilization in practice. The move was supposed to steer the practice of nursing away from routine and ritual learned through an apprenticeship training to decision-making based on knowledge informed by research.