1. Educational support for research utilization and capability beliefs regarding evidence-based practice skills: a national survey of senior nursing students
Florin, Jan; Ehrenberg, Anna; Wallin, Lars; Gustavsson, Petter;
Journal of Advanced Nursing, 2012 Apr; 68 (4): 888-97
Abstract: The aim of the study was to investigate Swedish university nursing students' experience of educational support for research utilization and capability beliefs regarding evidence-based practice skills. Background. Nursing programmes are offered at 26 universities in Sweden and even though there are common regulations for nursing education at the national level, substantial variations are found in local curricula. Little is known about students' capability beliefs regarding evidence-based practice skills, particularly in comparison across universities. Methods. A cross-sectional survey design using self-administered postal questionnaires was conducted in 2006. A total of 1440 students (from 26 different universities) participated, constituting 68% of the national population of nursing students in their 6th and final semester. Results. Campus education supported the students to a greater extent than clinical education in following the development of knowledge in an area of interest, using research findings, and acquiring knowledge on how to pursue changes in clinical practice. Perceived support during campus education varied between universities. Students reported high capability beliefs regarding evidence-based practice skills, but large differences were found between universities for: stating a searchable question, seeking out relevant knowledge and critically appraising and compiling best knowledge. Conclusion. The identified differences between universities concerning the students' perceived support for research utilization and their capability beliefs regarding evidence-based practice skills have implications for curricula, pedagogical perspectives in nursing education and the potential to implement evidence-based practice in healthcare settings. Further studies are warranted to investigate students' individual characteristics and organizational characteristics as determinants of research utilization support and capability beliefs regarding evidence-based practice skills.
2. Questioning the use value of qualitative research findings.
Lipscomb, Martin;
Nursing Philosophy, 2012 Apr; 13 (2): 112-25
Abstract: In this paper the use value of qualitative research findings to nurses in practice is questioned. More precisely it is argued that, insofar as action follows belief then, in all but the rarest of cases, the beliefs that nurses in practice can justifiably derive from or form on the basis of qualitative research findings do not sanction action in the world and the assumption, apparently widely held, that qualitative research can as evidence productively inform practice collapses. If qualitative research does not have a substantive action guiding potential then, in consequence, three conclusions are permitted. First, regarding the requirement that nurses ground actions on evidence, regulators should redraft methodologically neutral or permissive guidelines to specify the sorts of research evidence that can serve this function. Second, qualitative methodologies should receive less prominence in nurse education programmes. Third, qualitative researchers should make it clear that their work cannot inform practice. Alternatively, if this claim is advanced the process by which this is to be achieved should be explicitly stated.
3. The role of the clinical research nurse.
Gibbs, Claire Louise; Lowton, Karen;
Nursing Standard, 2012 Mar 7-13; 26 (27): 37-40
Abstract: With increased emphasis on clinical research within the NHS, it is vital that training and educational opportunities are available to enable clinical research nurses to progress in their careers. This article describes the work of the clinical research nurse and examine the advantages and disadvantages of the role. It discusses the history of clinical research nursing and those aspects and guidelines that have shaped the way the role has developed. The lack of a career pathway for nurses who decide to pursue a career in nursing research and/or medical research is considered, and suggestions are made regarding the future of clinical research nursing and education.
4. The institutional review board: purpose and process.
Westlake, Cheryl; Taha, Asma A.;
Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 2012 Mar-Apr; 26 (2): 66-70
5. Involving practice nurses in primary care research: the experience of multiple and competing demands. Boase, Sue; Kim, Youngsuk; Craven, Anthea; Cohn, Simon;
Journal of Advanced Nursing, 2012 Mar; 68 (3): 590-9
Abstract: This paper is a report of a study of the experiences of practice nurses delivering a complex research intervention in an exploratory randomized controlled trial in primary care. Background. As practice nurses increasingly become involved in primary care research, it is important to understand not only what impact this may have on their existing role but also equally on what their potential contribution might be. Method. Fourteen of the 15 practice nurses involved in the delivery of a complex intervention were purposively sampled and interviewed in their workplace between June and October 2007. Interviews were audio-recorded, transcribed and analysed using a Framework Approach and NVivo software. Findings. Time influenced the nurses' engagement with the various aspects of the trial and meant that they constantly had to make judgments and decisions in response to the multiple agendas presented to them: they had to negotiate a range of competing loyalties between their professional clinical role, their role in the research and practice teams and their relationship with patients. The nurses' accounts consequently provide insight into the active role they played both in the trial process and the delivery of the complex intervention. Conclusion. The nurses were key to the delivery of the trial. If practice nurses are to develop a research role in their professional work, it is important to understand their perceptions and the impact such involvement has on them and their practice. Consideration of these factors is consequently valuable when developing research in primary care settings.
6. Mentoring advanced practice nurses in research: Recommendations from a pilot program.
Leung, Doris; Widger, Kimberley; Howell, Doris; Nelson, Sioban; Molassiotis, Alex;
Canadian Oncology Nursing Journal, 2012 Winter; 22 (1): 31-5
Abstract: Advanced Practice Nurses (APNs) need research skills to develop and advance their practice and, yet, many have limited access to research training and support following completion of their advanced degree. In this paper we report on the development, delivery, and evaluation of an innovative pilot program that combined research training and one-to-one mentorship for nine APNs in conducting research relevant to their practice. The program was organized within an academic institution and its affiliated hospitals in Toronto, Canada. Our experience with this program may assist those in other organizations to plan and deliver a similar program for APN research mentorship.
7. Research ethics application: a guide for the novice researcher.
Greaney, Anna-Marie; Sheehy, Agnes; Heffernan, Catrina; Murphy, Joan; Mhaolrúnaigh, Siobhán Ni; Heffernan, Elizabeth; Brown, Gary;
British Journal of Nursing (BJN), 2012 Jan 11; 21 (1): 38-43
Abstract: The aim of this paper is to assist the novice researcher in the research ethics application process. The novice researcher in this context refers to any researcher negotiating a research ethics application for the first time. This may be a student or a more experienced registered nurse engaged in research activity. The paper applies ethical principles to the varied elements of a research ethics application form to explain the theoretical basis of the application criteria. The impetus for this paper arose following an internal audit of the decisions made by the research ethics committee of the nursing department at the Institute of Technology in Tralee, Ireland. The audit revealed the common reasons why full approval was not granted following initial review. This information prompted the development of a paper which would assist novice researchers in avoiding common errors and omissions in the research ethics application process. Despite the specific requirements of individual research ethics committees in different jurisdictions, the fundamental elements of research ethics approval remain unchanged. While the paper has local origins, its relevance holds a wider appeal. The paper takes a structured approach using the three ethical principles of respect for persons, beneficence, and justice, as outlined by the Belmont Report (1979) to provide a framework for discussion. Despite the advent of other frequently used frameworks for research ethics, the principles of the Belmont report remain constant as guidance for good practice in the research ethics context.
8. Let's Get Started: Research and Writing.
Journal of Infusion Nursing, 2012 Jan-Feb; 35 (1): 13-4
9. The Role of the Nurse Research Facilitator in Building Research Capacity in the Clinical Setting. Jamerson, Patricia A.; Vermeersch, Patricia;
Journal of Nursing Administration, 2012 Jan; 42 (1): 21-7
10. Demystifying nursing research terminology: Part 2.
Welford, Claire; Murphy, Kathy; Casey, Dympna;
Nurse Researcher, 2012; 19 (2): 29-35
Abstract: Aim To provide an explanation of the research methodologies and strategies available. Background There are numerous research methodologies and strategies. The literature is ambiguous in relation to research terminology and this often leads to confusion about which methodology or strategy to adopt. Data sources A review of the most up-to-date literature. Discussion The most commonly adopted methodologies and strategies are discuss Conclusion Part 1 (Welford et al 2011) of this two-part paper explained the research paradigms and the rationales for choosing particular paradigms. Part 2 provides an explanation of the methodologies and strategies available to the researcher. Implications for practice/research This paper will be particularly useful for novice researchers or doctoral students.
11. Your role in protecting research participants.
Schneider, Melissa A.;
Nursing, 2012 Jan; 42 (1): 15-7
12. Applying research to practice: exploring the barriers.
Hewitt-Taylor, Jaqui; Heaslip, Vanessa; Rowe, Nicholas E.;
British Journal of Nursing (BJN), 2012 Mar 22; 21 (6): 356-9
Abstract: Nurses are not averse to applying research findings to their clinical practice; however, there appears to be a number of barriers to achieving this. Generally, barriers include lack of time and the need to provide more education surrounding the use of research. While these are both valid points, the authors suggest that perhaps the solution to the problem is looking at how research is 'sold' to practitioners. For example, the use of jargon in research is off-putting to many practitioners, which creates an impression that research is associated with academia, rather than a tool for practitioners. Also, there may be an unrealistic expectation of what 'using research' might mean. Research is seen as the pinnacle of evidence, and not a part of evidence-based practice. In this article, the authors propose that teaching and expectations of research should focus on the application of research to practice. Reviewing and critiquing of research should serve the purpose of helping to make decisions about its practical applications, rather than for academic use.
13. Using the agency for healthcare research and quality patient safety indicators for targeting nursing quality improvement
Zrelak, Patricia A; Utter, Garth H; Sadeghi, Banafsheh; Cuny, Joanne; Baron, Ruth; Romano, Patrick S;
Journal of Nursing Care Quality, 2012 Apr-Jun; 27 (2): 99-108
Abstract: Quantifying the critical impact nurses have on the prevention and early recognition of potential complications and adverse events, such as those identified by the Agency for Healthcare Research and Quality (AHRQ) patient safety indicators (PSI), is becoming increasingly important. In this paper, we describe how the AHRQ PSI may be used to identify nursing-specific opportunities to improve care based on data from the national AHRQ PSI validation pilot project.
14. Translating Research Into Everyday Practice—The Essential Role of Pediatric Nurses.
Christian, Becky J.;
Journal of Pediatric Nursing, 2012 Apr; 27 (2): 184-5
