Objective: Findings of our study contribute to a greater awareness of the research engineering importance and research activities in general in the educational process and programs that offer education for nurses. Studying the factors that impede nurses in their research the most has been our research field. Methods: The study was based on quantitative research methodology. Results: The most impeding factor for nurses is the lack of training and education for different types of research in their professional practices. Next factor is education about the research approaches during their studies with lack of methodological assistance in the research coming in as third. Conclusion: The study is important for further reflection on how to arrange and update the education programs and further professional training with skills and expertise of research engeneering in nursing of future nurses in Slovenia and elsewhere. This is the new approach how to construct nursing research and translating its evidence-based findings into clinical practice that can improve nursing standards as well as overall clinical care.
Research in Nursing: A Guide to Understanding Research Designs and TechniquesAJHSSR Journal
ABSTRACT : Nurses like any other professionals are expected to participate in research studies since nursing
is a science that is fast evolving. Research in nursing paves the way for high quality, evidence-based nursing
care. Findings from research highly informs quality nursing practice. Nursing practice needs to be research
based; hence, it is worth commending that all nurses understand research techniques and designs and be
involved in research. However, some bedside nurses are not aware of the relationship between research and the
quality of care provided to patients. Such nurses need to be aware of the importance of research in nursing and
get on board. There are different types of research designs and methods, and the type of design employed for a
particular study will determine the methods to be used for that study. Generally, the different types of study
designs include experimental and non-experimental research designs which can be used according to the need to
answer many questions in the field of nursing. Thus, this paper gives an overview of research designs and
methods in order to provide novice nurses with the basics of research methodology. This istoensure that nurses
have an understanding of the research process and participate in research activities. This will in turn ensure that
quality care which is evidenced-based is rendered to all patients.
Utilization of research findings fro health policy making and practice eviden...David Roger Walugembe
Researchers at the International Centre for Diarrhoeal Disease Research, Bangladesh (icddr,b) conducted a study to explore how the institution promotes the utilization of its research findings in health policymaking in Bangladesh. The study reviewed 19 reproductive health studies from 2001-2011. Researchers used various approaches to promote utilization, including workshops, publications, policy briefs, and meetings. The majority of researchers reported their findings influenced policy. Three case studies provided evidence that research can influence policy agenda setting, formulation, and implementation in instrumental, conceptual and symbolic ways. The results suggest using multiple approaches to promote research utilization in health policymaking.
Models of Evidence Base Practice PPT use in ANP, Education subjectsonal patel
Evidence-based practice (EBP) emerged from evidence-based medicine and involves integrating the best research evidence with clinical expertise and patient values and preferences. EBP aims to provide the best care for patients by using systematic and judicious use of current best evidence from clinical care research. The five step process of EBP includes formulating questions based on clinical problems, locating evidence, critically appraising the evidence, applying relevant evidence to clinical practice, and evaluating outcomes. Several models provide frameworks for implementing EBP, including the Iowa, Rogers, Stetler, and Joanna Briggs Institute models. Barriers to EBP include lack of time, skills, and support while benefits are improved outcomes, quality of care, and evidence-
This document provides an introduction to nursing research. It defines research as the systematic investigation to establish facts through collecting and analyzing data. Nursing research aims to describe, explain, predict, and control phenomena related to health and of interest to nurses. It is important for nurses to conduct research so they can contribute to the generation of nursing knowledge and evaluate the effects of nursing care. Nurses can be involved in research as doers, conducting studies, and as consumers, applying research findings to practice. The document outlines different types of research, including quantitative and qualitative methods, and roles for nurses in the research process.
This chapter discusses the history and importance of evidence-based care in nursing. It provides an overview of key concepts like the different types of evidence and the steps to incorporate evidence-based practices. These include finding credible sources of evidence, integrating that evidence into care plans and documentation, and evaluating the outcomes. The chapter also addresses some challenges to evidence-based care like the large volume of literature and ensuring practices are tailored for specific institutions.
evidence based practice is a important tool in clinical practice.everything we do in our life can also correlated to evidence based practice. PICO is used to frame a answerable question
This is a lecture by Sue Anne Bell from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
The document discusses evidence-based nursing practice. It defines evidence-based practice as integrating the best research evidence, clinical expertise, and patient values and needs. The key steps in evidence-based practice are asking questions, acquiring evidence, appraising the evidence, applying it to a patient, and evaluating outcomes. Barriers to evidence-based nursing include lack of time and resources, as well as difficulties interpreting and applying research. Facilitators include administrative support and accessible, clearly written research. Maximizing evidence-based nursing requires overcoming barriers, incorporating different types of evidence, and accounting for issues beyond measurement like patient preferences.
Research in Nursing: A Guide to Understanding Research Designs and TechniquesAJHSSR Journal
ABSTRACT : Nurses like any other professionals are expected to participate in research studies since nursing
is a science that is fast evolving. Research in nursing paves the way for high quality, evidence-based nursing
care. Findings from research highly informs quality nursing practice. Nursing practice needs to be research
based; hence, it is worth commending that all nurses understand research techniques and designs and be
involved in research. However, some bedside nurses are not aware of the relationship between research and the
quality of care provided to patients. Such nurses need to be aware of the importance of research in nursing and
get on board. There are different types of research designs and methods, and the type of design employed for a
particular study will determine the methods to be used for that study. Generally, the different types of study
designs include experimental and non-experimental research designs which can be used according to the need to
answer many questions in the field of nursing. Thus, this paper gives an overview of research designs and
methods in order to provide novice nurses with the basics of research methodology. This istoensure that nurses
have an understanding of the research process and participate in research activities. This will in turn ensure that
quality care which is evidenced-based is rendered to all patients.
Utilization of research findings fro health policy making and practice eviden...David Roger Walugembe
Researchers at the International Centre for Diarrhoeal Disease Research, Bangladesh (icddr,b) conducted a study to explore how the institution promotes the utilization of its research findings in health policymaking in Bangladesh. The study reviewed 19 reproductive health studies from 2001-2011. Researchers used various approaches to promote utilization, including workshops, publications, policy briefs, and meetings. The majority of researchers reported their findings influenced policy. Three case studies provided evidence that research can influence policy agenda setting, formulation, and implementation in instrumental, conceptual and symbolic ways. The results suggest using multiple approaches to promote research utilization in health policymaking.
Models of Evidence Base Practice PPT use in ANP, Education subjectsonal patel
Evidence-based practice (EBP) emerged from evidence-based medicine and involves integrating the best research evidence with clinical expertise and patient values and preferences. EBP aims to provide the best care for patients by using systematic and judicious use of current best evidence from clinical care research. The five step process of EBP includes formulating questions based on clinical problems, locating evidence, critically appraising the evidence, applying relevant evidence to clinical practice, and evaluating outcomes. Several models provide frameworks for implementing EBP, including the Iowa, Rogers, Stetler, and Joanna Briggs Institute models. Barriers to EBP include lack of time, skills, and support while benefits are improved outcomes, quality of care, and evidence-
This document provides an introduction to nursing research. It defines research as the systematic investigation to establish facts through collecting and analyzing data. Nursing research aims to describe, explain, predict, and control phenomena related to health and of interest to nurses. It is important for nurses to conduct research so they can contribute to the generation of nursing knowledge and evaluate the effects of nursing care. Nurses can be involved in research as doers, conducting studies, and as consumers, applying research findings to practice. The document outlines different types of research, including quantitative and qualitative methods, and roles for nurses in the research process.
This chapter discusses the history and importance of evidence-based care in nursing. It provides an overview of key concepts like the different types of evidence and the steps to incorporate evidence-based practices. These include finding credible sources of evidence, integrating that evidence into care plans and documentation, and evaluating the outcomes. The chapter also addresses some challenges to evidence-based care like the large volume of literature and ensuring practices are tailored for specific institutions.
evidence based practice is a important tool in clinical practice.everything we do in our life can also correlated to evidence based practice. PICO is used to frame a answerable question
This is a lecture by Sue Anne Bell from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
The document discusses evidence-based nursing practice. It defines evidence-based practice as integrating the best research evidence, clinical expertise, and patient values and needs. The key steps in evidence-based practice are asking questions, acquiring evidence, appraising the evidence, applying it to a patient, and evaluating outcomes. Barriers to evidence-based nursing include lack of time and resources, as well as difficulties interpreting and applying research. Facilitators include administrative support and accessible, clearly written research. Maximizing evidence-based nursing requires overcoming barriers, incorporating different types of evidence, and accounting for issues beyond measurement like patient preferences.
Nursing research aims to advance nursing practice and improve patient health through rigorous scientific inquiry. It provides an evidence base for clinical decision-making. Nurses play key roles in conducting research by developing study protocols, coordinating trials, and collecting and analyzing data. Nursing research has evolved from early studies by Florence Nightingale on environmental factors to large-scale clinical trials today. It helps develop new care techniques, assess interventions, and address problems in health delivery, education, and practice.
This document discusses research utilization in nursing. It states that nursing research is important for adding to nursing knowledge and enhancing practice. Research utilization is defined as identifying a nursing problem, locating valid research findings, evaluating their applicability, formulating research-based interventions, and evaluating outcomes. Barriers to research utilization include the gap between research and practice, lack of understanding of methodology, and resistance to change. Factors related to nurses, nursing research, organizations, and communication can also impede utilization. Strategies to facilitate utilization include interdisciplinary research, administrative support, sensitizing nurses to research, and clarifying the roles of nurse educators, researchers, administrators, and clinicians in promoting evidence-based practice.
evidence based practice is the most recent development of the research world. in nursing the utilization of the research is very limited as it contribute to a lots of factors. here i have discussed about the ebp in brief. this is just an short and concise form of the real matter so read extensively for more knowledge.
This document discusses nursing research, including its meaning, definitions, terminology, needs and purpose. Nursing research aims to develop the scientific basis of nursing practice through exploring educational methods, care interventions, and strategies. It helps refine nursing knowledge and validate existing practices. Key aspects of nursing research addressed include variables, sampling, reliability, validity, analysis, and the importance of building the nursing evidence base. Characteristics of good research emphasized include being systematic, objective, and focused on developing empirical evidence to improve professional practices.
Evidence-Based Practice and the Future of NursingOther Mother
This document discusses evidence-based practice and its importance for nursing. It provides an overview of the evolution of evidence-based practice from its origins in medicine in the early 1990s to its growing emphasis and application in nursing. Key points discussed include defining evidence-based practice, the various levels of evidence, common questions nurses ask to identify opportunities to improve care, and the steps of the evidence-based practice process. Barriers to implementing evidence-based practice like lack of time, access, and research expertise are also addressed.
1. The document discusses the new era of nursing research and the need for innovative, team-based research to improve patient care and nursing education.
2. It reviews several studies on leadership, implementation strategies, teamwork, and innovation in clinical settings and nursing education.
3. The author then describes their own innovative research team and projects in Taiwan that have developed a nursing practicum course, validated assessment tools, and produced over 30 patents to provide a model for evidence-based nursing research.
MEDICAL STUDENT RESEARCH: AN INTEGRATED MIXED-METHODS SYSTEMATIC REVIEW AND M...Ahmed Elfaitury
- Medical student participation in research can improve physician-scientist numbers and positively impact students' careers and academic success.
- Students engaged in research through electives, curricula, extracurricular activities, or intercalated degrees. Previous research experience and academic success increased interest in research careers.
- Student research commonly resulted in publications and predicted long-term success in academia. It could also influence specialty choice.
- Early exposure, mentorship, and overcoming financial barriers were important factors in supporting student research. Developing countries faced additional challenges but students there expressed high research interest.
The document summarizes a panel discussion on nursing research opportunities and challenges. It discusses the importance of nursing research in building knowledge and improving patient care. The goals of nursing research are also outlined, including improving nursing care practices and patient outcomes. Emerging trends in nursing like evidence-based practice, use of technology, and multidisciplinary team approaches are also reviewed. Challenges for nursing research in developing countries include lack of resources and support as well as personal and institutional barriers faced by researchers.
Do Extra-curricular Activities in Schools Improve Educational Outcomes?: Arti...Muhammad Nur Fadzly Basar
1) The document summarizes a research article that conducted a meta-analysis of previous studies to determine if extra-curricular activities (ECA) in schools improve educational outcomes.
2) The meta-analysis reviewed 136 studies and ultimately included 29 studies that met criteria for population, activity type, and outcomes measured.
3) The analysis found that while ECA are associated with positive outcomes, there is no conclusive evidence that ECA causally improve outcomes. Current research does not show ECA positively or negatively affect student performance.
This document discusses evidence-based practice and strategies for synthesizing evidence, including conducting systematic reviews and meta-analyses. It describes the 10 step process for systematic reviews, which includes formulating a clinical question, searching for and selecting studies, critically appraising studies, and developing a final report. It also discusses how to conduct meta-analyses by statistically combining data from multiple studies to determine the overall effectiveness of an intervention.
This document provides a historical overview of nursing research from 1850 to the present. It discusses how nursing research has evolved from case studies and traditional knowledge to more rigorous quantitative and qualitative methodologies aimed at developing an evidence base for nursing practice. Key developments include the establishment of organizations like the American Journal of Nursing (AJN) and Sigma Theta Tau in the early 20th century, the introduction of research in baccalaureate nursing programs in the 1950s, and the growth of clinical research and federal funding through agencies like the National Institute of Nursing Research (NINR) from the 1960s onward. The document also outlines various research concepts, designs, and challenges facing the field going forward.
This document discusses research design for quantitative studies. It covers key terminology and aspects of research design including interventions, comparisons, controls, timing of data collection, and communication with subjects. The document outlines different types of research designs such as experimental, quasi-experimental, and non-experimental designs. It also describes specific design approaches like between-subjects and within-subjects designs, cross-sectional and longitudinal designs, and experimental designs involving manipulation, control groups, and randomization.
A PORTAL INTO THE CULTURE OF BIOMEDICAL RESEARCH FOR JUNIOR MEDICAL STUDENTS ...Ahmed Elfaitury
1. The document describes a Research-Oriented Series (ROS) program developed at Alfaisal University in Saudi Arabia to improve research skills among junior medical students.
2. The ROS program consisted of 8 sessions covering various research topics and was evaluated based on a survey of 63 students who participated.
3. Results found that the ROS significantly improved students' research knowledge, skills, and confidence, especially among male students, with no difference based on GPA. The program helped strengthen connections between students and research mentors.
This document provides an overview of evidence-based practice (EBP) in nursing. It defines EBP and discusses its aims, purposes, and historical development. The document outlines the differences between EBP and research utilization and describes various types of evidence and hierarchies. It also identifies resources for EBP, discusses its uses and barriers, and presents several EBP models and the process of implementing EBP. The document notes assumptions of EBP in nursing, its limitations, and the role of nurses in EBP. Overall, the document serves as an introduction to EBP for nursing by defining key concepts and outlining the principles and process of EBP.
Evidence based practice integrates the best available research evidence, clinical expertise, and patient values and preferences. It has roots in evidence based medicine and was developed to address issues with traditional clinical practice being based on small numbers of opinions and poorly organized medical literature. Evidence based practice benefits patients through improved treatment, benefits clinicians through high quality care, and benefits researchers through increased testing of new products. While it has advantages like improved patient outcomes, barriers to implementation include the large volume of evidence, dissemination challenges, and lack of time and incentives for clinicians to incorporate evidence into practice.
Interactive Spaced-Education (ISE) to teach the Physical examination: a rand...Ahmed Elfaitury
This study investigated the efficacy of Interactive Spaced Education (ISE) for teaching physical examination skills to medical students. 170 second-year students were randomly assigned to receive ISE via daily emails over 3 cycles or act as a control. ISE combined spaced repetition with self-testing. Students receiving ISE showed an average retention improvement of 7.9% after the first cycle and 74.4% after the third cycle compared to controls. Students found ISE to be an effective and acceptable learning method and recommended continuing the program. However, the study was limited by being conducted at a single institution and only assessing physical exam knowledge rather than skills.
- Evidence-based practice (EBP) involves integrating the best research evidence, clinical expertise, and patient values and needs.
- EBP follows steps including asking questions, locating evidence, critically appraising evidence, integrating the information, and evaluating outcomes.
- Nursing research is important for EBP as it provides empirical knowledge through describing phenomena, explaining relationships, predicting outcomes, and enabling control of situations by testing interventions.
Evidence Based Practice - Strategies to Nursing Practice anand l
This document discusses evidence-based practice (EBP) in nursing. It defines EBP as integrating the best research evidence, clinical expertise, and patient values in clinical decision making. The document outlines several models of EBP and describes the 5-step EBP process developed by Johns Hopkins which involves: formulating an answerable clinical question using PICO, searching for evidence, critically appraising the evidence, integrating the evidence with clinical expertise and patient preferences, and evaluating outcomes. The full 18-step EBP process developed by MacIntyre is also summarized.
This document discusses the objective structured clinical examination (OSCE) as a tool for assessing clinical competence. It defines the OSCE as a multidimensional practical exam of clinical skills. The purposes of the OSCE are to identify objective performance criteria for clinical skills, structure these criteria in checklists, and meet accreditation requirements. Examples of skills assessed include history taking, physical exams, clinical problem solving, and procedures. The document also outlines how to organize an OSCE and provides examples of exam stations. Both advantages like reliability and ability to test a wide range of skills as well as disadvantages like time demands are discussed.
Dr. Maheswari Jaikumar's document discusses the characteristics and structure of outcome research. Outcome research involves evaluating existing care practices and systems to develop evidence-based practices. It assesses the end results of care services to justify practices and systems, with a focus on stakeholder satisfaction and documenting service effectiveness. Outcome research aims to meet demands for quality assessments and assurance from organizations like PSRO.
Inter relationships between science, theory, practice and research in nursing...kondasusan
The document discusses the interrelationships between science, theory, practice, and research in nursing. It states that these four components are interrelated and influence each other in a cyclical manner. Clinical practice generates questions for research and theory development, while research guides practice through developing knowledge and theory. Theory then guides further research and improves practice. The document provides details on how each component relates to and influences the others, with the goal of continually developing the knowledge and improving the practice of nursing.
The document provides an overview of the nursing research process. It discusses sources of knowledge, the scientific method, problem solving methods, differences between research and problem solving, definitions of research, the need for nursing research, characteristics of good research, qualities of a good researcher, and the phases of the research process including assessment, diagnosis, planning, implementation, and evaluation.
Nursing research aims to advance nursing practice and improve patient health through rigorous scientific inquiry. It provides an evidence base for clinical decision-making. Nurses play key roles in conducting research by developing study protocols, coordinating trials, and collecting and analyzing data. Nursing research has evolved from early studies by Florence Nightingale on environmental factors to large-scale clinical trials today. It helps develop new care techniques, assess interventions, and address problems in health delivery, education, and practice.
This document discusses research utilization in nursing. It states that nursing research is important for adding to nursing knowledge and enhancing practice. Research utilization is defined as identifying a nursing problem, locating valid research findings, evaluating their applicability, formulating research-based interventions, and evaluating outcomes. Barriers to research utilization include the gap between research and practice, lack of understanding of methodology, and resistance to change. Factors related to nurses, nursing research, organizations, and communication can also impede utilization. Strategies to facilitate utilization include interdisciplinary research, administrative support, sensitizing nurses to research, and clarifying the roles of nurse educators, researchers, administrators, and clinicians in promoting evidence-based practice.
evidence based practice is the most recent development of the research world. in nursing the utilization of the research is very limited as it contribute to a lots of factors. here i have discussed about the ebp in brief. this is just an short and concise form of the real matter so read extensively for more knowledge.
This document discusses nursing research, including its meaning, definitions, terminology, needs and purpose. Nursing research aims to develop the scientific basis of nursing practice through exploring educational methods, care interventions, and strategies. It helps refine nursing knowledge and validate existing practices. Key aspects of nursing research addressed include variables, sampling, reliability, validity, analysis, and the importance of building the nursing evidence base. Characteristics of good research emphasized include being systematic, objective, and focused on developing empirical evidence to improve professional practices.
Evidence-Based Practice and the Future of NursingOther Mother
This document discusses evidence-based practice and its importance for nursing. It provides an overview of the evolution of evidence-based practice from its origins in medicine in the early 1990s to its growing emphasis and application in nursing. Key points discussed include defining evidence-based practice, the various levels of evidence, common questions nurses ask to identify opportunities to improve care, and the steps of the evidence-based practice process. Barriers to implementing evidence-based practice like lack of time, access, and research expertise are also addressed.
1. The document discusses the new era of nursing research and the need for innovative, team-based research to improve patient care and nursing education.
2. It reviews several studies on leadership, implementation strategies, teamwork, and innovation in clinical settings and nursing education.
3. The author then describes their own innovative research team and projects in Taiwan that have developed a nursing practicum course, validated assessment tools, and produced over 30 patents to provide a model for evidence-based nursing research.
MEDICAL STUDENT RESEARCH: AN INTEGRATED MIXED-METHODS SYSTEMATIC REVIEW AND M...Ahmed Elfaitury
- Medical student participation in research can improve physician-scientist numbers and positively impact students' careers and academic success.
- Students engaged in research through electives, curricula, extracurricular activities, or intercalated degrees. Previous research experience and academic success increased interest in research careers.
- Student research commonly resulted in publications and predicted long-term success in academia. It could also influence specialty choice.
- Early exposure, mentorship, and overcoming financial barriers were important factors in supporting student research. Developing countries faced additional challenges but students there expressed high research interest.
The document summarizes a panel discussion on nursing research opportunities and challenges. It discusses the importance of nursing research in building knowledge and improving patient care. The goals of nursing research are also outlined, including improving nursing care practices and patient outcomes. Emerging trends in nursing like evidence-based practice, use of technology, and multidisciplinary team approaches are also reviewed. Challenges for nursing research in developing countries include lack of resources and support as well as personal and institutional barriers faced by researchers.
Do Extra-curricular Activities in Schools Improve Educational Outcomes?: Arti...Muhammad Nur Fadzly Basar
1) The document summarizes a research article that conducted a meta-analysis of previous studies to determine if extra-curricular activities (ECA) in schools improve educational outcomes.
2) The meta-analysis reviewed 136 studies and ultimately included 29 studies that met criteria for population, activity type, and outcomes measured.
3) The analysis found that while ECA are associated with positive outcomes, there is no conclusive evidence that ECA causally improve outcomes. Current research does not show ECA positively or negatively affect student performance.
This document discusses evidence-based practice and strategies for synthesizing evidence, including conducting systematic reviews and meta-analyses. It describes the 10 step process for systematic reviews, which includes formulating a clinical question, searching for and selecting studies, critically appraising studies, and developing a final report. It also discusses how to conduct meta-analyses by statistically combining data from multiple studies to determine the overall effectiveness of an intervention.
This document provides a historical overview of nursing research from 1850 to the present. It discusses how nursing research has evolved from case studies and traditional knowledge to more rigorous quantitative and qualitative methodologies aimed at developing an evidence base for nursing practice. Key developments include the establishment of organizations like the American Journal of Nursing (AJN) and Sigma Theta Tau in the early 20th century, the introduction of research in baccalaureate nursing programs in the 1950s, and the growth of clinical research and federal funding through agencies like the National Institute of Nursing Research (NINR) from the 1960s onward. The document also outlines various research concepts, designs, and challenges facing the field going forward.
This document discusses research design for quantitative studies. It covers key terminology and aspects of research design including interventions, comparisons, controls, timing of data collection, and communication with subjects. The document outlines different types of research designs such as experimental, quasi-experimental, and non-experimental designs. It also describes specific design approaches like between-subjects and within-subjects designs, cross-sectional and longitudinal designs, and experimental designs involving manipulation, control groups, and randomization.
A PORTAL INTO THE CULTURE OF BIOMEDICAL RESEARCH FOR JUNIOR MEDICAL STUDENTS ...Ahmed Elfaitury
1. The document describes a Research-Oriented Series (ROS) program developed at Alfaisal University in Saudi Arabia to improve research skills among junior medical students.
2. The ROS program consisted of 8 sessions covering various research topics and was evaluated based on a survey of 63 students who participated.
3. Results found that the ROS significantly improved students' research knowledge, skills, and confidence, especially among male students, with no difference based on GPA. The program helped strengthen connections between students and research mentors.
This document provides an overview of evidence-based practice (EBP) in nursing. It defines EBP and discusses its aims, purposes, and historical development. The document outlines the differences between EBP and research utilization and describes various types of evidence and hierarchies. It also identifies resources for EBP, discusses its uses and barriers, and presents several EBP models and the process of implementing EBP. The document notes assumptions of EBP in nursing, its limitations, and the role of nurses in EBP. Overall, the document serves as an introduction to EBP for nursing by defining key concepts and outlining the principles and process of EBP.
Evidence based practice integrates the best available research evidence, clinical expertise, and patient values and preferences. It has roots in evidence based medicine and was developed to address issues with traditional clinical practice being based on small numbers of opinions and poorly organized medical literature. Evidence based practice benefits patients through improved treatment, benefits clinicians through high quality care, and benefits researchers through increased testing of new products. While it has advantages like improved patient outcomes, barriers to implementation include the large volume of evidence, dissemination challenges, and lack of time and incentives for clinicians to incorporate evidence into practice.
Interactive Spaced-Education (ISE) to teach the Physical examination: a rand...Ahmed Elfaitury
This study investigated the efficacy of Interactive Spaced Education (ISE) for teaching physical examination skills to medical students. 170 second-year students were randomly assigned to receive ISE via daily emails over 3 cycles or act as a control. ISE combined spaced repetition with self-testing. Students receiving ISE showed an average retention improvement of 7.9% after the first cycle and 74.4% after the third cycle compared to controls. Students found ISE to be an effective and acceptable learning method and recommended continuing the program. However, the study was limited by being conducted at a single institution and only assessing physical exam knowledge rather than skills.
- Evidence-based practice (EBP) involves integrating the best research evidence, clinical expertise, and patient values and needs.
- EBP follows steps including asking questions, locating evidence, critically appraising evidence, integrating the information, and evaluating outcomes.
- Nursing research is important for EBP as it provides empirical knowledge through describing phenomena, explaining relationships, predicting outcomes, and enabling control of situations by testing interventions.
Evidence Based Practice - Strategies to Nursing Practice anand l
This document discusses evidence-based practice (EBP) in nursing. It defines EBP as integrating the best research evidence, clinical expertise, and patient values in clinical decision making. The document outlines several models of EBP and describes the 5-step EBP process developed by Johns Hopkins which involves: formulating an answerable clinical question using PICO, searching for evidence, critically appraising the evidence, integrating the evidence with clinical expertise and patient preferences, and evaluating outcomes. The full 18-step EBP process developed by MacIntyre is also summarized.
This document discusses the objective structured clinical examination (OSCE) as a tool for assessing clinical competence. It defines the OSCE as a multidimensional practical exam of clinical skills. The purposes of the OSCE are to identify objective performance criteria for clinical skills, structure these criteria in checklists, and meet accreditation requirements. Examples of skills assessed include history taking, physical exams, clinical problem solving, and procedures. The document also outlines how to organize an OSCE and provides examples of exam stations. Both advantages like reliability and ability to test a wide range of skills as well as disadvantages like time demands are discussed.
Dr. Maheswari Jaikumar's document discusses the characteristics and structure of outcome research. Outcome research involves evaluating existing care practices and systems to develop evidence-based practices. It assesses the end results of care services to justify practices and systems, with a focus on stakeholder satisfaction and documenting service effectiveness. Outcome research aims to meet demands for quality assessments and assurance from organizations like PSRO.
Inter relationships between science, theory, practice and research in nursing...kondasusan
The document discusses the interrelationships between science, theory, practice, and research in nursing. It states that these four components are interrelated and influence each other in a cyclical manner. Clinical practice generates questions for research and theory development, while research guides practice through developing knowledge and theory. Theory then guides further research and improves practice. The document provides details on how each component relates to and influences the others, with the goal of continually developing the knowledge and improving the practice of nursing.
The document provides an overview of the nursing research process. It discusses sources of knowledge, the scientific method, problem solving methods, differences between research and problem solving, definitions of research, the need for nursing research, characteristics of good research, qualities of a good researcher, and the phases of the research process including assessment, diagnosis, planning, implementation, and evaluation.
A STUDY ON TRAINING AND THE DEVELOPMENT PROGRAMS AMONG THE MEDICAL AND THE AD...IAEME Publication
Basically, training and development were not seen as activities can help companies successfully create value and deal with competitiveness Advantage. Today that view has changed training for staff is being added value for organizations today. In this study researcher examine the impact of the components of training programs on the effectiveness of training programs and try to identify the discriminant aspects of the training and the development programs among the medical and the administrative staff in hospitals. The survey was taken in Tiruchirappalli district with 400 samples. Questionnaire was designed in five parts and circulated manually among respondents. Reliability and validity were analyzed through pilot study and the results were given.
This document outlines the content of an advanced research methodology course for doctoral students. The course aims to equip students with research skills and the ability to choose appropriate research methods based on the research problem. It justifies the need for the course by explaining that it will ground students in qualitative and quantitative research paradigms and help them understand how methodology informs results. The course content includes an overview of the research process, conceptualization, formulating problems, research designs, ethics, data collection techniques, analysis, and report writing. Teaching methods incorporate lectures, tutorials, and presentations.
Application and Development Trend of Evidence-based Research Methods in Resea...IRJET Journal
This document discusses the application and development trends of evidence-based research methods in research management. It provides an overview of evidence-based research methods and their use in scientific research management. Some key applications discussed include using evidence-based methods in research performance evaluation, publication recommendation, discipline development, and effect evaluation to optimize decision making and guide practice. The advantages of evidence-based research management methods are also analyzed, including enabling more scientific decision making and improving service effectiveness.
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
Educational technology was found to have a positive effect on nursing students' clinical competency skills and satisfaction levels. Results showed that students who learned clinical skills like hand hygiene and injections using reusable learning objects had higher average scores on competency evaluations compared to students who learned through traditional demonstration methods. The mean differences between the groups were 2.36 for hand hygiene skills and 1.12 for injection skills, indicating reusable learning objects led to better outcomes. Overall, the study found educational technology to be an effective method for teaching nursing students important clinical skills.
This document provides an introduction and table of contents for a resource guide on implementation science. The guide aims to help decision makers and practitioners apply implementation science concepts to more effectively deliver evidence-based practices. The introduction defines implementation science as a way to close the gap between innovation and real-world practice. The table of contents previews sections on whether implementation is a science, common implementation models and frameworks, relevant research methods, and examples of applying implementation science in real-world settings. The resource guide is intended to connect readers with implementation science and facilitate more effective long-term use of specific evidence-based practices.
Scope and significance of evidence based research in nursing practice27 5-20Mallika Vhora
1) Evidence-based research in nursing is important to ensure quality patient care based on the best available research evidence. It has led to improved outcomes for patients, providers, and healthcare systems.
2) Future directions of evidence-based nursing research include conducting higher quality studies using various methodologies, synthesizing findings, translating research into practice, and examining outcomes. There will also be a focus on cultural competence and patient input.
3) Nurse researchers are likely to study health promotion, disease prevention, social determinants of health, evidence-based practice implementation, and vulnerable populations. Collaboration between nurses and researchers will expand to address fundamental healthcare issues.
Evidence based practice involves making clinical decisions based on the best available research evidence, combined with clinical expertise and patient values. It aims to provide the highest quality and most cost effective care. Several models of evidence based practice exist, including the Stetler model, IOWA model, and Rossworn and Larrabee model, which provide frameworks for finding, evaluating, and applying research evidence to practice to improve patient outcomes. Barriers to evidence based practice include lack of research knowledge and skills among nurses as well as lack of time and support for incorporating research into care.
This document discusses evidence-based nursing and its evolution over time. It provides definitions of key terms like evidence-based medicine and evidence-based nursing practice. It also summarizes several models that have been developed to help implement evidence-based practice, including the Stetler Model, Iowa Model, and Star Model. The stages of knowledge transformation in the Star Model are also briefly outlined.
Course Project Part 3—Translating Evidence Into Pra.docxlanagore871
Course Project: Part 3—Translating Evidence Into Practice
You will combine Parts 1, 2, and 3 of your Course Project respectively into one cohesive and cogent paper.
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
· Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
· With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
· Explore possible consequences of failing to adopt the evidence-based practice that you identified.
· Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
· Restate your PICOT question and its significance to nursing practice.
· Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
· Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
· Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?
Learning Resources
Required Readings
Polit, D. F., & Beck, C. T. (2017).
Nursing research: Generating and assessing evidence for nursing practice
(10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 12, “Sampling in Quantitative Research”
This chapter introduces key c.
Chapter 7. The Evidence for Evidence-Based Practice Implem.docxspoonerneddy
Chapter 7. The Evidence for Evidence-Based Practice
Implementation
Marita G. Titler
Background
Overview of Evidence-Based Practice
Evidence-based health care practices are available for a number of conditions such as asthma,
heart failure, and diabetes. However, these practices are not always implemented in care
delivery, and variation in practices abound.1–4 Traditionally, patient safety research has focused
on data analyses to identify patient safety issues and to demonstrate that a new practice will lead
to improved quality and patient safety.5 Much less research attention has been paid to how to
implement practices. Yet, only by putting into practice what is learned from research will care be
made safer.5 Implementing evidence-based safety practices are difficult and need strategies that
address the complexity of systems of care, individual practitioners, senior leadership, and—
ultimately—changing health care cultures to be evidence-based safety practice environments.5
Nursing has a rich history of using research in practice, pioneered by Florence Nightingale.6–
9 Although during the early and mid-1900s, few nurses contributed to this foundation initiated
by Nightingale,10 the nursing profession has more recently provided major leadership for
improving care through application of research findings in practice.11
Evidence-based practice (EBP) is the conscientious and judicious use of current best
evidence in conjunction with clinical expertise and patient values to guide health care
decisions.12–15 Best evidence includes empirical evidence from randomized controlled trials;
evidence from other scientific methods such as descriptive and qualitative research; as well as
use of information from case reports, scientific principles, and expert opinion. When enough
research evidence is available, the practice should be guided by research evidence in conjunction
with clinical expertise and patient values. In some cases, however, a sufficient research base may
not be available, and health care decisionmaking is derived principally from nonresearch
evidence sources such as expert opinion and scientific principles.16 As more research is done in a
specific area, the research evidence must be incorporated into the EBP.15
Models of Evidence-Based Practice
Multiple models of EBP are available and have been used in a variety of clinical settings.16–36
Although review of these models is beyond the scope of this chapter, common elements of these
models are selecting a practice topic (e.g., discharge instructions for individuals with heart
failure), critique and syntheses of evidence, implementation, evaluation of the impact on patient
care and provider performance, and consideration of the context/setting in which the practice is
implemented.15, 17 The learning that occurs during the process of translating research into
practice is valuable information to capture and feed back into the process, so that.
Chapter 7. The Evidence for Evidence-Based Practice Implem.docxmccormicknadine86
Chapter 7. The Evidence for Evidence-Based Practice
Implementation
Marita G. Titler
Background
Overview of Evidence-Based Practice
Evidence-based health care practices are available for a number of conditions such as asthma,
heart failure, and diabetes. However, these practices are not always implemented in care
delivery, and variation in practices abound.1–4 Traditionally, patient safety research has focused
on data analyses to identify patient safety issues and to demonstrate that a new practice will lead
to improved quality and patient safety.5 Much less research attention has been paid to how to
implement practices. Yet, only by putting into practice what is learned from research will care be
made safer.5 Implementing evidence-based safety practices are difficult and need strategies that
address the complexity of systems of care, individual practitioners, senior leadership, and—
ultimately—changing health care cultures to be evidence-based safety practice environments.5
Nursing has a rich history of using research in practice, pioneered by Florence Nightingale.6–
9 Although during the early and mid-1900s, few nurses contributed to this foundation initiated
by Nightingale,10 the nursing profession has more recently provided major leadership for
improving care through application of research findings in practice.11
Evidence-based practice (EBP) is the conscientious and judicious use of current best
evidence in conjunction with clinical expertise and patient values to guide health care
decisions.12–15 Best evidence includes empirical evidence from randomized controlled trials;
evidence from other scientific methods such as descriptive and qualitative research; as well as
use of information from case reports, scientific principles, and expert opinion. When enough
research evidence is available, the practice should be guided by research evidence in conjunction
with clinical expertise and patient values. In some cases, however, a sufficient research base may
not be available, and health care decisionmaking is derived principally from nonresearch
evidence sources such as expert opinion and scientific principles.16 As more research is done in a
specific area, the research evidence must be incorporated into the EBP.15
Models of Evidence-Based Practice
Multiple models of EBP are available and have been used in a variety of clinical settings.16–36
Although review of these models is beyond the scope of this chapter, common elements of these
models are selecting a practice topic (e.g., discharge instructions for individuals with heart
failure), critique and syntheses of evidence, implementation, evaluation of the impact on patient
care and provider performance, and consideration of the context/setting in which the practice is
implemented.15, 17 The learning that occurs during the process of translating research into
practice is valuable information to capture and feed back into the process, so that ...
Mentoring, Nursing Students’ Opinions; a Pilot Studyinventionjournals
This study was conducted in order to receive the opinions of the nursing students that their clinical training carried out using one-to-one mentoring model. The sample of this descriptive study consisted of 43 first-grade students of the nursing department of a university. The opinions of the students about mentoring were asked by applying a form consisting of 37 questions developed by the researchers at the end of the spring semester of 2014. Age average of the students participating in the study was :19.2±1.1. When students were asked about their opinions on mentoring model, it was determined that the practice of mentoring positively changed the perspectives of the students concerning the profession of nursing after they started receiving education (90.7 %), they wanted mentor nurses and instructors to work together in the clinic (53.3 %) and they preferred one-to-one mentoring model (55.8 %). Opinions of the students were received on the problems they encounter in clinical practices, the sources of these problems and how to increase the efficiency of clinical training. Results of our study reveal that one-to-one mentoring model has a positive impact on learning experiences of the students. Increasing the efficiency of mentoring system will increase the success of the clinical training.
Here are 3 potential barriers that could have caused a delay in implementing the research findings supporting the use of saline over heparin for maintaining peripheral IV catheters:
1. Lack of awareness or accessibility of the existing research evidence among clinicians. Medical research takes time to disseminate into practice.
2. Resistance to change long-standing practices without a compelling clinical practice guideline or recommendation from a major organization. The ASHP policy from 2006 helped address this.
3. Potential economic barriers if hospitals had invested in heparin products and switching to saline-only maintenance required a change in supplies and protocols. Standardizing on the lower cost saline may have faced resistance.
Research can be defined as a systematic investigation to establish new facts or solve problems. Nursing research specifically aims to validate and refine existing knowledge to directly influence nursing practice. It is needed to provide a scientific basis for nursing, develop new patient care techniques, and help determine areas for improved nursing practices. Nurses play a role in research by preparing documentation, obtaining approvals, coordinating studies, collecting data, and completing research. Research is characterized as being empirical, logical, cyclical, analytical, critical, methodical, and replicable. The research process involves identifying a topic, defining the problem statement, reviewing literature, formulating hypotheses, designing the study, collecting and analyzing data, and interpreting results in a report.
This study piloted the use of surveys to measure third-year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following a high-fidelity simulation experience. The study had two phases: Phase One established the content validity of the surveys through expert review and think-aloud sessions with students. Phase Two administered the surveys online to 58 students to evaluate their internal consistency and reliability. Results showed the surveys had good internal consistency and the Reflective Thinking Instrument was found to be reliable. Further development of the surveys is recommended to fully establish their validity and make them viable for broader use.
Similar to Research Engineering In Nursing: What Impedes Nurses In Their Research The Most? (20)
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Optimizing Gradle Builds - Gradle DPE Tour Berlin 2024Sinan KOZAK
Sinan from the Delivery Hero mobile infrastructure engineering team shares a deep dive into performance acceleration with Gradle build cache optimizations. Sinan shares their journey into solving complex build-cache problems that affect Gradle builds. By understanding the challenges and solutions found in our journey, we aim to demonstrate the possibilities for faster builds. The case study reveals how overlapping outputs and cache misconfigurations led to significant increases in build times, especially as the project scaled up with numerous modules using Paparazzi tests. The journey from diagnosing to defeating cache issues offers invaluable lessons on maintaining cache integrity without sacrificing functionality.
KuberTENes Birthday Bash Guadalajara - K8sGPT first impressionsVictor Morales
K8sGPT is a tool that analyzes and diagnoses Kubernetes clusters. This presentation was used to share the requirements and dependencies to deploy K8sGPT in a local environment.
Comparative analysis between traditional aquaponics and reconstructed aquapon...bijceesjournal
The aquaponic system of planting is a method that does not require soil usage. It is a method that only needs water, fish, lava rocks (a substitute for soil), and plants. Aquaponic systems are sustainable and environmentally friendly. Its use not only helps to plant in small spaces but also helps reduce artificial chemical use and minimizes excess water use, as aquaponics consumes 90% less water than soil-based gardening. The study applied a descriptive and experimental design to assess and compare conventional and reconstructed aquaponic methods for reproducing tomatoes. The researchers created an observation checklist to determine the significant factors of the study. The study aims to determine the significant difference between traditional aquaponics and reconstructed aquaponics systems propagating tomatoes in terms of height, weight, girth, and number of fruits. The reconstructed aquaponics system’s higher growth yield results in a much more nourished crop than the traditional aquaponics system. It is superior in its number of fruits, height, weight, and girth measurement. Moreover, the reconstructed aquaponics system is proven to eliminate all the hindrances present in the traditional aquaponics system, which are overcrowding of fish, algae growth, pest problems, contaminated water, and dead fish.
The CBC machine is a common diagnostic tool used by doctors to measure a patient's red blood cell count, white blood cell count and platelet count. The machine uses a small sample of the patient's blood, which is then placed into special tubes and analyzed. The results of the analysis are then displayed on a screen for the doctor to review. The CBC machine is an important tool for diagnosing various conditions, such as anemia, infection and leukemia. It can also help to monitor a patient's response to treatment.
Null Bangalore | Pentesters Approach to AWS IAMDivyanshu
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
Software Engineering and Project Management - Introduction, Modeling Concepts...Prakhyath Rai
Introduction, Modeling Concepts and Class Modeling: What is Object orientation? What is OO development? OO Themes; Evidence for usefulness of OO development; OO modeling history. Modeling
as Design technique: Modeling, abstraction, The Three models. Class Modeling: Object and Class Concept, Link and associations concepts, Generalization and Inheritance, A sample class model, Navigation of class models, and UML diagrams
Building the Analysis Models: Requirement Analysis, Analysis Model Approaches, Data modeling Concepts, Object Oriented Analysis, Scenario-Based Modeling, Flow-Oriented Modeling, class Based Modeling, Creating a Behavioral Model.
Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
Research Engineering In Nursing: What Impedes Nurses In Their Research The Most?
1. International Journal of Engineering Science Invention
ISSN (Online): 2319 – 6734, ISSN (Print): 2319 – 6726
www.ijesi.org ||Volume 6 Issue 5|| May 2017 || PP. 35-39
www.ijesi.org 35 | Page
Research Engineering In Nursing: What Impedes Nurses In Their
Research The Most?
Anita Jug Došler1
, Robert Sotler2
, Teja Škodič Zakšek3
1,2,3
Faculty of Health Sciences, University of Ljubljana, Slovenia
Abstract
Objective: Findings of our study contribute to a greater awareness of the research engineering importance and
research activities in general in the educational process and programs that offer education for nurses. Studying
the factors that impede nurses in their research the most has been our research field.
Methods: The study was based on quantitative research methodology.
Results: The most impeding factor for nurses is the lack of training and education for different types of research
in their professional practices. Next factor is education about the research approaches during their studies with
lack of methodological assistance in the research coming in as third.
Conclusion: The study is important for further reflection on how to arrange and update the education programs
and further professional training with skills and expertise of research engeneering in nursing of future nurses in
Slovenia and elsewhere. This is the new approach how to construct nursing research and translating its
evidence-based findings into clinical practice that can improve nursing standards as well as overall clinical
care.
Keywords: professionalism, research engineering, nurses, nursing research
I. Meaning of Research Engineering In Nursing For Profession’s Development
Research engineering in nursing, which gives evidence and is a basis for modern scientific medicine, is
a foundation for professionalism of profession. For this purpose, a Group for Research in Nursing was
established in 2012 in University Medical Centre Ljubljana with a mission to select roles for carrying out the
studies, leading a study register and establish a network of researching nurses.(1)
Polit and Beck write that there
is no expectation from every graduated nurse that she will be a researcher.(2)
However, there is a certain
expectation that she will perform her duties on the basis of evidence and that she will support the development
of research with her behavior. The nurse can only achieve that with good basic knowledge about meaning of
research and development of profession. It is important how higher education professors introduce the meaning
of research work to the students, because through their teaching approach, they influence the students’ attitude
towards research.(3,4)
With a higher degree of education, there is a change in the number of hours dedicated to
courses on research for the undergraduate level of education programs of nurses.(5)
Knowledge and competences
gained during the nurses’ study, such as searching for literature, critical analysis of already published and
performed studies, use and application of research in practice and conducting research, increase personal self-
reliance, cognitive functioning and comprehension of work on basis of evidence, which strengthens
professionalism.(4,6)
The profession consists of persons educated in the discipline according to nationally
defined, regulated and monitored standards and programs. People join the profession and practice the
performing scientific and technical field of the profession of nurses. The discipline is the knowledge and
research base; the nursing profession consists of those who practice, research and performing professional
development also through lifelong learning and commitment to leadership.(7,8)
Finally, nursing research concerns
itself with teaching and research processes by creating some new approaches - as it is research engineering in
nursing - to support an evidence based findings into clinical practice that can improve nursing standards as well
as overall clinical care.(9,10)
1.1 Applicability of action and evalvation research engineering in nursing – contribution to the development
of nurses’ profession
Research provides new insight into nursing practice as it develops and improves methods of care and
review the effectiveness of existing practices within its system.(5,11)
The development of participatory research in
nursing, ie. research with active participation in which we may also include the action and evaluation research in
the field of professional work of nurses. Applicability of action and evalvation research engineering in nursing is
based on: evaluation processes, protocols and standards in institutional health care environment, reflections of
factors of the hidden curriculum, subjective theories, routines, knowledge, skills, attitudes and values with the
process of reflection under the triangulation and hermeneutic-dialectic circle of constructivist-naturalistic
evaluation from the authors Wrinkles and Lincoln.(8,10,12)
2. Research engineering in nursing: what impedes nurses in their research the most?
www.ijesi.org 36 | Page
Action and evalvation research engineering in nursing is a new approach which is based on the
following methodological acts: (1) The evaluation in this approach allows us to critically evaluate nurses
practice, such as via document analysis, collection of archive data, professional reflections and interviews with
employees and users of health services, surveying, observation of specific activities/procedures, teaching
processes and work methods. Methods and techniques of action and evalvation research engineering help
employees to identify and changing their subjective theories, views and hidden curriculum factors, which are the
basis of their professional practical work. It presents a strategy to the employees through which they are
confronted with their own views.(8,11,12)
(2) In the broader international context in the nursing and medical field
(including the field of education, carried out by nurses) action and evalvation research engineering in nursing is
carried out by nurses who occupationally work in the area of research and wish to improve their work practice.
It is carried out on the basis of a flexible research plan and form of action steps by continuously introducing
changes that follow in spiraling circles between action and reflection. This aims to transfer knowledge directly
into the working practices of nurses and its improvement, which also helps raise the quality of their professional
work.(4,6,10,13-15)
Research relevant particularities of action and evalvation research engineering in nursing justify
on the basis of following advantages:
- Possibility of monitoring professional practice of the nurses through the process of research reflection (with
own reflection to new perspectives); (4,6)
- Possibility of discovering the rules of conduct, rules of system maintenance and nurses’ subjective theories,
which guide the nurses’ careers. If we directly monitor their functioning, we can detect legalities, according
to which they operate; rules of conduct, which exist as social or developmental norms, linked to specific
actions, which are confronted with the declared theories through the insight into the context; (10,13-16)
- Possibility of deepening perceptions, skills and practices within participatory research and on this basis,
modification or design of a grounded theory. The evaluation of the quality of (their own) experience and
exploration of selected phenomenon directs the nurse to the creation of a grounded theory, whereby transfer
of the operation of a new framework implies contextual understanding of the conditions of the new
framework and includes a reflection on the consequences of using the action in a new context; (10-16)
- Possibility of practical testing the adequacy of alternative direction practical action’s adequacy and on the
basis of the results of the evaluation, the possibility of taking them into account in future actions; (6,11-16)
- Possibility of transforming personal beliefs with the help of methods and techniques of action research
(introspection, critical evaluation and analysis of the users of health services’ documents, etc.).
Understanding the work context of nurses includes their subjective knowledge and tacit skills. Latter often
stays on a subconscious level. It is important to be aware of the importance of understanding the context in
which we operate, because on this basis we can achieve a proper connection between theory and practice.
And it is in this relationship that the methods and techniques of action research help nurses to be aware of
and identify their (unconscious) assumptions, and subjective theories that influence their decisions in
everyday working practices;
- Possibility of integration of the action research in the process of (self)reflection and (self)evaluation of the
nurses’ professional work.(4,6,10-16)
In the introduction, we have shown that action and evalvation research engineering in nursing is an
important factor of professional development, which gives a strength basis to professionalism of the profession.
We can conclude that research engineering in nursing is one of the most usable and most often applied research
approaches for nurses which is important for raising the quality of clinical care. In this study, the results of
which are shown below, we intensively dealt with the field of studying the factors which, according to their
assessment, most hinder nurses at research. We have set three research questions, namely:
(1) Whether, and if so, the extent of nurses’ experience in researching work practice?
(2) What are the factors that they consider the greatest barrier when conducting research?
(3) Are there considerable differences between the nurses in the studied variables depending on the number of
years of work and achieved level of education?
II. Methods
The study is based on quantitative research paradigm in which descriptive and causal-nonexperimental
method of empirical research was used. Data were collected using a questionnaire, which was previously tested
on a pilot sample of fifteen respondents, checking the intelligibility of the questions. Surveying took place from
January to September 2015. The questionnaire, in addition to questions about demographic characteristics (age,
education, years of work), contained two sets of questions in relation to the core issue we were interested in,
whether and, if so, to what extent, do nurses have experience in researching work practice and which factors
they consider hindering about it. At the same time, we were also interested whether there are any present
differences between the nurses depending on the level of education and the number of years of work. To
3. Research engineering in nursing: what impedes nurses in their research the most?
www.ijesi.org 37 | Page
determine the validity (% of explained variance with the first factor) and reliability (% of explained variance
with joint factors), we used the outcome of factor analysis, which showed that our research instrument is within
the acceptable limit of validity (the first factor explained 25.8 % of variance) and reliability (with the outcome
of factor analysis, we got three factors, which explained 61.6 % of variance).
We surveyed 159 nurses from all Slovenian regions. We received 158 valid surveys, which represent
94.4 % responsiveness. The sample is accidental. Average age of nurses was 37.4 years. There were 15 (9.5 %)
nurses with postgraduate education, 66 (41.8 %) had undergraduate education, 50 (31.6 %) are nurses with
Bachelor diploma and 27 (17.1 %) nurses had a medical high school diploma.
Ethical aspect of the performed questionnaire was ensured on the basis of Statement about voluntary
approach and the protection of personal data. Participation in the survey was voluntary and anonymous. The
conducting of the survey was approved by the Faculty of Health Sciences, University of Ljubljana. Data
processing was carried out on the level of descriptive statistics, indicating frequencies, percentages, arithmetic
mean and by using the statistical program SPSS 20.0. When determining statistically significant differences
between nurses according to the different levels of education and the number of years of work, we used χ2 test.
Where the conditions for it have not been fulfilled, we used Kullback test. Differences were accepted as
statistically significant when p value = 0.05.
III. Results
On the question Do you have any experience with research in work practice, more than half (59.5 %) of nurses
answered that they do not have any experience (Table 1).
Table 1. Experience with research
Between nurses in regards to achieved level of education (postgraduate, undergraduate, high school) we
detected no statistically significant differences (χ2
= 4.137, g = 3, p = 0.568) about whether they have experience
with research in work practice or not. There were statistically significant differences (χ2
= 3.239, g = 2, p =
0.047) with a variable year of work:
- 46 nurses had up to 10 years of work experience, and only 4 (8.6 %) had no experience with research;
- 69 nurses had between 10 to 15 years of work experience, and 49 (71.1 %) had no experience with research;
- 43 nurses had more than 15 years of work experience, with 41 (95.3 %) with no experience in research.
Data shows that the younger generation of nurses has the most experience with research, and the older
the least. If, together with listed data, we also consider the results of some foreign studies which show that
experience with research is important for nurses’ readiness to explore and change their own work
practices.(5,13.14)
Therefore we conclude that nurses, who participated in the study, did not have enough
opportunity and possibility for research, something we should fight for in the future, especially during the
course of their studies. The results of our study show that there is need for thorough consideration on how to
organize and update programs of education and further training of nurses, which would intensively include some
research modules.
Our second research question concerned the study of the factors which most hinder the research
according to the nurses’ assessment (Table 2).
Table 2. Factors, which impede nurses at research
According to you, which are the factors that impede you at research? Nurses
f, f(%) R*
Organization of work - overwork 26 (8.7 %) 7
Lack of support from department’s management where I am employed 31 (10.2 %) 6
Research work is not adequately evaluated with license points 38 (12.5 %) 4
Lack of training for different kinds of research, where we can solve problems from work practice 68 (22.4 %) 1
Lack of panels/congresses/conferences/professional seminars, where we could present our
research findings
7 (2.3 %) 8
Lack of cooperation at research work between faculties and health institutions 22 (7.3 %) 5
During the course of studies, we should have been better educated about research work 59 (19.4 %) 2
During research, we are not guaranteed sufficient expert help and direction 52 (17.2 %) 3
Total 303 (100 %)
*R= Rang (ranging of answers according to the frequency of occurrence of each category)
Do you have experience with research in work practice? Nurses
f, f(%)
No 94 (59.5 %)
Yes 64 (40.5 %)
Total 158 (100 %)
4. Research engineering in nursing: what impedes nurses in their research the most?
www.ijesi.org 38 | Page
Nurses evaluated that with research factor lack of training for different kinds of research, where we can
solve problems from work practice is the most impeding (R = 1), followed by during the course of studies, we
should have been better educated about research work (R = 2) and not guaranteed sufficient expert help and
direction (R = 3). Nurses (R=8) set out that lack of panels/congresses/conferences/professional seminars, where
we could present our research findings is a factor, which is least impeding at research of work practice. What
surprises is the information that factor organization of work – overwork is not evaluated as a factor that poses a
big problem, quite contrary (R = 7). There are no statistically significant differences between the nurses when it
comes to the level of education, but we did observe statistically significant differences with the number of years
of work experience with two variables: during the course of studies, we should have been better educated about
research work (χ2
= 3.165, g = 2, p = 0.033) and lack of training for different kinds of research, where we can
solve problems from work practice (χ2
= 3.101, g = 2, p = 0.041). Data showed that older generations of nurses
are statistically more likely to be less educated on the area of research and research work than a younger
generation. On the other hand, the younger generation of nurses are statistically more likely to miss training for
different kinds of research where they would solve problems from work practice than the older generations. On
the basis of the latter, we suppose that the existent nursing study programs do train their students in general,
basic knowledge about research work, however, they do not prepare them satisfactorily with specific research
approached and methods, where they could solve problems from different work practices and work areas, where
nurses are employed.
IV. Discussion
When it comes to changes in nurses’ professional work, the findings of our study contributed to an
awareness of importance of action and evalvation research engineering in nursing and research activities in
general, in an educational process and nursing programs. The results of study are important for further thought
on how to organize and update programs of education and further training of nurses in Slovenia and elsewhere.
Our sample covered all Slovenian regions. It showed a certain state and gave an insight into factors, which,
according to the nurses, hinder them with research work. If we want nurses to pursue research of practice and
research work more intensively, they need to prepare themselves for research during the course of their studies,
with an application attitude towards their discipline, where they should also get actual practical research
experience. It is especially important that they acquire fundamental methodological knowledge, which is/will be
used in their profession such as knowledge from area of documentation analysis, triangulation of sources and
method, comparison, analysis and development of standards, protocols, guidelines, evidence based research
approach with research methods in nursing, researching the influences on evidence-based nursing practice
implementation, etc..(5,11,17,19)
Constructing new research and translating its evidence-based findings into clinical
practice can improve nursing standards (20)
as well as overall clinical care.(16,17,19)
For effective research work,
nurses need an ability for it, which should be nurtured in the educational process, beside personal preparedness.
At the same time, the health institution’s organization of work itself and the atmosphere in which the nurse
works is not negligible as well. Our results also highlight the importance of intensive cooperation with
employers to facilitate the establishment of research groups that help employees acquire research experience.
Given that research develops and betters nursing methods, research approaches and reviews the effectiveness of
already existing practices, it would be reasonable to involve nurses in research projects and interdisciplinary
research teams that cover the scope of their professional work either in academic or clinical environment.
Therefore, nurses could be (with suitable leadership, methodological and professional support) even more
intensively active in research and as a result, be able to strengthen the process of transmission of professional
research knowledge directly in their work and professional environment. Researching one’s own practice
provides an insight into nursing practice, as it develops and improves methods of work in nursing and assesses
their efficiency inside the existing practice of a certain system.(5,7)
Nurses that have these experiences are often
also qualified for reflection and evaluation of their practice as well as for the implementation of the evidence-
based findings from other research into their own clinical settings.(10)
These findings should be considered when
designing undergraduate and postgraduate study programs for future nurses and when planning for the
cooperation of educational institutions with health professionals in clinical environments.
V. Conclusion
The impact of the action and evalvation research engineering role must be a result of research
improvements in care through a whole system's approach in clinical management of institution where nurses
work. A key nursing research skills including caring, communicating, researching and providing a holistic
approach to care might be lost when nurses substitute for doctors, they must to be a part of the professional
experts in the context of a multi-disciplinary team.(19)
High quality professional work can only be ensured when
it is derived directly from practice, from practitioners who, in addition to possessing appropriate research
5. Research engineering in nursing: what impedes nurses in their research the most?
www.ijesi.org 39 | Page
knowledge and behaviors, evaluate the health professional practice and their role in it through participatory
research and reflection. This is a precondition for the professional development of health professionals. Future
research should focus on quantifying this impact by designing studies which include prospective collection of
data relating to these outcomes.
Authorship Statement
Conflict of Interest
The authors declare that no conflict of interest exist. The work is original; that it has not been
previously published in print or electronic format and is not under consideration by another publisher or
electronic medium; that it has not been previously transferred, assigned, or otherwise encumbered; and that the
authors have full power to grant such rights. With respect to the results of this work, the manuscript of this or
substantially similar content will not be submitted to any other journal until the review process in your journal
has been officially completed. Authors allow the transfer of copyright to the publisher. Manuscript has been read
and approved by all the authors.
Funding
We have no financial interests in this manuscript. The study was not financed.
Ethical Approval
Authors confirm that the procedures followed in the manuscript were in accordance with the ethical standards of
the journal and responsible institution that scientists work in.
References
[1]. Klančnik Gruden M. Examples of research clinical problems in UKC Ljubljana, in: B. Skela-Savič B, Hvalič Touzery S (Ed.),
Modern medical care for clinical experts for professional career development: theoretical concepts of the nursing discipline,
evidence-based performance, quality and management: the Proceedings of contributions, (Jesenice: College of Nursing, 2013) 64-
73.
[2]. Polit, DF, Beck CT. Resource manual for nursing research generating and assessing evidence for nursing practice (Philadelphia:
Lippincott Williams & Wilkins, 2012).
[3]. Skela Savič B. Are we aware of our responsibilities for developing nursing care? Obzornik zdravstvene nege, 48(1), 2014, 5-11.
[4]. Abad-Corpa E, Delgado-Hito P, Cabrero-Garcia J, Meseguer-Liza C, Zarate-Riscal CL, Carrillo A, Martines-Corbalan JT,
Caravaca-Hernandez A. Implementing evidence in an onco-haematology nursing unit: a process of change using participatory
action research. Int J Evid Based Healthc, 11(1), 2013, 46-55.
[5]. Clark C. Evaluating nurse practitioner students through objective structured clinical examination. Nurs Educ Perspect, 36 (1),
2015, 53-4.
[6]. Fearing G, Barwick M, Kimber M. Clinical Transformation: Manager's Perspectives on Implementation of Evidence-Based
Practice. Adm Policy Ment Health, 40 (2), 2013, 1-9.
[7]. Stanik-Hutt J, Newhouse RP, White KM, Johantgen M, Bass EB, Zangaro G, Wilson R, Fountain L, Steinwachs D, Heindel L,
Weiner JP. The quality and effectiveness of care provided by nurse practitioners. The journal for Nurse Practitioners, 9 (8), 2013,
492-514.
[8]. Earnest M, Brandt B. Aligning practice redesign and interprofessional education to advance triple aim outcomes. J Interprof Care,
28 (1), 2014, 497-500.
[9]. Florczak KL. Research and the doctor of nursing practice: a cause for consternation. Nursing Science Quarterly, 23(2), 2010, 13-7.
[10]. Ehde DM, Wegener ST, Williams RM, Ephraim PL, Stevenson JE, Isenberg PJ, MacKenzie EJ. Developing, testing, and sustaining
rehabilitation interventions via participatory action research. Arch Phys Med Rehabil, 94(1Suppl), 2013, 30-42.
[11]. Gerish K & Lacey A. The research process in nursing (Chichester: Wiley-Blackwell, 2010).
[12]. Moore J, Crozier K, Kite K. An action research approach for developing research and innovation in nursing and midwifery practice:
building research capacity in one NHS foundation trust. Nurse Educ Today, 32(1), 2012, 39-45.
[13]. McCulloch KC, Li H, Hong S, Albarracin D. Naïve Definitions of Action and Inaction: The Continuum, Spread, and Valence of
Behaviors. Eur J Soc Psychol, 42(2), 2012, 227-234.
[14]. Bish M, Kenny A, Nay R. Using participatory action research to foster nurse leadership in Australian rural hospitals. Nurs Health
Sci,15(3),2013, 286-291.
[15]. Wittich CM, Szostek JH, Reed DA, Kiefer JL, Mueller PS, Mandrekar JN, Beckman TJ. Measuring Faculty Reflection on Medical
Grand Rounds at Mayo Clinic: Associations With Teaching Experience, Clinical Exposure, and Presenter Effectiveness. Mayo Clin
Proc, 88(3), 2013, 277-284.
[16]. Jug Došler A, Skubic M, Petročnik P. Researching your own practice as a factor of professional development of midwives and
nurses. Andragogical perspectives, 21(1), 2015, 81-92.
[17]. Hande K, Williams Ty, Robbins Hm, Christenbery T. Leveling evidence-based practice across the nursing curriculum. The journal
for Nurse Practitioners, 13(1), 2017, e17-e22.
[18]. Janssen J, Hale L, Mirfin-Veitch B, Harland T. Building the research capacity of clinical physical therapists using a participatory
action research approach. Physical Therapy, 93(7), 2013, 923-934.
[19]. McDonnell A, Goodwin E, Kennedy FR, Hawley K, Gerrish K, Smith C. An evaluation of the implementation of Advanced Nurse
practitioner (ANP) roles in an acute hospital setting. Journal of Advanced nursing, 71(4), 2015, 789-799.
[20]. Soh KL, Davidson PM, Leslie G & Rahman ABA. Action research studies in the intensive care setting: A systematic review.
International Journal of Nursing Studies, 48(1),2011, 258-268.