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OBJECTIVES: The purpose of this study was to eval- ticipants and administrators identified benefits of the
uate the effect of a research training program on cli- training program, including the impact on EBP.
nicians knowledge, attitudes, and practices related to CONCLUSIONS: Providing research training oppor-
research and evidence-based practice (EBP). tunities to point-of-care clinicians is a promising strat-
BACKGROUND: EBP has been shown to improve egy for healthcare organizations seeking to promote EBP,
patient care and outcomes. Innovative approaches are empower clinicians, and showcase excellence in clinical
needed to overcome individual and organizational bar- research.
riers to EBP.
Research confirms that patient outcomes improve when
METHODS: Mixed-methods design was used to eval-
nurses practice in an evidence-based manner. Described
uate a research training intervention with point-of-care
as a problem-solving approach to clinical care that
clinicians in a Canadian urban health organization.
incorporates the conscientious use of current best prac-
Participants completed the Knowledge, Attitudes, and
tice from well-designed studies, a clinicians expertise,
Practice Survey over 3 timepoints. Focus groups and
and patient values and preferences,1(p335) evidence-
interviews were also conducted.
based practice (EBP) has been shown to increase pa-
RESULTS: Statistically significant improvement in
tient safety, improve clinical outcomes, reduce healthcare
research knowledge and ability was demonstrated. Par-
costs, and decrease variation in patient outcomes.1-4
The importance of EBP is substantiated; however, bar-
Author Affiliations: Research Leader (Ms Black) and Director riers to widespread use of current research evidence in
of Professional Practice (Ms Garossino), Providence Health Care; nursing remain, including the fluency and knowledge
Associate Professor (Dr Balneaves), School of Nursing, University level of clinical nurses.
of British Columbia; and Research Methodologist (Mr. Puyat) and
Statistician (Ms Qian), Centre for Health Evaluation and Outcome Nurses have identified individual and organiza-
Sciences, Vancouver, British Columbia, Canada. tional barriers to research utilization. Individual barriers
Funding for this project was received from the Michael Smith include lack of knowledge about the research process
Foundation for Health Research.
The authors declare no conflicts of interest. and how to critique research studies, lack of awareness
Correspondence: Ms Black, Providence Health Care, 1190 of research, colleagues not supportive of practice change,
Hornby St, Ste 409G, Vancouver, BC, Canada V6Z 2 K5 (ablack@ and nurses feeling a lack of authority to change prac-
providencehealth.bc.ca).
Supplemental digital content is available for this article. Direct tice.5-8 Organizational barriers identified include insuf-
URL citations appear in the printed text and are provided in the ficient time to implement new ideas, lack of access to
HTML and PDF versions of this article on the journals Web site research, and lack of awareness of available educational
(www.jonajournal.com).
This is an open-access article distributed under the terms of tools related to research.5-7,9-11
the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Research demonstrates that the most important
License, where it is permissible to download and share the work factor related to nurses EBP is support from their em-
provided it is properly cited. The work cannot be changed in any way
or used commercially. http://creativecommons.org/licenses/by-nc-nd/3.0. ploying organizations to use and conduct research.7,9
DOI: 10.1097/NNA.0000000000000151 Other facilitators include the presence in the clinical
Knowledge 1.67 (0.46) 1.93 (0.45) 2.26 (0.42) 0.23 (0.14 to 0.33), G0.0001 0.34 (0.17 to 0.52), 0.0002
Ability 1.91 (0.52) 1.99 (0.42) 2.30 (0.44) 0.07 (j0.06 to 0.20), 0.27 0.32 (0.14 to 0.49), 0.001
Willingness 2.34 (0.50) 2.31 (0.49) 2.45 (0.48) 0.04 (j0.07 to 0.16), 0.48 0.15 (j0.04 to 0.35), 0.12
a
Observed mean scores at different timepoints.
b
Changes in means between timepoints were estimated using linear mixed models that account for clustering and unbalanced data due to
repeated measurements and missing data, respectively. The estimated changes may differ from changes calculated using the actual or observed
mean scores.
on the linear mixed models was 0.32 and was statistically project. I saw a sense of confidence, a sense of owner-
significant (P = .001). This estimated change represents ship and pride. For some participants, the program
a large effect size (d = 0.74). broadened their perceived scope of practice and made
their job more enjoyable. As shared by 1 participant,
Research Willingness
You feel you are learning in your job. You want to
No significant improvement in willingness to conduct
feel youre moving somewhere and not standing in
research was noted across the study (Table 1). Mean scores
remained at the upper end of the rating scale (on a scale the same spot. Its great at making a job that youre
stable in exciting and progressive.
of 1 to 3) throughout the study period, starting from
The training program was further perceived to
the observed mean score of 2.34 at baseline, decreasing
benefit the organization by showcasing excellence in
slightly to 2.31 at survey 2 and increasing to 2.45 in
nursing and other professions among the larger healthcare
the final survey (Figure 1). The estimated change in
community: Because of the program, we were able to
mean scores was small (survey 1 to 2 = 0.04, survey 2
present papers at our national conference, which is an
to 3 = 0.15).
advantage for our [organization]I. Interprofessional
Qualitative Findings collaboration within the organization, as well as partner-
Three key themes emerged from the qualitative data: ships between clinicians, administrators, and academics,
benefits from participating in the training program, was seen to be strengthened as a result of the program.
impact of the training program on EBP, and challenges
faced by beginning researchers. Increase in Evidence-Based Practice
The link between participation in the training program
Benefits of Training Program Participation and promotion of EBP was clearly articulated by both
Administrators were overwhelmingly positive about administrators and participants. In particular, participants
the benefits of the training program for both clinicians saw the training program as cultivating critical thinking:
and their organization. They perceived the program as
filling a gap by offering education, mentorship, and It encourages you to seek answers regarding how things
funding to support clinicians engagement in the gener- can improve or the effectiveness of certain methods
ation of evidence. Participants described the program and to search out and emphasize an evidence-based
as providing an important opportunity to learn and en- practice. This has been wonderful to open your eyes
gage in research and knowledge translation activities to all the different things you can do for your patients.
that are rarely available to those without advanced edu- Administrators perceived the training program
cation. Participants reported being less intimidated by to raise awareness of the links between good clinical
research, having a greater appreciation for the complex- practice and research evidence:
ities and limitations of research, and being better pre-
pared to understand and apply evidence appropriately There is more of an understanding or realization that
within clinical settings. As 1 administrator noted, whatever we implement or whatever practice we are
Theyre not afraid of research anymoreI. carrying out, we do need to be more conscious of
whether there is any evidence for it. There is more
Both administrators and participants described
intentional scrutiny of what we are doing now, and
the program as creating a sense of excitement and en-
the training program certainly reinforced that.
thusiasm among the healthcare team about research.
One administrator described, It was fun to see them The training program also enhanced participants
evolve and develop in their journey as they took on this ability to advocate for change in the larger healthcare
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