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IN NURSING
CLASS 6
RESEARCH UTILIZATION
Consider
RESEARCH UTILIZATION
Important
all levels of nursing
Research Utilization
Nurses in the clinical setting
Problem-focused triggers
Knowledge-focused triggers
Problem Focused Triggers for
Problem Identification
Clinical problems
Knowledge-Focused Triggers for
Problem Identification
Journal clubs
Attending a professional/academic
conference
Reading a scientific paper
Narrowing the Research-Practice
Gap Through Research Utilization
Sufficient quantity
Sufficient quality
Narrowing the Research-Practice
Gap Through Research Utilization
Utility to nursing
Applicability to practice
Replication
Scientific merit
Client safety
Feasibility
Narrowing the Research-Practice
Gap Through Research Utilization
Nurse Characteristics
Setting Characteristics
Research Characteristics
Innovation Characteristics
Barriers to Knowledge Use
Study findings:
do not solve pressing clinical problems
often can not be used in practice
lack replication
communicated primarily to other researchers
not expressed in easily understood terms by
practitioners
Nurse Characteristics
Knowledge
Attitudes
Beliefs
Nurse Characteristics
Knowledge
Attitudes
Beliefs
Clearly communicated
Comprehensive
Investigation of pertinent problems
Staff nurses part of the research team
Replication of research studies
Innovation Characteristics
Perceived improvement
Compatibility with present practice
Complexity
Trialability
Observability
How to work together and use Nursing Research
Findings
Bridging
The Research - Practice Gap
1. Commitment
conceptual instrumental
mid-ground
Research Utilization
Instrumental Utilization:
discrete
Conceptual Instrumental
Mid-Ground
Conceptual Utilization
Knowledge creep
Decision accretion
Conceptual Instrumental
Mid-Ground
Mid-Ground Utilization
Knowledge Creep:
Decision Accretion:
2. Risk/benefit analysis
3. Non-captured utilization
Technical Changes
Researchers
conduct quality research
replicate
collaborate
disseminate aggressively & broadly (publish)
communicate clearly
What can... YOU & OTHER NURSES DO?
Administration
foster a climate of intellectual curiosity
offer emotional or moral support for
utilization
reward efforts for utilization
Planned Change
Change Agent
Driving Restraining
Forces Forces
Target System
TECHNICAL
PSYCHOLOGICAL NEEDS
Three Phases:
1. Unfreezing
2. Change
3. Refreezing
THE CHANGE PROCESS
CONSIDER-
Set of steps
used as a guide
to identify
practice questions
Iowa Model for
Research-Based Practice
Step #1:
Problem-Focused Knowledge-Focused
Iowa Model for
Research-Based Practice
Problem-focused triggers
Knowledge-focused triggers
Step #2:
Step#3:
Step #4:
Determine if there is
Sufficient Research Base?
Step # 5:
If
Sufficient Research Base
Iowa Model for
Research-Based Practice
Conduct Research
Is the Change
Appropriate for Adoption
in Practice?
Iowa Model for
Research-Based Practice
Step #7:
If answer is NO
Step #7:
If answer is YES
Step #8
Monitor Outcomes
Step #9:
Disseminate results
Sharing knowledge
and putting knowledge into practice