Barriers and Facilitators to the Utilization of Nursing Research

Abstract

The nurse in clinical practice must demonstrate a scientific base for practice grounded in research findings. The purpose of this study was to explore the nurse's perception of the barriers and facilitators to using research findings in nursing practice. A survey methodology was used, and a sample of 356 practicing registered nurses responded. Data were collected using a scale that rated the barriers and facilitators to research utilization. The greatest barriers were insufficient time on the job to implement new ideas, lack of knowledge of nursing research findings, and inaccessibility of relevant literature. The advanced practice nurse is in a pivotal position to decrease the barriers to research utilization.

Barriers to research utilisation: the clinical setting and nurses themselves

“…It is worth noting that data from the USA, whilst agreeing that these are key barriers, show that a greater proportion of nurses feel competent in these areas. For example, whilst in the UK Dunn et al (1997) found that 70% of nurses felt they were not capable of evaluating the quality of research, in the USA Carroll et al (1997) found this level to be only 51%.…”

“…Many studies identify the lack of time available to review and implement research findings as a primary barrier to research utilisation. Dunn et al (1997), for example, found that 75% of nurses thought lack of time a great or moderate barrier, Carroll et al (1997) in the USA 71%, Kajermo et al (1998) in Sweden 72%, and Walczak and colleagues, in a small study of oncology nurses in the USA, 85% .…”

“Inside Looking In” or “Inside Looking Out”? How Leaders Shape Cultures Equipped for Evidence-Based Practice

“…Among the 4 commonly studied barriers-innovation (research qualities), communication (research presentation), nurse (adopter), and organization (setting)-the organization has distinctly been perceived as the main impediment. Across the globe, top organizational barriers include limited (1) awareness of research, (2) time to read research and implement new ideas, (3) support from other staff, and (4) authority to change practices. [1][2][3][4][5][6][7][8][9][10][11][12][13] In a qualitative study, 14 a chief organizational barrier was the low priority given to evidence-based practice (EBP) by management.…”

“…2,4,5,9 The Promoting Action on Research Implementation in Health Services (PARIHS) framework 15 spotlights the importance of leadership in the use of research in practice. Successful implementation of research is more likely when evidence is scientifically robust, matching professional consensus and patients' preferences; the context is receptive to change with strong leadership and monitoring and feedback systems; and where appropriate facilitation with skilled internal or external facilitators exists.…”

Integrating Education, Research, and Practice in Gerontological Social Work: Lessons Learned From the Reclaiming Joy Peer Support Program

“…In the last two decades, scholars from a number of disciplines have described the gap and proposed possible reasons for its existence and continuation (Bhattacharyya, Reeves, & Zwarenstein, 2009;Carroll et al, 1997;Galinsky, Turnbull, Meglin, & Wilner, 1993;Goldfried et al, 2014;Goldfried & Wolfe, 1998;Gray, Sharland, Heinsch, & Schubert, 2014). Although researchers care a great deal about the use of their work and the quality of care clients receive, they also face pressures to produce high-level research and publish.…”