Barriers of research utilization from the perspective of nurses in Eastern Turkey

Tan, Mehtap; Şahin, Zümrüt Akgün; Özdemir, Funda

doi:10.1016/j.outlook.2011.07.002

Cited by 36 publications

(38 citation statements)

References 35 publications

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“…According to the results of present research, in terms of the individual restraining factors, lack of time due to job preoccupation has had the highest frequency in view of professors; this is consistent with results of the study of Tan M et al, Hemsley-Brown J et al and Roxburgh M. [20][21][22] This individual barrier can be caused by the multiple responsibilities of professors in the training, consulting, and executive and administrative areas in university environments. Engaging in executive and administrative activities, in addition to take a lot of valuable time of faculty members who can be spent on research and science production, has also this threat as a consequence that being continuous of staying in such posts creates gradually a kind of administrative tendency and routine in these individuals.…”

Section: Discussionsupporting

confidence: 92%

Research barriers from the viewpoint of faculty members and students of Ardabil University of Medical Sciences, Iran, 2014

et al. 2016

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Background: Due to its role in identifying educational, research, health problems and providing a solution to prevail upon the problems related to public health, the research in the Medical Sciences University has a special importance. The present research aims to determine the restraining factors of doing research from the viewpoint of professors and students of the Medical Sciences University of Ardabil; it was conducted in 2014. Methods: In this descriptive cross-sectional study, 250 individuals from between the professors (50 individuals) and students (200 individuals) of the various academic disciplines of medical sciences were selected by way of completely random sampling. The data collection tool was a researcher-made questionnaire containing 3 parts: demographic information, individual barriers (10 questions) and organizational and environmental barriers (25 questions) based on the binary scale (Yes or No). By using the descriptive statistics and student t-test, data were analyzed with the significance level of 0.05, in the software SPSS19. Results: In the area of organizational factors, the most important restraining factor of the research activities of students was the lack of access to information sources (73.2%) and in the area of individual factors the main obstacle was lack of domination in English (68.6%). Also, the administrative restrictive regulations (73.3%) as the most important organizational restraining factor and lack of time due to job preoccupation (68.9%) as the main individual barrier were recognized for doing research in view of professors. There is not any statistical significant difference between the view of students under study in all the influential individual barriers other than the being unimportant of research from my view and having the negative attitude towards the research works in the view of professors. Also, there is a significant difference between students' view in all effective organizational barriers other than lack of research in the chapter heading of courses of most of fields and the professors' view. In total the score of organizational barriers was more than that of the individual barriers. Conclusion: Organizational barriers and personal barriers have an important role in doing the research in the Medical Sciences University of Ardabil; these barriers can be passed through. The availability of consulting forces and sufficient and necessary counseling, teaching know-how and attitude correction, compensating the lack of facilities and equipment, creating the motivation by the authorities and educating and empowering as executive working procedures are recommended for overcoming the research barriers in the universities.

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Section: Discussionsupporting

confidence: 92%

Research barriers from the viewpoint of faculty members and students of Ardabil University of Medical Sciences, Iran, 2014

et al. 2016

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“…Facilitators for hospital staff included protect time, financial and organisational support, training and working within a teaching hospital (Tan et al 2012;Yoder et al 2014). Nurses reporting a lack of time to engage in EBP has been well documented and the current review confirms this has not changed.…”

Section: Facilitatorsmentioning

confidence: 99%

Community- and hospital-based nurses’ implementation of evidence-based practice: are there any differences?

Mallion

Brooke

2016

Br J Community Nurs

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The aim of this paper is to discuss the effect of nurses' beliefs, knowledge, and skills on the implementation of evidence-based practice (EBP) in hospital and community settings. EBP refers to the implementation of the most up-to-date robust research into clinical practice. Barriers have been well documented and traditionally include the negative beliefs of nurses as well as a lack of time, knowledge, and skills. However, with degree entry nursing and a focus on community health care provision, what has changed? A comprehensive search of contemporary literature (2010-2015) was completed. The findings of this review show that the traditionally acknowledged barriers of a lack of time, knowledge, and skills remained; however, nurses' beliefs toward EBP were more positive, but positive beliefs did not affect the intentions to implement EBP or the knowledge and skills of EBP. Nurses in hospital and community settings reported similar barriers and facilitators.

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“…Also, (Chau et al 2008) revealed that all respondents agreed on the highest barriers to research utilization were due to organization factors, which can encompass the inadequate resources, lack of time, no of authority to affect the practice, and lack of participation from physicians to share in clinical decision making. Furthermore, (Tan et al 2012) determined that the most important barrier perceived by the nurses was lack of time to do research and use finding from research. And (Sarabia-Cobo et al 2015) mentioned that a major barrier to nurses in research utilization was "Doctors do not cooperate in the implementation."…”

Section: Discussionmentioning

confidence: 99%

Nurses' barriers when using research information in clinical decision making

Mohamed

Thabet²

2018

IJANS

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Recently, there has been more emphasis on clinical decision making to be a cooperative process, which encompasses shared and parallel decision making with patients and health care teams. For this, nurses’ clinical decision-making is a complicated process with a possibility to affect the provided quality of care and. Therefore, affect patient condition progress. Thus, it is the critical point to study the nurses' barriers to research to identify the starting point of how do nurses currently view, and apply research based information in their decision. The aim of the study is to evaluate the nurses' barriers when using research information in clinical decision making. A descriptive correlation research design was utilized. The sample was consisted of of 140 nurse participants at Minia University hospitals. One tool was used as Barriers to using research information in clinical decision making. This study revealed that the nurse participants agree on the research barriers such as lack of time, lack of organization support to use and implement insufficient nurse skills to use research, and complex nature of research. Thus it was concluded that nurses appraise the value of research utilization, but there were many factors hinder and become the barrier to them to implement research.

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Barriers of research utilization from the perspective of nurses in Eastern Turkey

Cited by 36 publications

References 35 publications

Research barriers from the viewpoint of faculty members and students of Ardabil University of Medical Sciences, Iran, 2014

Research barriers from the viewpoint of faculty members and students of Ardabil University of Medical Sciences, Iran, 2014

Community- and hospital-based nurses’ implementation of evidence-based practice: are there any differences?

Nurses' barriers when using research information in clinical decision making

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