Nurses’ Research Capacity and Use of Evidence in Acute Care

Duffy, Joanne R.; Culp, Stacey; Yarberry, Colleen; Stroupe, Lya; Sand-Jecklin, Kari; Coburn, Amy Sparks

doi:10.1097/nna.0000000000000176

Cited by 31 publications

(11 citation statements)

References 22 publications

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“…Other notable similarities with this study and findings reported in the literature are the demonstrated statistical differences by nursing degree, certification, and nurses' roles, indicating that nurses in leadership or support roles with higher degrees (baccalaureate or graduate degrees) and certification had more positive attitudes toward implementation (Duffy et al, 2015;Melnyk et al, 2012).…”

Section: Discussionsupporting

confidence: 86%

The Strengths and Challenges of Implementing EBP in Healthcare Systems

Warren

McLaughlin

Bardsley

et al. 2016

Worldviews on Evidence-Based Nursing

130

112

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Section: Discussionsupporting

confidence: 86%

The Strengths and Challenges of Implementing EBP in Healthcare Systems

Warren

McLaughlin

Bardsley

et al. 2016

Worldviews on Evidence-Based Nursing

130

112

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“…Furthermore, Reynolds et al [51] reported that significant improvement in nursing knowledge was noted among nurses of the neurological problems and other assessment subscale score as well as the total stroke knowledge assessment score post guidelines. In addition to Duffy et al [52] who mentioned that after receiving educational program about stroke, nurses gained knowledge about assessments and importance of follow-up program for patients. Moreover, Han and Chen [53] mentioned that the majority of nurses recognize hypertension as a risk factor for stroke, whereas awareness about other common risk factors as unhealthy lifestyle including smoking and lack of exercise as a risk factor for stroke was low.…”

Section: Discussionmentioning

confidence: 99%

Effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients

El-Hay

Allah

Din

2018

CNS

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Background: Stroke is a major cause of functional disability, it increased the need for continuous nursing care. Nurses need to pay attention not only to the physical recovery after stroke, but also to the psychological and social recovery. Therefore, it is important to provide training courses to nurses about care of stroke patients. Aim: This study was conducted to evaluate the effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients. Methods: Design: A quasi experimental research design was utilized. Setting: Data were collected from Neurological Intensive Care Units, Wards and Neurological outpatient clinics of Tanta Main University Hospital. Sample: All nurses (n = 35) who are providing direct care for stroke patients and a purposive sample of 30 stroke patients. Tools: Three tools were used to collect data. Tool (I): Assessment of nurses' knowledge questionnaire sheet about stroke; Tool (II): Observational checklist to evaluate nurses' practice regarding care of stroke patients; and Tool (III): Patient's clinical outcomes assessment sheet. Results: The results revealed that there were significant improvements in nurses' knowledge and practice regarding care of stroke patients post training program at p < .01. Also, significant improvements in self-care and activities of daily living among stroke patients were observed from immediately to 2 months later post application of training program. Conclusions:The study findings revealed that the implementation of designed educational training program within 2 months were successful for improving nurses' knowledge and practice regarding care of stroke patients. Furthermore, there was improvement in activities of daily living and self-care among stroke patients. Recommendations: It is recommended to generalize implementation of designed educational training program for neurological nurses as a routine hospital care for stroke patients.

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“…[12,25] (2) Create a vibrant research culture, environment, and infrastructure. [5,12,23] (3) Secure funding.…”

Section: Discussionmentioning

confidence: 99%

Enhancing collaborative practice-based research in an academic health science center

Jeffs¹,

Bulmer²,

Straus³

et al. 2017

JNEP

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Although there is a body of literature around discipline specific capacity building research, less is known empirically around collaborative practice-based research that involves different healthcare disciplines participating in research together in an interprofessional manner in Academic Health Science Centers (AHSCs). This paper provides an overview of results from the mixed methods study and the subsequent strategies one teaching hospital has implemented to enhance collaborative practicebased research. A mixed methods design with a cross-sectional survey design and focus groups/interviews with clinicians and administrators was used. Study participants reported the value of, their role, experience, and use of research in daily practice and recommendations to enhance collaborative practice-based research. Study findings elucidated the current state and strategies to enhance collaborative practice-based research at an AHSC. Engaging clinicians in collaborative practice-based research provides a strategic advantage and return on investment to achieve the tripartite mission.

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Nurses’ Research Capacity and Use of Evidence in Acute Care

Abstract: Findings continue to demonstrate the need for new approaches to reduce the research-practice gap.

Cited by 31 publications

References 22 publications

The Strengths and Challenges of Implementing EBP in Healthcare Systems

The Strengths and Challenges of Implementing EBP in Healthcare Systems

Effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients

Enhancing collaborative practice-based research in an academic health science center

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