Perceived barriers and enablers of nursing research in the Italian context: Findings from a systematic review

Abstract

Introduction The research capacity of nurses has been reported to be still constrained in several countries, and not fully implemented in its potentiality due to a large number of factors. Despite its relevance both for clinical and public health purposes, no summary has been compiled to date regarding factors influencing the research capacity in the Italian context. Therefore, the primary aim of this review was to identify the barriers and enablers of conducting research as perceived by Italian nurses. Methods We conducted a systematic review. The following databases have been searched: ILISI ® (Indice della Letteratura Italiana di Scienze Infermieristiche) MEDLINE-via PubMed, CINAHL (Cumulative Index to Nursing and Allied Health Literature), Ovid, Open Grey, Google Scopus, and Web of Science. Eight studies met the inclusion criteria. Results The studies were mainly descriptive, with two quasi-experimental. A total of seven barriers and four facilitators of conducting research among Italian nurses were identified. The constraints were poor English knowledge, technology and library availability and accessibility, understaffing and lack of time, nursing culture characteristics, lack of nursing leadership support, scarce funding availability, and the bureaucratic ethical committee process. The facilitators were nursing journal reading, expert research team support, university and hospital partnerships, and international cooperation. Conclusions Given the small number and the high heterogeneity of the emerged studies, this systematic review provides an initial framework for the constraints that prevent, and the strategies that promote, Italian nurses’ participation/conducting of research projects that could inform policies in this field.

Being a nurse between research and clinic: What challenges and opportunities for a PhD‐prepared nurse? Overview from an Italian paediatric hospital

“…In 2006, the doctoral school in Nursing Sciences was established (DL 251/1996, Article 20). Currently, there are six doctoral schools with this focus, although with different disciplinary affiliations, and the number of nurses with a PhD is gradually increasing, even if it is still small compared to the international context (Scarsini et al., 2022). This is likely due to the lack of prospects for career development and professional recognition outside the academic field (Bressan et al., 2016; Dobrowolska et al., 2021; Sasso et al., 2019).…”

“…small compared to the international context (Scarsini et al, 2022). This is likely due to the lack of prospects for career development and professional recognition outside the academic field (Bressan et al, 2016;Dobrowolska et al, 2021;Sasso et al, 2019).…”

Nursing Development should Now Become a Priority for Health Systems in Europe

“…Aiken and colleagues ( 13 ) point out that at least 80% of all nursing staff should have a bachelor’s degree, as the RN4CAST survey clearly showed that treatment outcomes were better for patients treated by nurses with academic bachelor’s degrees (four-year degree) than those with professional bachelor’s degrees (three-year degree) or less. The fact is that countries that do not sufficiently support the development of bachelor’s, master’s, and PhD education in nursing and do not offer clinical jobs for advanced nurse practitioner (ANP), clinical nurse specialist (CNS), or minimally specialised nurse (SN) after bachelor’s education have problems retaining nurses in the profession and meeting the increasing demand for healthcare services that results from a long-lived society ( 2 , 4 , 6 , 9 , 14 , 15 ). Policies in these countries are primarily aimed at solving problems related to physicians, but do not pay adequate attention to other professional profiles, especially nurse development providers.…”

“…However, the health needs of the population are changing due to technological innovations, an increasing burden of disease and new organisational developments, and nurses need new technical skills, such as in the use of digital tools and artificial intelligence, as well as soft skills such as person-centred communication, interprofessional teamwork and sociocultural sensitivity ( 4 ). Attention should be paid to recognising nurses as equal healthcare workers who need to be empowered to develop their profession and have professional development opportunities ( 15 , 16 ). There is a need to improve the nursing work environment, support and promote continuing education, master’s and postgraduate education, and professional development for nurses, and to create an environment for solidarity among colleagues ( 16 ).…”