Promoting Evidence-Based Practice Through a Research Training Program for Point-of-Care Clinicians

Abstract

OBJECTIVES:The purpose of this study was to evaluate the effect of a research training program on clinicians' knowledge, attitudes, and practices related to research and evidence-based practice (EBP). BACKGROUND: EBP has been shown to improve patient care and outcomes. Innovative approaches are needed to overcome individual and organizational barriers to EBP. METHODS: Mixed-methods design was used to evaluate a research training intervention with point-of-care clinicians in a Canadian urban health organization. Participants completed the Knowledge, Attitudes, and Practice Survey over 3 timepoints. Focus groups and interviews were also conducted. RESULTS: Statistically significant improvement in research knowledge and ability was demonstrated. Participants and administrators identified benefits of the training program, including the impact on EBP. CONCLUSIONS: Providing research training opportunities to point-of-care clinicians is a promising strategy for healthcare organizations seeking to promote EBP, empower clinicians, and showcase excellence in clinical research.Research confirms that patient outcomes improve when nurses practice in an evidence-based manner. Described as ''a problem-solving approach to clinical care that incorporates the conscientious use of current best practice from well-designed studies, a clinician's expertise, and patient values and preferences,'' 1(p335) evidencebased practice (EBP) has been shown to increase patient safety, improve clinical outcomes, reduce healthcare costs, and decrease variation in patient outcomes. [1][2][3][4] The importance of EBP is substantiated; however, barriers to widespread use of current research evidence in nursing remain, including the fluency and knowledge level of clinical nurses.Nurses have identified individual and organizational barriers to research utilization. Individual barriers include lack of knowledge about the research process and how to critique research studies, lack of awareness of research, colleagues not supportive of practice change, and nurses feeling a lack of authority to change practice. [5][6][7][8] Organizational barriers identified include insufficient time to implement new ideas, lack of access to research, and lack of awareness of available educational tools related to research. [5][6][7][9][10][11] Research demonstrates that the most important factor related to nurses' EBP is support from their employing organizations to use and conduct research. 7,9 Other facilitators include the presence in the clinical 14