Nurses must be consumers of research for the proper assimilation and transformation of Nurses must be consumers of research for the proper assimilation and transformation of knowledge from evidence-based practice (EBP) into the clinical practice. However, Yoder et al. (2014) contend that despite the nurses recognition of the relevance of applying research evidence into clinical practice, these healthcare professionals still seek assistance in identifying the evidence. Since the organizational culture in my practice setting supports the engagement in research utilization and EBP implementation by cultivating positive beliefs and attitudes toward research and EBP, providing sufficient infrastructure support, motivating involvement in research activities or information seeking, and initiating EBP education through group discussions and policies/regulations, I consider myself an active consumer of research.
The aspiration to elevate my knowledge level and convert research findings into practice is honed by the attitudes and beliefs toward research. It is established that nurses who acknowledge the value of research is more inclined to administer study outcomes in practice (Champion & Leach; Hatcher & Tranmer; Varcoe & Hilton, as cited in Yoder et al., 2014, p. 27). However, such enthusiasm in research may be futile without the welcoming and supportive nature of the healthcare organization. Fortunately, the practice setting to which I belong embolden our voice when it comes to research.
The healthcare facility to which I am currently connected provides infrastructure resources as aid in research endeavors. Although Yoder et al. (2014) claim that 71% of the nurses in their study used Google while 45% employed either or both CINAHL and MEDLINE, the healthcare setting gives us access to these authoritative/reputable journal databases. With such access, I browse articles to gain evidence regarding current practices. According to Kristensen et al. (2016), a problem encountered in practice prompts the clinical nurse specialists to modify the practice on the basis of current research evidence. However, I need not be a clinical nurse specialist to initiate change.
The healthcare facility I work with stimulates research commitment through conducting/participating in studies. Although Benner et al. and Kitson aver that evidence from research is generated in a fast pace whereas its reflection as alterations in clinical practice lags (as cited in Curtis et al., 2017), the clinical setting I am involved with advances the adaptation of EBP into nursing practice. Information seeking is one of the primary objectives of the healthcare facility.
The healthcare organization promotes EBP education. Lehane et al. (2019) accentuate that the integration of a successful EBP education is required so that learners not only understand the importance of EBP and be competent in the fundamental steps, but it ultimately serves to influence behaviour in terms of decision-making, through application of EBP in their professional practice (p. 106). Although a clinical nurse specialist in the ward guides the weekly meetings/discussions on the implementation of EBP, bedside nurses are encouraged to read, comprehend, reflect, and share the contents of the journal articles nurses accessed. Then, nurses exchange views regarding the feasibility and safety of such new-found evidence in clinical practice. Once a consensus is made, nurses try to incorporate and assess the modifications introduced in the clinical setting; policies and procedures are then revised based on evidence. Clearly, the organization ensures that nurses within the facility become active consumers of research.
Nurses must inculcate the initiative to translate EBP into clinical practice. My goal to achieve a patient-centered care, on the basis of an individuals healthcare needs, must align with the organizations culture and available, current research evidence. The possibility to transfer knowledge from EBP to nursing practice is indicative that I am an active, happy, devoted, and consistent consumer of research.
Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872. https://doi.org/10.1111/jocn.13586 (Links to an external site.)
Kristensen, N., Nymann, C., & Konradsen, H. (2016). Implementing research results in clinical practice – The experiences of healthcare professionals. BMC Health Services Research, 16, 48. DOI 10.1186/s12913-016-1292-y
Lehane, E., Leahy-Warren, P., ORiordan, C., Savage, E., Drennan, J., OTuathaigh, C.Hegarty, J. (2019). Evidence-based practice education for healthcare professions: An expert view. BMJ Evidence-Based Medicine, 24(3), 103108. doi: 10.1136/bmjebm-2018-111019