This quantitative research report is a systematic review that seeks to appraise the outcome of a research training course on clinicians’ attitudes, skill, and practices associated with evidence-based practice and research. Evidence-based practice has been determined to enhance patient care and outcomes (Mackey & Bassendowski, 2017).
Purpose of the Study
The purpose of this study was to evaluate the effect of the training program on clinicians’ attitude, skill, as well as practices related to research and evidence-based practice.
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Reliability and Risk of Bias
Nurses have acknowledged characteristic as well as structural barriers to research exploitation. Characteristic barriers consist of lack of knowledge concerning the research procedures and ways to review research findings, lack of understanding of research, teammates not compassionate of practice adjustment, and nurses considering a lack of collaboration to transform the practice (Townsend & Morgan, 2017). Structural barriers acknowledged include lack of access to research, the inadequate time limit to execute new concepts, and lack of knowledge on accessible educational tools interrelated to research.
Research establishes that the most significant factor associated with nurses’ evidence-based practice is support from their hiring schemes to employ and carry out research. Other driving forces include the availability of advanced practice nurses within the clinical establishment, research guides, and tutors conversant with research; nursing research practicum; and nominated nurse-researchers. In their barriers gauge studies, colleagues suggested plans for decreasing barriers to EBP, including engagement of research prototypes, the creation of reciprocal connections with researchers, and involvement in research interest parties. Related policies have been in recent times emphasized in the framework of the Magnet Recognition Program (Mackey & Bassendowski, 2017).
However, there is an outstanding lack of thorough intervention studies aimed at classifying structural barriers to increasing nurses’ involvement in evidence-based practice. Only one report focused on the employment of Magnet criteria in American clinics that displayed potential in reducing the barriers to EBP. While addressing this disparity, heads at a tertiary healthcare organization executed a point-of-care study training program, steered by the organization’s nursing research organizer, aiming at nurses as well as other clinicians to cut EBP barriers and to encourage commitment in the study (Townsend & Morgan, 2017).
Data Analysis
Population characteristics were sampled using descriptive statistics. Skill, cooperation, and ability scales throughout survey effects were sampled using means and standard deviations. Linear mixed regression analyses evaluating outcome trials among survey time intervals were conducted to estimate the effect of training at different phases of the program. This investigative methodology was selected to account for the relationship between measures from the same question and to incorporate participants whose data were missing, which were mainly produced by participants not finalizing all the three surveys. Through attempts to simplify interpretation and where applicable, average variances in the mean marks of the outcomes between survey waves were articulated as uniform effect proportions. Statistical data analyses were conducted via version 9.2 of the SAS system for Windows.
The target groups and discussions were recorded and transcribed word by word. Transcriptions were studied in details for developing ideas, which were created into a coding scheme. Transcripts were coded and authenticated by not less than 2 researchers, and variances were reviewed until an agreement was reached. Implicit data were keyed into a qualitative management software program including QSR Americas Inc. and NVivo (Saunders & Vehviläinen-Julkunen, 2016). Key themes and associations were related through a thematic analytical technique and verified by several research team officials.
Sample Size and Sampling Procedure
A total of 180 participants were recruited from administrative personnel who had submitted an application, in groups, to take part in the training program. They included 27 teams and 153 clinicians including 78 registered nurses were allowed into the training schedule in 2 years, which is between the year 2011 and 2013 (Mackey & Bassendowski, 2017). Each research group was required to contain not less than one point-of-care physician whose duty was restricted to a clinical procedure and did not involve managerial or research duties. Among the 25 teams financed in the first 2 years, 10 teams were headed by registered nurses, while 30 other nurses were group members of sponsored teams. These physicians were requested to finalize an initial survey plus 2 follow-up surveys in addition to taking part in focus groups. The managerial heads of these clinicians were asked to take part in qualitative interviews.
Untoward Events during the Study
There were various shortcomings to the study. The sample was limited to clinicians employed at a Canadian healthcare facility. Even though the sample was varied with respect to health disciplines, ages, and duration of practice, the majority of participants were females taking part in critical care (Saunders & Vehviläinen-Julkunen, 2016). Care is therefore required in simplifying the result to other clinical locations and groups. The biases characteristic in a single population before and after study proposal must as well be recognized, and impending assessment of the training program via an arbitrary clinical experiment is necessary to offer more definite evidence. To conclude, the prospective clustering outcome between research team members, which could not be measured in the data analysis due to the study not gathering data on team belonging, may have affected the linear regression modeling findings.
The Significance of the Research to Clinical Practice
The findings of this study indicate that a research training program can positively enhance clinicians’ research skill and abilities, also give them a sense of self-reliance and interest regarding their clinical practice. Commitment to take part in research, however, did not substantially change. Participants’ cooperation to participate in future research may have as well been mitigated by the time barrier discoursed by the majority of the participants, as well as their awareness of the encounters essential in leading research. On top of that, several other policies have been recommended to encourage evidence-based practices among clinicians, including EBP education systems, journal clubs, skill brokers, and mentoring programs. Despite some of these involvements indicating ability with reference to ever-changing approaches regarding evidence-based practice has entirely been operative in varying conduct in regard to EBP after a while (Mackey & Bassendowski, 2017). Whereas the effect of the training program on evidence-based practice was not quantitatively evaluated in this report, both clinicians and supervisors saw substantial changes to participants’ critical thinking and responsiveness of the interconnection of research and practice.
Critical Appraisal
The study focused on evaluating the effect of the training program on clinicians’ attitude, skill, as well as practices related to research and evidence-based practice. In the process, it involved a total of 180 participants were recruited from administrative personnel who had submitted an application, in groups, to take part in the training program. As a result, the research enabled the nurses to identify characteristic as well as structural barriers to research exploitation. Characteristic barriers consist of lack of knowledge concerning the research procedures and ways to review research findings, lack of understanding of research, teammates not compassionate of practice adjustment, and nurses considering a lack of corporation to transform the practice.
References
Mackey, A., & Bassendowski, S. (2017). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33 (1), 51-55.
Saunders, H., & Vehviläinen-Julkunen, K. (2016). The state of readiness for evidence-based practice among nurses: An integrative review. International Journal of Nursing Studies, 56, 128-140.
Townsend, M. C., & Morgan, K. I. (2017). Psychiatric mental health nursing: Concepts of care in evidence-based practice . Philadelphia, PA: F.A. Davis Company.
