Essay on Barriers of Research Utilization for Nurses

9017 Words Nov 10th, 2012 37 Pages
C L I N I C A L N U R S I N G IS S U E S

Bridging the divide: a survey of nurses’ opinions regarding barriers to, and facilitators of, research utilization in the practice setting
Alison Margaret Hutchinson
BAppSc, MBioeth

PhD Candidate, Victorian Centre for Nursing Practice Research, School of Nursing, University of Melbourne, Australia

Linda Johnston

BSc, PhD, Dip N

Professor in Neonatal Nursing Research, Royal Children’s Hospital, Melbourne, and Associate Director, Victorian Centre for Nursing Practice Research, Melbourne, Australia

Submitted for publication: 4 March 2003 Accepted for publication: 29 August 2003

Correspondence: Alison M. Hutchinson School of Nursing University of Melbourne 1/723 Swanston St
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Gennaro et al. (2001, p. 314) contend:
Using research in practice not only benefits patients but also strengthens nursing as a profession. If nursing is truly a profession, and not just a job or an occupation, nurses have to be able to continually evaluate the care they give and be accountable for providing the best possible care. Evaluating nursing care means that nurses also have to evaluate nursing research and determine if there is a better way to provide care.

Twelve years prior, Walsh & Ford (1989) warned that the professional integrity of nursing was threatened by dependence upon experience-based practice. Similarly, Winter (1990, p. 138) cautioned that conduct of nursing practice in this manner is ‘the antithesis of professionalism, a barrier to independence, and a detriment to quality care.’ Winter therefore, recommended that nurses ‘evaluate their status as research consumers, to identify problems in this area, and to develop means to better use research findings’ (p. 138). Evidence-based practice, which should comprise the use of broad ranging sources of evidence, including the clinician’s expertise and patient preference (Sackett et al., 1996), includes the use of research evidence as a subset (Estabrooks, 1999). Consistent with the classification of knowledge utilization, three types of research use have been outlined (Stetler, 1994a,b; Berggren, 1996). The first is

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