Case Study
Theory of Transpersonal Caring Plan of Care
Learning Team B
NUR/513
December 12, 2011
Theory of Transpersonal Caring Plan of Care
Analysis
Current Influences of Research Utilization in Practice
According to Squires, Estabrooks, Gustavsson, & Wallin (2011), research utilization is the use of any kind of research in any way. Concern has been expressed as to whether nursing practice is guided on the basis of scientific evidence or research. Research is available, but is it used to its fullest potential? The difference between research availability and the application of research to practice is known as the research-practice gap. Unfortunately, studies conclude that the use of research in practice is slow and haphazard (Squires, Estabrooks, Gustavsson, & Wallin, 2011).
Research utilization in nursing practice is influenced strongly by individual determinants. As individual characteristic factors emerged from data extraction, Squires et al. (2011) considered six core categories including beliefs and attitudes, involvement in research activities, information seeking, education, professional characteristics, and other socio-economic factors. Of these core categories, the nurses attitude toward research was the only individual influencing characteristic that was consistent, and had a positive effect. Other influencing factors such as attending conferences, having an advanced degree, and clinical specialty were present, but not to the magnitude as attitude (Squires et al., 2011).
When all of the individual influences on research utilization are considered, attitude and attendance at conferences or in-services seem to be the easiest to manipulate to make a positive impact on the application of research to nursing practice (Squires et al., 2011). MacGuire (2011) suggests 10 areas of potential difficulty in the implementation of nursing research findings. These areas include the complexity of the change process, the genesis of research
Learning Team B
NUR/513
December 12, 2011
Theory of Transpersonal Caring Plan of Care
Analysis
Current Influences of Research Utilization in Practice
According to Squires, Estabrooks, Gustavsson, & Wallin (2011), research utilization is the use of any kind of research in any way. Concern has been expressed as to whether nursing practice is guided on the basis of scientific evidence or research. Research is available, but is it used to its fullest potential? The difference between research availability and the application of research to practice is known as the research-practice gap. Unfortunately, studies conclude that the use of research in practice is slow and haphazard (Squires, Estabrooks, Gustavsson, & Wallin, 2011).
Research utilization in nursing practice is influenced strongly by individual determinants. As individual characteristic factors emerged from data extraction, Squires et al. (2011) considered six core categories including beliefs and attitudes, involvement in research activities, information seeking, education, professional characteristics, and other socio-economic factors. Of these core categories, the nurses attitude toward research was the only individual influencing characteristic that was consistent, and had a positive effect. Other influencing factors such as attending conferences, having an advanced degree, and clinical specialty were present, but not to the magnitude as attitude (Squires et al., 2011).
When all of the individual influences on research utilization are considered, attitude and attendance at conferences or in-services seem to be the easiest to manipulate to make a positive impact on the application of research to nursing practice (Squires et al., 2011). MacGuire (2011) suggests 10 areas of potential difficulty in the implementation of nursing research findings. These areas include the complexity of the change process, the genesis of research
References: section. I have obtained written permission from the copyright holder for any trademarked material, logos, or images from the Internet or other sources. I further agree that my name typed on the line below is intended to have, and shall have, the same validity as my handwritten signature. Student 's signature (name typed here is equivalent to a signature): Learning Team B: Tomika Washington, Kim Difillippo, Darlene Ferris, Michelle Whittenberg, and Tina Gafford