Andersson Nina, Jylli Leena, Kajermo Kerstin Nilsson, Klang Birgitta
Department of Woman and Child Health, Astrid Lindgren's Children Hospital, Karolinska University Hospital, Karolinska Institute, Stockholm, Sweden.
Scand J Caring Sci. 2007 Dec;21(4):426-33. doi: 10.1111/j.1471-6712.2006.00486.x.
The aim was to describe how nurses in different professional levels evaluated their professional self and perceived barriers to research utilization in paediatric care. The sample consisted of three groups of nurses: control, trainee and specialists (n = 113) employed at two Paediatric University hospitals in Sweden. The control and trainee groups were nurses with a general education and the specialists had a specialist education in paediatric care. The nurses answered the two questionnaires: the Professional Self Description Form (PSDF) and the Barriers Scale. The results showed that the highest scores in the PSDF were found in sensitivity in all the three groups and consideration (in control and specialist group) and creativity (trainee group). The control group scored significantly higher in the item persistence. In the Barriers Scale, the three groups scored the greatest barriers in; 'there is insufficient time on the job to implement new ideas' and 'the nurses do not have time to read research'. The lowest barriers were found in; 'the nurse is unwilling to change/try new ideas' and 'the nurse is unaware of research'. The specialist nurses had significantly higher barriers in; 'the nurse is isolated from knowledgeable colleagues with whom to discuss the research', 'the nurse is unwilling to try new ideas' and 'administration will not allow implementation'. No correlations were found between the PSDF and the Barriers Scale. In conclusion, the self-evaluation of professional self and perceived research utilization showed few differences between the nurses. These findings indicate that the professional self is independent of educational level and work experiences while barriers to research utililization increases with competence and experience.
目的是描述不同专业水平的护士如何评估其职业自我以及在儿科护理中感知到的研究应用障碍。样本包括三组护士：对照组、实习护士和专科护士（n = 113），他们受雇于瑞典的两家儿科大学医院。对照组和实习护士组是接受过普通教育的护士，专科护士拥有儿科护理专业教育背景。护士们回答了两份问卷：职业自我描述表（PSDF）和障碍量表。结果显示，在PSDF中，所有三组在敏感性方面得分最高，对照组和专科护士组在体贴方面得分最高，实习护士组在创造力方面得分最高。对照组在坚持性项目上得分显著更高。在障碍量表中，三组在“工作中没有足够时间实施新想法”和“护士没有时间阅读研究”方面得分最高。在“护士不愿意改变/尝试新想法”和“护士不了解研究”方面得分最低。专科护士在“护士与有知识的同事隔离，无法与之讨论研究”、“护士不愿意尝试新想法”和“管理层不允许实施”方面的障碍显著更高。PSDF和障碍量表之间未发现相关性。总之，护士之间在职业自我评估和感知到的研究应用方面差异不大。这些发现表明，职业自我与教育水平和工作经验无关，而研究应用的障碍随着能力和经验的增加而增加。
