School of Nursing, Mohawk College, Ontario, Canada.
Worldviews Evid Based Nurs. 2010 Mar;7(1):25-35. doi: 10.1111/j.1741-6787.2009.00172.x. Epub 2009 Oct 5.
Poor or inconsistent research utilization into clinical practice is a recurrent theme across study contexts, rendering leaders disillusioned with how best to foster the uptake of research into nursing practice. This makes it imperative to look to new approaches. Research utilization involves a learning process engaging attitudes, beliefs, and behaviors; yet, this is often overlooked in approaches and models used to facilitate research use. This oversight may offer some explanation to the limited progress in research utilization to date. Transformation Theory offers an explanatory theory and specific strategies (critical reflection and critical discourse) to explore attitudes, beliefs, and behaviors so that they are understood, validated, and can better guide actions.
The purpose of this article was to explore what Transformation Theory can contribute to research utilization initiatives in nursing practice.
Transformation Theory and transformative learning strategies are discussed and critically analyzed in consideration of their potential roles in fostering research utilization in clinical nursing practice.
(1) Research utilization is a learning process that involves knowledge, skills, feelings, attitudes, and beliefs. (2) Transformative learning strategies of critical reflection and discourse can facilitate insight into experiences, finding shared meanings among groups of people, and understanding/validating beliefs, attitudes, and feelings so they can more consciously guide future actions. This dimension is frequently neglected in research utilization efforts. (3) In combination with research utilization theories, Transformation Theory may be a missing link to make research utilization initiatives more effective in rendering and sustaining nursing practice change, thus enhancing client care and well-being. (4) Research and further consideration are both warranted and needed.
研究在临床实践中的应用效果不佳或不一致，这在不同的研究背景下都是一个反复出现的主题，这使得领导者对如何最好地促进研究在护理实践中的应用感到失望。因此，必须寻求新的方法。研究应用涉及一个学习过程，包括态度、信念和行为；然而，在促进研究应用的方法和模型中，这往往被忽视。这一忽视可能在一定程度上解释了迄今为止研究应用进展有限的原因。转型理论提供了一个解释性理论和具体策略（批判性反思和批判性话语），以探索态度、信念和行为，以便更好地理解、验证和指导行动。
本文旨在探讨转型理论对护理实践中研究应用倡议的贡献。
讨论和批判性分析转型理论和变革性学习策略，考虑它们在促进临床护理实践中研究应用的潜在作用。
（1）研究应用是一个学习过程，涉及知识、技能、感觉、态度和信念。（2）批判性反思和话语的变革性学习策略可以促进对经验的洞察，在人群中找到共同的意义，并理解/验证信念、态度和感受，以便更有意识地指导未来的行动。这一维度在研究应用努力中经常被忽视。（3）与研究应用理论相结合，转型理论可能是使研究应用倡议更有效的缺失环节，从而使护理实践的改变得以维持，从而提高客户的护理和幸福感。（4）研究和进一步的考虑都是有必要的。
