针对儿科护士对研究和循证实践的障碍、促进因素、信心及态度认知的定向教育及随时间变化的趋势
Targeted Education and Trends in Pediatric Nurses Perceptions of Barriers, Facilitators, Confidence, and Attitudes Toward Research and Evidence-Based Practice Over Time.
作者信息
Cline Genieveve J, Burger Kristina J, Amankwah Ernest K, Goldenberg Neil A, Ghazarian Sharon R
机构信息
Genieveve J. Cline, PhD, DNP, ARNP, NNP-BC, CNE, RN-BC, is Advanced Practice Research Education Specialist, Department of Clinical Education and Research, Johns Hopkins All Children's Hospital, St. Petersburg, Florida. Kristina J. Burger, DNP, ARNP, CPNP, CCRN, RN-BC, LNC, is Clinical Policy and Regulatory Readiness Manager, Nursing Administration, Johns Hopkins All Children's Hospital, St. Petersburg, Florida. Ernest K. Amankwah, PhD, is Assistant Professor, Department of Oncology, Johns Hopkins University School of Medicine, Baltimore, Maryland, and Research Epidemiologist, Johns Hopkins All Children's Hospital and All Children's Research Institute, St. Petersburg, Florida. Neil A. Goldenberg, MD, PhD, is Professor, Pediatrics and Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, and Director of Research/Chief Research Officer, Johns Hopkins All Children's Hospital and All Children's Research Institute, St. Petersburg, Florida. Sharon R. Ghazarian, PhD, is Senior Director of Health Informatics, Johns Hopkins All Children's Hospital, St. Petersburg, Florida.
出版信息
J Nurses Prof Dev. 2019 Mar/Apr;35(2):76-84. doi: 10.1097/NND.0000000000000529.
The purpose of this repeated cross-sectional study was to periodically assess perceptions of pediatric nurses' confidence, attitudes, barriers, and facilitators to research utilization and evidence-based practice as changes to the nursing research environment and a targeted curriculum were implemented. The study results were used by the nursing professional development specialist to further customize the nursing research curriculum to better meet the self-reported education and mentorship needs of the nurses.
这项重复横断面研究的目的是，在实施护理研究环境和目标课程的变革时，定期评估儿科护士对于研究应用和循证实践的信心、态度、障碍及促进因素的看法。护理专业发展专家利用该研究结果进一步定制护理研究课程，以更好地满足护士自我报告的教育和指导需求。
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