Huang Fei-Fei, Zhang Na, Han Xuan-Ye, Qi Xiao-Na, Pan Li, Zhang Jing-Ping, Li Hong
School of Nursing, Fujian Medical University, Fuzhou, China.
Division of Behavioural Science, School of Public Health, The University of Hong Kong, Hong Kong, China.
Int J Nurs Sci. 2017 May 11;4(3):296-302. doi: 10.1016/j.ijnss.2017.05.003. eCollection 2017 Jul 10.
To examine Chinese nurses' practice of reading and understanding scientific literature and elucidate the motivating and deterring factors.
This is a cross-sectional study conducted between March and June 2015. A random sample of 853 full-time registered nurses from three tertiary and two secondary hospitals in China filled out a set of self-administered questionnaires, including literature habit questionnaire(41 items), the situational motivation scale and the socio-demographic and professional characteristics questionnaire(15 items).
Significant majority (89.2%) of the respondents reported perception of barriers to keeping up to date with literature. The language barrier was the most prominent, followed by poor presentation and readability of articles. Using simpler language when writing articles, improving ones' foreign language proficiency and getting education or training on nursing research were raised as the top facilitators. Additionally, reading and understanding literature was significantly associated with the nurses' educational background, motivation, genders and work settings.
The survey of the current status of literature education among Chinese nurses suggests that providing protected time, training for critical thinking, and incentive mechanisms will help improve nurses' engagement in literature and create a culture of academic inquiry.
探讨中国护士阅读和理解科学文献的实践情况，并阐明其促进因素和阻碍因素。
这是一项于2015年3月至6月间开展的横断面研究。从中国3家三级医院和2家二级医院中随机抽取853名全职注册护士，让他们填写一套自填式问卷，包括文献阅读习惯问卷（41项）、情境动机量表以及社会人口学和专业特征问卷（15项）。
绝大多数（89.2%）受访者表示在跟上文献最新进展方面存在障碍。语言障碍最为突出，其次是文章表述和可读性差。文章撰写时使用更简单的语言、提高外语水平以及接受护理研究方面的教育或培训被列为最主要的促进因素。此外，阅读和理解文献与护士的教育背景、动机、性别及工作环境显著相关。
对中国护士文献教育现状的调查表明，提供专门时间、批判性思维培训和激励机制将有助于提高护士参与文献阅读的程度，并营造学术探究的文化氛围。
