Hines Sonia, Ramsbotham Joanne, Coyer Fiona
Flinders SA & NT, College of Medicine and Public Health, Centre for Remote Health, Flinders University, 5 Skinner St, The Gap, Alice Springs, NT, 0870, Australia.
School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Brisbane, Qld, Australia.
BMC Nurs. 2022 May 12;21(1):114. doi: 10.1186/s12912-022-00877-3.
Considerable resources have been expended, both in universities and health workplaces to improve nurses' abilities to interact with research and research literature to enable their engagement with evidence-based practice. Despite these efforts, a considerable number of nurses experience difficulty with research literature and are reluctant to use it in practice.
This study aimed to explore the experiences and perceptions of Registered Nurses when they have been required to read and understand research literature for work or education.
A qualitative descriptive study using online and in-person focus groups.
Focus groups (online and in-person) were conducted between June and November 2020. Forty participants were included. We used focus group recordings and field notes to collect data. Transcribed records of these focus groups were coded on the basis of similarity of meaning and then subjected to thematic analysis.
Three distinct themes were identified from the data: 'coming into learning about research', fitting research into the reality of nursing life', and 'working towards using research.' Participants described their early experiences in learning about research, experiences both positive and negative in integrating research into practice, and their personal strategies for reading and using research, particularly in the context of significant anxiety about understanding the content of methods and results sections of quantitative research articles.
This study goes beyond the barriers and facilitators dichotomy that has been the majority of the conversation about nurses' evidence-based practice engagement previously, and explores the issues underlying aversion to research literature. Many nurses struggle with the language, numbers, and/or statistics used in research and this requires educational interventions suited to the problem and the population.
大学和卫生工作场所都投入了大量资源，以提高护士与研究及研究文献互动的能力，使其能够参与循证实践。尽管做出了这些努力，但仍有相当数量的护士在研究文献方面存在困难，并且不愿在实践中使用它。
本研究旨在探讨注册护士在被要求为工作或教育目的阅读和理解研究文献时的经历和看法。
一项使用在线和面对面焦点小组的定性描述性研究。
在2020年6月至11月期间进行了焦点小组（在线和面对面）讨论。纳入了40名参与者。我们使用焦点小组录音和现场笔记来收集数据。这些焦点小组的转录记录根据意义的相似性进行编码，然后进行主题分析。
从数据中确定了三个不同的主题：“开始了解研究”、“将研究融入护理生活的现实”以及“努力运用研究”。参与者描述了他们在学习研究方面的早期经历、将研究融入实践中的积极和消极经历，以及他们阅读和运用研究的个人策略，特别是在对理解定量研究文章的方法和结果部分的内容存在严重焦虑的背景下。
本研究超越了以往关于护士循证实践参与的大多数讨论中所存在的障碍和促进因素二分法，并探讨了对研究文献厌恶背后的问题。许多护士在研究中使用的语言、数字和/或统计数据方面存在困难，这需要针对该问题和人群的教育干预措施。
