Identification of Barriers and Facilitators to Utilizing Research in Nursing Practice
Bibliographic record
Abstract
ABSTRACT Background: Despite a growing body of literature, utilization of nursing research remains relatively low even within academic health care institutions. Objective: The purpose of this study was to (1) investigate barriers for utilization of research in nursing practice in multiple nursing roles (staff nurses and nursing leadership) within an academic health care setting, and (2) identify strategies that may influence nurses' perceptions to utilizing research in nursing practice. Design: This study was a prospective, descriptive, cross‐sectional study. Population, Sample, Setting: The subjects were 181 nurses employed at a tertiary care hospital in Southern Ontario, Canada. Methods: A self‐administered questionnaire identifying demographics, and perceptions of barriers and facilitators to utilizing nursing research in practice was sent to 640 nurses. Results were entered into an SPSS database, and descriptive statistics were used for data analysis. Ethical considerations included approval from the Institutional Ethics Review Board. Findings: Twenty‐eight percentage of the invited participants responded to the questionnaire. The subjects identified four particular barriers that affected their utilization of research in practice to a great extent: awareness of the research (33%), lack of time to read the research (39%), feeling that the nurse does not have the authority to change practice procedures (41%), and insufficient time on the job to implement new ideas (49%). Conclusions: Results from this study suggest that a strategic approach to enhancing utilization of nursing research in practice is essential. Organized activities enhance nurses' awareness of research in their field, and developing processes for nurses to participate in practice change is very important. In addition, providing time for nurses to read and implement research will have a positive impact on the utilization of nursing research in practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.061 | 0.122 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".