Experience with a Course Aimed at Facilitating Research-Based Practice in Oncology Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/150956
Type:
Presentation
Title:
Experience with a Course Aimed at Facilitating Research-Based Practice in Oncology Nurses
Abstract:
Experience with a Course Aimed at Facilitating Research-Based Practice in Oncology Nurses
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 9, 2003
Author:Rutledge, Dana N., PhD, RN
P.I. Institution Name:California State University, Fullerton
Title:Lecturer in Nursing
Co-Authors:Kathi Mooney, RN, PhD, FAAN, AOCN; Marcia Grant, RN, DNSc, FAAN
Purpose/Objectives: To describe the experiences with a yearly research utilization (RU) course for oncology nurses. Design: Program evaluation. Setting/Sample: 22 oncology nurses course participants who were selected based upon competitively reviewed RU project proposals. Methods: The 1-day RU course was held 5 times prior to a fall Oncology Nursing Society conference (1997-2001). Initial educational strategies included brief didactic sessions on RU, project presentations by participants, faculty reviews, and discussions of practical issues related to project implementation. Added upon refinement were a “preparation packet” with required readings, specific pre-course goals, access to a librarian, and an optional 6-week mentored experience with a faculty person. Evaluation consisted of immediate post-course, 6-month and 12-month course evaluations and follow-up phone interviews (summer 2002). Main Research Variables: Evaluation of course strategies and project completion information. Findings: Based upon feedback, course refinements were made. Evaluation scores were good to outstanding for the content and usefulness of the course presentations, critiques by faculty, and discussion sessions. Interviews with participants indicated that a majority (57%) completed or were working on their projects within 4 years of completing the course. A third had begun new RU projects. One nurse determined her clinical problem did not have a research base and turned her project into a research study. Five students have published some part of their project and at least 3 had given national presentations. Conclusions: Research utilization and some of its components (pursuing a literature search, making a practice change) are not processes most nurses are familiar with, but can be taught to nurses with focused clinical concerns. Implications for Nursing: A research utilization course with a low faculty/student ratio, adequate course materials, and systematic instruction can lead to research-based changes in practice.
Repository Posting Date:
26-Oct-2011
Date of Publication:
9-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleExperience with a Course Aimed at Facilitating Research-Based Practice in Oncology Nursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150956-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Experience with a Course Aimed at Facilitating Research-Based Practice in Oncology Nurses</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 9, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Rutledge, Dana N., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">California State University, Fullerton</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer in Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">drutledge@fullerton.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Kathi Mooney, RN, PhD, FAAN, AOCN; Marcia Grant, RN, DNSc, FAAN</td></tr><tr><td colspan="2" class="item-abstract">Purpose/Objectives: To describe the experiences with a yearly research utilization (RU) course for oncology nurses. Design: Program evaluation. Setting/Sample: 22 oncology nurses course participants who were selected based upon competitively reviewed RU project proposals. Methods: The 1-day RU course was held 5 times prior to a fall Oncology Nursing Society conference (1997-2001). Initial educational strategies included brief didactic sessions on RU, project presentations by participants, faculty reviews, and discussions of practical issues related to project implementation. Added upon refinement were a &ldquo;preparation packet&rdquo; with required readings, specific pre-course goals, access to a librarian, and an optional 6-week mentored experience with a faculty person. Evaluation consisted of immediate post-course, 6-month and 12-month course evaluations and follow-up phone interviews (summer 2002). Main Research Variables: Evaluation of course strategies and project completion information. Findings: Based upon feedback, course refinements were made. Evaluation scores were good to outstanding for the content and usefulness of the course presentations, critiques by faculty, and discussion sessions. Interviews with participants indicated that a majority (57%) completed or were working on their projects within 4 years of completing the course. A third had begun new RU projects. One nurse determined her clinical problem did not have a research base and turned her project into a research study. Five students have published some part of their project and at least 3 had given national presentations. Conclusions: Research utilization and some of its components (pursuing a literature search, making a practice change) are not processes most nurses are familiar with, but can be taught to nurses with focused clinical concerns. Implications for Nursing: A research utilization course with a low faculty/student ratio, adequate course materials, and systematic instruction can lead to research-based changes in practice.</td></tr></table>en_GB
dc.date.available2011-10-26T10:47:41Z-
dc.date.issued2003-07-09en_GB
dc.date.accessioned2011-10-26T10:47:41Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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