Essential Research Skills and Knowledge: An Integrated Review of Education and Practice Documents

2.50
Hdl Handle:
http://hdl.handle.net/10755/160253
Type:
Presentation
Title:
Essential Research Skills and Knowledge: An Integrated Review of Education and Practice Documents
Abstract:
Essential Research Skills and Knowledge: An Integrated Review of Education and Practice Documents
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2004
Author:Harris, Marcelline, RN, PhD
P.I. Institution Name:Mayo Clinic
Title:Clinical Nurse Researcher, Graduate Coordinator
Contact Address:Graduate Coordinator Harris, Nursing Research, Harwick 8-31, 200 1st St. SW, Rochester, MN, 55905, USA
Co-Authors:Phyllis Gaspar, PhD, RN, Professor; Judith Graves, PhD, RN, FAAN, Professor
The purpose of this integrative review was to compare the position statements and standards of education and practice groups (e.g., AACN, NLN, ANA) in relation to research knowledge and skills. The Magnet Recognition Program developed by ANCC provides public recognition of excellence in patient care and nursing and Standard XIII emphasizes support for the conduct and use of research. This requires that nurses obtain within their academic programs the knowledge and skills required to participate in research activities in practice, and that practice create environments where nurses can use their research knowledge and skills. An implicit assumption is that similar research expectations exist between key academic and practice groups; however there has been no systematic review that integrates expectations across key documents. The procedures for this review included (a) identification and retrieval of documents, (b) review by two nurse researchers, one with a primary appointment in education and one in practice, (c) development of a table for the purpose of comparison, and (d) review by an independent expert. Results indicate that education position and standards documents consistently emphasize evidence based procedures at the basic entry level, synthesis of research at the master’s level, and conduct of research at the doctoral level. The practice position and standards documents emphasize the use of research findings in practice, but not the conduct of research. Literature skills (e.g., identification, retrieval, reading, critique and synthesis) fundamental to all research activities are not emphasized in either education or practice documents. The superior outcomes associated with organizations that achieve Magnet recognition is believed to be due in part to both the use and conduct of research in practice. This review has implications related to the “research skill mix” of nurses in practice, and provides a focus for dialogue between education and practice regarding position statements and standards.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEssential Research Skills and Knowledge: An Integrated Review of Education and Practice Documentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160253-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Essential Research Skills and Knowledge: An Integrated Review of Education and Practice Documents </td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Harris, Marcelline, RN, PhD </td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Mayo Clinic</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Clinical Nurse Researcher, Graduate Coordinator</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Graduate Coordinator Harris, Nursing Research, Harwick 8-31, 200 1st St. SW, Rochester, MN, 55905, USA</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Phyllis Gaspar, PhD, RN, Professor; Judith Graves, PhD, RN, FAAN, Professor</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this integrative review was to compare the position statements and standards of education and practice groups (e.g., AACN, NLN, ANA) in relation to research knowledge and skills. The Magnet Recognition Program developed by ANCC provides public recognition of excellence in patient care and nursing and Standard XIII emphasizes support for the conduct and use of research. This requires that nurses obtain within their academic programs the knowledge and skills required to participate in research activities in practice, and that practice create environments where nurses can use their research knowledge and skills. An implicit assumption is that similar research expectations exist between key academic and practice groups; however there has been no systematic review that integrates expectations across key documents. The procedures for this review included (a) identification and retrieval of documents, (b) review by two nurse researchers, one with a primary appointment in education and one in practice, (c) development of a table for the purpose of comparison, and (d) review by an independent expert. Results indicate that education position and standards documents consistently emphasize evidence based procedures at the basic entry level, synthesis of research at the master&rsquo;s level, and conduct of research at the doctoral level. The practice position and standards documents emphasize the use of research findings in practice, but not the conduct of research. Literature skills (e.g., identification, retrieval, reading, critique and synthesis) fundamental to all research activities are not emphasized in either education or practice documents. The superior outcomes associated with organizations that achieve Magnet recognition is believed to be due in part to both the use and conduct of research in practice. This review has implications related to the &ldquo;research skill mix&rdquo; of nurses in practice, and provides a focus for dialogue between education and practice regarding position statements and standards.</td></tr></table>en_GB
dc.date.available2011-10-26T22:46:06Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:46:06Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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