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Jenkins G, Palermo C, Clark AM, Costello L. Communities of practice to facilitate change in health professions education: A realist synthesis. NURSE EDUCATION TODAY 2024; 134:106091. [PMID: 38241962 DOI: 10.1016/j.nedt.2024.106091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 12/14/2023] [Accepted: 01/04/2024] [Indexed: 01/21/2024]
Abstract
BACKGROUND Communities of practice could contribute to transformations in health professions education to meet complex and emerging challenges. However, little is known about the underlying mechanisms of communities of practice in this setting, and how context influences outcomes. OBJECTIVE To understand when, why and how communities of practice with health professions education faculty work to facilitate higher education change. DESIGN A realist synthesis according to the RAMESES standards and steps described by Pawson and colleagues. REVIEW METHODS Early scoping of the literature informed the development of an initial program theory to describe underlying assumptions about how communities of practice in higher education, implemented with health professions education faculty, were likely to work. The theory was tested and further refined through a realist synthesis. A systematic search for evidence using search terms 'faculty', 'communities of practice' and 'higher education' and related terms was supplemented with citation tracking and hand searching of significant authors and journals. Following study appraisal, data were extracted and synthesised from 21 manuscripts describing 16 communities of practice. The realist synthesis focused on identifying patterns in context-mechanism-outcome interactions, and the alignment with substantive theory. RESULTS From the included manuscripts, ten context-mechanism-outcome configurations were identified that describe a range of individual, interpersonal and institutional outcomes of communities of practice with health professions education faculty and context-mechanism interactions that contribute to achieving these outcomes. CONCLUSIONS This study expands theoretical understandings of how and why communities of practice work. There is value in communities of practice in the higher education sector, primarily in the field of health professions education. Communities of practice implemented in the context of complex change with participants who have a desire to participate can facilitate change in health professions education, including institutional level changes, through reflection, experiential learning and creating a shared agenda for change. Findings from this study can be used by policy and decision-makers within health education to best apply communities of practice to achieve meaningful outcomes.
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Affiliation(s)
- Gemma Jenkins
- School of Medical and Health Sciences, Nutrition and Health Innovation Research Institute, Edith Cowan University, Joondalup, Australia.
| | - Claire Palermo
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| | | | - Leesa Costello
- School of Medical and Health Sciences, Nutrition and Health Innovation Research Institute, Edith Cowan University, Joondalup, Australia
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Smith J, Kean S, Vauhkonen A, Elonen I, Silva SC, Pajari J, Cassar M, Martín-Delgado L, Zrubcova D, Salminen L. An integrative review of the continuing professional development needs for nurse educators. NURSE EDUCATION TODAY 2023; 121:105695. [PMID: 36565582 DOI: 10.1016/j.nedt.2022.105695] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 11/29/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES The study aimed at describing the field of research in continuing professional development for nurse educators and the continuous education and development needs of nurse educators by asking: What research has been done in the field of continuing professional development of nurse educators? What are the continuing education and development needs and requirements reported for and by nurse educators? DESIGN An integrative review of peer-reviewed academic literature following a systematic search design. DATA SOURCES Qualitative, quantitative, and mixed methods publications in CINAHL, Cochrane Library, Web of Science, Embase, ERIC, and PubMed. REVIEW METHODS Search results were screened for full text and assessed for quality using the Mixed Methods Assessment Tool. Full texts were then thematic analysed using an inductive and reflective process. RESULTS The number of published academic articles about the continuing professional development for nurse educators is small (n = 13). The themes produced from the articles identify heterogenous development needs for nurse educators, clustered around four themes: (1) professional competencies (2) management and resources, (3) communication and collaboration, and (4) agency. The findings of this review show that nurse educators have multiple roles which have specific and multiple personal and institutional needs. CONCLUSIONS The results of this review show that the continuing professional development needs are heterogenous between nurse educators, yet share commonalities across departmental teams as a whole, and across different countries. This raises the issue of how these needs can or should be, focused on the sustainable development of nurse educators.
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Affiliation(s)
- Jamie Smith
- School of Health in Social Science, The University of Edinburgh, United Kingdom of Great Britain and Northern Ireland.
| | - Susanne Kean
- School of Health in Social Science, The University of Edinburgh, United Kingdom of Great Britain and Northern Ireland.
| | - Anneli Vauhkonen
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland.
| | - Imane Elonen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Finland.
| | - Simone Campos Silva
- Institute of Health and Nursing Science, Charité Universitätsmedizin, Berlin, Germany.
| | - Juha Pajari
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland.
| | - Maria Cassar
- Faculty of Health Sciences, University of Malta, Malta.
| | - Leandra Martín-Delgado
- Universitat Internacional de Catalunya, Faculty of Medicine and Health Science, Department of Nursing, Spain.
| | - Dana Zrubcova
- Department of Nursing, Faculty of Social Sciences and Health Care, Constantine the Philosopher, University in Nitra, Slovakia.
| | - Leena Salminen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku University Hospital, Finland.
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Venkatesa Perumal R, Singh MD. Mentorship in nursing in Canada – A scoping review. Nurse Educ Pract 2022; 65:103461. [DOI: 10.1016/j.nepr.2022.103461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Revised: 07/10/2022] [Accepted: 09/24/2022] [Indexed: 11/15/2022]
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Koskenranta M, Kuivila H, Männistö M, Kääriäinen M, Mikkonen K. Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic review. NURSE EDUCATION TODAY 2022; 114:105389. [PMID: 35523057 DOI: 10.1016/j.nedt.2022.105389] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 03/08/2022] [Accepted: 04/25/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Social- and health care educators collaborate on national and international levels; this collaboration is intrinsically related to collegiality, a concept which has only been scarcely studied among social- and health care educators. OBJECTIVES To identify the best evidence on social- and health care educators' experiences of collegiality and factors influencing it in educational institutions. DESIGN A mixed-methods systematic review. DATA SOURCES Keywords were defined according to PICo and PEO inclusion and exclusion criteria. A search was performed across five databases (CINAHL, PubMed, Medic, Scopus, and ProQuest) for articles published in Finnish and/or English REVIEW METHODS: During the screening process, three researchers separately screened original studies by title and abstract (n = 806), and subsequently, based on the full-text (n = 40). The JBI Qualitative Assessment Research Instrument was used to evaluate qualitative studies, while the Critical Appraisal Checklist for Analytical Cross-sectional Studies was used to evaluate quantitative studies. RESULTS The systematic review included a total of 15 articles. Collegiality among social- and health care educators was described through united and safe work culture, along with the dissemination of relevant expertise. The benefits of mentoring, communication on national and international levels, and collaboration are all issues that affect an educator's work. In the context of social- and health care educators, collegiality does not only include the interactions between the educators, but also involves their mentors and supervisors. Mentoring and collaboration between educational institutions were found to be associated with collegiality. CONCLUSIONS Collegiality among educators can be maintained through networking, collaboration, mentoring, mutual communication and the consideration of professional ethical issues. It would be important for educational organisations to pay attention to collegiality and encourage educators to collaborate with their colleagues. It is important to emphasise the role of collegiality in the education of new social- and health care teacher candidates and the continuing education of current educators.
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Affiliation(s)
- M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - M Männistö
- Health Care and Nursing, Oulu University of Applied Sciences, Oulu, Finland.
| | - M Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care, A Joanna Briggs Institute Centre of Excellence, Finland.
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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Koskenranta M, Kuivila H, Pramila-Savukoski S, Männistö M, Mikkonen K. Development and testing of an instrument to measure the collegiality competence of social and health care educators. NURSE EDUCATION TODAY 2022; 113:105388. [PMID: 35504069 DOI: 10.1016/j.nedt.2022.105388] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 04/05/2022] [Accepted: 04/25/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Previous studies have investigated the competence of social and health care educators from different perspectives. However, there has been little research on the collegiality competence of social and health educators. AIM / OBJECTIVE The purpose of this study was to develop and psychometrically test a new collegiality competence instrument (CollegialityComp) designed to enable social and health care educators to self-evaluate their competence in collegiality. DESIGN A cross-sectional study design for instrument development and psychometric testing. METHODS Data were collected in the winter of 2020-2021 from social and health care educators at ten universities of applied sciences and ten vocational institutions in Finland (N = 1179), of whom 243 decided to participate. Face and content validity was assessed by seven experts, while structural validity and internal consistency were evaluated using exploratory factor analysis and Cronbach's alpha, respectively. RESULTS The CollegialityComp development and testing process produced an instrument that includes 35 items representing five factors: (1) individual-centered collaboration, (2) educator action and fairness, (3) collaboration among colleagues, (4) collaboration outside the organization, and (5) communication and trust. CONCLUSION The CollegialityComp instrument can be used to measure the collegiality competence of social and health care educators in the context of vocational and higher education. It may also be useful during the training of teacher candidates.
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Affiliation(s)
- M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - S Pramila-Savukoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - M Männistö
- Health care and nursing, Oulu University of Applied Sciences, Oulu, Finland
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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Sezer H, Şahin H. Faculty development program for coaching in nursing education: A curriculum development process study. Nurse Educ Pract 2021; 55:103165. [PMID: 34392230 DOI: 10.1016/j.nepr.2021.103165] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 05/09/2021] [Accepted: 07/21/2021] [Indexed: 11/30/2022]
Abstract
AIM/OBJECTIVE This study aims to develop a Faculty Development Program for Coaching that can be used in teaching psychomotor skills in nursing education. BACKGROUND Knowledge, skills and attitudes of faculty members play a significant role in students acquiring basic nursing psychomotor skills before clinical training. DESIGN It is a curriculum development process study. METHODS The study sample comprised 149 nursing faculty members in all nursing faculties in Turkey. This study combines the Delphi survey, analysis of psychomotor skills training programs and a literature review with the Triangulation Strategy. RESULTS A Faculty Development Program for Coaching consisting of six modules and 34-hours was developed. The program including various teaching strategies. Participant's achievements are assessed by grading individual assignments. CONCLUSIONS The Faculty Development Program for Coaching was developed to be used in all nursing faculties. When this faculty development program is implemented, it will enable researchers to make national and international comparisons in this field.
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Affiliation(s)
- Hale Sezer
- Nursing Education Department, Izmir Bakırçay University Faculty of Health Science, Izmir, Turkey.
| | - Hatice Şahin
- Medical Education Department, Ege University Faculty of Medicine, Izmir, Turkey.
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Nowell L, Norris JM, Mrklas K, White DE. A literature review of mentorship programs in academic nursing. J Prof Nurs 2017; 33:334-344. [DOI: 10.1016/j.profnurs.2017.02.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Revised: 01/20/2017] [Accepted: 02/22/2017] [Indexed: 01/31/2023]
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Landeen J, Carr D, Culver K, Martin L, Matthew-Maich N, Noesgaard C, Beney-Gadsby L. The impact of curricular changes on BSCN students' clinical learning outcomes. Nurse Educ Pract 2016; 21:51-58. [DOI: 10.1016/j.nepr.2016.09.010] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2015] [Revised: 09/01/2016] [Accepted: 09/30/2016] [Indexed: 11/28/2022]
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Nowell L, Norris JM, Mrklas K, White DE. Mixed methods systematic review exploring mentorship outcomes in nursing academia. J Adv Nurs 2016; 73:527-544. [DOI: 10.1111/jan.13152] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2016] [Indexed: 01/12/2023]
Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing; University of Calgary; Alberta Canada
| | - Jill M. Norris
- Faculty of Nursing; University of Calgary; Alberta Canada
| | - Kelly Mrklas
- Research Priorities and Implementation; Research Innovation and Analytics; Alberta Health Services; Calgary Alberta Canada
- Department of Community Health Sciences; Cumming School of Medicine; University of Calgary; Alberta Canada
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Rakhudu MA, Davhana-Maselesele M, Useh U. Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis 2016; 39:e1-e13. [PMID: 27542943 PMCID: PMC6091637 DOI: 10.4102/curationis.v39i1.1586] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 05/11/2016] [Accepted: 05/11/2016] [Indexed: 11/05/2022] Open
Abstract
Objectives The purpose of this concept analysis was to better understand and define collaboration as it relates to the implementation of problem-based learning (PBL). Methods The process of concept analysis was conducted in three phases; namely, theoretical or literature review, empirical or fieldwork; and analysis phases. Rodgers’ evolutionary approach was used to clarify the attributes, antecedents, surrogate, related terms and consequences of collaboration in implementing PBL. The search key terms were ‘collaboration’, ‘problem-based learning’, ‘nursing’ and ‘nursing education’. The search was performed in the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline and PsycINFO databases. The articles were reviewed for trends that would reflect the current knowledge for collaboration as a concept. Descriptive qualitative study was used to collect data purposively from participants of three universities offering PBL in Republic of South Africa and three hospitals where PBL students are placed Results Collaboration in implementing PBL is described as using the following terms: interpersonal, interactive and personal process, shared goal and governance. The antecedents of collaboration include commitment and support; common goal; formal agreement; training and development; and monitoring and evaluation of tools and mechanisms. Consequences of collaboration in implementing PBL are as follows: information, resource and expertise sharing; personal development and mentoring; creation of supportive and nurturing environment; professional socialisation; improved students’ outcomes; and effective utilisation of resources. Conclusion Effective collaboration within nursing education and with other healthcare professionals to achieve quality outcomes in an increasingly interdependent higher education system continues to grow in importance.
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The Development of a Clinical Nurse Scholar in Baccalaureate Education. J Prof Nurs 2015; 31:379-87. [DOI: 10.1016/j.profnurs.2015.03.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2014] [Indexed: 11/18/2022]
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Paige JB, Smith RO. Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis. Nurs Educ Perspect 2013; 34:233-9. [PMID: 24187726 DOI: 10.5480/1536-5026-34.4.233] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/26/2023]
Abstract
AIM This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. BACKGROUND Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. METHOD An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. RESULTS Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. CONCLUSIONS Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.
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Affiliation(s)
- Jane B Paige
- Milwaukee School of Engineering School of Nursing, Wisconsin, USA.
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Salminen L, Metsämäki R, Numminen OH, Leino-Kilpi H. Nurse educators and professional ethics--ethical principles and their implementation from nurse educators' perspectives. NURSE EDUCATION TODAY 2013; 33:133-137. [PMID: 22154952 DOI: 10.1016/j.nedt.2011.11.013] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2011] [Revised: 11/01/2011] [Accepted: 11/17/2011] [Indexed: 05/31/2023]
Abstract
This study describes nurse educators' knowledge of the ethical principles of professional codes of ethics and educators' assessment of the implementation of principles of fairness and human respect. Data for this study was collected from nurse educators in Finland. The data was analyzed by SPSS (15.0) for Windows. A total of 342 nurse educators participated. The response rate was 46%. Nurse educators knew well the ethical principles of professional codes governing their work. Older and more experienced educators knew the principles better than younger and less experienced. According to the educators the principle of fairness was implemented the best whereas fair treatment of nurse educators and respect for educators' opinions in the society were implemented the weakest. Educators who knew the principles well assessed themselves to act in a fairer way and to respect other persons' opinions in a better way than educators who knew these principles less well. They also felt themselves to be better treated than educators having less knowledge of the principles. These findings can be utilized to develop nurse educators' ethics education. Further research should focus on students', colleagues' and superiors' assessments of nurse educators' ethical knowledge base to gain comparative data on the phenomenon.
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Affiliation(s)
- Leena Salminen
- Department of Nursing Science, University of Turku, Lemminkäisenkatu 1, FI-20014 Turun yliopisto, Finland.
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Jayasekara RS. Focus groups in nursing research: Methodological perspectives. Nurs Outlook 2012; 60:411-6. [DOI: 10.1016/j.outlook.2012.02.001] [Citation(s) in RCA: 152] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2011] [Revised: 02/07/2012] [Accepted: 02/15/2012] [Indexed: 11/26/2022]
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Drummond-Young M, Brown B, Noesgaard C, Lunyk-Child O, Maich NM, Mines C, Linton J. A Comprehensive Faculty Development Model for Nursing Education. J Prof Nurs 2010; 26:152-61. [DOI: 10.1016/j.profnurs.2009.04.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2008] [Indexed: 11/17/2022]
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Matthew-Maich N, Ploeg J, Jack S, Dobbins M. Transformative learning and research utilization in nursing practice: a missing link? Worldviews Evid Based Nurs 2009; 7:25-35. [PMID: 19804587 DOI: 10.1111/j.1741-6787.2009.00172.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Poor or inconsistent research utilization into clinical practice is a recurrent theme across study contexts, rendering leaders disillusioned with how best to foster the uptake of research into nursing practice. This makes it imperative to look to new approaches. Research utilization involves a learning process engaging attitudes, beliefs, and behaviors; yet, this is often overlooked in approaches and models used to facilitate research use. This oversight may offer some explanation to the limited progress in research utilization to date. Transformation Theory offers an explanatory theory and specific strategies (critical reflection and critical discourse) to explore attitudes, beliefs, and behaviors so that they are understood, validated, and can better guide actions. AIM The purpose of this article was to explore what Transformation Theory can contribute to research utilization initiatives in nursing practice. APPROACH Transformation Theory and transformative learning strategies are discussed and critically analyzed in consideration of their potential roles in fostering research utilization in clinical nursing practice. ISSUES AND CONCLUSIONS (1) Research utilization is a learning process that involves knowledge, skills, feelings, attitudes, and beliefs. (2) Transformative learning strategies of critical reflection and discourse can facilitate insight into experiences, finding shared meanings among groups of people, and understanding/validating beliefs, attitudes, and feelings so they can more consciously guide future actions. This dimension is frequently neglected in research utilization efforts. (3) In combination with research utilization theories, Transformation Theory may be a missing link to make research utilization initiatives more effective in rendering and sustaining nursing practice change, thus enhancing client care and well-being. (4) Research and further consideration are both warranted and needed.
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Alteen AM, Didham P, Stratton C. Reflecting, Refueling, and Reframing: A 10-Year Retrospective Model for Faculty Development and Its Implications for Nursing Scholarship. J Contin Educ Nurs 2009; 40:267-72. [DOI: 10.3928/00220124-20090522-06] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Curran CR. Faculty development initiatives for the integration of informatics competencies and point-of-care technologies in undergraduate nursing education. Nurs Clin North Am 2008; 43:523-33, v. [PMID: 18940409 DOI: 10.1016/j.cnur.2008.06.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Faculty members have a critical role in deciding the content that is taught to their nursing students. They must grasp the importance of using technology to facilitate learning and knowledge of informatics concepts and skills. This article describes a successful faculty development program that was aimed at upgrading the technology and informatics skills of the faculty while at the same time developing and threading informatics skills across the baccalaureate nursing curriculum.
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Affiliation(s)
- Christine R Curran
- UMass Memorial Medical Center, University Campus, H1-753A, 55 Lake Avenue North, Worcester, MA 01655, USA.
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