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Munnelly S, Radford SJ, Datt P, Donnelly L, Fraser A, Gil-Zaragozano E, Jack K, Watson H, Iqbal TH, Sebastian S, Kemp K. Stepping into nursing research: an introduction for gastroenterology and hepatology nurses. Frontline Gastroenterol 2024; 15:137-143. [PMID: 38486666 PMCID: PMC10935516 DOI: 10.1136/flgastro-2023-102493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 08/28/2023] [Indexed: 03/17/2024] Open
Abstract
In this second part of an introduction to research for gastroenterology and hepatology nurses, we aim to build on the first article that introduced the significance and structure of the National Institute for Health and Care Research clinical research landscape in the UK and the importance of nurse engagement. This article introduces possible career pathways available in the profession and specialty. Practical information on how to start research is provided, including an overview of the education, training and support required for a career in research delivery and academic research. Some of the potential barriers to nursing research careers are highlighted, and solutions to navigate a successful career in nursing research are proposed.
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Affiliation(s)
- Stacey Munnelly
- Gastroenterology, Manchester University NHS Foundation Trust, Manchester, UK
| | - Shellie Jean Radford
- Nottingham NIHR Biomedical Research Centre, University of Nottingham University Park Campus, Nottingham, UK
- London North West Healthcare NHS Trust, Harrow, UK
| | - Pooja Datt
- London North West Healthcare NHS Trust, Harrow, UK
| | - Leigh Donnelly
- Endoscopy, Northumbria Healthcare NHS Foundation Trust, Northumberland, UK
| | | | | | - Kathryn Jack
- Nottingham University Hospitals NHS Trust, Nottingham, UK
| | | | - Tariq H Iqbal
- Gastroenterology, University Hospital Birmingham NHS Trust, Birmingham, UK
| | - Shaji Sebastian
- Hull University Teaching Hospitals NHS Trust, Hull, UK
- Hull York Medical School, Hull, UK
| | - Karen Kemp
- Gastroenterology/IBD, Manchester Royal Infirmary, Manchester, UK
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Dickens GL, Avantaggiato-Quinn M, Long SJ, Schoultz M, Clibbens N. Mental Health Nurses' and Allied Health Professionals' Individual Research Capacity and Organizational Research Culture: A Comparative Study. SAGE Open Nurs 2024; 10:23779608241250207. [PMID: 38746076 PMCID: PMC11092560 DOI: 10.1177/23779608241250207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 03/20/2024] [Accepted: 04/10/2024] [Indexed: 05/16/2024] Open
Abstract
Introduction Healthcare professionals have development needs related to their consumption, use, and practice of clinical research. Little is known about these issues in mental health services specifically. Objectives A survey of healthcare staff working in an NHS Mental Health and Disability Trust in England was conducted to describe research capacity and culture compared with previously reported samples, and to examine subgroup differences. Methods An online questionnaire was utilized. The main measure was the Research Capacity and Culture tool comprising measures of individual's perceived research skills and of team and organizational research culture. Previous studies using the same measure were systematically identified, and pooled results, weighted by sample size, were calculated. Analyses were descriptive (current sample versus previous results) and inferential (comparisons between demographic and professional groups within the current sample). Results N = 293 people completed the survey. The median item scores were poorer than those of pooled samples from studies reporting median item scores on 39/51 (76.5%) occasions and poorer than those pooled samples of studies reporting mean item scores on 51/51 (100.0%) occasions. Individual capability for research was in the 'less than adequate' range more than in previous samples (71.4% vs. 42.9%). For team culture items, the proportions were 84.2% vs. 78.9%, while most responses about organizational culture were in the 'adequate' range (55.6% vs. 66.7%). Staff >20 years employment had poorer perceptions of team and organizational culture. Conclusion Perceptions of individual research capacity and team and organizational culture were poor compared with previous studies, most of which were conducted in non-mental health settings. There is need for development of research capacity and culture in mental health services including opportunities to develop basic research skills through to strategic developments to promote clinical academic careers. There is considerable room for improvement in the way organizations support research and signpost opportunities.
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Affiliation(s)
- Geoffrey L. Dickens
- Department of Nursing Midwifery and Health, Northumbria University, Newcastle Upon Tyne, UK
- Cumbria Northumberland Tyne & Wear NHS Trust, Newcastle Upon Tyne, UK
| | | | - Sara-Jaye Long
- Cumbria Northumberland Tyne & Wear NHS Trust, Newcastle Upon Tyne, UK
| | - Mariyana Schoultz
- Department of Nursing Midwifery and Health, Northumbria University, Newcastle Upon Tyne, UK
| | - Nicola Clibbens
- Department of Nursing Midwifery and Health, Northumbria University, Newcastle Upon Tyne, UK
- Cumbria Northumberland Tyne & Wear NHS Trust, Newcastle Upon Tyne, UK
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King OA, Sayner AM, Beauchamp A, West E, Aras D, Hitch D, Wong Shee A. Research translation mentoring for emerging clinician researchers in rural and regional health settings: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:817. [PMID: 37907938 PMCID: PMC10617223 DOI: 10.1186/s12909-023-04786-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 10/18/2023] [Indexed: 11/02/2023]
Abstract
BACKGROUND Building clinician and organisation-level research translation capacity and capability is fundamental for increasing the implementation of research into health practice and policy and improving health outcomes. Research translation capacity and capability building is particularly crucial in rural and regional settings to address complex problems impacting these socially and economically disadvantaged communities. Programs to build clinicians' research translation capability typically involve training and mentoring. Little is known about the features of and influences on mentorships in the context of training for emerging clinician-researchers working in rural and regional healthcare settings. Research translation mentorships were established as part of the Supporting Translation Research in Rural and Regional settings (STaRR) program developed and delivered in Victoria, Australia from 2020 to 2021. The study sought to address the following research questions: 1) What context-specific types of support do research translation mentors provide to emerging researchers?. 2) How does the mentoring element of a rural research translational training program influence research translation capacity and capability development in rural emerging researchers and mentors, if at all?. 3) How does the mentoring element of the program influence translation capacity and capability at the organisational and regional level, if at all? METHODS We conducted a qualitative descriptive study. Interviews with individuals involved in the STaRR program took place approximately 12 months after the program and explored participants' experiences of the mentored training. Interviews were undertaken via telephone, audio-recorded, and transcribed. Data were analysed using a team-based five-stage framework approach. RESULTS Participants included emerging researchers (n = 9), mentors (n = 5), and managers (n = 4), from five health services and two universities. We identified four themes in the interview data: (1) Mentors play an educative role; (2) Mentoring enhanced by a collaborative environment; (3) Organisational challenges can influence mentorships, and (4) Mentorships help develop research networks and collective research and translation capacity. CONCLUSIONS Mentorships contributed to the development of research translation capabilities. The capabilities were developed through mentors' deepened understanding of the rural and regional healthcare contexts in which their emerging researchers worked, the broadening and strengthening of rural and regional research networks, and building and sharing research translation knowledge and skills.
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Affiliation(s)
- Olivia A King
- Western Alliance, Warrnambool, Australia.
- Monash Centre for Scholarship in Health Education, Clayton, Australia.
- Deakin Rural Health, Deakin University, Warrnambool, Australia.
| | - Alesha M Sayner
- Deakin Rural Health, Deakin University, Warrnambool, Australia
- Grampians Health, Ballarat, Australia
| | - Alison Beauchamp
- Monash University School of Rural Health, Warragul, Australia
- Victorian Heart Institute, Clayton, Australia
| | - Emma West
- Western Alliance, Warrnambool, Australia
- Deakin University, Geelong, Australia
| | - Drew Aras
- Western Alliance, Warrnambool, Australia
| | - Danielle Hitch
- Western Health, Sunshine, Australia
- Occupational Science and Therapy, Deakin University, Geelong, Australia
| | - Anna Wong Shee
- Deakin Rural Health, Deakin University, Warrnambool, Australia
- Grampians Health, Ballarat, Australia
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Xia Y, Huang H, Halili X, Tang S, Chen Q. Instruments for measuring nursing research competence: a COSMIN-based scoping review. BMC Nurs 2023; 22:410. [PMID: 37907869 PMCID: PMC10617091 DOI: 10.1186/s12912-023-01572-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 10/20/2023] [Indexed: 11/02/2023] Open
Abstract
AIM The aim of this scoping review was to evaluate and summarise the measurement properties of nursing research competence instruments and provide a summary overview of the use of nursing research competence instruments. BACKGROUND Increasing nursing research competence instruments have been developed. However, a systematic review and evaluation of nursing research competence instruments is lacking. METHOD This scoping review was conducted following the Joanna Briggs Institute updated methodology for scoping reviews and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. Reviewers searched articles in Eight English databases and two Chinese databases between April 1st, 2022, and April 30th, 2022. An updated literature search was conducted between March 1st and March 4th, 2023. The literature screening and data extraction were conducted by two reviewers, independently. A third reviewer was involved when consensus was needed. The COnsensus-based Standards for the selection of health Measurement Instruments methodology was used to evaluate the methodological quality and measurement properties of the nursing research competence instruments. RESULTS Ten studies involving eight nursing research competence instruments were included. None of the existing instruments have assessed all measurement properties. A total of 177 empirical studies have utilized a nursing research competence instrument with tested measurement properties. CONCLUSION 'Self-evaluated Nursing Research Capacity of Questionnaire (refined)' was identified as the most appropriate nursing research competence instrument in existing instruments. However, reviewers need to conduct further measurement properties studies on the existing nursing research competence instruments. IMPLICATIONS FOR THE NURSING POLICY This study could guide the selection of appropriate nursing research competence instruments which could help to evaluate the nursing research competence of nurses and inform the development of intervention plans to enhance nursing research competence.
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Affiliation(s)
- Yuting Xia
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, 410000, Hunan, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Xirongguli Halili
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, 410000, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, 410000, Hunan, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, 410000, Hunan, China.
- Xiangya Research Center of Evidence-Based Healthcare, Central South University, Changsha, China.
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Homer C, Neylon K, Kennedy K, Baird K, Gilkison A, Keogh S, Middleton S, Gray R, Whitehead L, Finn J, Rickard C, Sharplin G, Neville S, Eckert M. Midwife led randomised controlled trials in Australia and New Zealand: A scoping review. Women Birth 2023; 36:401-408. [PMID: 36894484 DOI: 10.1016/j.wombi.2023.03.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 03/02/2023] [Accepted: 03/04/2023] [Indexed: 03/09/2023]
Abstract
BACKGROUND Midwives are the largest workforce involved in caring for pregnant women and their babies, and are well placed to translate research into practice and ensure midwifery priorities are appropriately targeted in researched. Currently, the number and focus of randomised controlled trials led by midwives in Australia and New Zealand is unknown. The Australasian Nursing and Midwifery Clinical Trials Network was established in 2020 to build nursing and midwifery research capacity. To aid this, scoping reviews of the quality and quantity of nurse and midwife led trials were undertaken. AIM To identify midwife led trials conducted between 2000 and 2021 in Australia and New Zealand. METHODS This review was informed by the JBI scoping review framework. Medline, Emcare, and Scopus were searched from 2000-August 2021. ANZCTR, NHMRC, MRFF, and HRC (NZ) registries were searched from inception to July 2021. FINDINGS Of 26,467 randomised controlled trials registered on the Australian and New Zealand Clinical Trials Registry, 50 midwife led trials, and 35 peer-reviewed publications were identified. Publications were of moderate to high quality with scores limited due to an inability to blind participants or clinicians. Blinding of assessors was included in 19 published trials. DISCUSSION Additional support for midwives to design and conduct trials and publish findings is required. Further support is needed to translate registration of trial protocols into peer reviewed publications. CONCLUSION These findings will inform the Australasian Nursing and Midwifery Clinical Trials Network plans to promote quality midwife led trials.
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Affiliation(s)
| | - Kim Neylon
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, South Australia, Australia
| | - Kate Kennedy
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, South Australia, Australia
| | - Kathleen Baird
- University Technology Sydney, School of Nursing and Midwifery, New South Wales, Australia
| | - Andrea Gilkison
- Auckland University of Technology, School of Clinical Sciences, Auckland, New Zealand
| | - Samantha Keogh
- Queensland University of Technology, Faculty of Health, School of Nursing, Queensland, Australia
| | - Sandy Middleton
- Australian Catholic University, Nursing Research Institute, New South Wales, Australia
| | | | | | - Judith Finn
- Curtin University, Faculty of Health Sciences, Curtin School of Nursing, Western Australia, Australia
| | - Claire Rickard
- University of Queensland, School of Nursing, Midwifery and Social Work, Queensland, Australia
| | - Greg Sharplin
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, South Australia, Australia
| | - Stephen Neville
- Auckland University of Technology, School of Clinical Sciences, Auckland, New Zealand
| | - Marion Eckert
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, South Australia, Australia.
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Heemskerk WM, Renden PG, Warning TD, Wallner C, Bussemaker J, Dikken J. The Impact of Community Learning During a Participatory Nursing Research Project. J Contin Educ Nurs 2023; 54:131-144. [PMID: 36867745 DOI: 10.3928/00220124-20230214-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Abstract
BACKGROUND Community learning is one approach to promote research competencies and to involve nurses and nursing students in research. This study examines the impact of community learning according to participants-both those inside and outside the community-in a joint nursing research project at a hospital. METHOD A qualitative design was selected using a participatory approach. Data were collected through semistructured interviews, reflections, conversations, and patient input during 2 academic years. RESULTS Thematic analysis showed 11 themes, which were organized into three clusters: realization, transformation, and influencing factors. Participants perceived changes in practice and described how their perspectives have changed on care, education, and research. Reconsiderations led to some new or revised strategies, and influencing factors were associated with the contemporary context, degree of involvement, and design/facilitation. CONCLUSION The impact of community learning emerged and extended beyond community boundaries, and the indicated influencing factors must be taken into account. [J Contin Educ Nurs. 2023;54(3):131-144.].
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Flenady T, Dwyer T, Kahl J, Sobolewska A, Reid-Searl K, Signal T. Research Ready Grant Program (RRGP) protocol: a model for collaborative multidisciplinary practice-research partnerships. Health Res Policy Syst 2022; 20:62. [PMID: 35698128 PMCID: PMC9195363 DOI: 10.1186/s12961-022-00870-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 05/18/2022] [Indexed: 11/25/2022] Open
Abstract
Background Little attention has been given to the process of implementing or evaluating a structured academic–clinician (university–health service) research capacity-building (RCB) model within healthcare settings. We have developed a model for collaborative multidisciplinary practice–research partnerships called the Research Ready Grant Program (RRGP). The RRGP is informed by Cooke’s (BMC Fam Pract 6:44, 2005) RCB framework and principles. The aim of the study outlined in this protocol is to conduct a process and outcome evaluation of the programme. We will explore how the RRGP's structured mentor model contributes to RCB of clinician-led multidisciplinary research teams. We will identify key factors at the organization, team and individual levels that affect research capacity of health professionals working in one regional health service district. This protocol describes the RRGP design and outlines the methods we will employ to evaluate an RCB programme, the RRGP, delivered in a regional health service in Australia. Methods The study will adopt an exploratory concurrent mixed-methods approach designed to evaluate the process of implementing an RCB model across one regional hospital and health service. Both quantitative and qualitative data collection methods over a 12-month period will be implemented. Data triangulation will be applied to capture the complex issues associated with implementing collaborative multidisciplinary practice–research partnerships. Discussion The RRGP is an innovative RCB model for clinicians in their workplace. It is expected that the programme will facilitate a culture of collaborative multidisciplinary research and strengthen hospital–university partnerships.
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Affiliation(s)
- Tracy Flenady
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia.
| | - Trudy Dwyer
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia
| | - Julie Kahl
- Central Queensland Hospital and Health Services, Canning Street, Rockhampton, 4701, Australia
| | - Agnieszka Sobolewska
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia
| | - Kerry Reid-Searl
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia
| | - Tania Signal
- School of Health, Medical and Applied Sciences, Central Queensland University, Building 6, Bruce Highway, Rockhampton, 4701, Australia
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Cooper S, Sanders J, Pashayan N. Implementing a novel programme for nurses and allied health professionals to develop capacity for evidence-informed clinical practice. J Res Nurs 2022; 26:395-404. [PMID: 35251268 PMCID: PMC8894637 DOI: 10.1177/17449871211013074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background Nurses and allied health professionals (AHPs) require skills and support to access, appraise, interpret and use research evidence in clinical practice. We describe the process of designing and implementing the Evidence in Practice (EiP) programme at a UK hospital. Methods Key stakeholders were engaged to identify learning needs and priorities in appraising and implementing research evidence. To address these, we designed a multi-strategy bespoke programme of activities. Results The programme comprised the development of (a) a visual summary of a research paper, (b) five skills development masterclasses and (c) a six-month mentoring scheme to develop and implement plans for translating evidence into practice. Discussion The programme overcame many of the traditional barriers (lack of access, skills and time) to increase engagement of nurses and AHP staff in accessing, reviewing and using evidence in clinical practice. Conclusion With clinical leadership support, it is feasible to use a multi-strategy approach to promote and enable nurses and AHPs to use evidence in clinical practice.
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Affiliation(s)
- Silvie Cooper
- Lecturer (Teaching), Department of Applied Health Research, University College London, UK
| | - Julie Sanders
- Director of Clinical Research, St Bartholomew's Hospital, Barts Health NHS Trust, UK; Clinical Professor in Cardiovascular Nursing, William Harvey Research Institute, Queen Mary University of London, UK
| | - Nora Pashayan
- Professor in Applied Cancer Research, Department of Applied Health Research, University College London, UK
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Chen Q, Li Z, Tang S, Zhou C, Castro AR, Jiang S, Huang C, Xiao J. Development of a blended emergent research training program for clinical nurses (part 1). BMC Nurs 2022; 21:2. [PMID: 34983524 PMCID: PMC8725519 DOI: 10.1186/s12912-021-00786-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Accepted: 12/13/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. METHODS This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners' common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. RESULTS Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. CONCLUSIONS This study indicates that nominal group technique is an effective way to identify learners' common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees' learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.
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Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Zeen Li
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Chuyi Zhou
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Aimee R Castro
- Ingram School of Nursing, McGill University, 680 Sherbrooke West, Suite 1800, Montreal, QC, H3A 2M7, Canada
| | - Shan Jiang
- School of Educational Science, Anhui Normal University, 1 East Beijing Road, Wuhu, 241000, China
| | - Chongmei Huang
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China.
| | - Jinnan Xiao
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China.
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Zhang JH, Pang SQ, Ge L, Wang GM, Luo ZT, Hong XP, Li XY. Research ability and research motivation of postgraduate nursing students in traditional Chinese medicine colleges. Nurs Open 2021; 9:408-417. [PMID: 34605212 PMCID: PMC8685834 DOI: 10.1002/nop2.1079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 07/16/2021] [Accepted: 09/02/2021] [Indexed: 01/26/2023] Open
Abstract
Aim To investigate the relationship between research ability and research motivation of postgraduate nursing students in traditional Chinese medicine colleges and identify other factors that may have an impact on the research ability of postgraduate nursing students. Design A cross‐sectional electronic survey was used to collect data from 191 postgraduate nursing students. Methods A total of 191 postgraduate nursing students from seven traditional Chinese medicine colleges were investigated from October to November 2020 using self‐rated scales for research ability and research motivation. The relationship between the variables affecting the research ability of postgraduate nursing students in traditional Chinese medicine colleges was determined. Results There was a positive correlation between the score of self‐rated research ability and research motivation among 191 postgraduate nursing students in traditional Chinese medicine colleges. Multiple stepwise regression analysis showed that grade, research motivation, age and active participation in class discussions were the main factors affecting the self‐rated research ability. Conclusion The self‐rated research ability of postgraduate nursing students in traditional Chinese medicine colleges is positively correlated with research motivation. According to the research motivation orientation, adopting targeted training methods and establishing correct professional understanding may improve the research ability of postgraduate nursing students.
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Affiliation(s)
- Jia-Hui Zhang
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Shu-Qin Pang
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Li Ge
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Guan-Ming Wang
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Zong-Ting Luo
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Xue-Pei Hong
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Xin-Yu Li
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, China
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Kelman I, Ayeb-Karlsson S, Rose-Clarke K, Prost A, Ronneberg E, Wheeler N, Watts N. A review of mental health and wellbeing under climate change in small island developing states (SIDS). ENVIRONMENTAL RESEARCH LETTERS : ERL [WEB SITE] 2021; 16:033007. [PMID: 34149865 PMCID: PMC8208624 DOI: 10.1088/1748-9326/abe57d] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 02/07/2021] [Accepted: 02/11/2021] [Indexed: 05/03/2023]
Abstract
Small island developing states (SIDS) are often at the forefront of climate change impacts, including those related to health, but information on mental health and wellbeing is typically underreported. To help address this research lacuna, this paper reviews research about mental health and wellbeing under climate change in SIDS. Due to major differences in the literature's methodologies, results, and analyses, the method is an overview and qualitative evidence synthesis of peer-reviewed publications. The findings show that mental health and wellbeing in the context of climate change have yet to feature prominently and systematically in research covering SIDS. It seems likely that major adverse mental health and wellbeing impacts linked to climate change impacts will affect SIDS peoples. Similar outcomes might also emerge when discussing climate change related situations, scenarios, and responses, irrespective of what has actually happened thus far due to climate change. In the context of inadequate health systems and stigmatisation of mental health diagnoses and treatments, as tends to occur globally, climate change narratives might present an opening for conversations about addressing mental health and wellbeing issues for SIDS.
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Affiliation(s)
- Ilan Kelman
- University College London (UCL), London, United Kingdom
- University of Agder, 4630 Kristiansand, Norway
| | - Sonja Ayeb-Karlsson
- University of Sussex, Brighton BN1 9RH, United Kingdom
- United Nations University Institute for Environment and Human Security, D-53113 Bonn, Germany
| | | | - Audrey Prost
- University College London (UCL), London, United Kingdom
| | - Espen Ronneberg
- Secretariat of the Pacific Regional Environment Programme (SPREP), Apia, Samoa
| | - Nicola Wheeler
- Consultant (World Health Organization), Associate (Outsight International), London, United Kingdom
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Dagne AH, Ayalew MM. Factors affecting research utilisation of nurses and midwives working in North Gondar and West Gojjam Zone public hospitals, Ethiopia: a cross-sectional study. BMJ Open 2020; 10:e039586. [PMID: 33208328 PMCID: PMC7677350 DOI: 10.1136/bmjopen-2020-039586] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Research utilisation in clinical decision-making is crucial to enhance quality healthcare, professional development and cost-effective health service. Nurses and midwives have a vital role in research utilisation. However, many factors influence research utilisation of nurses and midwives. OBJECTIVES To determine research utilisation and identify factors that affect research utilisation among nurses and midwives. METHODS An institutional-based, cross-sectional study was conducted from 23 May to 30 June 2019. A total of 631 nurses and midwives participated in the study. Categorical variables were coded with dummy variables and multiple linear regression model was carried out. The level of significance was set at p value less than or equal to 0.05 with 95% CI. RESULTS Participants' total mean score in the research utilisation scale was 2.27 (SD±0.77) and their mean age was 28.41 (SD±4.71) years. The study revealed that 70.4% (444) of participants had poor research utilisation. Self-efficacy in research utilisation skills (B=0.86, 95% CI 0.75 to 0.97), support for research utilisation (B=0.4, 95% CI 0.25 to 0.55), attitude (B=0.23, 95% CI 0.07 to 0.38), barriers to research utilisation (B=-0.63, 95% CI -0.72 to -0.54), nursing/midwifery work index (B=0.07, 95% CI 0.04 to 0.11) and hospital's level of healthcare (B=4.5, 95% CI 2.13 to 6.9) were statistically significantly associated factors of research utilisation. CONCLUSIONS This study revealed poor research utilisation among nurses and midwives. Barriers to research utilisation, supporting factors for research utilisation, attitude, self-efficacy in research utilisation skills, hospital's level of healthcare and nursing/midwifery work index were found to be statistically significant predictors of research utilisation. The most common barriers to research utilisation were insufficient time and inability to understand statistical terms used in research articles.
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Affiliation(s)
- Asrat Hailu Dagne
- Midwifery, Debre Tabor University, Debre Tabor, Amhara Region, Ethiopia
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Chen Q, Liu D, Zhou C, Tang S. Relationship between critical thinking disposition and research competence among clinical nurses: A cross-sectional study. J Clin Nurs 2020; 29:1332-1340. [PMID: 31971305 DOI: 10.1111/jocn.15201] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2019] [Revised: 12/21/2019] [Accepted: 01/10/2020] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To explore the relationship between critical thinking disposition and research competence among clinical nurses. BACKGROUND The development of the nursing discipline and evidence-based practice calls for research competence and critical thinking disposition among clinical nurses. The verification of the relationship between critical thinking disposition and research competence could make contributions to promoting related knowledge building and providing practical implications for nurses, nurse educators and nurse managers. However, there is a lack of evidence exploring the relationship between critical thinking disposition and research competence in clinical nurses. DESIGN A cross-sectional study. METHODS A total of 156 clinical nurses from two tertiary hospitals participated in this study. The Chinese Version of Critical Thinking Disposition Inventory and Research Competence Scale for Clinical Nurses were used to measure critical thinking disposition and nursing research competence, respectively. Data were collected in September 2017. Descriptive statistics, bivariate correlation and linear regression were used to analyse data. The STROBE checklist was used in reporting this study. RESULTS The clinical nurses surveyed showed a positive inclination to general critical thinking but reported an overall low level of nursing research competence. A moderate degree of positive correlation was found between critical thinking disposition and research competence among clinical nurses. Educational degree was also found as an influencing factor of nursing research competence of clinical nurses. CONCLUSION The critical thinking disposition of clinical nurses is positively related to their research competence. RELEVANCE TO CLINICAL PRACTICE Nurses with a passion for nursing research should pay attention to improving their critical thinking dispositions. Nurse educators and managers should provide better learning, working and research environments and more supports to cultivate critical thinking disposition and improve nursing research competence in nursing research education and practice.
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Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Central South University, Hunan, China
| | - Dan Liu
- Xiangya School of Nursing, Central South University, Hunan, China
| | - Chuyi Zhou
- Xiangya School of Nursing, Central South University, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Hunan, China
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Gill SD, Gwini SM, Otmar R, Lane SE, Quirk F, Fuscaldo G. Assessing research capacity in Victoria's south-west health service providers. Aust J Rural Health 2019; 27:505-513. [PMID: 31814198 DOI: 10.1111/ajr.12558] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2019] [Revised: 07/07/2019] [Accepted: 07/15/2019] [Indexed: 11/29/2022] Open
Abstract
OBJECTIVE To investigate the research interest, capacity and culture in individuals, teams and health organisations across south-western Victoria. DESIGN Cross-sectional survey. SETTING Eight public health services in the south-western region of Victoria. PARTICIPANTS All staff were invited to participate. INTERVENTION Hospital staff survey. MAIN OUTCOME MEASURE The Research Capacity and Culture tool. RESULTS The survey was completed by 776 staff including nurses, allied health staff and doctors. Half of the respondents were currently involved in research, while most wanted to be more involved. Respondents reported having moderate research skills and success at individual, team and organisation levels. Women and nurses reported having lower skills than comparable groups. Motivators for undertaking research were skill development (increased job satisfaction and brain stimulation) while the most commonly selected barriers were lack of time, other work taking priority and lack of funding. CONCLUSION Health organisations in regional and rural Victoria could harness opportunities to enable staff participation in research by supporting identified strengths, addressing barriers and providing "permission" for staff to get involved in research. Efforts to improve research capacity among women and nurses could lead to the greatest overall improvement in organisations' research capacity and output-and translation of evidence into practice.
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Affiliation(s)
- Stephen D Gill
- Barwon Centre for Orthopaedic Research and Education (B-CORE), St John of God Hospital, Geelong, Victoria, Australia.,School of Medicine, Deakin University, Geelong, Victoria, Australia.,University Hospital Geelong, Geelong, Victoria, Australia
| | | | - Renee Otmar
- Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - Stephen E Lane
- Centre of Excellence for Biosecurity Risk Analysis, The University of Melbourne, Melbourne, Victoria, Australia
| | - Frances Quirk
- New England Institute of Healthcare Research, University of New England, Armidale, New South Wales, Australia
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Chen Q, Sun M, Tang S, Castro AR. Research capacity in nursing: a concept analysis based on a scoping review. BMJ Open 2019; 9:e032356. [PMID: 31753891 PMCID: PMC6886958 DOI: 10.1136/bmjopen-2019-032356] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2019] [Revised: 10/19/2019] [Accepted: 10/21/2019] [Indexed: 12/13/2022] Open
Abstract
OBJECTIVE As the discipline of nursing has advanced, research capacity in nursing has become increasingly important to the discipline's development. However, research capacity in nursing is still commonly used as a buzzword, without a consistent and clear definition. The purpose of this study is to clarify the concept of research capacity in nursing by identifying its conceptual components in the relevant nursing literature using the Pragmatic Utility method. DESIGN A Pragmatic Utility concept analysis based on a scoping review. DATA SOURCES Academic literature retrieved from PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, Scopus, Web of Science and ProQuest Dissertations and Theses (PQDT). ELIGIBILITY CRITERIA Qualitative studies, quantitative studies, mixed method studies or literature reviews focusing on research capacity in nursing published in English between 2009 and 2019. RESULTS Competence, motivation, infrastructure and collaboration for nursing research are the antecedents of research capacity in nursing. The attributes of research capacity in nursing are 'non-individual level', 'context-embeddedness' and 'sustainability'. The direct outcome of research capacity in nursing is nursing research. The allied concepts identified are nursing research competency, nursing research capability and evidence-based practice capacity in nursing. CONCLUSIONS Research capacity in nursing is the ability to conduct nursing research activities in a sustainable manner in a specific context, and it is normally used at a non-individual level. Research capacity in nursing is critical for the development of the nursing discipline, and for positive nurse, patient and healthcare system outcomes. More studies are needed to further explore the allied concepts of research capacity in nursing, and to better understand relationships among these allied concepts.
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Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Mei Sun
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Aimee R Castro
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
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Abstract
BACKGROUND AND PURPOSE Clinician research competencies influence research use for evidence-based practice (EBP). We aimed to develop, refine, and psychometrically assess the Research Competencies Assessment Instrument for Nurses (RCAIN) to measure registered nurse research competencies (i.e., knowledge, skills, attitudes) focused on EBP-related domains: research process, knowledge synthesis, and knowledge translation activities. METHODS The preliminary psychometrics (face, content, construct/criterion validity) were evaluated based on 63 completed surveys. RESULTS The Cronbach's α coefficients were .871, .813, and .946 for each domain, respectively; interitem correlations ranged from .472 to .833 (explained variance: 68.5%). Three components/factors revealed: comprehension of and skills required in research process and application of knowledge and skills. The revised RCAIN consists of 19 five-point Likert-type questions. CONCLUSIONS The RCAIN assesses modifiable characteristics and explains variance in practice, health system, and patient outcomes. Further assessments are underway.
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Jiang W, Yuan Y, Zhang L. Self-Efficacy and Research Capacity of Clinical Nurses in China. J Contin Educ Nurs 2019; 50:509-516. [PMID: 31644812 DOI: 10.3928/00220124-20191015-07] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2019] [Accepted: 06/10/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Research capacity is essential to nursing profession development. Literature about the research capacity of Chinese nurses is scarce, especially regarding self-efficacy. METHOD A cross-sectional design with a cluster random sample of 780 clinical nurses was recruited from five tertiary hospitals in China. Self-reported data were collected with a Demographic Data Form, General Self-Efficacy Scale, and Self-Rating Scale of Nurses' Research Capacity. RESULTS The majority (60.9%) of the nurses' research capacity was at a low level. A positive correlation was found between self-efficacy and research capacity among clinical nurses (r = .287, p < .01). Multiple linear regression analyses indicated that educational level, self-efficacy, support level, and position were predictors that explained 31.9% of the variance of research capacity. CONCLUSION Chinese nurses' research capacity is insufficient. Educational level, self-efficacy, support level, and position contributed to nurses' research capacity. Nurse administrators should engage in improving Chinese nurses' self-efficacy to facilitate research capacity. It is necessary to develop continuing education to enhance Chinese nurses' research capacity. [J Contin Educ Nurs. 2019;50(11):509-516.].
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Bradford N, Chambers S, Hudson A, Jauncey-Cooke J, Penny R, Windsor C, Yates P. Evaluation frameworks in health services: An integrative review of use, attributes and elements. J Clin Nurs 2019; 28:2486-2498. [PMID: 30811715 DOI: 10.1111/jocn.14842] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Revised: 02/05/2019] [Accepted: 02/20/2019] [Indexed: 12/26/2022]
Abstract
AIMS AND OBJECTIVE To synthesise the evidence on the use of evaluation frameworks by nurses and midwives in research designed to improve healthcare services and practice. A secondary aim was to identify the attributes and elements of evaluation frameworks. BACKGROUND Evaluation is an integral component of any initiative to improve outcomes or change clinical practice. Yet often an evaluation may not yield the information required to sustain or integrate an initiative into practice. Evaluation frameworks can support effective evaluations, but there is a lack of consensus regarding elements and attributes of frameworks that support use. METHODS We undertook an integrative review to synthesise the use of evaluation frameworks in practice guided by the Preferred Reporting Items for Systematic review and Meta-Analysis flow diagram and checklist 2009 (Supporting Information File 4). The protocol was registered with PROSPERO (CRD42018087033). A broad range of electronic databases were systematically searched using keywords. FINDINGS Twenty-five papers were included from a diverse range of clinical areas and across high-, middle- and low-income nations. Twenty of the research projects had used nine existing frameworks, and five had developed an evaluation specific to an initiative. Frameworks supported the processes of evaluation and made them more meaningful by simplifying a complex process (providing structure and guidance for the evaluation processes); identifying and including stakeholders; explaining reasons for outcomes; generating transferable lessons; and identifying the mechanisms driving or inhibiting change. CONCLUSION Nurses and midwives reported that frameworks were useful in undertaking evaluations. Each framework had positive attributes and missing or confusing elements. When undertaking an evaluation, it is pertinent to review the elements and attributes of a framework to ensure it includes evaluation measures that are relevant to specific projects. RELEVANCE TO CLINICAL PRACTICE Nurses are actively involved in evaluation of clinical practice. This review identifies important elements to consider when choosing a framework for evaluation.
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Affiliation(s)
- Natalie Bradford
- Centre for Children's Health Research at Institute of Health and Biomedical Innovation, School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Shirley Chambers
- Institute of Health and Biomedical Innovation, School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Adrienne Hudson
- Centre for Children's Health Research and Queensland Children's Hospital, Children's Health Queensland, Brisbane, Queensland, Australia
| | - Jacqui Jauncey-Cooke
- School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Queensland, Australia
| | - Robyn Penny
- Centre for Children's Health Research and Children's Health Queensland Hospital and Health Service, Brisbane, Queensland, Australia.,School of Nursing, Queensland University of Technology, Kelvin Grove, Brisbane, Queensland, Australia
| | - Carol Windsor
- Institute of Health and Biomedical Innovation, School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Patsy Yates
- Institute of Health and Biomedical Innovation, School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
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Li XD, Chen HJ, Wang L, Kong XY, Ying J. Scientific Research Capability and Continuing Education Needs for Nurses With Master's Degrees in China. J Contin Educ Nurs 2019; 50:61-68. [PMID: 30694334 DOI: 10.3928/00220124-20190115-05] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Accepted: 09/09/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND This study investigated the scientific research capacity and related factors of nurses with Master of Science in Nursing (MSN) degrees to provide information on hierarchical management and continuing education of nurses in China. METHOD This multi-center cross-sectional study included 221 MSN hospital nurses in China. RESULTS Ninety-one percent of MSN nurses had good or excellent research capacity. Continuing education requirements existed regarding research practice and design. Research time, teamwork, leadership support, and retraining opportunities influenced research capacity, which decreased with increasing age and years of work, especially at 3 to 5 years after initial employment. CONCLUSION Clinical managers should pay attention to factors that influence nurses' research capacity and continuing education requirements. Multiple incentives should be used for MSN nurses, especially for those with 3 to 5 years of employment, to provide more chances for self-actualization, to take advantage of their talents, and to promote the development of clinical nursing. [J Contin Educ Nurs. 2019;50(2):61-68.].
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Fullam J, Cusack E, Nugent LE. Research excellence across clinical healthcare: a novel research capacity building programme for nurses and midwives in a large Irish region. J Res Nurs 2018; 23:692-706. [PMID: 34394491 DOI: 10.1177/1744987118806543] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background: A lack of support and research skills development has contributed to low research output by clinically based nurses and midwives in Ireland, including those in specialised and advanced roles. A novel research capacity building (RCB) programme was developed to address existing barriers. The programme was developed and implemented using Cooke's principles of RCB. Nurses and midwives participated from acute hospital, community, public health, mental health, older adult, intellectual disability, addiction and palliative care settings. Aims: This paper provides an evaluation of the Research Excellence Across Clinical Healthcare (REACH) programme from 2013-2016. Methods: Document analysis was used to evaluate RCB activities and outputs. Data were extracted from programme reports, conference proceedings, paper references, and workshop and conference sign-in/evaluation forms. Results: Individuals (n = 17) and small research groups (n = 4) were supported. Increased research capacity was demonstrated through dissemination of research in peer-reviewed journals, posters and oral presentations at national and international conferences. Sustainability was demonstrated by progression of participants to PhD (n = 3) and research projects that remain ongoing (n = 5). Skills development was facilitated by the organisation of workshops and conferences. Conclusions: A programme that provides academic support and mentorship in the clinical environment along with skills development can build research capacity. Future research should involve follow-up to determine any long-term effects.
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Affiliation(s)
- James Fullam
- Postdoctoral Research Fellow, NIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, UK
| | - Eithne Cusack
- Director of Nursing and Midwifery Planning and Development, Quality and Clinical Care Directorate, Health Service Executive Dublin North, Ireland
| | - Linda E Nugent
- Lecturer & Programme Director, RCSI School of Nursing & Midwifery, Royal College of Surgeons in Ireland, Ireland
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Cooke J, Gardois P, Booth A. Uncovering the mechanisms of research capacity development in health and social care: a realist synthesis. Health Res Policy Syst 2018; 16:93. [PMID: 30241484 PMCID: PMC6150992 DOI: 10.1186/s12961-018-0363-4] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2018] [Accepted: 08/17/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Research capacity development (RCD) is considered fundamental to closing the evidence-practice gap, thereby contributing to health, wealth and knowledge for practice. Numerous frameworks and models have been proposed for RCD, but there is little evidence of what works for whom and under what circumstances. There is a need to identify mechanisms by which candidate interventions or clusters of interventions might achieve RCD and contribute to societal impact, thereby proving meaningful to stakeholders. METHODS A realist synthesis was used to develop programme theories for RCD. Structured database searches were conducted across seven databases to identify papers examining RCD in a health or social care context (1998-2013). In addition, citation searches for 10 key articles (citation pearls) were conducted across Google Scholar and Web of Science. Of 214 included articles, 116 reported on specific interventions or initiatives or their evaluation. The remaining 98 articles were discussion papers or explicitly sought to make a theoretical contribution. A core set of 36 RCD theoretical and conceptual papers were selected and analysed to generate mechanisms that map across macro contexts (individual, team, organisational, network). Data were extracted by means of 'If-Then' statements into an Excel spreadsheet. Models and frameworks were deconstructed into their original elements. RESULTS Eight overarching programme theories were identified featuring mechanisms that were triggered across multiple contexts. Three of these fulfilled a symbolic role in signalling the importance of RCD (e.g. positive role models, signal importance, make a difference), whilst the remainder were more functional (e.g. liberate talents, release resource, exceed sum of parts, learning by doing and co-production of knowledge). Outcomes from one mechanism produced changes in context to stimulate mechanisms in other activities. The eight programme theories were validated with findings from 10 systematic reviews (2014-2017). CONCLUSIONS This realist synthesis is the starting point for constructing an RCD framework shaped by these programme theories. Future work is required to further test and refine these findings against empirical data from intervention studies.
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Affiliation(s)
- Jo Cooke
- NIHR CLAHRC Yorkshire & Humber, Research Capacity and Engagement Programme Management, 11 Broomfield Road, Sheffield, S10 2SE, United Kingdom
| | - Paolo Gardois
- Department of Public Health and Pediatrics, University of Turin, Turin, Italy
| | - Andrew Booth
- School of Health and Related Research, University of Sheffield, Regent Court, 30 Regent Street, Sheffield, S1 4DA, United Kingdom.
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Smith S, Gullick J, Ballard J, Perry L. Clinician researcher career pathway for registered nurses and midwives: A proposal. Int J Nurs Pract 2018; 24:e12640. [DOI: 10.1111/ijn.12640] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 02/05/2018] [Indexed: 11/27/2022]
Affiliation(s)
- Sheree Smith
- Lung, Sleep and Heart Health Research Network, School of Nursing and Midwifery; Western Sydney University; Penrith NSW Australia
- Respiratory, Sleep and Environmental Health Research Academic Unit @ Ingham Institute; South Western Sydney Local Health District; Liverpool Australia
| | - Janice Gullick
- Sydney Nursing School; University of Sydney; Camperdown Australia
| | - Jacqueline Ballard
- Nursing & Midwifery Directorate; Far West Local Health District; Broken Hill Australia
| | - Lin Perry
- Faculty of Health; University of Technology Sydney; Australia
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Slade SC, Philip K, Morris ME. Frameworks for embedding a research culture in allied health practice: a rapid review. Health Res Policy Syst 2018; 16:29. [PMID: 29562939 PMCID: PMC5863457 DOI: 10.1186/s12961-018-0304-2] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Accepted: 03/05/2018] [Indexed: 01/17/2023] Open
Abstract
BACKGROUND Although allied health clinicians play a key role in the provision of healthcare, embedding a culture of research within public and private health systems remains a challenge. In this rapid review we critically evaluate frameworks for embedding research into routine allied health practice, as the basis for high quality, safe, efficient and consumer-focused care. METHODS A rapid review (PROSPERO: CRD42017075699) was conducted to evaluate frameworks designed to create and embed research in the health sector. Included were full-text, English-language, peer-reviewed publications or Government reports of frameworks that could inform the implementation of an allied health research framework. Eight electronic databases and four government websites were searched, using search terms such as models, frameworks and research capacity-building. Two independent researchers conducted all review stages and used content and thematic analysis to interpret the results. RESULTS Sixteen framework papers were finally included. Content analysis identified 44 system and regulatory level items that informed the research frameworks, 125 healthcare organisation items and 76 items relating to individual clinicians. Thematic analysis identified four major themes. Firstly, sustainable change requires allied health research policies, regulation, governance and organisational structures that support and value evidence-based practice. Secondly, research capability, receptivity, advocacy and literacy of healthcare leaders and managers are key to successful research implementation. Third, organisational factors that facilitate a research culture include dedicated staff research positions, time allocated to research, mentoring, professional education and research infrastructure. When healthcare agencies had strong partnerships with universities and co-located research leaders, research implementation was strengthened. Finally, individual attributes of clinicians, such as their research skills and capabilities, motivation, and participation in research teams, are essential to embedding research into practice. CONCLUSION Theoretical frameworks were identified that informed processes to embed a culture of allied health research into healthcare services. Research-led and evidence-informed allied health practice enables optimisation of workforce capability and high-quality care.
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Affiliation(s)
- Susan C. Slade
- La Trobe Centre for Sport and Exercise Medicine Research, School of Allied Health, College of Science, Health & Engineering, La Trobe University, Bundoora, 3086 Australia
| | - Kathleen Philip
- Department of Health and Human Services, Victoria State Government, 50 Lonsdale Street, Melbourne, Vic 3000 Australia
| | - Meg E. Morris
- La Trobe Centre for Sport and Exercise Medicine Research, School of Allied Health, College of Science, Health & Engineering, La Trobe University, Bundoora, 3086 Australia
- Healthscope, North Eastern Rehabilitation Centre, Ivanhoe, Australia
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Camargo FC, Iwamoto HH, Galvão CM, Monteiro DAT, Goulart MB, Garcia LAA. MODELOS PARA A IMPLEMENTAÇÃO DA PRÁTICA BASEADA EM EVIDÊNCIAS NA ENFERMAGEM HOSPITALAR: REVISÃO NARRATIVA. TEXTO & CONTEXTO ENFERMAGEM 2018. [DOI: 10.1590/0104-07072017002070017] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
RESUMO Objetivo: identificar modelos para implementação da prática baseada em evidências na Enfermagem hospitalar. Método: Revisão narrativa da literatura. Após a identificação dos modelos, realizou-se uma busca de referências específicas sobre o tópico de interesse e procedeu-se a leitura dos artigos publicados. Resultados: são apresentados 16 modelos para a utilização de pesquisas na prática de enfermeiros hospitalares, publicadas no período de 1970 a 2015. Foram descritas as etapas para a implementação dos modelos, com ênfase nos tipos de evidências e abordagens para utilização das pesquisas. Conclusão: na análise dos pressupostos dos modelos descritos, pode-se inferir que a utilização de pesquisas na prática de enfermeiros hospitalares requer conhecimento e competências para além dos usuais no exercício cotidiano do trabalho. Desta maneira, o desafio para o cenário nacional perfaz o desenvolvimento de modelos próprios, específicos para a realidade vivenciada ou, ainda, a elaboração de iniciativas que retratem a implementação e/ou adaptação dos modelos propostos em âmbito internacional.
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Preparing Clinical Nurses for Nursing Research: Evaluation of Training Procedures in a Palliative Care Pilot Study. J Christ Nurs 2017; 35:38-43. [PMID: 29227390 DOI: 10.1097/cnj.0000000000000462] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
The importance of academic nurse researchers partnering with clinical nurses for clinical research has been well articulated. A 4-hour training program designed to equip staff nurses to become fully engaged researchers in a palliative care end of life communication-focused research study resulted in enriched human caring skills and professional growth. Results indicate that the training (didactic lecture, group reflection, role-playing) was adequate to prepare the nurses to deliver the study protocol. Relevance for primary investigators, nurses, clinical institutions, those interested in partnered research, and professional growth are discussed.
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Renwick L, Irmansyah, Keliat BA, Lovell K, Yung A. Implementing an innovative intervention to increase research capacity for enhancing early psychosis care in Indonesia. J Psychiatr Ment Health Nurs 2017; 24:671-680. [PMID: 28786548 DOI: 10.1111/jpm.12417] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/03/2017] [Indexed: 11/30/2022]
Abstract
UNLABELLED WHAT IS KNOWN ON THE TOPIC?: In low- and middle-income settings (LMICs) such as Indonesia, the burden from psychotic illness is significant due to large gaps in treatment provision Mental health workers and community nurses are a growing workforce requiring new evidence to support practice and enhanced roles and advanced competencies among UK mental health nurses also requires greater research capacity Research capacity building projects can strengthen research institutions, enhance trial capacity, improve quality standards and improve attitudes towards the importance of health research. WHAT THIS PAPER ADDS?: Delivering innovative, cross-cultural workshops to enhance research capacity to multidisciplinary, early career researchers in Indonesia and the UK are rated highly by attendees Supporting people in this way helps them to gain competitive grant funding to complete their own research which can improve the health of the population To our knowledge, there are no other studies reporting the attainment of grant income as a successful outcome of international research partnerships for mental health nursing so our finding is novel. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: This method could be implemented to improve networking and collaboration between UK academics and early career researchers in other lower- and middle-income settings This strategy can also strengthen existing partnerships among early career researchers in the UK to meet the demands for greater research mentorship and leadership among mental health nurses and enhance nurses capabilities to contribute to evidence for practice. ABSTRACT Aim To strengthen research capacity for nurses and early career researchers in Indonesia and the UK to develop a local evidence base in Indonesia to inform policy and improve the nation's health. These strategies can strengthen research institutions, enhance trial capacity, improve quality standards and improve attitudes towards the importance of health research. Methods Four days of workshops were held in Jakarta, Indonesia developing collaborative groups of academic nurses and early career researchers from the UK and Indonesia (30 people including mentors) to produce competitive grant bids to evaluate aspects of early psychosis care. Qualitative and quantitative evaluations were conducted. Results Participants evaluated the workshops positively finding benefit in the structure, content and delivery. Research impact was shown by attaining several successful small and large grants and developing offshoot collaborative relationships. Discussion These novel findings demonstrate that collaborative workshops can strengthen research capacity by developing partnerships and instigating new collaborations and networks. No other studies of international research partnerships among mental health nurses have reported this outcome to our knowledge. Implications for Practice This method could be implemented to improve networking and collaboration between UK academics and early career researchers and also with external colleagues in other LMICs.
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Affiliation(s)
- L Renwick
- Division of Nursing, Midwifery & Social Work, School of Health Sciences, University of Manchester, Manchester, UK
| | - Irmansyah
- Marzoeki Mahdi Hospital, Bogor, Indonesia
| | - B A Keliat
- Faculty of Nursing, Universitas Indonesia, Depok, Indonesia
| | - K Lovell
- Division of Nursing, Midwifery & Social Work, School of Health Sciences, University of Manchester, Manchester, UK
| | - A Yung
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
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McCreaddie M, Kuzemski D, Griffiths J, Sojka EM, Fielding M, Al Yateem N, Williams JJ. Developing nursing research in the United Arab Emirates: a narrative review. Int Nurs Rev 2017; 65:93-101. [PMID: 29023688 DOI: 10.1111/inr.12405] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
AIM This article identified, critically analysed and synthesized the literature on international nursing and midwifery research capacity building and standards. BACKGROUND The United Arab Emirates is heavily dependent up on expatriate nurses. Only 4% of nurses working within the country are Emirati. The nation is therefore committed to developing nurses and nursing as a profession. INTRODUCTION The United Arab Emirates' Nursing and Midwifery Council was formed in 2009 and initially focused on regulation, education and specialization. This review was undertaken to inform the work of the Council's newly established Scientific Research Sub-Committee. METHODS A rapid narrative review was conducted using the Cumulative Index of Nursing and Allied Health Literature database, key words, Boolean operators, parameters and a journal-specific search. An inclusion/exclusion criterion was identified. RESULTS The search provided 332 articles with 45 included in the final review. The literature on nursing research 'standards' and 'capacity building' is diverse and inconsistent across continents and in approaches. DISCUSSION Nursing research has evolved to varying degrees across the globe. Nevertheless, irrespective of the locale, there are similar problems encountered in growing research, for example nursing faculty shortage, lack of collaborative research, funding. There are also specific challenges in the Middle East and North Africa region. LIMITATIONS The review was constrained by time and access. CONCLUSION AND IMPLICATIONS FOR NURSING POLICY There are specific challenges for the United Arab Emirates. However, the country is well placed to learn from the experiences of colleagues elsewhere. Time and commitment is required to build the solid foundations necessary to ensure robust, sustained growth. Identifying research capacity as both a process and outcome at the outset may also assist. Further, it may be prudent to consider initiating a Gulf Coast Countries' collaborative approach to building research capacity to harness scare resources and create a larger critical mass.
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Affiliation(s)
- M McCreaddie
- School of Nursing, Royal College of Surgeons' Ireland, Medical University of Bahrain, Sayt, Kingdom of Bahrain
| | | | | | - E M Sojka
- Mediclinic & Al Noor Hospitals Group, Al Ain, Abu Dhabi, UAE
| | | | - N Al Yateem
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, UAE.,Faculty of Science, School of Nursing and Midwifery and Indigenous Health, Charles Stuart University, Sydney, NSW, Australia
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Parker V, Lieschke G, Giles M. Ground-up-top down: a mixed method action research study aimed at normalising research in practice for nurses and midwives. BMC Nurs 2017; 16:52. [PMID: 28919839 PMCID: PMC5596929 DOI: 10.1186/s12912-017-0249-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2017] [Accepted: 09/05/2017] [Indexed: 12/03/2022] Open
Abstract
Background Improving health, patient and system outcomes through a practice-based research agenda requires infrastructural supports, leadership and capacity building approaches, at both the individual and organisational levels. Embedding research as normal nursing and midwifery practice requires a flexible approach that is responsive to the diverse clinical contexts within which care is delivered and the variable research skills and interest of clinicians. This paper reports the study protocol for research being undertaken in a Local Health District (LHD) in New South Wales (NSW) Australia. The study aims to evaluate existing nursing and midwifery research activity, culture, capacity and capability across the LHD. This information, in addition to input from key stakeholders will be used to develop a responsive, productive and sustainable research capacity building framework aimed at enculturating practice-based research activities within and across diverse clinical settings of the LHD. Methods A three-phased, sequential mixed-methods action research design underpinned by Normalization Process Theory (NPT). Participants will be nursing and midwifery clinicians and managers across rural and metropolitan services. A combination of survey, focus group, individual interviews and peer supported action-learning groups will be used to gather data. Quantitative data will be analysed using descriptive statistics, correlation and regression, together with thematic analysis of qualitative data to produce an integrated report. Discussion Understanding the current research activity and capacity of nurses and midwives, together with organisational supports and culture is essential to developing a productive and sustainable research environment. However, knowledge alone will not bring about change. This study will move beyond description of barriers to research participation for nurses and midwives and the promulgation of various capacity building frameworks to employ a theory driven action-oriented approach to normalisation of nursing and midwifery research practice. In doing so, our aim is to make possible the utilisation, generation and translation of practice based research that informs improved patient and service delivery outcomes. Electronic supplementary material The online version of this article (10.1186/s12912-017-0249-8) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Vicki Parker
- School of Health, University of New England, Armidale, 2351 NSW Australia.,Centre for Nursing and Midwifery Research, Hunter New England Local Health District, Newcastle, NSW 2300 Australia
| | - Gena Lieschke
- Centre for Nursing and Midwifery Research, Hunter New England Local Health District, Newcastle, NSW 2300 Australia
| | - Michelle Giles
- Centre for Nursing and Midwifery Research, Hunter New England Local Health District, Newcastle, NSW 2300 Australia
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McKee G, Codd M, Dempsey O, Gallagher P, Comiskey C. Describing the implementation of an innovative intervention and evaluating its effectiveness in increasing research capacity of advanced clinical nurses: using the consolidated framework for implementation research. BMC Nurs 2017; 16:21. [PMID: 28469530 PMCID: PMC5414169 DOI: 10.1186/s12912-017-0214-6] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2016] [Accepted: 04/14/2017] [Indexed: 01/14/2023] Open
Abstract
Background Despite advanced nursing roles having a research competency, participation in research is low. There are many barriers to participation in research and few interventions have been developed to address these. This paper aims to describe the implementation of an intervention to increase research participation in advanced clinical nursing roles and evaluate its effectiveness. Methods The implementation of the intervention was carried out within one hospital site. The evaluation utilised a mixed methods design and a implementation science framework. All staff in advanced nursing roles were invited to take part, all those who were interested and had a project in mind could volunteer to participate in the intervention. The intervention consisted of the development of small research groups working on projects developed by the nurse participant/s and supported by an academic and a research fellow. The main evaluation was through focus groups. Output was analysed using thematic analysis. In addition, a survey questionnaire was circulated to all participants to ascertain their self-reported research skills before and after the intervention. The results of the survey were analysed using descriptive statistics. Finally an inventory of research outputs was collated. Results In the first year, twelve new clinical nurse-led research projects were conducted and reported in six peer reviewed papers, two non-peer reviewed papers and 20 conference presentations. The main strengths of the intervention were its promptness to complete research, to publish and to showcase clinical innovations. Main barriers identified were time, appropriate support from academics and from peers. The majority of participants had increased experience at scientific writing and data analysis. Conclusion This study shows that an intervention, with minor financial resources; a top down approach; support of a hands on research fellow; peer collaboration with academics; strong clinical ownership by the clinical nurse researcher; experiential learning opportunities; focused and with needs based educational sessions, is an intervention that can both increase research outputs and capacity of clinically based nurses. Interventions to further enhance nursing research and their evaluation are crucial if we are to address the deficit of nurse-led patient-centred research in the literature. Electronic supplementary material The online version of this article (doi:10.1186/s12912-017-0214-6) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Gabrielle McKee
- School of Nursing and Midwifery, Trinity College Dublin, 24 D'Olier St, Dublin, Ireland
| | | | - Orla Dempsey
- Post-Doctoral Fellow and Quantitative Healthcare Lead, Centre for Practice and Healthcare and Innovation, School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | | | - Catherine Comiskey
- School of Nursing and Midwifery, Trinity College Dublin, 24 D'Olier St, Dublin, Ireland
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Häggman-Laitila A, Mattila LR, Melender HL. Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis. NURSE EDUCATION TODAY 2016; 43:50-9. [PMID: 27286945 DOI: 10.1016/j.nedt.2016.04.023] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2015] [Revised: 04/18/2016] [Accepted: 04/27/2016] [Indexed: 05/06/2023]
Abstract
AIMS To gather, assess and synthesise the currently available evidence of educational interventions on evidence-based nursing (EBN). BACKGROUND Previous systematic reviews have focused on the items used in reporting educational interventions for facilitating evidence-based practices in medicine and health care or teaching research literacy in nursing as well as on the outcomes of these interventions. DESIGN A systematic review based on a procedure of the Centre for Reviews and Disseminations for conducting a systematic review of health interventions. DATA SOURCES AND METHODS Texts from 2008 to 2015 were sought from the Cochrane, CINAHL and PubMed Medline databases. Eight studies were selected for the final data and reviewed for quality. Data were analysed with narrative synthesis including qualitative content analysis. RESULTS Four main categories and sixteen subcategories were identified. The learning contents included principles of EBN and research, the process of EBN, and planning a change in practice. The most popular teaching/learning methods were lectures/didactic presentations and group work. The interventions encouraged learners to critically examine and evaluate their practice. The interventions also improved participants' capacity to identify the need for research evidence in clinical practice. CONCLUSION The educational interventions were fairly similar and had promising results. However, as the level of evidence was modest in the studies, there are several development needs for interventions and further research challenges. Interventions should provide participants with sufficient competences for implementing every step of EBN, with special focus on the implementation of evidence in patient care. The assessment of the outcomes of interventions should cover all learning categories of EBN with focus on medium to long-term effectiveness. The influence of different teaching/learning methods and learning contexts and settings should be investigated further.
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Affiliation(s)
- Arja Häggman-Laitila
- Department of Nursing Science, University of Eastern Finland, P.O. BOX 1627, FI-70211 Kuopio, Finland.
| | | | - Hanna-Leena Melender
- Department of Social and Health Care, VAMK University of Applied Sciences, Raastuvankatu 31-33, 65100 Vaasa, Finland.
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Häggman-Laitila A, Mattila LR, Melender HL. A systematic review of the outcomes of educational interventions relevant to nurses with simultaneous strategies for guideline implementation. J Clin Nurs 2016; 26:320-340. [DOI: 10.1111/jocn.13405] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/22/2016] [Indexed: 12/26/2022]
Affiliation(s)
| | | | - Hanna-Leena Melender
- Department of Social and Health Care; VAMK University of Applied Sciences; Vaasa Finland
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Robichaud-Ekstrand S. New Brunswick nurses' views on nursing research, and factors influencing their research activities in clinical practice. Nurs Health Sci 2016; 18:246-55. [DOI: 10.1111/nhs.12261] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2015] [Revised: 10/14/2015] [Accepted: 10/15/2015] [Indexed: 11/28/2022]
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Häggman-Laitila A, Mattila LR, Melender HL. A Systematic Review of Journal Clubs for Nurses. Worldviews Evid Based Nurs 2016; 13:163-71. [PMID: 26765809 DOI: 10.1111/wvn.12131] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2015] [Indexed: 01/14/2023]
Abstract
BACKGROUND Two previous systematic reviews describe studies on journal clubs from 1995 to 2007. AIMS To gather, assess, and synthesize the current empirical evidence on implementation of journal clubs, influencing factors, and outcomes of journal clubs in promoting evidence-based nursing. DESIGN A systematic review based on the procedure of the Centre for Reviews and Dissemination. DATA SOURCES AND METHODS Cochrane, CINAHL, and PubMed Medline databases were sought from 2008 to 2015. The final data consisted of 10 studies. Articles' references were searched manually. The quality appraisal was made according to study design. Data were analyzed by qualitative content analysis and narrative synthesis. RESULTS The analyses produced four main categories with 14 subcategories that described the journal clubs: organization, conduct of meetings, influencing factors, and intervention outcomes. Journal clubs had been carried out in a fairly uniform manner in different nursing communities. There remains a lack of evidence on journal clubs' impact on evidence-based nursing (EBN) implementation, which challenges the development of journal clubs' content and methods. LINKING EVIDENCE TO ACTION Because journal clubs have achieved a uniform and easy-to-follow manner that is suitable for different nursing contexts and provide multiple positive outcomes, they are recommended for EBN. In work communities, journal clubs should be combined with other well-known factors that promote EBN implementation. The assessment of the outcomes of journal clubs should cover all learning categories of EBN with a focus on medium- to long-term effectiveness. The evaluation of the effectiveness of journal clubs on patient care is of great importance for future studies.
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Affiliation(s)
- Arja Häggman-Laitila
- Professor Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | | | - Hanna-Leena Melender
- Principal Lecturer, Department of Social and Health Care, VAMK University of Applied Sciences, Finland, Vaasa, Finland
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Gullick JG, West SH. Building research capacity and productivity among advanced practice nurses: an evaluation of the Community of Practice model. J Adv Nurs 2015; 72:605-19. [DOI: 10.1111/jan.12850] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2015] [Indexed: 02/04/2023]
Affiliation(s)
- Janice G. Gullick
- Sydney Nursing School; University of Sydney; New South Wales Australia
| | - Sandra H. West
- Sydney Nursing School; University of Sydney; New South Wales Australia
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Lode K, Sørensen EE, Salmela S, Holm AL, Severinsson E. Clinical Nurses’ Research Capacity Building in Practice—A Systematic Review. ACTA ACUST UNITED AC 2015. [DOI: 10.4236/ojn.2015.57070] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Khullar R, Abdulla D, Van Os MA. The incorporation of research into a 2-year practical nursing diploma program. TEACHING AND LEARNING IN NURSING 2015. [DOI: 10.1016/j.teln.2014.07.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Paget SP, Lilischkis KJ, Morrow AM, Caldwell PHY. Embedding research in clinical practice: differences in attitudes to research participation among clinicians in a tertiary teaching hospital. Intern Med J 2014; 44:86-9. [PMID: 24450523 DOI: 10.1111/imj.12330] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2013] [Accepted: 04/24/2013] [Indexed: 11/28/2022]
Abstract
Despite a drive to increase research in healthcare settings, clinician participation in research remains infrequent. This paper describes an online survey comparing attitudes with research participation among clinicians (doctors, nurses and allied health professionals) at an Australian tertiary children's hospital. Differences between professional groups support the existence of different professional cultures surrounding research, suggesting that multiple strategies are required to improve participation in research.
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Affiliation(s)
- S P Paget
- The Children's Hospital at Westmead, Sydney, New South Wales, Australia; Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia
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Elsborg Foss J, Kvigne K, Wilde Larsson B, Athlin E. A model (CMBP) for collaboration between university college and nursing practice to promote research utilization in students' clinical placements: a pilot study. Nurse Educ Pract 2013; 14:396-402. [PMID: 24398249 DOI: 10.1016/j.nepr.2013.11.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2012] [Revised: 08/12/2013] [Accepted: 11/13/2013] [Indexed: 11/27/2022]
Abstract
BACKGROUND A collaborative project was initiated in Norway between a university college and a hospital in order to improve RNs' and nursing students' research utilization in clinical placements. This paper describes the model (CMBP) that was developed, its first application, and evaluation. AIM The evaluation aimed at describing nurses' and students' experiences of the CMBP related to collaboration, facilitation, learning, and impact on nursing care. METHODS Thirty-eight students from the second and third year of nursing education, and four nurses answered questionnaires with closed and open ended questions. In addition two of the nurses wrote diaries. Data were subjected to qualitative and quantitative analysis. FINDINGS Almost all participants reported that collaboration between nursing college and nursing practice had been beneficial. Most students and all nurses reported about valuable learning, increased understanding of research utilization, and improved quality of nursing care. Both students and RNs recommended the CMBP to be used in all clinical placements to support academic learning and increase research utilization in clinical practice. CONCLUSION Despite study limitations the findings indicate that the CMBP has a potential to be a useful model for teaching RNs' and students EBP. However, further refinement of the model is needed, followed by a more comprehensive implementation and evaluation.
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Affiliation(s)
- Jette Elsborg Foss
- Department of Nursing and Mental Health, Faculty of Public Health, Hedmark University College, N-2418 Elverum, Norway.
| | - Kari Kvigne
- Department of Health Sciences, Faculty of Health, Science and Faculty of Health Science and Technology, Karlstad University, S-651 88 Karlstad, Sweden
| | - Bodil Wilde Larsson
- Department of Health Sciences, Faculty of Health, Science and Faculty of Health Science and Technology, Karlstad University, S-651 88 Karlstad, Sweden
| | - Elsy Athlin
- Department of Health Sciences, Faculty of Health, Science and Faculty of Health Science and Technology, Karlstad University, S-651 88 Karlstad, Sweden
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Engaging nurses in research for a randomized clinical trial of a behavioral health intervention. Nurs Res Pract 2013; 2013:183984. [PMID: 24102024 PMCID: PMC3786524 DOI: 10.1155/2013/183984] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2013] [Revised: 07/30/2013] [Accepted: 08/05/2013] [Indexed: 11/17/2022] Open
Abstract
Nurse involvement in research is essential to the expansion of nursing science and improved care for patients. The research participation challenges encountered by nurses providing direct care (direct care nurses) include balancing patient care demands with research, adjusting to fluctuating staff and patient volumes, working with interdisciplinary personnel, and feeling comfortable with their knowledge of the research process. The purpose of this paper is to describe efforts to engage nurses in research for the Stories and Music for Adolescent/Young Adult Resilience during Transplant (SMART) study. SMART was an NIH-funded, multisite, randomized, behavioral clinical trial of a music therapy intervention for adolescents/young adults (AYA) undergoing stem cell transplant for an oncology condition. The study was conducted at 8 sites by a large multidisciplinary team that included direct care nurses, advanced practice nurses, and nurse researchers, as well as board-certified music therapists, clinical research coordinators, and physicians. Efforts to include direct care nurses in the conduct of this study fostered mutual respect across disciplines in both academic and clinical settings.
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Akerjordet K, Lode K, Severinsson E. Clinical nurses' attitudes towards research, management and organisational resources in a university hospital: part 1. J Nurs Manag 2013; 20:814-23. [PMID: 22967299 DOI: 10.1111/j.1365-2834.2012.01477.x] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AIM The aim of this study was to determine clinical nurses' interest in and motivation for research. An additional aim was to identify management and organisational resources in order to improve nurses' research capacity in practice. BACKGROUND Clinical nurses find conducting research challenging, which accords with observations of the continuing research-practice gap. METHODS This descriptive cross-sectional survey sampled 364 clinical nurses from a university hospital on the west coast of Norway. RESULTS The response rate was 61%. An increasingly positive attitude towards research emerged (40%), despite the fact that few were engaged in research-based activities. Clinical nurses emphasised that lack of designated time (60%), interest (31%) and knowledge (31%) constituted important research barriers, as did lack of research supervision and support (25%). Research supervision was one of the most significant needs to enhance clinical nurses' research skills, management and organisation of research activities (30%). CONCLUSION Conscious efforts strategically built on clinical and academic collaborative networks are required to promote and sustain clinical nurses' research capacity. IMPLICATION FOR NURSING MANAGEMENT The findings of this survey should be useful in the building of clinical nurses' research capacity.
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Affiliation(s)
- Kristin Akerjordet
- Faculty of Social Sciences, Department of Health Studies, University of Stavanger, Stavanger, Norway.
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41
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Akerjordet K, Lode K, Severinsson E. Clinical nurses' research capacity in a Norwegian university hospital: part 2. J Nurs Manag 2013; 20:824-32. [PMID: 22967300 DOI: 10.1111/j.1365-2834.2012.01473.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AIM To examine clinical nurses' research capacity and investigate related factors (i.e. the different phases of the research process). BACKGROUND Research capacity includes research-related activities, being informed and applying research. METHODS A descriptive-correlational design was used and data were collected by means of a structured questionnaire (59-items). A total of 364 registered nurses from a University Hospital participated. The response rate was 61%. A majority reported that their research capacity was acceptable or weak (77.7%), while 7.6% who were involved in research rated it good or excellent; 19.6% evaluated their level of research competence as fairly good and 4.1% wanted to increase their research involvement. RESULTS The result demonstrated high statistical correlation, indicating that nurses are aware of the areas involved in research-related activities. Areas of perceived low competence were associated with reliability, sensitivity and specificity, control of confounding variables, sources of funding and computerised statistical packages. Areas of capacity reported were access to literature, data collection, such as interviews and field notes, as well as research ethics. CONCLUSION Enhanced research supervision is central for improving registered nurses' research capacity. IMPLICATIONS FOR NURSING MANAGEMENT The findings from this survey should be useful for professional development.
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Affiliation(s)
- Kristin Akerjordet
- Department of Health Studies, Faculty of Social Sciences, University of Stavanger, Stavanger, Norway
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Bäck-Pettersson S, Jensen KP, Kylén S, Sernert N, Hermansson E. Nurses' experiences of participation in a research and development programme. J Clin Nurs 2012; 22:1103-11. [PMID: 23170875 DOI: 10.1111/j.1365-2702.2012.04297.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/13/2012] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES To describe clinical nurses' experience of participating in a Research and Development (R&D) programme and its influence on their research interest and ability to conduct and apply nursing research. BACKGROUND To stimulate nurses' research interest and to overcome barriers for building research capacity in nursing, there is a need for sustainable research programmes. A two-year programme was designed for nurses, to take part in both an academic education for master and research seminars and workshops to conduct a research project from idea to publication. DESIGN A qualitative approach using using focus group interviews. METHODS Registered nurses (n=12) with a bachelor's degree in nursing, participated. Data were collected in focus group interviews, after one year and when the programme ended. Content analysis was used to analyse the data. RESULTS The findings consist of two themes: being a traveller in the world of nursing research, which included three categories, and experiencing professional growth as a result of nursing research training, in both cases focusing on the experience of students involved in a cohesive programme which included four categories: discovering new dimensions of clinical nursing practice; selected and confirmed; supported by professional others; development of professional self-concept. CONCLUSIONS To support early career researchers, there is a need for strong leadership, an organisational and supportive infrastructure underpinning research capability building in nurses. In this context, research strategies, programmes and collaboration between leaders of academia and clinical institutions appear to be essential. RELEVANCE TO CLINICAL PRACTICE The R&D programme illustrates an effective way of stimulating nurses' lifelong learning by building the capacity to conduct and apply nursing research in clinical practice. The structure of the programme can be used as a model in other contexts.
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Affiliation(s)
- Siv Bäck-Pettersson
- Department of Research and Development, NU-Hospital Organisation, Sweden and Primary Health Care Research Development and Education Centre, Trollhättan, Sweden.
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McKie A. Using the arts and humanities to promote a liberal nursing education: strengths and weaknesses. NURSE EDUCATION TODAY 2012; 32:803-810. [PMID: 22579881 DOI: 10.1016/j.nedt.2012.04.014] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2011] [Revised: 03/01/2012] [Accepted: 04/12/2012] [Indexed: 05/31/2023]
Abstract
BACKGROUND The requirement that all student nurses in the United Kingdom will be educated to degree level from 2013 permits a review of the current state of nursing education in university contexts. Recent educational standards for these new programmes (NMC, 2010) allow a liberal, or broad-based, education, with its features of breadth of knowledge, formativity, critical thinking and working with others, to be considered. OBJECTIVE Select narratives from a PhD study featuring student nurses and nurse teachers exploring the relationship between reading literature and poetry and ethical practice are presented to critically support the place of liberal education within these programmes. DESIGN These narratives are drawn from a research study based upon the use of a narrative methodology. SETTINGS The study was set within the educational context of a school of nursing and midwifery in one Scottish university. PARTICIPANTS Eight student nurses and four nurse teachers participated in the study. METHODS These narratives were constructed from data derived from focus groups and individual interviews. RESULTS These narratives suggest that liberal education can be promoted within international curricula via careful positioning of, and student nurse engagement with, the arts and humanities. A liberal education can influence student nurses' sense of discernment, enhance their own responsibility for learning, support ethical regard for others, provide different perspectives on human experience and contribute to a balanced curriculum. Although a liberal education cannot guarantee fully skilled and ethically sensitive practitioners, it can contribute towards its achievement. CONCLUSION The current university education climate presents obstacles to the promotion of liberal education. Nevertheless, the considerable professional and personal challenges of nursing practice in global terms make such an educational preparation essential. If nursing education to degree level is to commence from 2013, these principal features of liberal education, via these educational standards, must be embedded prominently into new programmes.
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Affiliation(s)
- Andrew McKie
- School of Nursing and Midwifery, Faculty of Health and Social Care, Robert Gordon University, Garthdee Campus, Aberdeen, AB10 7QG, United Kingdom.
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Badger FJ, Daly W, Clifford C. Educating tomorrow's clinical researchers: a review of research preparation in undergraduate education. NURSE EDUCATION TODAY 2012; 32:737-743. [PMID: 22595611 DOI: 10.1016/j.nedt.2012.04.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2011] [Revised: 03/21/2012] [Accepted: 05/12/2012] [Indexed: 05/31/2023]
Abstract
BACKGROUND One large health region in England was experiencing difficulties in recruiting to clinical research posts which required registered nurse or allied health professional skills. OBJECTIVES Pre-registration preparation may influence practitioners' career choices and the study reviewed the research content in pre-registration nurse/AHP degree level programmes in the region to i) describe key features of the modules, and ii) determine the extent to which clinical research featured. DESIGN AND SETTINGS There are eight universities in the region. We reviewed and analysed 46 research and evidence-based practice module guides from relevant pre-registration degree level programmes. Documentary analysis was used and the findings were reviewed by the project group. RESULTS Modules aimed to produce practitioners who were aware of the principles of evidence based practice, and who could locate and evaluate research findings. There was some exposure to clinical research, though this was largely indirect, through considering research findings. Therapy students were more likely than nursing students to conduct a small clinical study for their final year assignment. CONCLUSIONS Pre-registration programmes focused on producing practitioners who were competent users of research evidence to inform practice, rather than clinical researchers, and this was inevitably the focus of the research modules. However, feasible opportunities for increasing students' exposure to clinical research were identified.
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Affiliation(s)
- Frances J Badger
- School of Health and Population Sciences, College of Medical and Dental Sciences, 52 Pritchatts Road, University of Birmingham, Birmingham, B15 2TT, United Kingdom.
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Kinney S, Lima S, McKeever S, Twomey B, Newall F. Employing a Clinical Governance Framework to Engage Nurses in Research. J Nurs Care Qual 2012; 27:226-31. [DOI: 10.1097/ncq.0b013e318249290f] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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