Formulating Well-Written Clinical Practice Questions and Research Questions

Abstract

Incorporation of evidence-based practices (EBP) to provide the best patient care is an expectation in nursing (Polit & Beck, 2021). New knowledge (evidence generated through nursing research) and translation of the evidence using EBP models align with this expectation. Recent evidence suggests EBP/research education and training have positive impacts on nurses’ attitudes, beliefs, and use of EBP and participation in research (Black et al., 2019; Cardoso et al., 2021; Duffy et al., 2016; Engerelli & Belirlenmesi, 2019; Keib et al., 2017; Koota et al., 2020; Rholdon et al., 2021). Furthermore, nurses’ involvement in research studies beyond participation as data collectors provides hands-on learning opportunities thereby increasing knowledge and encouraging positive attitudes towards EBP and research (Fowler & Brown, 2020; Wentland & Hinderer, 2020). While hands-on learning provides an opportunity to apply knowledge, a foundation of EBP and research knowledge is needed before execution or application. A literature search revealed no articles that addressed two-fold education on both clinical practice questions and research questions to provide sideby-side comparisons of the two methods of inquiry and guidance for writing well-written questions. As such, the objectives of this article are to provide: