Lydia B Owusu, Nicholin Scheepers, Immaculate S Tenza
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引用次数: 0
Abstract
Background: Research utilization is crucial for enhancing nursing and midwifery practice by integrating evidence-based interventions. For effective research utilization, nursing and midwifery education, spearheaded by nurse educators, is required to prepare nurses and midwives for it. However, there is a lack of exploration into the preparation of clinical nurses and midwives for research utilization.
Aim: This study explored nurse educators' preparation of clinical nurses and midwives for research utilization in practice.
Design: Qualitative descriptive design.
Setting: Kumasi, Ghana.
Participants: Purposive and snowball sampling were used to select 33 nurse educators from one private university, one public university, and one nursing and midwifery training college.
Methodology: Six focus group discussions were conducted using a semi-structured interview guide. Recorded data were transcribed and thematically analyzed and themes were developed related to clinical nurses' and midwives' preparation for research utilization.
Results: Three themes emerged from the analyzed data: Preparation of nursing and midwifery students for research utilization; barriers in incorporating research utilization in nursing and midwifery education; and strategies to enhance research utilization in nursing and midwifery education. Nurses and midwives are not adequately prepared for research utilization during their nursing and midwifery education.
Conclusion: The study revealed significant gaps in nurse educators' preparation of clinical nurses and midwives for research utilization in Ghana. These findings highlight the urgent need for curriculum review to include research use and enhancing the research capacity of educators. Also, the gaps in nursing and midwifery education identified imply that clinical nurses and midwives require training for research utilization in practice.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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