{"title":"以理论为基础的护士研究素养干预：试点研究。","authors":"Sonia Hines, Joanne Ramsbotham, Fiona Coyer","doi":"10.1111/nuf.12780","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>Difficulties with understanding research literature can lead to nurses having low engagement with evidence-based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy.</p><p><strong>Methods: </strong>An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self-efficacy was measured at baseline and posttest using the Self-Efficacy in Evidence-Based Practice instrument (26 items on an 11-point scale for total scores from 0 to 260). Research comprehension was measured with a 10-question quiz (range 0-10).</p><p><strong>Results: </strong>When analyzed with a paired t-test, EBP self-efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive.</p><p><strong>Conclusion: </strong>This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.</p>","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"57 6","pages":"1052-1058"},"PeriodicalIF":2.2000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/9f/7f/NUF-57-1052.PMC10084423.pdf","citationCount":"0","resultStr":"{\"title\":\"A theory-based research literacy intervention for nurses: A pilot study.\",\"authors\":\"Sonia Hines, Joanne Ramsbotham, Fiona Coyer\",\"doi\":\"10.1111/nuf.12780\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objectives: </strong>Difficulties with understanding research literature can lead to nurses having low engagement with evidence-based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy.</p><p><strong>Methods: </strong>An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self-efficacy was measured at baseline and posttest using the Self-Efficacy in Evidence-Based Practice instrument (26 items on an 11-point scale for total scores from 0 to 260). Research comprehension was measured with a 10-question quiz (range 0-10).</p><p><strong>Results: </strong>When analyzed with a paired t-test, EBP self-efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive.</p><p><strong>Conclusion: </strong>This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.</p>\",\"PeriodicalId\":51525,\"journal\":{\"name\":\"NURSING FORUM\",\"volume\":\"57 6\",\"pages\":\"1052-1058\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2022-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/9f/7f/NUF-57-1052.PMC10084423.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"NURSING FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1111/nuf.12780\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2022/7/19 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"NURSING FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/nuf.12780","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/7/19 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
A theory-based research literacy intervention for nurses: A pilot study.
Objectives: Difficulties with understanding research literature can lead to nurses having low engagement with evidence-based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy.
Methods: An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self-efficacy was measured at baseline and posttest using the Self-Efficacy in Evidence-Based Practice instrument (26 items on an 11-point scale for total scores from 0 to 260). Research comprehension was measured with a 10-question quiz (range 0-10).
Results: When analyzed with a paired t-test, EBP self-efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive.
Conclusion: This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.
期刊介绍：
Nursing Forum is a peer-reviewed quarterly journal that invites original manuscripts that explore, explicate or report issues, ideas, trends and innovations that shape the nursing profession. Research manuscripts should emphasize the implications rather than the methods or analysis. Quality improvement manuscripts should emphasize the outcomes and follow the SQUIRE Guidelines in creating the manuscript. Evidence-based manuscripts should emphasize the findings and implications for practice and follow PICOT format. Concept analysis manuscripts should emphasize the evidence for support of the concept and follow an accepted format for such analyses.
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