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Clinical nurse educators as agents for change: increasing research utilization.

F Margaret Milner1, C A Estabrooks, C Humphrey

  • 1University of Alberta, Faculty of Nursing, 3rd floor, Clinical Sciences Building, Edmonton, Alberta, Canada T6G 2G3. margaret.milner@ualberta.ca

International Journal of Nursing Studies
|October 8, 2005
PubMed
Summary

Clinical nurse educators utilize research more than staff nurses and managers. Key factors influencing research use include positive attitudes, awareness of research, and active involvement in research activities.

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Area of Science:

  • Nursing Science
  • Health Services Research
  • Knowledge Translation

Background:

  • Clinical nurse educators play a crucial role in professional development for practicing nurses.
  • Their responsibilities include promoting best practices, mentoring, and developing evidence-based policies.
  • Effective research utilization by educators is vital for advancing nursing practice.

Purpose of the Study:

  • To examine the factors determining research utilization among clinical nurse educators.
  • To test a predictive model of research utilization using diffusion of innovations theory.
  • To understand the differences between instrumental, conceptual, and symbolic research utilization.

Main Methods:

  • Secondary analysis of existing data.
  • Application of linear regression to test a predictive model.

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  • Utilized Rogers' diffusion of innovations theory as a theoretical framework.

    • Main Results:

    • Clinical nurse educators reported significantly higher research utilization compared to staff nurses and managers.
    • Attitude toward research, awareness of research-based information, and involvement in research activities were significant predictors.
    • Localite communication predicted conceptual research use, while mass media predicted symbolic use.

    Conclusions:

    • Clinical nurse educators' research utilization behaviors position them to effectively facilitate evidence-based nursing practice.
    • Findings have implications for nursing practice, education, and research, highlighting the distinct types of research utilization.
    • Future research should focus on actual research use and intervention studies evaluating educators' facilitation roles.