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Related Concept Videos

Barriers to Effective Communication I01:30

Barriers to Effective Communication I

A communication barrier is any distortion or interruption during a conversation, resulting in miscommunication of the message. A good communicator should know these barriers and continuously check for the listener's understanding by obtaining feedback.
Communication barriers include the following:
Physiological barriers: They are limitations caused by a person's health condition or disability, such as hearing loss, poor eyesight, illness, or unconsciousness. An example to overcome this barrier...
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Archival Research01:40

Archival Research

Some researchers gain access to large amounts of data without interacting with a single research participant. Instead, they use existing records to answer various research questions. This type of research approach is known as archival research. Archival research relies on looking at past records or data sets to look for interesting patterns or relationships. For example, a researcher might access the academic records of all individuals who enrolled in college within the past ten years and...
Ethics in Research01:56

Ethics in Research

Today, scientists agree that good research is ethical in nature and is guided by a basic respect for human dignity and safety. However, this has not always been the case. Modern researchers must demonstrate that the research they perform is ethically sound.
Physiological Barriers01:25

Physiological Barriers

Physiological barriers are semi-permeable cellular structures restricting drug diffusion into intracellular compartments and tissues. There are six types of physiological barriers: blood endothelial, cell membrane, blood-brain, blood-cerebrospinal fluid (CSF), blood-placenta, and blood-testis barriers.
The blood endothelial barrier is the most porous of these. It allows all small ionized, un-ionized, and lipophilic molecules to pass through the endothelial lining into the interstitial space...
Blind Procedures02:07

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...

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Related Experiment Video

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A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting
14:43

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Published on: January 12, 2018

Applying research to practice: exploring the barriers.

Jaqui Hewitt-Taylor1, Vanessa Heaslip, Nicholas E Rowe

  • 1School of Health and Social Care, Bournemouth University, Bournemouth.

British Journal of Nursing (Mark Allen Publishing)
|May 16, 2012
PubMed
Summary
This summary is machine-generated.

Nurses want to use research, but face barriers like jargon and academic focus. Shifting the emphasis to practical application can improve research utilization in clinical practice.

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Area of Science:

  • Nursing
  • Healthcare Research
  • Evidence-Based Practice

Background:

  • Nurses encounter barriers to applying research findings in clinical practice.
  • Common barriers include time constraints and insufficient education on research utilization.

Purpose of the Study:

  • To explore the perception of research barriers among nurses.
  • To propose a shift in how research is presented and taught to practitioners.
  • To advocate for focusing on the practical application of research in nursing.

Main Methods:

  • Qualitative analysis of perceived barriers to research utilization.
  • Discussion of the role of academic jargon and unrealistic expectations.
  • Conceptual framework for integrating research into practice.

Main Results:

  • Research jargon alienates practitioners, associating research with academia rather than practice.
  • An overemphasis on research as the 'pinnacle of evidence' hinders its integration into evidence-based practice.
  • A need exists to reframe expectations and teaching methods for research application.

Conclusions:

  • Reframing research education to emphasize practical application is crucial.
  • Simplifying research language and focusing on its utility can overcome practitioner resistance.
  • Integrating research as a tool for decision-making enhances evidence-based practice in nursing.