Anastasia A. Mallidou RN, PhD (on behalf of the HSRP Research Team) Assistant Professor, School of Nursing, University of Victoria; and Co-leader in the InspireNet KTA Team
Background Nursing practice informed by evidence is a professional standard in any area of interest (clinical, leadership, education, administration, research). This study is following a larger, commissioned by MSFHR, research project “the Health Services Researcher Pathway (HSRP)”, in which core research-competencies (i.e., knowledge, skills, attitudes) related to EBP were identified and a tool for RNs at different career stages developed for self-assessment and for others supporting nurses (e.g., educators, managers) (http://www.msfhr.org/sites/default/files/HSR_Pathway.pdf)
Purpose
Main Findings
Conclusions & Implications
The Pathway, a comprehensive nurse professional development tool for research competencies, illustrates nurse involvement in KT activities and guides progress through five levels (i.e., research users & producers) • Level 1: Learning about research use in care settings • Level 2: Using research in care settings • Level 3: Facilitating and learning research use • Level 4: Beginning researcher • Level 5: Research scientist leading a research program in three areas of research competencies: research process, data analysis literacy, and KT activities using various criteria/indicators to demonstrate enactment of these research competencies and self-study resources for professional development.
A tool has been derived from the HSRP, a valuable source for self-assessing and potentially improving nurse core research competencies. A newly designed instrument, the R-CAIN, and evaluation of its psychometric properties follows.
Knowledge Translation Plan • Publication of R-CAIN for use by RNs, educators, employers • Incorporation into RNs’ job descriptions • Educational interventions to advance RNs’ research skills • Integration into nurses’ professional associations • Regular evaluation of nurse research competencies.
To develop a psychometrically valid instrument to evaluate RNs core research competencies and guide educators and employers to support nurses fulfill the EBP standards, advance research skills and professional development. Therefore, we are seeking RNs’ responses to the new instrument.
Methods • A knowledge synthesis of the literature, focus groups/interviews with nurses in BC, and consultation of our Advisory Committee. • In the process to collect data from ~300 RNs among >3,400 members in InspireNet and graduate students at UVic School of Nursing. • RNs (regardless age, gender, race, and so on) must employed in healthcare settings within BC for more than 6 months and engaged in clinical practice, leadership, education, administration, and/or research. • RNs will receive via email the study package including the surveys: the R-CAIN and questions relevant to research use. • Estimation time to complete: ~15-20 minutes. • All materials are hosted in InspireNet’s website.
Group #
Example of R-CAIN Items
A1.1 A1.2 A1.3 A1.4
A1.5 B1.1 B1.2 B1.3 B1.4 B1.5 C1.1 C1.2 C1.3 C1.4 C1.5
Evidence-based practice (EBP) Research designs/methodologies (i.e. qualitative, quantitative, mixed-methods) Quality improvement (QI) processes and models Basic research activities (e.g. form research question and hypothesis, measurement issues, ethics, qualitative and quantitative data analysis methods, descriptive and inferential statistics, interpretation of findings) Information and communication technologies (ICT) and strategies that support research …agency protocols and evidence-based practice guidelines …research reports and/or projects relevant to my own practice area ...activities related to QI (e.g., assisting with QI campaigns) …inter-professional/inter-disciplinary research-team activities …evaluation (i.e., for QI) or research questions and protocols for specific contexts …learning about research and new technologies that support practice …practice-informed research and research-informed practice …active engagement in QI and research projects …collaborations for QI and research projects …development of self or others as researcher(s)
0
1
2
3
4
5
A. I am able to… None describes my knowledge …remember, recognize, describe, distinguish …understand, classify, explain, organize …analyze, deconstruct, compare, use, integrate, apply …evaluate, critique, test, monitor …create, design, plan, construct, produce
B. I am able to… None of those describes my skills …follow, use, access, engage, participate
C. I… None describes my attitude …am curious, am interested, appreciate
…apply, implement, …value, want integrate, interpret …contribute to, assess, evaluate, facilitate, suggest, draw inferences …consult with, manage, design, develop …lead, direct, conduct, precept, synthesize, mentor
…embrace, promote, support …intend to
…committed, compelled to
Acknowledgements: We acknowledge the Michael Smith Foundation for Health Research’s BC Nursing Research Initiative for funding this project and the host institutions, School of Nursing University of Victoria and Provincial Health Services Authority.
Further Information: Anastasia A. Mallidou: mallidou@uvic.ca