How can Action Research Support Evidence Informed Practice? Selected Findings from the Evidence-Informed Practice Innovations Study at Interior Health Katrina Plamondon1, Donna Mendel1, Eileen Smith1, Carla Mantie1, Shannon Lanctot-Shah2 , Tammie Clarke 2, Jan Appleton1, Diane Betman1, Nelly Oelke3, Cheryl Zawaduk, Linda Gomez2, Michelle Padley1, Juanita Yuill1, Carolyn Labun 3, Natalie Murdoch3, Heather Owens1, Kathy Rush3, Ann Ungaro1, Mary Kjorven1, Joan Bottorff 3 1 Interior
BACKGROUND
The EVIP-In Action Research Study offered four practice sites the opportunity to develop an evidence-informed project in response to their own practice questions. Situated within the Professional Practice Office, the project was sparked by the opportunity offered through the Nursing Research Facilitator program. Sites participating included acute child and youth mental health, acute women and children’s health, public health nursing, and residential care. A fifth team, also in public health, connected with the project mid-way through the process.
RESULTS Partnering & Collaborating
Engaging
How does action research support the use of evidence in practice? Cycles of Assessing, Planning, Acting, Reflecting
Intentional Learning
METHODS
Drawing on the principles of a learning organization and adult learning theory, four cycles of action research guided teams through this participatory process. Teams were first supported to identify practice-relevant questions and then develop strategies to gather, interpret, synthesize, and disseminate evidence to respond to these questions. Strategies were highly adaptive to the unique context of each practice site. The research team regularly engaged in reflection on learning emerging from the process.
Health 2 Selkirk College 3University of British Columbia 4Thompson Rivers University
Leadership
Time & Resources
Endorsement
The project provided staff with tangible tools and a systematic process for voicing and responding to practice questions, ultimately driving practice changes from the front lines of care. The study provided insights into the kinds of process supports needed to enable staff engagement in evidence informed practice projects. Care providers (primarily nurses) who have otherwise felt disconnected from practice decisions found a new space to shape responses to their own practice questions.
IMPLICATIONS
This action research study demonstrated the value of engaging direct care providers in decision making, priority setting, and question-asking in health systems. The process was relatively low-cost and had the potential for improving the care experience for both staff and patients/clients.
What did frontline nurses need to engage in the project?
Connect 2013, Health Services Research at Work: Using Evidence to Transform Care? Coast Plaza Hotel & Suites, Vancouver BC; 16 September 2013
Research Team Meeting, 12 June 2013