| Learning Objective #1: describe educational needs of practicing oncology nurses related to research-based practice changes | |||
| Learning Objective #2: describe successful educational strategies to help nurses implement research-based practice changes |
Purpose/Objectives: To describe the experiences with a yearly research utilization (RU) course for oncology nurses. Design: Program evaluation. Setting/Sample: 22 oncology nurses course participants who were selected based upon competitively reviewed RU project proposals. Methods: The 1-day RU course was held 5 times prior to a fall Oncology Nursing Society conference (1997-2001). Initial educational strategies included brief didactic sessions on RU, project presentations by participants, faculty reviews, and discussions of practical issues related to project implementation. Added upon refinement were a “preparation packet” with required readings, specific pre-course goals, access to a librarian, and an optional 6-week mentored experience with a faculty person. Evaluation consisted of immediate post-course, 6-month and 12-month course evaluations and follow-up phone interviews (summer 2002). Main Research Variables: Evaluation of course strategies and project completion information. Findings: Based upon feedback, course refinements were made. Evaluation scores were good to outstanding for the content and usefulness of the course presentations, critiques by faculty, and discussion sessions. Interviews with participants indicated that a majority (57%) completed or were working on their projects within 4 years of completing the course. A third had begun new RU projects. One nurse determined her clinical problem did not have a research base and turned her project into a research study. Five students have published some part of their project and at least 3 had given national presentations. Conclusions: Research utilization and some of its components (pursuing a literature search, making a practice change) are not processes most nurses are familiar with, but can be taught to nurses with focused clinical concerns. Implications for Nursing: A research utilization course with a low faculty/student ratio, adequate course materials, and systematic instruction can lead to research-based changes in practice.
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Sigma Theta Tau International
9 July 2003