Nurse Engagement in Clinical Scholarship Linked to a Hospital-based, Virtual Nursing Research Course
Location
Virtual
Start Date
1-3-2024 1:25 PM
End Date
1-3-2024 1:40 PM
Keywords:
washington; swedish; california; alaska; pamc
Description
Background:
Clinical scholarship is a multifaceted concept in nursing that embodies building and disseminating knowledge within the professional environment. This requires conducting practice-based research, discovering the best available evidence for clinical practice, and translating findings into nurse-led interventions. An environment of clinical scholarship involves creating opportunities for nurse engagement in research, evidence-based practice (EBP) projects, and quality improvement initiatives. This must be supported by education and training centered on the principles of clinical scholarship. A course was developed with the curriculum design focusing on its attributes and application in the clinical setting and cultural milieu.
Purpose:
To examine hospital-based nurses’ self-reported engagement in clinical scholarship activities after attending a research basics course.
Approach:
A flipped classroom model was developed and offered to nurses employed in a large, multi-state, multi-division health system. It was a course offered monthly, consisting of five online, self-paced modules followed by one virtual, 4-hour class. Module topics included: 1) Defining Clinical Scholarship, 2) Finding and Evaluating the Evidence, 3) Formulating a Research Question, 4) Research Methods, and 5) Data Collection and Analysis. The course title, Research Basics 101, incorporated principles that were translatable across differing clinical scholarship activities.
To determine if the objective was achieved, course attendees completed electronic surveys at two time points: baseline (pre-modules) and six months following the virtual class. Two questions with multiple-item selection focused on nurse engagement in EBP and research activities. For each category, the attendees could select up to 7 activities they had engaged in since completing the course. Items between 0 (no participation) and 7 (participated in all 7 activities) were summed. Nurses were also asked how many journal articles they had read in the past month and if they intended on attending a professional conference that current year.
Results:
Evaluation of the course involved capturing survey responses from nurses completing course requirements from February 2022 to April 2023. A total of 353 nurses completed measures at baseline and 75 nurses at 6 months post-class. Significant increases were noted from baseline to post-class regarding average EBP outputs (t=-2.24, Δm=-0.47, p=0.03) and research outputs (t=-1.96, Δm=-0.31, p=0.05). The EBP (n=73, 17.1%) and research output (n=33, 7.7%) most frequently reported among participants was, “I recommended a project to my leader”. Proportionally less nurses reported not knowing about the Providence nurse research conference at 6 months post-class compared to baseline (8.2% versus 25.3%, pp=0.01). Non-significantly more healthcare journal articles were reported on average post-class versus baseline (m = 8.6 versus m = 4.1, p = 0.09).
Conclusion:
Offering a flipped classroom model focused on attributes of clinical scholarship may increase hospital-based nurses’ engagement in related activities. Further exploration should be done to connect patient and nurse outcomes with engagement activities.
Implications: Implications for practice include using the knowledge gained to initiate nurse-led research, question current practice, and promote a culture of clinical scholarship.
Recommended Citation
Saul, Trisha; Chu, Frances; Timmerman, Rose; and Rangel, Teresa, "Nurse Engagement in Clinical Scholarship Linked to a Hospital-based, Virtual Nursing Research Course" (2024). Providence Nursing Research Conference 2023 – Present. 25.
https://digitalcommons.providence.org/prov_rn_conf_annual/2024/podiums/25
Specialty/Research Institute
Nursing
Specialty/Research Institute
Library Science
Included in
Nurse Engagement in Clinical Scholarship Linked to a Hospital-based, Virtual Nursing Research Course
Virtual
Background:
Clinical scholarship is a multifaceted concept in nursing that embodies building and disseminating knowledge within the professional environment. This requires conducting practice-based research, discovering the best available evidence for clinical practice, and translating findings into nurse-led interventions. An environment of clinical scholarship involves creating opportunities for nurse engagement in research, evidence-based practice (EBP) projects, and quality improvement initiatives. This must be supported by education and training centered on the principles of clinical scholarship. A course was developed with the curriculum design focusing on its attributes and application in the clinical setting and cultural milieu.
Purpose:
To examine hospital-based nurses’ self-reported engagement in clinical scholarship activities after attending a research basics course.
Approach:
A flipped classroom model was developed and offered to nurses employed in a large, multi-state, multi-division health system. It was a course offered monthly, consisting of five online, self-paced modules followed by one virtual, 4-hour class. Module topics included: 1) Defining Clinical Scholarship, 2) Finding and Evaluating the Evidence, 3) Formulating a Research Question, 4) Research Methods, and 5) Data Collection and Analysis. The course title, Research Basics 101, incorporated principles that were translatable across differing clinical scholarship activities.
To determine if the objective was achieved, course attendees completed electronic surveys at two time points: baseline (pre-modules) and six months following the virtual class. Two questions with multiple-item selection focused on nurse engagement in EBP and research activities. For each category, the attendees could select up to 7 activities they had engaged in since completing the course. Items between 0 (no participation) and 7 (participated in all 7 activities) were summed. Nurses were also asked how many journal articles they had read in the past month and if they intended on attending a professional conference that current year.
Results:
Evaluation of the course involved capturing survey responses from nurses completing course requirements from February 2022 to April 2023. A total of 353 nurses completed measures at baseline and 75 nurses at 6 months post-class. Significant increases were noted from baseline to post-class regarding average EBP outputs (t=-2.24, Δm=-0.47, p=0.03) and research outputs (t=-1.96, Δm=-0.31, p=0.05). The EBP (n=73, 17.1%) and research output (n=33, 7.7%) most frequently reported among participants was, “I recommended a project to my leader”. Proportionally less nurses reported not knowing about the Providence nurse research conference at 6 months post-class compared to baseline (8.2% versus 25.3%, pp=0.01). Non-significantly more healthcare journal articles were reported on average post-class versus baseline (m = 8.6 versus m = 4.1, p = 0.09).
Conclusion:
Offering a flipped classroom model focused on attributes of clinical scholarship may increase hospital-based nurses’ engagement in related activities. Further exploration should be done to connect patient and nurse outcomes with engagement activities.
Implications: Implications for practice include using the knowledge gained to initiate nurse-led research, question current practice, and promote a culture of clinical scholarship.
Comments
American Association of Colleges of Nursing Bachelor of Nursing Science Essentials (2021). The Essentials: Competencies for Professional Nursing Education. The
Essentials: Competencies for Professional Nursing Education (aacnnursing.org)
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