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The contribution of research knowledge and skills to practice: an exploration of the views and experiences of newly qualified nurses

Faculty of Health and Social Care, University of the West of England, Bristol

Alison Shaw, PhD, MSc

Academic Unit of Primary Health Care, Department of Community Based Medicine, University of Bristol (University of the West of England during the study)

The question of how best to equip nurses with research knowledge and skills has been explored in a number of studies. This paper contributes to growing evidence about how research is perceived in practice, as part of the overall preparedness of a newly qualified nurse. Taking a longitudinal qualitative approach, this study found when interviewing nurses at three months, newly qualified nurses felt that they had received too much teaching about research, were not interested in the subject and struggled to see its relevance to clinical practice. However, at 12 months, about half of the 58 newly qualified nurses who participated in this study felt that research was ‘embedded’ in the practice of their ward/work area, and were able to give examples such as research activity on the ward, research folders, notice boards and conference feedback. In some areas the newly qualified nurses were teaching students using evidence-based materials and said that research was often talked about. In the struggle to improve the use of research in everyday nursing practice, this study provides some evidence that newly qualified nurses feel they are engaging in relevant research activities.

Key Words: research knowledge • newly qualified nurses • preparedness for practice • nursing education

Journal of Research in Nursing, Vol. 11, No. 6, 473-482 (2006)
DOI: 10.1177/1744987106063998


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