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* Registration deadline is September 30, 2016.
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To present the details of a study done to determine to what extent RNs in an acute care multihospital system used research findings in their practice; what types of knowledge they used; and what personal, professional, and organizational factors enhanced or hindered their research utilization.
After reading this article and taking this test, you will be able to
* recognize the types of knowledge that nurses use in their practice.
* identify factors that enhance or hinder nurses’ use of research.
1. Research utilization, a subset of the process of evidence-based practice (EBP), refers to one or more ways of
a. applying findings to practice.
b. creating a clinical question.
c. challenging current practice.
d. using scientific ideologies.
2. In which of the following types of research utilization are research findings concretely applied in day-to-day nursing practice?
3. In which of the following types of research utilization are research findings used to persuade others to make changes in policy or practice?
4. Estabrooks identified three factors that had a significant direct effect on research utilization, one of which is
a. belief suspension.
b. time limitations.
c. research experience.
d. professional affiliations.
5. Of six categories of commonly tested predictors of research use that Estabrooks and colleagues identified, which was tested most often?
a. involvement in research activities
b. professional characteristics
c. attitudes toward research
d. information seeking
6. Several studies have identified barriers to research use. Which of the following is a commonly identified organizational barrier?
a. insufficient time to implement new ideas
b. insufficient knowledge of research terminology
c. insufficient belief in the value of nursing research
d. insufficient experience in applying research to practice
7. Estabrooks and colleagues grouped nurses’ information sources into four categories, including intrinsic knowledge. Which of the following is an example of that category?
b. practical experience
c. social interactions
d. prior experiences
8. According to Pravikoff and colleagues, nurses reported that their most frequent source of information was
a. an instructor.
b. a colleague.
c. the Internet.
d. professional journals.
9. In the authors’ study, what percentage of nurses said they didn't know much about EBP?
10. Of the following, which was cited most often by respondents as a way they would use research in their practice?
a. to persuade another nurse to change her or his practice
b. to persuade a patient to make a change
c. to change a policy or guideline
d. to change unit practice
11. What percentage of respondents said they had partially or fully implemented research findings or clinical practice guidelines within the last year?
12. Of the following sources of knowledge that respondents reported using in their practice, which was the most common?
a. hospital policies and procedures
b. medical journals
c. nursing school
13. Eighty-nine percent of respondents said they were willing to implement research
a. if they could be sure that it would improve clinical practice.
b. when it was produced by nurse researchers who could guarantee its safe application.
c. if the hospital's administrators allocated time with pay for such efforts.
d. when it contradicted something they'd learned in nursing school.
14. Although the hospital system's medical library was available to the nurses, what percentage said they never used it?
15. When respondents were asked “How is your unit or work area best described in terms of innovation?” 29% perceived their unit as
16. The authors found that 75% of the sample said their practice was primarily based on
a. their personal experience of nursing.
b. what has worked for years.
c. new therapies.
17. The respondents provided quotes that mirrored findings of other studies in suggesting that staff nurses perceive finding and using research evidence as
a. an essential professional endeavor.
b. important for expanding nursing's scientific base.
c. an esoteric activity that lies beyond their immediate responsibilities.
d. a way to begin bringing relevant findings to bear on practice.
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