Application of research evidence in care delivery improves patient outcomes. Large gaps still exist, however, between recommended care and that used in practice. To increase the understanding of implementation studies, and dissemination of research findings, we present the perspective of investigators from seven Interdisciplinary Nursing Quality Research Initiative (INQRI)-funded studies.
To describe implementation strategies, challenges, and lessons learned from conducting 5 INQRI-funded implementation studies, and present 2 case examples of other INQRI studies to illustrate dissemination strategies. Potential impact of study findings are set forth.
Qualitative descriptive methods were used for the implementation studies. Case examples were set forth by investigators using reflection questions.
Four of the 5 implementation studies focused on clinical topics and 1 on professional development of nurse managers, 4 were multisite studies. Common implementation strategies used across studies addressed education, ongoing interaction with sites, use of implementation tools, and visibility of the projects on the study units. Major challenges were the Institutional Review Board approval process and the short length of time allocated for implementation. Successes and lessons learned included creating excitement about research, packaging of study tools and resources for use by other organizations, and understanding the importance of context when conducting this type of research. Case examples revealed that study findings have been disseminated to study sites and to the health care community through publications and presentations. The potential impact of all 7 studies is far reaching.
This study captures several nuanced perspectives from 5 Principal Investigators, who were completing INQRI-funded implementation studies. These nuanced perspectives are important lessons for other scientists embarking on implementation studies. The INQRI case examples illustrate important dissemination strategies and impact of findings on quality of care.
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*Nursing Business and Health Systems, University of Michigan School of Nursing, Ann Arbor, MI
†Department of Gerontology University of Maryland School of Nursing, Baltimore, MD
‡Department of Nursing Research, Quality, and Innovation, The University of Michigan Health System, Ann Arbor, MI
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The authors declare no conflict of interest.
Reprints: Marita G. Titler, PhD, RN, FAAN, Nursing Business and Health Systems, University of Michigan School of Nursing, 400 North Ingalls, Ann Arbor, MI 48105. E-mail: email@example.com.