Name
Western Governors University
D029 Informatics for Transforming Nursing Care
Prof. Name
Date
This report offers a thorough overview of the clinical practice experience during Phase 2 of the course Informatics for Transforming Nursing Care at Western Governors University. It details the structured schedule of activities, demographic characteristics of nurse participants, and explores perceived barriers to incorporating research into nursing practice. The goal is to provide a comprehensive understanding of how nurses engage with research and identify challenges they face in applying evidence-based practices within clinical environments.
The Phase 2 clinical practice was organized with a clear timeline to balance workload and ensure steady progress throughout the course. The schedule included various tasks along with their estimated time commitments and expected completion dates, allowing participants to plan accordingly. The table below outlines these activities:
| Activity | Estimated Time | Estimated Completion Date |
|---|---|---|
| Completion of Clinical Practice Experience Schedule Table | 30 minutes | To be determined |
| Data Analysis (Continuous, Categorical, Nominal, Ordinal) | 4 hours total | To be determined |
| Educational Level Pivot Table/Screenshot | 1 hour | To be determined |
This timeline ensured adequate time for thorough data analysis and documentation, which are critical for evaluating clinical practice effectively.
The study evaluated the perceptions of 76 nurse participants regarding barriers to using research in clinical practice. The overall barrier scores provide insight into the range and intensity of challenges experienced by nurses:
| Statistic | Value |
|---|---|
| Mean total barrier score | 73.30 |
| Median score | 75 |
| Mode score | 82 |
| Standard deviation | 14.00 |
| Score range | 44–103 |
| Sum of all scores | 5571 |
The mean score of 73.30 reflects a moderate level of perceived barriers, with responses showing variability (standard deviation of 14), indicating diverse experiences among nurses in engaging with research.
The professional experience of nurses, measured in years as Registered Nurses (RNs), varied broadly. Descriptive statistics highlight this variation:
| Statistic | Value |
|---|---|
| Mean years as RN | 9.39 |
| Median | 7 |
| Mode | 8 |
| Standard deviation | 7 |
| Experience range | 2–28 |
| Total combined years | 714 |
With an average of nearly nine years of practice, the sample represents a wide range of expertise, which can influence nurses’ perceptions of barriers to research utilization.
The 76 nurse participants showcased diversity across several demographics and professional factors:
Age Distribution:
19–39 years: 55 nurses
40–59 years: 15 nurses
60 years and above: 6 nurses
Gender Breakdown:
Female: 58
Male: 18
Race/Ethnicity:
White: 53
African American: 12
Asian: 9
Other: 2
Healthcare Settings:
Patient Care: 42
Academic Roles: 16
Community Health: 11
Other Sectors: 7
Educational Attainment:
Associate’s Degree: 23
Bachelor’s Degree (BSN): 31
Master’s Degree (MSN): 16
Doctorate (DNP/PhD): 6
This diverse composition provides a comprehensive context to explore multiple perspectives on research utilization in nursing.
Nurses assessed potential barriers using a scale from 1 (no extent) to 4 (great extent). The results highlighted both significant and minimal obstacles.
The following barriers received the highest rating, indicating major challenges:
Lack of awareness of existing research findings
Insufficient time to read and understand research
Limited authority to implement changes in patient care protocols
Overwhelming volume of research information
Time constraints during work hours to apply new knowledge
These findings emphasize systemic issues such as time management difficulties, information overload, and limited organizational support that need addressing to enhance research application.
Barriers rated lowest included:
Perceived lack of value of research in clinical practice
Absence of documented necessity for practice change
Skepticism about research validity
This suggests that nurses generally recognize the importance of research but face external obstacles when attempting to apply it in practice.
Educational qualifications varied according to the nurses’ work environments, as shown below:
| Work Setting | Associate Degree | Bachelor’s Degree (BSN) | Master’s Degree (MSN) | Doctorate (DNP/PhD) |
|---|---|---|---|---|
| Patient Care | 12 | 13 | 14 | 3 |
| Academic | 7 | 6 | 2 | 1 |
| Community/Public Health | 1 | 9 | 0 | 1 |
| Other | 3 | 3 | 0 | 1 |
There is a higher concentration of advanced degrees among nurses in patient care and academic roles, reflecting the educational demands specific to those settings.
The racial distribution within two primary age cohorts is as follows:
| Race | Age 19–39 | Age 40–59 |
|---|---|---|
| White | 34 | 10 |
| African American | 9 | 3 |
| Asian | 8 | 1 |
| Other | 1 | 1 |
The data indicates a predominance of younger White nurses, with minority groups mostly represented in the younger age bracket.
The Phase 2 clinical practice experience highlights critical insights into nurse demographics, professional backgrounds, and perceived obstacles to research utilization. Addressing time constraints, information overload, and enhancing organizational empowerment are essential to promote the adoption of evidence-based nursing. Future investigations should explore links between educational attainment and perceived barriers to develop targeted strategies that support effective research integration in nursing practice.
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
Stetler, C. B., et al. (2019). The role of nursing research in evidence-based practice. Nursing Outlook, 67(3), 196–204. https://doi.org/10.1016/j.outlook.2018.12.005
Titler, M. G. (2018). The evidence for evidence-based practice implementation. In Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Agency for Healthcare Research and Quality.
