Research and the Health Profession.ppt

7/28/2019 Research and the Health Profession.ppt

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Train ing Workshop:

Basic Research Methodology: Towards

Developing and Writing ResearchProposals

RESEARCH AND THE HEALTH

PROFESSION

Erlinda Castro-Palaganas, Ph.D.

DOH-CAR Training Center

BGH-MC Compound, November 25-27 2008


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Objectives

Analyze relevant and feasible strategies tointegrate and sustain research findings andevidence into practice;

Examine findings and outcomes of selectednursing studies for their translation to carepractices;

Engage in networking opportunities to increase

knowledge of evidence-based practice, linkingresearch to practice; and

Assist in the formation of a national nursingresearch group in the Philippines.


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To be able to adopt an evidence-basedpractice

To document the social relevance andeffectiveness of ones practice not only to theprofession but to health care consumers,health care administrators and third party

payors To be effective consumers of research and

producers of research

Why research ?


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Why Research?

Health profession is a practice profession, thusresearch is essential to develop and refineknowledge that can be used to improve clinicalpractice.

Health Professional need to be able to:

- read research reports,

- identify effective interventions for practice, and

- implement these interventions to promotepositive outcomes for patients and families


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What is your role in health and

health related research?

Bachelor s Degree (e.g. BSN, MD, MT, etc): Critiqueresearch findings for use in practice; use researchfindings in practice

Masters Degree (e.g.MSN/MAN): Collaborate inresearch projects; provide clinical expertise for

research

PhD: Develop health knowledge through research and

theory development; conduct funded independentresearch projects

PostDoc: Develop and coordinate funded research

programs


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How do we acquire knowledge?

Knowledge is essential informationacquired in a variety of ways, expected to

be accurate reflection of reality, and

incorporated and used to direct a personsactions.

The quality of health practice depends onthe quality of the knowledge that you

acquired.


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How do we acquire knowledge?

Traditions Authority

Borrowing

Trial and Error Personal Experience (Novice, advanced beginner,

competent, proficient, expert)

Role Modeling (mentorship)

Intuition

Reasoning (Inductive vs. deductive)

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Research in Health Professions

For health professions as a discipline to be effective inresearch, the focus of research-directed activity shouldbe creating a

culture within nursing that values,uses, and supports research.

As practitioners of a discipline, health

professionals must perceive that research isimportant in developing evidence-based(informed) practice in all settings andspecialties.


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Building an Evidence-Based Practice


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Why evidence-based?

Health professionals are accountable tosociety for providing high-quality, cost-effective care for patients and families.

Care provided must be constantly evaluatedand improved on the basis of new andrefined research knowledge.

Health professionals need to use researchfindings to determine the best way to deliverhealth care services to ensure that thegreatest number of people receive care.


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Why evidence-based ?

Promoting an understanding of patients andfamilies experiences with health and illness(a common focus of qualitative research)

Implementing effective health interventionsto promote patient health ( a common focusof quantitative research)

Providing high-quality, cost-effective carewithin the health care system (a common

focus of outcome research)


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Remember

Evidence-based practice in the

health profession should be

based on the synthesis of

findings from a collection of

research studies addressinghealth practice.


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Building an Evidence-Based

Practice

Developing an evidence-based practice

for the health profession requires that

the knowledge generated throughresearch be communicated to:

ones particular profession (e.g. nurses)

other health care professionals consumers for use in practice


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Rogers' Theory: Levels of

innovativeness

early adopters. innovators.

late majority.

laggards.


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A level of innovativeness where nurses activelypromote change: Early adopters

A level of innovativeness where nurses learn new

ideas rapidly, utilize them, and then serve as rolemodels in their use: Innovators A level of innovativeness where nurses are skeptical

about new ideas and will adopt them only if group

pressure is great: Late majority A level of innovativeness where nurses are security

oriented, tend to cling to the past, and often do not

adopt new ideas: Laggards

Rogers' Theory: Levels of

innovativeness


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Application to practice

Direct application involves the implementationof research findings straight into practice asthey were developed from the studies.

Indirect effects implementation occurs whenthe practitioner incorporates the knowledgeand uses it to strengthen an argument or asdocumentation in a clinical paper.

Reinvention implementation involvesmodifying research findings to fit a particularpractice situation before utilization


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journey together in this adventure of healthresearch;

tell our stories from the field and learn from each

other.

May this adventure inspire us to come up withresearch proposals that will assist in alleviatingthe health problems of the region.

Let us

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