D029 CPE Phase 2
Student Name
Western Governors University
D029 Informatics for Transforming Nursing Care
Prof. Name
Date
Phase 2 Clinical Practice Experience for Informatics for Transforming Nursing Care
This report provides a comprehensive overview of the clinical practice experience during Phase 2 of the course Informatics for Transforming Nursing Care at Western Governors University. It includes a detailed schedule of activities, demographic characteristics of nurse participants, and an in-depth analysis of perceived barriers to the integration of research in nursing practice. The findings aim to shed light on nurses’ engagement with research and the challenges they encounter when applying evidence-based practices in clinical settings.
What is the schedule for Phase 2 clinical practice activities?
The Phase 2 clinical practice activities were structured with a clear timeline to help balance the workload and ensure steady progress. Below is the breakdown of the scheduled tasks, estimated time commitment, and expected completion:
| 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 allowed participants to allocate sufficient time for both data analysis and the necessary documentation, which are essential components for a thorough evaluation of clinical practice.
What are the descriptive statistics related to perceived barriers to research utilization?
Analysis of Total Barriers Scores
The study involved 76 nurse participants whose perceptions of barriers to research utilization were quantitatively assessed. Key statistical outcomes include:
| 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 suggests a moderate perception of barriers overall, with a noticeable variation in responses, indicated by the standard deviation of 14. These findings demonstrate diverse nurse experiences and attitudes toward research utilization, which can inform targeted strategies to reduce obstacles.
How experienced are the participating nurses?
The nurses’ years of professional experience as Registered Nurses (RNs) varied widely. The descriptive statistics are as follows:
| 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 approximately nine years in practice and a range spanning from 2 to 28 years, this group represents a broad spectrum of expertise. This variation in experience may influence how barriers to research utilization are perceived and addressed.
What are the demographic and professional characteristics of the sample?
The 76 participating nurses represented a diverse group in terms of age, gender, race/ethnicity, work settings, and educational attainment:
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 demographic and professional composition provides a rich context for understanding multiple perspectives on research utilization across different nursing roles and levels of experience.
What barriers to research utilization were identified by the nurses?
Nurses evaluated potential barriers using a scale from 1 (no extent) to 4 (great extent). The analysis revealed both significant and minimal perceived obstacles:
Which barriers are considered most significant?
The following barriers received the highest rating of 4, indicating they are major impediments to the use of research in practice:
- Lack of awareness about existing research findings
- Insufficient time to read and comprehend research
- Limited authority to implement changes in patient care protocols
- Overabundance of research information
- Time constraints during the workday to apply new knowledge
These highlight systemic challenges related to time management, information overload, and organizational support that must be addressed to enhance research integration.
Which barriers were perceived as minimal?
Barriers rated with the lowest score of 1, suggesting they are not significant obstacles, include:
- 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 appreciate the importance of research but face external barriers in applying it.
How does education level distribute across work settings?
The educational qualifications of nurses vary depending on their workplace. The table below summarizes this relationship:
| 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 noticeable concentration of advanced degrees among those working in patient care and academic settings, reflecting varied educational demands based on the work environment.
What is the racial composition across different age groups?
The distribution of racial groups within two 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 |
This data shows a predominance of younger White nurses in the sample, with minority groups also largely represented in the younger age category.
Conclusion and Future Directions
This analysis of Phase 2 clinical practice experience reveals important insights into nurse demographics, their professional backgrounds, and perceived barriers to research utilization. The findings underscore the necessity to address time constraints, information overload, and organizational empowerment to improve research adoption. Future research could benefit from exploring correlations between educational levels and perceived barriers, enhancing targeted interventions to foster evidence-based nursing care.
References
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
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
D029 CPE Phase 2
Titler, M. G. (2018). The evidence for evidence-based practice implementation. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Agency for Healthcare Research and Quality.