{"id":131636,"date":"2022-10-20T00:00:00","date_gmt":"2022-10-20T00:00:00","guid":{"rendered":"https:\/\/nursingstudybay.com\/2022\/10\/20\/user-acceptance-of-research-evidence-in-nursing\/"},"modified":"2022-10-20T00:00:00","modified_gmt":"2022-10-20T00:00:00","slug":"user-acceptance-of-research-evidence-in-nursing","status":"publish","type":"post","link":"https:\/\/www.studyproessays.com\/help\/user-acceptance-of-research-evidence-in-nursing\/","title":{"rendered":"User Acceptance of Research Evidence in Nursing"},"content":{"rendered":"<p>Study Bay Coursework Assignment Writing Help<\/p>\n<h1 d-print-none\"=\"\" id=\"citethis\" my-5=\"\" title=\"&lt;?php echo $title?&gt;\u201c&gt;&lt;!--?php echo $title?--&gt; &lt;!--Content starts here!--&gt;&lt;\/h1&gt;\n&lt;p&gt;Abstract&lt;\/p&gt;\n&lt;p&gt;Numerous researchers have cited a multitude of barriers for the utilisation of research in the nurse clinical context. Common factors have included the ability for nurses to read interpret and clarify reported research. Nurses have been recorded as devaluing research, particularly its applicability to clinical practice. Researchers have documented lack of time, limited authority to implement evidence based practices, lack of support and an unwillingness to change as significant contributing factors to poor research utilization practices. Nurses have reported the access to evidence based materials as meager, which has been linked to a lack of organizational support and investment in research as core business (NICS, 2005; McCloskey, 2008; Baxter and Boblin, 2008; Closs &amp; Cheater, 1994; Estabrooks et al. 2003; Funk et al. 1991; Funk, Tornquist, &amp; Champagne, 1995).&lt;\/p&gt;\n&lt;p&gt;This research considered the behavioural intention and user acceptance of research evidence for nurses working within the Queensland context. To date no comparison had been made to determine whether those influential barriers documented by the extent literature would have the same weight within the unique demographic of Queensland. The focus of this study was to discover a set of user friendly research utilisations solutions for nurses using determinants generated from the literature and those already identified in the application of Rogers (2003) innovation diffusion theory. This suggests five attributes of an innovation, namely relative advantage, compatibility, complexity, trialability, and observability.&lt;\/p&gt;\n&lt;p&gt;The intent of this mixed method research design was to gather relevant data to Help confirmation of identified determinants highlighted in the constructed provisional model (figure 1) , and the potential identification of undiscovered influential factors within the target demographic of Queensland. In addition confirmed factors from the literature were used in the generation of a survey for distribution which lead to a confirmation of research utilisation for nurses in a larger demographic. The research design encompassed firstly a comprehensively exploration of the literature to determine known barriers to research utilization. Determinants from the literature were used in exploratory semi- structured homogenous focus groups. Focus groups were chosen as the major method for collecting data in this research study as they were deemed a qualitative research method for eliciting descriptive data from nursing subgroups. Concepts discovered during thematic analysis were then merged with findings from the literature to generate a survey tool. Data analysis included a thematic analysis of transcribed focus group discussions using Leximancer software, and a quantitative analysis of survey data including, reliability analysis, descriptive statistics, correlation analysis, and factor analysis using SPSS.&lt;\/p&gt;\n&lt;p&gt;Factors identified in the literature indicated several different contexts as potential barriers to successful utilisation. These include the consumer\/patient, the social setting of nursing, the organisational effects, financial barriers, communication breakdown, and the idea or concept itself. Within each context appears to be several noteworthy factors, mainly knowledge (both nurse and patient), nursing skill, time, access to new evidence, speed of adoption, and evidence based practice leadership (NICS, 2005; McCloskey, 2008; Baxter and Boblin, 2008; Estabrook, 2003). These findings which were put forward as propositions in this research were confirmed through qualitative findings with the exception Queensland nurses being laggards when it came to adopting new evidence. Based on a combination of findings from qualitative data, the literature, and quantitative data it is clear that in the majority of circumstances nurses are not laggards when it comes to research utilization, but rather there are barriers that can significantly delay attempts to raise standards of practice.&lt;\/p&gt;\n&lt;p&gt;Outside of the complimentary findings that this research has offered in supporting known barriers to research utilisation nursing this study has also highlighted two distinct variables that require further consideration in future endeavors to understand research utilisation practices by nurses, namely family interference and the cultural\/ethnic background of nurses, with a particular emphasis on the impact of overseas trained nurses.&lt;\/p&gt;\n&lt;p&gt;A combination of both qualitative and quantitative findings in this research depicted that if nurses trust towards new evidence as to develop (Particularly when nurses have been supported and shown how to succeed with research implementation) then the overload of information needed to be controlled so that nurses could see a project ( help with nursing paper writing from experts with MSN &#038; DNP degrees) through to fruition. Realistic approaches need to be adopted by nurse leaders and other associates so that nurses can achieve successful and rewarding outcomes based on evidence based practice change management strategies and hence develop better confidence in themselves as research clinicians. As a major outcome then this research has found that by controlling the large number of sources dictating what new evidence should be a priority for nurses that nurses could remain focused on common goals, and out of accomplishment continue down a path of research. Nurses would only grow in confidence when engaging in research and then could share these successes with others in the profession promoting a more positive culture towards research utilisation practices.&lt;\/p&gt;\n&lt;p&gt;CERTIFICATION OF DISSERTATION&lt;\/p&gt;\n&lt;p&gt;I certify that the ideas, experimental work, results, analyses, software and conclusions reported in this dissertation are entirely my own effort, except where otherwise acknowledged. I also certify that the work is original and has not been previously submitted for any other award, except where otherwise acknowledged.&lt;\/p&gt;\n&lt;h3&gt;Chapter 1: Establishing the context of the problem&lt;\/h3&gt;\n&lt;h3&gt;1.1 Introduction&lt;\/h3&gt;\n&lt;p&gt;This study has focused on the Behavioural Intention and User Acceptance of Research Utilisation Models when introducing Evidence Based Practice (EBP) information tools to influence practice in the clinical setting. The facilitative model of change generated from this research is helpful in further understanding the patterns of evidence based practice changes emerging in nursing, which can be anticipated, opportunistic or emergent in nature. More importantly, the experiences gained from this research suggest that, when introducing EBP research utilisation tools, nursing must take into account the sporadic, evolutionary nature of such changes, and devote sufficient resources to effectively manage the process on an ongoing basis (Brenner, 2005).&lt;\/p&gt;\n&lt;p&gt;Research utilisation throughout the history of nursing has never been a strong component of any nursing curriculum and traditionally nurses during their training have focused very little attention to research or it\u2019s linkages with patient care. Post training this aspect has continued as a trend and nurses quickly adopt a culture that typically places research in the pile that someone else is responsible for. Due to this perception healthcare research has not been recognised as core business, but rather as a task that occurs if time allows, if at all (McCloskey, 2008; Brenner, 2005).&lt;\/p&gt;\n&lt;p&gt;As registered nurses often assume the role of experts in their given field and have the potential to exert great influence over patients and clinical colleagues it is important that nurses possess and have the ability to utilise research-based knowledge related to their areas of practice to ensure that influence maintains patient safety (Wilkes, Navickis, 2001).&lt;\/p&gt;\n&lt;p&gt;Despite the presence of at least one specialist nurse in every hospital there appears to be a scarcity of evidenced based literature on specialist nurses overall, and even less is available to highlight how nurses gain access and utilise evidence based information. Lacking in the available literature is their research utilisation preferences such as what model should be utilised, which has the greatest impact, or the level of research skills and views regarding research (Hajjar, Kotchen, 2003).&lt;\/p&gt;\n&lt;p&gt;Evidence-based practice in its best and purist form provides nursing with choices about the most effective and appropriate care. Patients in today\u2019s society expect the high standards of care and with increasing access to available information of these treatments know when they are not receiving that standard. Even with the best standards being available however, they are often poorly implemented. It would also appear that researchers and clinicians have devoted less attention to bridging the evidence based practice implementation gap and more to the generation of research outcomes which in themselves will sit on the to be adopted pile (Davis, et al, 2003).&lt;\/p&gt;\n&lt;p&gt;Averis, Pearson, (2003) raise a significant question; asking what role does evidence-based practice nursing have in narrowing the research-practice gap? Surveys of nurses suggest barriers to using current research evidence are the time, effort, and skills needed to access evidence based information which is hidden in massing volumes of newly produced research outcomes (Cabana, et al, 1999). Even the ultimate nurse who maintains their skill through evidence based knowledge has the problem of maintaining currency (Haynes, et al, 1997). Each year Medline attracts 560 000 new articles, and the Cochrane Library enlists 20 000 new randomised control trials. This amounts to 1500 new articles and 55 new trials per day. Nurses then need clear strategies that can sort through, absorb, and follow through on new research likely to benefit their patients (Clarke, Alderson, Chalmers, 2002).&lt;\/p&gt;\n&lt;p&gt;Many research utilisation models are available that can guide nurses in the processes required for successful adoption of evidence based practice recommendations, however these can be complicated and many assume they will only work in the context for which they were originally derived. The implied conjecture is that once the context is changed, these models may not serve well in the new context because external and internal variables will differ (Hyde, et al, 2003). In addition to this assumption there is also the level of understanding nurses will have on the use of such models. Fear of use, confusion and even information overload have been put forward in the literature as contributing factors (Shaw et al, 2005).&lt;\/p&gt;\n&lt;p&gt;While previous evidence based literature outlines that research utilisation models have been trialed in various formats, Rogers (2003) Diffusion of Innovation theory appears to be providing significant advantages. Diffusion of Innovation appears to get to the true root cause as to why a new initiative is adopted or not adopted and closely mimics the nursing change strategy known as Normative-Reeducative. Shaw et al. (2005) concludes that a science of health-care innovation implementation is not yet available. In order to address this gap, Rogers (2003) model is offered as a candidate for a theory of innovation implementation. Rogers (2003) innovation diffusion theory is originated from dynamic systems theory and offers an excellent platform when consider the level at which nurses engage in research utilisation practice. Later in this chapter, core principles of diffusion innovation theory are described, and a case is made for framing the findings of past research and the design of future research on implementation in terms of this foundational theory. Much of this theory hinges on the premise of resistance to change. As is the case with Lewin\u2019s (1951) theory (cited in Schein, 2006).which outlines that individuals will strive for equilibrium. Thus in a change situation there must be a balance that calls for change and those that oppose change. This is the case with Rogers (2003) theory which aims to understand driving and restraining forces for the adoption of a new initiative..Understanding these forces in greater detail will be the basis for this study.&lt;\/p&gt;\n&lt;p&gt;A key theme that generates from the above theory of innovation is that of leadership. Literature advises without effective leadership innovation diffusion and in this instance evidence based practice adoption is rarely ever successful. With a leader comes an effective change manager or champion (Shaw et al, 2005). In any process of evidence adoption, a key success factor is the ability of a select group of people to adopt and champion the new innovation to others. To take new evidence forward, an important strategy is to identify and invest in people who are willing to test and adopt change early so that others in an organisation will follow (Shaw et al, 2005).&lt;\/p&gt;\n&lt;p&gt;Investment in identifying and spreading effective evidence based practice is vital. There is a need to create a system that identifies the programmes that are having an impact, understand why they are having an impact, and share this learning with other organisations across the nursing sector. The aim should be for increasing the uptake of evidence based practice to become a core competency of nursing, whereby receptiveness for change and improvement becomes a built-in feature of practice, supported by national and district-level structures and process (Rogers, 2003).&lt;\/p&gt;\n&lt;p&gt;A key problem with the spread of evidence based practice in the health sector is its sheer complexity. Health is not merely complicated rather the health system is complex, as its operation is based on a web of structures, and processes and patterns where the relationship between cause and effect is often uncertain. The level of complexity means that health systems are often very resilient to pressure, even where that pressure is one for positive change (Davis, et al. 2003). The structures of nursing in health care, either at a national level or within organisations, such as nursing boards or primary health providers, are common targets for change in attempts to improve overall functioning and foster innovative evidence based practice change. However, without accompanying changes in process that are based on an understanding of issues for front line nursing services, the delivery of nursing care may not be altered significantly. Further, without consideration of the patterns of interaction between nursing in a health care system, the effectiveness of process improvements may be blunted (Davis, et al. 2003).&lt;\/p&gt;\n&lt;p&gt;In recent years, there has been a growing movement in nursing to embrace the principles of evidence-based decision making to enhance clinical practice (e.g. Pearson et al, 2005). In essence, evidence-based decision making involves \u201ca process of turning clinical problems into questions and then systematically locating, appraising and using contemporaneous research findings as the basis for clinical decisions\u201d (Rosenberg and Donald, 1995, p. 1122). Evidence-based practice or EBP, then, is the adherence to such principles by nurses in their daily practice to ensure the judicious use of best available evidence that is valid, important and applicable to the specific patient being considered (Pearson et al, 2005).&lt;\/p&gt;\n&lt;p&gt;The use of nursing literature as evidence to influence clinical practice has been well documented over the years (Pearson et al, 2005; Strauss et al, 2005). However, this approach has become increasingly difficult with the massive volume of literature generated each year, and the lack of adequate access, training, time and tools for clinicians in applying the literature to change practice (Strauss et al, 2005). According to Pearson et al. (2005), there need to be better bridges to transfer research evidence to clinical practice. Strauss et al (2005) suggest the use of health informatics to improve the retrieval, synthesis, organization, dissemination and application of patient-reported, clinician-observed and research-derived information. While such systems and tools have been reported in older literature (e.g. Balas et al., 1996; Barnes and Barnett, 1995; Liem et al., 1995), even today it is difficult to tell if they can achieve the ultimate goal of changing practice behaviors (Philipson, Roberts, 2007).&lt;\/p&gt;\n&lt;p&gt;Numerous implementation and Assessment studies of information systems in healthcare have been reported over the years (e.g. Butler, Murphy, 2007). Most have advocated the need for detailed systems planning, thorough requirements analysis, rigorous project ( help with nursing paper writing from experts with MSN &#038; DNP degrees) management, and direct involvement of the users in the process. Some have focused on key barriers and enablers to successful implementation of these systems (Butler, Murphy, 2007). While a few researchers have pleaded for the use of controlled trials in medical informatics research others have argued the need to consider the behavioral, organisational and social dimensions when implementing and evaluating these systems (Butler, Murphy, 2007). Gururajan, R Moloney, C and Kerr, D (2005) found that such systems in nursing (particularly in a wireless framework) are complimentary to the nursing profession for the utilisation of new evidence. Devices such as hand held computers have been found to significantly reduce the time taken to access evidence (Gururajan, R Moloney, C and Kerr, D 2005).&lt;\/p&gt;\n&lt;h3&gt;1.2 Evidence-based practice&lt;\/h3&gt;\n&lt;p&gt;The term evidence-based practice (EBP) refers to standard use of research related health care interventions for which systematic empirical research has provided valid rigorous evidence for patient care. Alternate terms with the same meaning are evidence-based treatment (EBT) and evidence based medicine (EMB) (Pearson et al, 2003). In recent years, EBP has been stressed by the nursing profession, which have also strongly encouraged nurses to carry out investigations providing evidence that supports or rejects the use of specific nursing interventions (Pearson et al, 2003). Mounting pressure to utilise current EBP has also come from healthcare insurance providers, and healthcare consumers (Sakala, 2004).&lt;\/p&gt;\n&lt;p&gt;Many areas of nursing practice, such as aged care, acute medical-surgical, and mental health nursing have been confronted with occasions where practice was based on low levels of evidence. Some of this evidence was simply drawn from expert opinion, and much of it had no truly scientific evidence on which to justify various practices (Sakala 2004).&lt;\/p&gt;\n&lt;p&gt;In the past this has often left the door open to dangerous practices perpetrated by individuals who had clear evidence for their practice, but who wished to convey the impression that their methods were best (Sakala, 2004). As scientific nursing research methods became increasingly popular as the means to provide sound validation for such practice, it became clear that there needed to be a way of excluding historical practices that had no scientific basis and no integrity of the field. This also became of way of ensuring patient from the dangers of their non-verified nursing practice (Sakala, 2004). Furthermore, even where non-verified nursing practice was not present, it was acknowledged that there was a value in identifying what actually does work so it could be improved and promoted (Pearson et al, 2003).&lt;\/p&gt;\n&lt;p&gt;Evidence based practice (EBP) utilisation is a method which aims to specify the way in which nurses make decisions by identifying key recommendations from the literature that can direct a high standard of practice, and rates it based on its scientifically merit. Its goal is to eliminate low standard or high risk practices in favour of those that are more likely to produce positive patient outcomes (Pearson et al, 2005).&lt;\/p&gt;\n&lt;p&gt;EBP stems from various research methods and is utilised in a multitude of ways (e.g. carefully summarizing research, putting out accessible research summaries, increasing nursing knowledge and applying findings from research) to encourage, and in some instances to coerce, nurses and associated decision-makers to be more aware of evidence that can inform their decision-making. In the setting it is applied, it encourages nurses to use the best available evidence, i.e. the highest standard of information available (Pearson et al. 2005).&lt;\/p&gt;\n&lt;p&gt;Pearson et al. (2005, p. 1) state, \u2018the ongoing debate on the nature of evidence for practice across all of the health professions is influenced by the experience of clinicians in everyday practice who, in using the evidence, assert that there are diverse sources of research-based and non-research-based evidence and that the process of evidence-based practice should be placed within a broader context that is grounded in practice; recognises different evidentiary bases; and is directed towards improving global health across vasty different practice contexts\u2019.&lt;\/p&gt;\n&lt;h3&gt;1.3 Scientific nursing inquiry&lt;\/h3&gt;\n&lt;p&gt;Scientific inquiry in health care has increased, as evidenced by the growing number of research studies reported at professional conferences and in professional journals (Duffy, 2007). In spite of this increase, a gap still exists between the generation of new information and the use of this knowledge in clinical practice (Pearson et al, 2005).&lt;\/p&gt;\n&lt;p&gt;In other words, scientific knowledge is not being applied in clinical settings by nurses, even though the application of research findings can have a direct impact on optimal client outcomes (Alsop, 1997). Averis and Pearson (2005) offer an explanation for the gap between knowledge generation and its use. It has become evident that even with the increased production of evidence based information, knowledge, and improved procedures for the transfer and dissemination of this information the frequency of use and impact of knowledge has not increased substantively. Simply because relevant information which is timely, objective and in the hands of the right people becomes available does not guarantee it will be utilised. Research utilisation therefore cannot be taken for granted (Averis and Pearson, 2005). It is imperative that the end user understands the utilisation process and remains a keystakeholder in throughout the process if not a change agent themselves (Rogers, 2003).&lt;\/p&gt;\n&lt;p&gt;White and colleagues (1995) stated: \u2018the gap must be bridged between research and research utilization\u2019 (p. 418). In order to bridge this gap, it is crucial to understand the nature and extent of the suggested change and to heighten the value of using research to guide nursing practice, which in turn will define strategies that facilitate research utilisation.&lt;\/p&gt;\n&lt;h3&gt;1.4 The need for nursing research&lt;\/h3&gt;\n&lt;p&gt;Nursing domains are characterised by cost minimisation, technology enhancement, increasingly knowledgeable patients, increasing use of outcomes and restructuring of nursing systems. This encourages nurses to provide efficient and effective care (Yorke, 2008). Research that explores evidence based care, therefore, must be appropriately disseminated, understood, integrated and assessed as an ongoing process. Research must categorise and appraise existing knowledge, answer questions, and determine new knowledge through the systematic inquiry of an identified problem. Nurses all have an individual responsibility to ensure that research is used in their practice. Failure to meet this obligation blocks the research utilisation process (Yorke, 2008)&lt;\/p&gt;\n&lt;p&gt;An important reason for using research in nursing practice is that it generates significant benefits. Research can advance the nursing profession, improve patient care and enhance nursing\u2019s professional image (National Institute of Clinical Studies, 2005). Research outcomes may also result in a description of newly identified scope for nursing practice, classification of specific phenomena\u2019s of interest to the profession or the generation of new nursing theories (AHRQ, 2007).&lt;\/p&gt;\n&lt;h3&gt;1.5 Research utilisation&lt;\/h3&gt;\n&lt;p&gt;Although considerable improvements have been made in the dissemination of nursing research, a gap still remains between the development of useful research findings and their availability to those who will most benefit from them. Too often, knowledge and interventions produced through evidence based practice supported research remain largely untapped due to researchers\u2019 limited resources and a lack of identified utilisation goals and targets (Averis and Pearson, 2005). Recent efforts by the Joanna Briggs institute have focused on expanding the scope of work in utilisation and increased evidence-based utilisation strategies through integrating the needs of both international health consumers and health professional sponsored research into its design, an approach intended to maximize the effectiveness of strategies moving research to practice (Averis and Pearson, 2005).&lt;\/p&gt;\n&lt;p&gt;The historical nature of nursing research exists so as to change current practice, or to confirm it. Yet the task of embedding new understandings and new products from research into practice can expand over decades or generations (McCloskey, 2008; Brenner 2005). It is worth noting caution is necessary when moving new research into practice as it needs to be evaluated, replicated, and refined for individual clinical settings based on a multitude of variables. It should not be pursued by a rigorous process of review and refinement, but rather by the gap between the research target group and the world of practice that surrounds it (McCloskey, 2008).&lt;\/p&gt;\n&lt;p&gt;Research addressing evidence based practice utilisation or research utilisation as it is sometimes labeled, has produced a rich source of information advising what does and does not work. However as the gap does pre-exist, information flow for those that need the answers for the most part have not moved from the research world that have produced potential solutions (Brenner, 2005). Modern day thinking has lead to key terms such as embedding the evidence being utilized by scholars in order appeal to the language of the target audience. The overall intent is to ensure a standard of care is raised to address patient care deficits. However here lays the problem when not having pre-existing nurse skill and knowledge that will enable such recognition (McCloskey, 2008).&lt;\/p&gt;\n&lt;p&gt;What is evident from the literature is that there is no common process used by institutions and due to the lack of common process nurses are confronted with a barrage of evidenced based information at their doorsteps. Presently in the majority of nursing circles effective and continuous research utilisation is an unrealistic concept. The ever expanding body of research evidence that is growing further adds to the escalating dilemma that is facing the nursing profession (McCloskey, 2008).&lt;\/p&gt;\n&lt;p&gt;1.6 Advancements in Technology&lt;\/p&gt;\n&lt;p&gt;In the last decade the connection between research utilisation endeavours and the desire for information technology experts to understand technology adoption within the nursing domain has been growing at increasing rates. What is clear from the literature is that computer and software technologies may play a vital role in enhancing, if not improving the rates of research utilisation by nurses (Athey and Stern, 2002). A fundamental concept stemming from available literature is the lack of access to clinical decision making information for the nursing professional. Present findings in the literature would suggest that this issue is a generic international issue (Baxter and Boblin 2008). Baxter and Boblin (2008) found through their research with baccalaureate nurses that continued education was a prerequiste to ensuring nurses developed sustained decision making skills, however access to education is always limited by factors such as time and nursing workload. In Baxter and Boblin\u2019s (2008) extensive literature review it was evident that many researchers who have explored nurse decision making have concluded that decision making is a learned skill that must be taught by nurse educators. Yet little research has been conducted to explore nursing students\u2019 decision making. Their findings suggest that if nurse educators are to teach this skill, it is necessary to have a better understanding of the kinds of decisions nurses are making in the clinical setting, and how they are sourcing the evidenced based information to make such decisions.&lt;\/p&gt;\n&lt;p&gt;Standing (2007) supports the notion that decision making is a learnt behaviour and tools to Help this learnt behaviour need to be adopted. Standing\u2019s (2007) research suggests that nurse educators alone cannot Help newly registered nurses to refine and develop this skill. Specific strategies and support mechanisms need to be created to enhance and compliment this learnt skill. Knowing the kinds of decisions nurses are making and sometimes not making in the clinical setting should prompt nurse educators to reevaluate whether curricula provides the necessary tools to facilitate the development of decision making and whether nurses are sufficiently encouraged to engage in making all kinds of decisions based on research utilisation (Standing 2007). Recognising that nurses make decisions related to assessment in the beginning levels but focus less on these decisions in later years reinforces the need for nurse educators to continue to emphasise the importance role assessment plays in decision making and providing effective and safe patient care. Decision making will only improve if decision makers are taught to systematically assess, gather information, plan, implement, and evaluate nursing care (Standing 2007). In present day nursing tools do exist that help to achieve this, however access to such systems by nurses is very limitied. Contributing factors to this include PC numbers, time, and patient acuity (Gururajan, Moloney, Soar, 2005). Athey and Stern (2008) through their research efforts found that technology is a key solution to aid decision making in nursing and may also aid in research utilisation. Research also suggests that if technology is to be adopted as a solution then principles of innovation diffusion should be considered (Davies, Bagozzi, Warshaw, 1989; Gururajan, Hafeez-Bag, &amp; Moloney, 2005; Gururajan, Moloney, Soar, 2005). Stephenson (2001) &amp; Torisco (2000) suggest that mobile computing is the realtime solution to providing healthcare professions with information that can inform decisions. Their research has suggested that further exploration is required to not only understand how health professionals such as nurses will accept this technology, but also to determine the type of information that can be either sent or received into devices such as handheld computers. Based on previous research conducted by Gururajan, Hafeez-Bag, &amp; Moloney (2005) and Guruajan, Moloney, Soar (2005) it is evident that research utilisation can be Helping by wireless technologies and furhter exploration of this concept is required..&lt;\/p&gt;\n&lt;h3&gt;1.7 Relevance to Information Systems&lt;\/h3&gt;\n&lt;p&gt;By providing new ways for nurses and their patients to readily access and use health information, information technology (IT) has the potential to improve the quality, safety, and efficiency of health care. However, relatively few health care providers have fully adopted IT. Low diffusion is due partly to the complexity of IT investment, which goes beyond acquiring technology to changing work processes and cultures, and ensuring that physicians, nurses, and other staff use it. However, this is also due largely to the lack of evidence and ineffective information flow to the clinician and policy maker to encourage adoption (Davis, et al. 2003). What is clear is that academics working outside of the nursing profession in disciplines such as business and information systems can play a role in paving the path for change by Helping with innovation diffusion (Gururajan, Hafeez-Bag, &amp; Moloney 2005; Guruajan, Moloney, Soar 2005).&lt;\/p&gt;\n&lt;p&gt;In addition, certain aspects of the market such as payment policies that reward volume rather than quality and the fragmentation of care delivery do not promote IT investment, and may hinder it. Because of its potential, policymakers need to better understand how information technology is diffusing across providers, whether action to spur further adoption is needed, and if so, what steps might be taken. In order for this to occur, policy makers need to better understand the evidence behind these innovative ideas to&lt;\/p&gt;\n\n&lt;\/div&gt;      &lt;section class=\"><\/p>\n<h4>Cite This Work<\/h4>\n<p>To export a reference to this article please select a referencing stye below:<\/p>\n<ul class=\"nav nav-tabs\" role=\"tablist\">\n<li class=\"nav-item\"><a class=\"nav-link active\" data-toggle=\"tab\" href=\"#tabs-1\" role=\"tab\">APA<\/a><\/li>\n<li class=\"nav-item\"><a class=\"nav-link\" data-toggle=\"tab\" href=\"#tabs-2\" role=\"tab\">MLA<\/a><\/li>\n<li class=\"nav-item\"><a class=\"nav-link\" data-toggle=\"tab\" href=\"#tabs-3\" role=\"tab\">MLA-7<\/a><\/li>\n<li class=\"nav-item\"><a class=\"nav-link\" data-toggle=\"tab\" href=\"#tabs-4\" role=\"tab\">Harvard<\/a><\/li>\n<li class=\"nav-item\"><a class=\"nav-link\" data-toggle=\"tab\" href=\"#tabs-5\" role=\"tab\">Vancouver<\/a><\/li>\n<li class=\"nav-item\"><a class=\"nav-link\" data-toggle=\"tab\" href=\"#tabs-6\" role=\"tab\">Wikipedia<\/a><\/li>\n<li class=\"nav-item\"><a class=\"nav-link\" data-toggle=\"tab\" href=\"#tabs-7\" role=\"tab\">OSCOLA<\/a><\/li>\n<\/ul>\n<div class=\"tab-content referencing-copy-tab\">\n<div class=\"tab-pane active\" id=\"tabs-1\">\n<textarea aria-label=\"APA reference for this article\" class=\"form-control\" id=\"clipboard-1\" rows=\"5\">Essays, UK. (November 2018). User Acceptance of Research Evidence in Nursing. Retrieved from https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1<\/textarea><br \/>\n<button class=\"clipboard-1-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy fa-fw\"><\/i><\/button><br \/>\n<span class=\"clipboard-1-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<div class=\"tab-pane\" id=\"tabs-2\">\n<textarea aria-label=\"MLA reference for this article\" class=\"form-control\" id=\"clipboard-2\" rows=\"5\">&#8220;User Acceptance of Research Evidence in Nursing.&#8221; UKEssays.com. 11 2018. All Answers Ltd. 01 2020 &lt;https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1&gt;.<\/textarea><br \/>\n<button class=\"clipboard-2-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy\"><\/i><\/button><br \/>\n<span class=\"clipboard-2-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<div class=\"tab-pane\" id=\"tabs-3\">\n<textarea aria-label=\"MLA-7 reference for this article\" class=\"form-control\" id=\"clipboard-3\" rows=\"5\">&#8220;User Acceptance of Research Evidence in Nursing.&#8221; All Answers Ltd. ukessays.com, November 2018. Web. 9 January 2020. &lt;https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1&gt;.<\/textarea><br \/>\n<button class=\"clipboard-3-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy\"><\/i><\/button><br \/>\n<span class=\"clipboard-3-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<div class=\"tab-pane\" id=\"tabs-4\">\n<textarea aria-label=\"Harvard reference for this article\" class=\"form-control\" id=\"clipboard-4\" rows=\"5\">UKEssays. November 2018. User Acceptance of Research Evidence in Nursing. [online]. Available from: https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1 [Accessed 9 January 2020].<\/textarea><br \/>\n<button class=\"clipboard-4-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy\"><\/i><\/button><br \/>\n<span class=\"clipboard-4-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<div class=\"tab-pane\" id=\"tabs-5\">\n<textarea aria-label=\"Vancouver reference for this article\" class=\"form-control\" id=\"clipboard-5\" rows=\"5\">UKEssays. User Acceptance of Research Evidence in Nursing [Internet]. November 2018. [Accessed 9 January 2020]; Available from: https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1.<\/textarea><br \/>\n<button class=\"clipboard-5-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy\"><\/i><\/button><br \/>\n<span class=\"clipboard-5-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<div class=\"tab-pane\" id=\"tabs-6\">\n<textarea aria-label=\"Wikipedia reference for this article\" class=\"form-control\" id=\"clipboard-6\" rows=\"5\"><ref>{{cite web|last=Essays |first=UK |url=https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1 |title=User Acceptance of Research Evidence in Nursing |publisher=UKEssays.com |date=November 2018 |accessdate=9 January 2020 |location=Nottingham, UK}}<\/ref><\/textarea><br \/>\n<button class=\"clipboard-6-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy\"><\/i><\/button><br \/>\n<span class=\"clipboard-6-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<div class=\"tab-pane\" id=\"tabs-7\">\n<textarea aria-label=\"OSCOLA reference for this article\" class=\"form-control\" id=\"clipboard-7\" rows=\"5\">All Answers ltd, &#8216;User Acceptance of Research Evidence in Nursing&#8217; (UKEssays.com, January 2020) &lt;https:\/\/monkessays.com\/dissertation\/examples\/nursing-examples\/behavioural-intention-and-user-acceptance-of-research-evidence-for-nurses.php?vref=1&gt; accessed 9 January 2020<\/textarea><br \/>\n<button class=\"clipboard-7-button btn btn-outline-secondary mt-3\">Copy to Clipboard <i class=\"fas fa-copy\"><\/i><\/button><br \/>\n<span class=\"clipboard-7-confirm d-none alert-warning p-2 mt-2\">Reference Copied to Clipboard.<\/span>\n<\/div>\n<\/div>\n<\/h1>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Study Bay Coursework Assignment Writing Help<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8827,10099,10540,10536,10892,10538,10539,10537,10891],"tags":[10549,10616,10615,7687,10627,8857,10552,10295,10548,10622,8907],"class_list":["post-131636","post","type-post","status-publish","format-standard","hentry","category-australia-essays","category-buy-essay","category-cheap-essay-writers","category-get-assignments-done","category-page-paper","category-phd-essay-writers","category-research-paper-writing-service-for-any-topic","category-study-bay-essay","category-write-my-assignment-ireland","tag-ai-plagiarism-free-essay-writing-tool","tag-australian-best-tutors","tag-best-trans-tutors","tag-buy-essay-uk","tag-cheap-dissertation-writer","tag-help-with-writing-an-essay","tag-help-write-my-paper-ai-free","tag-homework-for-you","tag-online-essay-writers","tag-phd-essays","tag-write-my-essay-for-me"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/131636","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=131636"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/131636\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=131636"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=131636"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=131636"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}