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Nurses' attitudes toward research
Fannie M Reitig, RN
Nurses’ attitudes toward research Each professional nurse has different feelings about participating in research. Attitudes about nurses’ various research roles may be positive or negative. One of the most detrimental attitudes about nursing research stems from the belief that the “good nurse” is the bedside nurse. Little research education was incorporated into nursing education prior to 1970, and many practitioners were introduced to research after their concepts of nursing practice had already been defined. These nurses experienced difficulty incorporating research into practice. When research was determined to be a component of the profession, additional education requirements led to some resentment. One problem is that nurse researchers and clinical nurses have different priorities for research. Clinical nurses may prefer to focus on questions related t o the practice of nursing, such as studies to decrease hospital complications and circulatory or respiratory problems following surgery. In contrast, the nurse researcher’s priority may be related to the development of studies that contribute t o building a strong theoretical base for the nursing profession. To bridge the gap created by different nursing research priorities, some clinical nurses and researchers have formed groups to identify relevant nursing problems that can be researched. These combined efforts have led to the
development of projects that include both the practitioner and the scientist and that produce results that can be used in clinical settings. At one medical center, operating room nurses and a nurse researcher formed a working committee t o develop criteria for monitoring the nursing care provided to patients during the surgical experience. A research protocol is being developed to replicate the Rush-Medicus methodology for establishing the validity and reliability of the criteria. A researcher may be seen as uncaring, having an attitude in conflict with nursing. For example, in a special project, a patient with a particular diagnosis may receive one of three treatments. In the middle of the project, the nurse researcher may have an indication that treatment B is better than A but cannot give treatment B until the data is substantive. The researcher realizes that to gain significant evidence on which to base changes in nursing practice, the project must be carried to completion. She may care a great deal but not be perceived as a caring person. A negative attitude toward research is also created when projects are tedious and the results provide no definite anEditor’s note: This article is the seventh in a series examining the various aspects of nursing research. In next month’s Journal, Major Rettig will consider the attitudes that should
characterize the nurse researcher.
d+ AORN Journal, June 1980, Vol31, No 7
1251
swers to the research questions. After such a monotonous experience, nurses generally decide that research calls for a unique individual who is able to work without feelings. Although only negative opinions have been discussed, there are many positive attitudes toward nursing research. The deficiency in educating nurses for research has been recognized, and many new graduates have had research courses and, in many instances, have even completed research projects. With earlier exposure to the research process, these nurses show less reluctance to be involved in research as part of their practice. Such positive thoughts have been further reinforced in nursing service departments that include organized research as a component of nursing care. Such policies are helping the grass roots of nursing to evolve toward the belief that all nurses should be engaged in some form of research to improve their practice. Since professional
Fannie M Rettig, R N , M S N , is a major in the Army Nurse Corps. She is a nurse researcher at the Walter Reed Army Medical Center, Washington, DC. Rettig received a BS in nursing from Prairie View (Tex)A & M University
and an MSN from Texas Woman’s University,
Denton. The opinions or assertions contained herein are the private views of the author and are not to be construed as official or as reflecting the views of the Department of the Army or the Department of Defense. 1254
nurses are accountable for their practice, nursing leadership has placed greater emphasis on research for the improvement of patient care. With this in mind, research has been identified as the tool to provide a scientific base for the nurse’s role in health care. Professional organizations have also contributed to positive attitudes toward nursing research. The American Nurses’ Foundation (ANF) was the first organization to establish nursing research as its main objective. The American Nurses’ Association (ANA) and the National League for Nursing (NLN) have also had a positive influence in nursing research. NLN has established a Division of Nursing Research, and ANA has organized a Council of Nurse Researchers to advance nursing research activities and to provide an organization for peer support in discussing problems and issues about nursing research and practice. In addition, ANA has included research in its code of ethics for professional nurses. The Western Council on Higher Education for Nursing (WCHEN) of the Western Interstate Commission for Higher Education has provided guidance and funds for research, and the Southern Regional Education Board Council on Collegiate Education has devoted resources to increase nurses’ participation in research. The national nursing honor society, Sigma Theta Tau, supports research seminars and has made funds available for research from the national, state, and local levels.’ Finally, communication of nursing problems, philosophies, research, and findings through professional publications has done a great deal to influence attitudes toward nursing research. In addition to Nursing Research, other journals now place an emphasis on research, such as Research in Nursing and Health and the Western Journal of Nursing Research. Many specialty
AORN Journal, June 1980, V o l 3 1 , No 7
journals have incorporated b o t h research and practice data i n t o t h e i r publications. I believe t h e r e w i l l a l w a y s b e a d i f f e r ence of opinions about t h e v a l u e o f n u r s ing r e s e a r c h . H o w e v e r , n u r s i n g r e search w i l l c o n t i n u e t o f l o u r i s h as l o n g as t h e profession studies t o b r o a d e n i t s k n o w l e d g e base. N u r s i n g research h a s achieved a respected place in professional practice a l o n g with a d m i n i s t r a tion, education, a n d c l i n i c a l n u r s i n g . 0 Note 1. Susan R Gortner, Helen Nahm, "An overview of nursing research in the United States," Nursing
Suggested reading
Bridgman,Margaret. "The research attitude." Nursing Research 2 (October 1953) 51. Bunge, Helen L. "Research is every professional nurse's business." American Journal of Nursing 58 (June 1958) 816-819. Conway, Mary E. "Clinical research: Instrument for change." Journal of Nursing Administration 8 (December 1978) 27-32. Gramse, C A. "Progress and research in nursing." Journal of Continuing Education in Nursing 9 (September-October1978) 30-34. Manuel, Bradley J. "Research, a logical problemsolving method." AORN Journal 27 (January 1978) 56-61. Shelton, B J. "Research components in baccalaureate programs of nursing."Journalof Nursing Education 18 (May 1979) 22-33.
Research 26 (January-February 1977) 10-33.
NSNA testimony supports federal aid "Nursing students are not asking for a free education at government expense, we are asking for help to complete our nursing education and enter active nursing practice." That was one message presented by the National Student Nurses' Association (NSNA) during recent testimony on the Nurse Training Amendments of 1980 before US Senate and House health subcommittees. Russ Perry, a student of nursing at Trenton (NJ) State College and a member of the NSNA board of directors, presented testimony. He was part of a panel representing the American Nurses' Association, the National League for Nursing, the American Association of Colleges of Nursing, the American Federation of Teachers, and NSNA. Perry's testimony focused on the general areas of the Nurse Training Act, but particularly assistance to students and the National Health Service Corps (NHSC). NSNA testimony cited survey results from its membership showing that 52% questioned received some type of federal financial aid. Of those receiving federal aid, 45% received federal nursing student loans. Eighty-four percent of the students receiving federal aid stated they could not continue school without that assistance. Perry expressed NSNA's concern for the needs of minority students. NSNA supports
the increase in the number of minority students, including men, in nursing; however, statistics indicate minority enrollments are dropping. Statistics show that minority students have a proportionally greater need for loans and scholarships. NSNA also called for the continuation of the National Health Service Corps scholarship program and for an increase in the number of awards available to nursing students. "Eighty NHSC scholarships were available to baccalaureate nursing students, while 620 applications were received. Obviously, nursing students wish to participate to a greater extent than scholarships are available," Perry said. Perry called for "financial support to explore new, more effective methods to meet the health problems of the US in the most efficient and economic way. Nurses and nursing students recognize their obligation to society as members of the health delivery system," he said, "but our goals cannot be achieved without some agreement on priorities and systematic support."
AORN Journal, June 1980,V o l 3 1 , N o 7
1255
Nurses’ attitudes toward research Each professional nurse has different feelings about participating in research. Attitudes about nurses’ various research roles may be positive or negative. One of the most detrimental attitudes about nursing research stems from the belief that the “good nurse” is the bedside nurse. Little research education was incorporated into nursing education prior to 1970, and many practitioners were introduced to research after their concepts of nursing practice had already been defined. These nurses experienced difficulty incorporating research into practice. When research was determined to be a component of the profession, additional education requirements led to some resentment. One problem is that nurse researchers and clinical nurses have different priorities for research. Clinical nurses may prefer to focus on questions related t o the practice of nursing, such as studies to decrease hospital complications and circulatory or respiratory problems following surgery. In contrast, the nurse researcher’s priority may be related to the development of studies that contribute t o building a strong theoretical base for the nursing profession. To bridge the gap created by different nursing research priorities, some clinical nurses and researchers have formed groups to identify relevant nursing problems that can be researched. These combined efforts have led to the
development of projects that include both the practitioner and the scientist and that produce results that can be used in clinical settings. At one medical center, operating room nurses and a nurse researcher formed a working committee t o develop criteria for monitoring the nursing care provided to patients during the surgical experience. A research protocol is being developed to replicate the Rush-Medicus methodology for establishing the validity and reliability of the criteria. A researcher may be seen as uncaring, having an attitude in conflict with nursing. For example, in a special project, a patient with a particular diagnosis may receive one of three treatments. In the middle of the project, the nurse researcher may have an indication that treatment B is better than A but cannot give treatment B until the data is substantive. The researcher realizes that to gain significant evidence on which to base changes in nursing practice, the project must be carried to completion. She may care a great deal but not be perceived as a caring person. A negative attitude toward research is also created when projects are tedious and the results provide no definite anEditor’s note: This article is the seventh in a series examining the various aspects of nursing research. In next month’s Journal, Major Rettig will consider the attitudes that should
characterize the nurse researcher.
d+ AORN Journal, June 1980, Vol31, No 7
1251
swers to the research questions. After such a monotonous experience, nurses generally decide that research calls for a unique individual who is able to work without feelings. Although only negative opinions have been discussed, there are many positive attitudes toward nursing research. The deficiency in educating nurses for research has been recognized, and many new graduates have had research courses and, in many instances, have even completed research projects. With earlier exposure to the research process, these nurses show less reluctance to be involved in research as part of their practice. Such positive thoughts have been further reinforced in nursing service departments that include organized research as a component of nursing care. Such policies are helping the grass roots of nursing to evolve toward the belief that all nurses should be engaged in some form of research to improve their practice. Since professional
Fannie M Rettig, R N , M S N , is a major in the Army Nurse Corps. She is a nurse researcher at the Walter Reed Army Medical Center, Washington, DC. Rettig received a BS in nursing from Prairie View (Tex)A & M University
and an MSN from Texas Woman’s University,
Denton. The opinions or assertions contained herein are the private views of the author and are not to be construed as official or as reflecting the views of the Department of the Army or the Department of Defense. 1254
nurses are accountable for their practice, nursing leadership has placed greater emphasis on research for the improvement of patient care. With this in mind, research has been identified as the tool to provide a scientific base for the nurse’s role in health care. Professional organizations have also contributed to positive attitudes toward nursing research. The American Nurses’ Foundation (ANF) was the first organization to establish nursing research as its main objective. The American Nurses’ Association (ANA) and the National League for Nursing (NLN) have also had a positive influence in nursing research. NLN has established a Division of Nursing Research, and ANA has organized a Council of Nurse Researchers to advance nursing research activities and to provide an organization for peer support in discussing problems and issues about nursing research and practice. In addition, ANA has included research in its code of ethics for professional nurses. The Western Council on Higher Education for Nursing (WCHEN) of the Western Interstate Commission for Higher Education has provided guidance and funds for research, and the Southern Regional Education Board Council on Collegiate Education has devoted resources to increase nurses’ participation in research. The national nursing honor society, Sigma Theta Tau, supports research seminars and has made funds available for research from the national, state, and local levels.’ Finally, communication of nursing problems, philosophies, research, and findings through professional publications has done a great deal to influence attitudes toward nursing research. In addition to Nursing Research, other journals now place an emphasis on research, such as Research in Nursing and Health and the Western Journal of Nursing Research. Many specialty
AORN Journal, June 1980, V o l 3 1 , No 7
journals have incorporated b o t h research and practice data i n t o t h e i r publications. I believe t h e r e w i l l a l w a y s b e a d i f f e r ence of opinions about t h e v a l u e o f n u r s ing r e s e a r c h . H o w e v e r , n u r s i n g r e search w i l l c o n t i n u e t o f l o u r i s h as l o n g as t h e profession studies t o b r o a d e n i t s k n o w l e d g e base. N u r s i n g research h a s achieved a respected place in professional practice a l o n g with a d m i n i s t r a tion, education, a n d c l i n i c a l n u r s i n g . 0 Note 1. Susan R Gortner, Helen Nahm, "An overview of nursing research in the United States," Nursing
Suggested reading
Bridgman,Margaret. "The research attitude." Nursing Research 2 (October 1953) 51. Bunge, Helen L. "Research is every professional nurse's business." American Journal of Nursing 58 (June 1958) 816-819. Conway, Mary E. "Clinical research: Instrument for change." Journal of Nursing Administration 8 (December 1978) 27-32. Gramse, C A. "Progress and research in nursing." Journal of Continuing Education in Nursing 9 (September-October1978) 30-34. Manuel, Bradley J. "Research, a logical problemsolving method." AORN Journal 27 (January 1978) 56-61. Shelton, B J. "Research components in baccalaureate programs of nursing."Journalof Nursing Education 18 (May 1979) 22-33.
Research 26 (January-February 1977) 10-33.
NSNA testimony supports federal aid "Nursing students are not asking for a free education at government expense, we are asking for help to complete our nursing education and enter active nursing practice." That was one message presented by the National Student Nurses' Association (NSNA) during recent testimony on the Nurse Training Amendments of 1980 before US Senate and House health subcommittees. Russ Perry, a student of nursing at Trenton (NJ) State College and a member of the NSNA board of directors, presented testimony. He was part of a panel representing the American Nurses' Association, the National League for Nursing, the American Association of Colleges of Nursing, the American Federation of Teachers, and NSNA. Perry's testimony focused on the general areas of the Nurse Training Act, but particularly assistance to students and the National Health Service Corps (NHSC). NSNA testimony cited survey results from its membership showing that 52% questioned received some type of federal financial aid. Of those receiving federal aid, 45% received federal nursing student loans. Eighty-four percent of the students receiving federal aid stated they could not continue school without that assistance. Perry expressed NSNA's concern for the needs of minority students. NSNA supports
the increase in the number of minority students, including men, in nursing; however, statistics indicate minority enrollments are dropping. Statistics show that minority students have a proportionally greater need for loans and scholarships. NSNA also called for the continuation of the National Health Service Corps scholarship program and for an increase in the number of awards available to nursing students. "Eighty NHSC scholarships were available to baccalaureate nursing students, while 620 applications were received. Obviously, nursing students wish to participate to a greater extent than scholarships are available," Perry said. Perry called for "financial support to explore new, more effective methods to meet the health problems of the US in the most efficient and economic way. Nurses and nursing students recognize their obligation to society as members of the health delivery system," he said, "but our goals cannot be achieved without some agreement on priorities and systematic support."
AORN Journal, June 1980,V o l 3 1 , N o 7
1255