Effects of a blended emergent research training programme for clinical nurses on nursing research competence and critical thinking (Part 2): A quasi‐experimental study
Qirong Chen, Siyuan Tang, Dan Liu, Chuyi Zhou, Aimee R. Castro, Shan Jiang, Chongmei Huang, Jiarui Chen
Abstract
AIMS AND OBJECTIVES: To evaluate the effects of a blended emergent research training programme for clinical nurses on research competence and critical thinking. BACKGROUND: With the development of the nursing discipline and evidence-based nursing practice, nursing research competence is increasingly important for clinical nurses. Current nursing research training programmes cannot meet the needs of clinical nurses. DESIGN: A quasi-experimental study. METHODS: A total of 104 clinical nurses from two tertiary hospitals participated in this study. The intervention group received a blended emergent research training programme for clinical nurses, and the control group received no intervention. Nursing research competence and critical thinking were measured at baseline, after the intervention and three months after the intervention. The satisfaction with the training of clinical nurses in the intervention group was also measured after the intervention. Generalised linear mixed models were used to evaluate the effects of the intervention on outcome variables. Qualitative data were analysed by two researchers using the content analysis method. Our reporting complies with the TREND checklist. RESULTS: The blended emergent research training programme for clinical nurses finally showed positive effects on nursing research competence and critical thinking. The effects lasted until three months after the training programme. 'Learner-centred Training', 'Skilled Trainers', 'Encouraging Training Environment' and 'Positive Outcomes' are the main categories generated from the qualitative data. CONCLUSION: The blended emergent research training programme for clinical nurses could be used for clinical nurses' research education to improve their nursing research competence and critical thinking. RELEVANCE TO CLINICAL PRACTICE: The blended emergent teaching method could be considered as an effective method to provide an encouraging learning environment and promote learner-centred teaching for clinical nurses. The blended emergent research training programme could be used to improve nursing research competence and critical thinking of clinical nurses which are important for evidence-based nursing practice.