Staff development in the Australian context: Engaging with clinical contexts for successful knowledge transfer and utilisation

The relationship of nursing education and research with the development of quality patient outcomes is clearly acknowledged in contemporary health care. While education and research positions within nursing structures aim to facilitate the dissemination and integration of knowledge into clinical int...

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Bibliographic Details
Published in:Nurse education in practice 2008-05, Vol.8 (3), p.165-169
Main Authors: Henderson, Amanda, Winch, Sarah
Format: Article
Language:English
Subjects:
Adult
Australia
Clinical Competence - standards
Clinical medicine
Clinical nursing
Clinical outcomes
Clinical practice
Context
Continuing education
Education
Education, Nursing, Baccalaureate
Educational Needs
Evidence-Based Medicine - education
Evidence-based nursing
Female
Health facilities
Health Knowledge, Attitudes, Practice
Humans
Integrated services
Knowledge
Male
Middle management
Models, Nursing
Nurse's Role
Nurses
Nursing
Nursing education
Organisation
Outcome Assessment (Health Care)
Problem solving
Professional knowledge
Skill Development
Skills
Social Support
Students, Nursing - psychology
Studies
Teaching hospitals
Teaching Methods
Utilisation
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Summary:The relationship of nursing education and research with the development of quality patient outcomes is clearly acknowledged in contemporary health care. While education and research positions within nursing structures aim to facilitate the dissemination and integration of knowledge into clinical interventions, there are still many limitations with the translation of knowledge into care work and also, useful projects to inform clinical practice. By providing multifaceted initiatives that target the individual and the organisation a central Nursing Practice Development Unit can be a strategic resource to improve clinical outcomes. A modus operandi that moves away from classroom based education of clinical knowledge and research methods, to the establishment of cross organisational structures and processes that facilitate their integration is powerful in effecting clinical practice that makes a difference. This contrasts with education and research activities targeted at individuals that fall short of their anticipated outcomes because of external influence.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2007.04.009