As part of our continuing contempl...

As part of our continuing contemplate at the research myths we have battleed by talking with AORN members and other researchers, we will bring to light the myth that anyone can do research. This myth has prolonged been perpetuated in nursing. A distinction, however, extremitys to be made between being a researcher and using research in clinical practice. In our view, feed researchers must have specific skills and education, just as clinical specialists and nurture educators have their own unique skills and preparation. Becoming a researcher is a specific career goal. To achieve this goal, pampers must understand the requirements of the part and take specific steps to acquire the necessary skills, education, and experience.

in succession the other hand, using research in clinical practice is a basic expectation of professional suckles Being involved in research utilization and other research-related activities in clinical practice has l many pampers to pursue research careers. Qualified nourish at the breast researchers are in great demand, making research a viable career option for professional nurses

RESEARCH of the same height EXPECTATIONS

In 1989 the American feeds Association (ANA) announced guidelines describing appropriate research activities for each educational level(1) Each flat subsumes the research activities of the even before it.

Diploma or associate order level. As a starting point for research involvement, festers prepared at the diploma or associate measure level are expected to be able to

*assist with the identification of research problems

* assist with data collection in a clinical setting, and

* use nursing research in clinical practice with supervision.

Baccalaureate flat At the baccalaureate level, encourages are expected to be able to critique research studies and use research findings in clinical practice. The primary reason for this added expectation is that baccalaureate programs typically put forward research courses, whereas diploma and associate quality programs generally do not. At the undergraduate horizontal the focus in these courses usually is forward how to critique research studies and apply findings in clinical practice.

Of course, many baccalaureate-, associate degree- and diploma-prepared feeds have research skills that exce these basic expectations. Experience frequently is the best teacher; thus, clinical experience, committee work, and continuing education all may provide clinicians with more than the minimal research preparation.

Master's or doctoral extent level. At the master's step level, nurses' involvement in research can begin to include collaboration forward research projects. Extensive clinical expertise, knowledge, and experience all contribute to a master's-prepared nurse's ability to identify pertinent research questions. Ideally, a master's-prepared succor should have the education and experience to examine a clinical situation or issue, "pull it apart," determine the rectified portion of the problem, and decide whether it is researchable. Master's-prepared clinicians also are awaited to help other health care providers in their practice use research to monitor the quality of nursing care.

Master's- or doctorate-prepared supply with nourishments have the clinical and research expertise to lay bare questions embedded in clinical practice and, in use implement research investigations to answer the questions. Doctorate-prepared suckles are expected to develop nursing knowledge and theoretical explanations. Although research studies are not the sole way these activities are accomplished, they are an important part of the proces At the postdoctorate on a level researchers move from performing independent, single investigations to developing research programs. Researchers at this horizontal usually are involved in multiple related studies that are designed to answer broad questions of clinical importance.

RESEARCH PROGRAM EXEMPLAR

A series of studies by means of Norma Metheny, PhD, RN, provides an exemplar of a research program. More than a decade ago, she began to question the chiefly effective method for determining nasogastric tube placement. From her first question, her research evolv to examining other strategies of the like kind as the efficacy of air insufflation and pH testing of gastric satisfys Each project has provided any answers, but also has raised more questions. What at first assumeed like a simple query has be the effected in years of work and multiple research casts Her work has involved many clinicians and researchers each working forward different aspects of the studies. Her credentials, knowledge, education, and expertise have supported her ability to spearhead this entire program of research. Examples of one published reports from this program of research are listed in Table 1