Strategic Planning for Research Use in Nursing Practice

Background/Objective: To prepare for a culture change to integrate research utilization into daily nursing practice, the authors conducted a descriptive survey of all registered nurses (RNs) in an integrated healthcare delivery system. The purposes of this study were to assess RNs\u27 knowledge, attitudes, and practices (KAP) of nursing research activities, assess factors that support a research environment, and determine facilitating and challenging factors related to conducting regional nursing research. Methods: A 33-item survey based on the Iowa Model for Evidence-Based Practice was developed, validated, and determined to be reliable by the authors. Site coordinators organized and managed the orientation, administration, and collection of data from the 2,736 registered nurses who worked in 6 hospitals, 65 affiliated clinics, and 3 business units. Narrative notes taken by study investigators were analyzed for themes to determine challenging and facilitating factors for conducting regional research. Results: Education and job title significantly predicted knowledge and ability to perform research activities but was not related to willingness to engage in research activities. Several environmental factors were associated with knowledge of, willingness to engage in, and ability to perform research utilization activities. Challenging and facilitating factors to conducting regional research were identified. Conclusions/Implications: Our research environment is changing to value research as shown in the philosophy, conceptual framework, and bylaws for the professional nursing staff. Novice-to-expert research utilization expectations are included in the promotional model for nursing. All RN job descriptions and the annual performance tool were revised to include responsibilities related to research activities. The Iowa Model for Evidence-Based Practice was adopted as the method for creating practice validation and change. Train-the-trainer educational and experiential sessions are being designed for nurse leaders; all new RN employees complete a self-assessment tool of research utilization knowledge and the nursing division strategic goals incorporate research utilization expectations. The elements of this plan may be useful for nurse executives. Healthcare systems are restructuring throughout the world and within the United States. These changes are occurring to better meet the evolving healthcare needs of the population through cost-effective approaches. Within the United States, emerging organized healthcare systems require research related to patient care outcomes and the health systems that can best address them

Planning Your Journey in Coaching: Building a Network for Success

A coach develops his or her craft by reflecting on previous playing experiences (Erickson, Côté, & Fraser-Thomas, 2007) and continuing to seek learning opportunities through a variety of informal and non-formal learning methods (e.g. discussion with other coaches, trial and error, observation, advice of a mentor, clinics, web sites, books and videos) (Trudel & Gilbert, 2005). Since coaches tend to prefer informal and non-formal learning methods (Mallet, Trudel, Lyle, & Rynne, 2009), the importance of developing a community of colleagues to share insight, acquire resources and provide emotional support is an essential component of planning your journey in coaching (Cushion & Denstone, 2011). Although coaching educators have established the benefits of learning through a community of coaches (Culver & Trudel, 2006), there is minimal literature (Kornspan & Duve, 2013) on how to develop a network of colleagues in coaching. Therefore, the purpose of this article is to describe four strategies that can help in cultivating a coaching network for long-term success by (1) meeting coaches, (2) developing a mutual level of trust, (3) working within your network, and (4) maintaining your network

Coach Development: Practical Recommendations for Collegiate Sport

Coaching at the collegiate level requires a varied skill set in a competitive environment, where coaching positions have a high turnover rate. Preparing to work as a coach at the collegiate level is often self-driven and aligns with how coaches learn in other contexts. Research on the career progression of collegiate coaches is scant and tends to focus on gender differences or one’s desire to become a head coach. Recently, research has expanded to examine the preparation of coach developers and their role in guiding coach development activities in a variety of contexts. Therefore, guided by the literature on coach development, the role of the coach developer in collegiate sport, and insight gleaned from a descriptive study on the career path of collegiate head coaches, this best practices article offers practical recommendations for coach developers to best serve collegiate coaches along their coaching journey

Developing Under the Guidance of a Mentor: Five Strategies for Coaches

Mentoring is the act of guiding another person, and developing under the guidance of a mentor, as a mentee, is a common method for aspiring coaches to learn how to coach. An established and effective coach will frequently state that the best learning experiences as a coach occurred under the supervision of a mentor. The beginning of a mentor-mentee relationship can occur informally, by chance, or more formally through a structured program. Regardless of how an aspiring coach initially connects with a potential mentor, there are specific steps a mentee can take to enhance the experience with a mentor. The purpose of this article is to provide the mentee with five strategies for taking an active role in developing as a coach under the guidance of a mentor: 1) identify potential mentors, 2) connect with potential mentors, 3) cultivate the relationship, 4) communicate to enhance the relationship, and 5) take ownership of the experience