Abstract
The purpose of this descriptive exploratory study was to describe the processes staff nurses use to select and transfer new knowledge to practice. Eleven experienced staff nurses shared 29 examples in which gaining new knowledge resulted in changes in thinking or acting in a clinical situation. Findings indicated that knowledge utilization originated with the nurse who was active in selecting and using new knowledge. Nurses used multiple knowledge utilization processes primarily involving factual knowledge and instrumental utilization. Often, the decision to move knowledge to practice was based on comparison by similarity. There were no variations in utilization processes as nurses floated across units. Sources of new knowledge were primarily informal and unit based. Implications for staff development focus on developing unit-based resources and resource personnel, using innovative ways to introduce new knowledge on the unit, and providing time in formal classes for exchange of ideas on using new knowledge in practice.
For years, staff development specialists in nursing have been interested in ways to assist nurses in using new knowledge in clinical practice. Recently, this matter has gained increased attention as the use of new knowledge in practice has been shown to positively affect nursing practice behavior and potentially improve patient outcomes (Bassler, 1999; Bostrom & Suter, 1993; Brunt, 2000; Dufault, 1995; Dufault, Bielecki, Collins, & Willey, 1995; Waddell, 1992). Surprisingly, given the plethora of literature on knowledge utilization in nursing, little is known as to how nurses select and transfer new knowledge to clinical practice. Therefore, it is important for staff development specialists to understand the process(es) by which staff nurses obtain, select, and use new knowledge in the clinical setting. This information is the key to designing effective programs and educational opportunities that enhance and facilitate knowledge use. This article outlines the findings of a research study that explored the ways in which staff nurses obtain, select, and transfer knowledge to clinical practice.