Staff development in the Australian context: Engaging with clinical contexts for successful knowledge transfer and utilisation
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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.
Nurse Education in Practice
© 2008 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Nursing not elsewhere classified