Polish and Finnish nursing students’ attitudes, knowledge and skills related to research utilisation
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Department of Nursing Science, University of Turku, Finland
Department of General Nursing, Medical University of Gdańsk, Poland
Welfare and Health, Satakunta University of Applied Sciences, Finland
Department of Mathematics and Statistics, University of Turku, Finland
Turku University Hospital, Turku, Finland
Corresponding author
Asta Heikkilä   

University of Turku, Department of Nursing Science, FI-20014, University of Turku, Finland
Med Og Nauk Zdr. 2019;25(3):181-186
Evidence-based practice and research utilisation at its core are essential for high quality patient care. In this study, research utilization is defined as a process involving acquisition, critical reading (including evaluation) and application of research knowledge. The translation of research knowledge into clinical nursing practice, however, is often hampered, primarily due to nurses’ lacking competence for research utilization.

The aim of this study is to assess and compare graduating nursing students’ attitudes, knowledge and skills related to research utilisation in two European countries.

Material and methods:
Data was collected in Poland (n=168) and Finland (n=260) using the Competence in Research Utilisation instrument, and analysed statistically.

Students in both countries had positive attitudes to research utilisation. Polish students’ attitudes were more positive. A knowledge test revealed poor knowledge of research utilisation in both countries. Students assessed their research utilisation skills as above moderate, but Polish students rated their skills higher.

Based on the results, students’ skills cannot be regarded as moderate or good, since they lack a solid theoretical knowledge base. Further development of curriculum content and a search for effective pedagogical methods for classroom, clinical and digital settings are recommended to support the students´ learning of research utilization. In the future, multidimensional, international competence assessments are recommended.

The authors wish to thank dr hab. Wiolecie MędrzyckiejDąbrowskiej and dr hab. Aleksandrze Gaworskiej-Krzemińskiej for their support of the project
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