Preparing the next generation of scientists in translation research.
Four questions about translation research are considered in this article. (1) Why should there be concern about preparing nurse scientists for translation research? (2) Are current research-intensive doctoral programs in nursing preparing graduates for translation research? (3) Should targeted efforts be made to systematically prepare nurses in translation research? (4) What strategies would be useful? QUESTION 1: It is argued that translation research is needed in order to increase the odds that interventions found to be efficacious can be effectively translated into practices that will produce desired outcomes. Thus, evidence from translation research is a very important component of the science base needed to guide innovation in practice. Another reason of concern in preparing translation researchers is the growing pace of research into the efficacy of interventions, which accelerates the need for translation research. Furthermore, the emergence of clinical doctoral programs in nursing that will be seeking faculty with expertise in translation research supports the need for preparing scientists in translation research. QUESTION 2: To determine whether translation research was visible in current research-intensive doctoral programs, a Web-based review of these programs offered by colleges and universities in the database of the American Association of Colleges of Nursing (AACN) was conducted in the fall of 2003. The search revealed that in the 79 programs surveyed, no school identified an area of emphasis in terms that suggested a component of translation science such as research dissemination or utilization, knowledge transfer, diffusion of innovation, or technology transfer. Less than a dozen courses could be located that focused on topics related to translation research or translation science. QUESTIONS 3 AND 4: The case is made that more attention should be given to preparing translation scientists in research-intensive doctoral programs in nursing, and several strategies were suggested for moving toward that goal.
Williams
Carolyn A
CA
University of Kentucky College of Nursing, Lexington 40536-0232, USA. cawill00@uky.edu
D003479:Curriculum; D004059:Diffusion of Innovation; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D019317:Evidence-Based Medicine / Q000193:education* / Q000458:organization & administration; D005544:Forecasting; D006301:Health Services Needs and Demand; D006801:Humans; D033181:Information Dissemination; D020407:Internet; D015399:Nursing Research / Q000193:education* / Q000458:organization & administration; D009937:Organizational Objectives; D017063:Outcome Assessment, Health Care / Q000458:organization & administration; D015397:Program Evaluation; D012108:Research Personnel / Q000193:education* / Q000458:organization & administration; D012579:Schools, Nursing / Q000458:organization & administration; D012956:Societies, Nursing / Q000458:organization & administration; D014481:United States