Staff development in the Australian context: engaging with clinical contexts for successful knowledge transfer and utilisation.
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.
Henderson
Amanda
A
Princess Alexandra Hospital, Woolloongabba 4102, Qld, Australia; Griffith Health, Griffith University, Nathan 4111, Qld, Australia. Amanda_Henderson@health.qld.gov.qu
Winch
Sarah
S
D000328:Adult; D001315:Australia; D002983:Clinical Competence / Q000592:standards*; D004508:Education, Nursing, Baccalaureate; D019317:Evidence-Based Medicine / Q000193:education*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D016294:Models, Nursing; D024802:Nurse's Role; D017063:Outcome Assessment, Health Care; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology*