Value of implementation science and hybrid implementation research designs for nursing education research: A discussion paper |
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| Affiliation: | 1. College of Nursing, The Ohio State University, 300N Heminger Hall, 1577 Neil Avenue, Columbus, OH 43210, United States of America;2. College of Nursing, The Ohio State University, United States of America;3. Center of Research and Health Analytics, College of Nursing, The Ohio State University, United States of America;4. College of Nursing, University of Iowa, Iowa City, United States of America;5. University of Illinois Nursing, 845 S. Damen Avenue, Room 844, MC802, Chicago, IL 60612, United States of America;6. The Ohio State University, Columbus, OH 43210, United States of America;7. Indiana University IUPUI, 600 Barnhill Drive, Indianapolis, IN 46202, United States of America;8. University of Nebraska Medical Center College of Nursing, Omaha, NE 68198, United States of America;9. School of Nursing, Purdue University, West Lafayette, United States of America;10. University of Michigan School of Nursing, Ann Arbor, MI, United States of America;11. Ross and Carol Nese College of Nursing, Pennsylvania State University, United States of America;12. School of Nursing, University of Wisconsin-Madison, United States of America;1. Postdoctoral Scholar, School of Nursing, University of Pittsburgh, Pittsburgh, Pennsylvania, USA;2. Nurse Scientist at Phyllis F. Cantor Center for Research in Nursing and Patient Care Services, Dana-Farber Cancer Institute, Boston, Massachusetts, USA and Instructor at Harvard Medical School, Boston, Massachusetts, USA;3. Professor, School of Nursing, University of Pittsburgh, Pittsburgh, Pennsylvania, USA;4. Associate Professor and Director of the Institute of Higher Education and Research in Healthcare (IUFRS), Faculty of Biology and Medicine, University of Lausanne, and Lausanne University Hospital, Lausanne, Switzerland;5. Director, The Phyllis F. Cantor Center for Research in Nursing and Patient Care Services, Dana-Farber Cancer Institute, Boston, Massachusetts, USA and Lecturer at Harvard Medical School, Boston, Massachusetts, USA;6. Associate Professor, School of Nursing, University of California, San Francisco, California, USA;7. Professor, Schools of Medicine and Nursing, University of California, San Francisco, California, USA;8. Senior Nurse Scientist and Junior Lecturer, Institute of Higher Education and Research in Healthcare (IUFRS), Faculty of Biology and Medicine, University of Lausanne, and Lausanne University Hospital, Lausanne, Switzerland |
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| Abstract: | IntroductionNursing education research is complex and contextualized. The evaluation and impact of educational innovations on students, educators, and educational outcomes are influenced by the complexity of environments. Most interventional research in nursing is designed and implemented without considering the behavioral and contextual issues affecting educational innovations, uptake and change processes, and outcomes. Implementation science has emerged as a valuable methodology for designing and conducting interventional research that has the potential to translate evidence and innovations quickly into practice.PurposeThis paper aims to explore the value of implementation science theories, models, and frameworks and hybrid designs for interventional nursing education research and illustrate how these can be used in nursing education research.MethodsA brief overview of implementation science, the various types of theories, models and frameworks and Hybrid designs are provided. Illustrative examples demonstrating the incorporation of these methodologies in interventional nursing education research are provided.ResultsA brief overview of implementation and its key concepts namely context, implementation strategies, fidelity, outcomes, adaptation, and sustainability is provided. Three types of hybrid designs are discussed with examples in nursing education research.DiscussionThe implications of implementation science for nursing education research are: a) Accelerating uptake of innovations to improve educational outcomes, b) targeting systematic change in individual and organizational behaviour and c) ensuring the sustainability of teaching and learning innovations.ConclusionIncorporating implementation science in nursing education research can optimize the uptake of educational innovations in practice in a sustainable manner. Nurse educators should equip themselves with implementation science skills and develop competencies to enhance the delivery of effective and quality nursing education. |
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| Keywords: | Implementation research Implementation science Nursing education Nursing education science |
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