Abstract
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Background: Nurses and midwives play an important role in promoting patient safety and quality care through evidence-based practice. However, limited research utilisation can constrain the translation of research evidence into clinical decision-making, contributing to persistent research–practice gap. Research utilisation education may strengthen nurses and midwives capacity and readiness to engage with research evidence in clinical practice.
Aim: To evaluate the effect of an educational intervention on nurses and midwives awareness, acceptance, and knowledge of research utilisation, assess their readiness to use research evidence following the intervention, and explore their experiences of the workshop.
Methods: A quasi-experimental mixed-methods study was conducted among nurses and midwives in two hospitals in Kumasi, Ghana. The intervention comprised a face-to-face workshop on the use of research evidence in clinical practice. In the quantitative component, 171 participants completed pre- and post-intervention assessments of awareness, acceptance, and knowledge using a structured questionnaire. Readiness for research utilisation was assessed after the intervention. Quantitative data were analysed using descriptive and inferential statistics at p < .05. The qualitative component involved four focus group discussions with 42 nurses and midwives, and the data were analysed thematically.
Results: Awareness scores increased significantly from 3.48 to 3.87 (p < .001; r = 0.39), while acceptance scores increased from 3.97 to 4.33 (p < .001; r = 0.34). Knowledge scores also increased from 6.07 to 7.22 out of 9 (p < .001). Following the intervention, participants demonstrated high readiness for research utilisation (mean = 3.75, SD = 0.62), with scores significantly above the neutral midpoint (p<.001). Four themes emerged: Building research confidence through practical training; connecting research to clinical practice and patient outcomes; translating research evidence into routine practice; and creating conditions for continued research engagement. Participants described increased confidence and motivation to engage with research and greater recognition of its relevance to clinical practice. However, limited access to research materials, inadequate funding and logistical support, workload pressures, weak dissemination mechanisms, and limited institutional support remained barriers to sustained research utilisation.
Conclusion: The educational intervention significantly improved nurses and midwives awareness, acceptance, and knowledge of research utilisation, while participants demonstrated high readiness to engage with research evidence following the intervention. The qualitative findings further indicated that presenting research in practical, understandable, and clinically relevant ways strengthened confidence and motivation to use evidence. Integrating research utilisation education into continuing professional development programmes may strengthen evidence-informed nursing and midwifery practice. Sustaining these gains will require supportive leadership, adequate resources, accessible research evidence, and institutional mechanisms that facilitate translating research into routine clinical care.
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