Nurses engage in research, understanding that it is iterative and depends upon asking increasingly complex or new questions, the answers to which, in turn, develop additional questions or lines of inquiry.
Inquiry is a process that focuses on open or unresolved questions within, between, or among disciplines, while research is a more formal process with the goal of establishing evidence. Research can be guided by theoretical models, past research, or critiques of research or current practice, and may generate new knowledge. Nurses are able to refine research questions, use appropriate research methods, and explore diverse perspectives. They understand that some questions are ambiguous and require further exploration for a satisfactory answer, while others have a currently established, uncontested answer. They also understand that answers may change over time. The process of inquiry extends beyond the academic and healthcare worlds, to the community at large, and it may focus on personal, patient, clinical, professional, or societal needs.
Entry-level nurses acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. As lifelong learners, they demonstrate a spirit of inquiry, and integrate nursing knowledge with knowledge from other disciplines. They generate questions through practice to improve patient care, and participate in research as a team member.
Advanced-level nurses recognize collaborative efforts within their discipline to extend nursing knowledge by including knowledge gleaned from related disciplines. They lead teams and participate in interprofessional teams to follow a line of inquiry. They analyze data to identify gaps and inequities in care and monitor trends in outcomes. Advanced level nurses question “established practice” using the lens of new research.
Evidence of the Frame in Action
- A nurse scholar investigates the connection between a mother’s microbiome and her infant’s developmental milestones.
- Public health nurses work with an interprofessional group to design community-engaged research investigating vaccine reluctance.
- A nurse identifies the best approach to inform a quality assurance/quality improvement project.
- A DNP nursing student and a PhD nursing student collaborate on a scoping review to inform their future research in evidence-based practice.
Competencies
Nurses who are developing their information literacy abilities:
- Recall that research is an iterative process [Remembering];
- Organize complex research by breaking complex questions into simple ones [Understanding];
- Choose an appropriate scope of investigation [Applying];
- Develop questions for research based on clinical issues, information gaps or on reexamination of existing, possibly conflicting, information [Applying];
- Organize information in meaningful ways [Applying];
- Analyze gathered information and assess for gaps or weaknesses [Analyzing];
- Synthesize ideas gathered from multiple sources [Evaluating]; and
- Formulate reasonable conclusions based on the analysis and interpretation of information [Creating].
