D029 CPE Phase 2

D029 CPE Phase 2

Student Name

Western Governors University

D029 Informatics for Transforming Nursing Care

Prof. Name:

Date

Phase 2 Clinical Practice Experience for Informatics for Transforming Nursing Care

This report outlines the clinical practice experience during Phase 2 of the course Informatics for Transforming Nursing Care at Western Governors University. It includes a detailed schedule of the activities undertaken, descriptive statistics summarizing nurse participant demographics, and an analysis focused on perceived barriers to the utilization of research in nursing practice. This documentation supports understanding how nurses engage with research and identifies challenges faced during implementation.

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What is the schedule for Phase 2 clinical practice activities?

The timeline for Phase 2 activities was carefully planned to balance workload and progress. The estimated time commitment and anticipated completion dates are as follows:

Activity	Estimated Time	Estimated Completion Date
Completion of CPE Schedule Table	30 minutes	To be determined
Data Analysis (Continuous, Categorical, Nominal, Ordinal)	4 hours total	To be determined
Educational Level Pivot Table/Screenshot	1 hour	To be determined

This schedule allowed participants to allocate time efficiently for both data analysis and documentation tasks necessary for comprehensive clinical practice evaluation.

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What are the descriptive statistics related to perceived barriers to research utilization?

Analysis of Total Barriers Scores

The study evaluated perceived barriers to research use by nursing professionals, analyzing a total of 76 records. Key statistical measures include:

• Mean total barrier score: 73.30, indicating a moderate overall perception of barriers.

• Median score: 75, reflecting the central tendency of responses.

• Mode score: 82, representing the most frequently occurring score.

• Standard deviation: 14.00, suggesting a moderate spread of responses.

• Range: 59 points, with scores ranging from a minimum of 44 to a maximum of 103.

• Sum of scores: 5571 across all participants.

These results demonstrate variability in how nurses perceive obstacles to research application in clinical settings, which could inform targeted interventions.

How experienced are the participating nurses?

Nurses’ years of experience as Registered Nurses (RNs) were also analyzed, revealing:

• Mean years as RN: 9.39 years, indicating mid-level professional experience.

• Median: 7 years.

• Mode: 8 years.

• Standard deviation: 7 years, highlighting diversity in experience levels.

• Range: 26 years (minimum 2 years, maximum 28 years).

• Total combined years: 714 years across all participants.

This range reflects a broad spectrum of nursing expertise, which may influence how barriers to research are perceived and addressed.

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What are the demographic and professional characteristics of the sample?

The 76 nurse participants come from diverse backgrounds, outlined as follows:

• Age Distribution: Most nurses (55) fall within the 19–39 age range, 15 are between 40–59, and 6 are aged 60 or above.

• Gender Breakdown: The sample includes 58 females and 18 males.

• Race/Ethnicity: The majority identify as White (53), with African American (12), Asian (9), and Other (2) making up the rest.

• Healthcare Settings: Participants are employed in various areas—42 in patient care, 16 in academic roles, 11 in community health, and 7 in other sectors.

• Educational Attainment: Educational backgrounds range from Associate’s degrees (23), Bachelor’s degrees (31), Master’s degrees (16), to Doctorate degrees (6).

This demographic spread ensures that findings reflect multiple perspectives from different nursing contexts and experience levels.

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What barriers to research utilization were identified by the nurses?

Nurses rated potential barriers on a scale from 1 (no extent) to 4 (great extent). The analysis revealed the following:

Which barriers are considered most significant?

The following obstacles received the highest ratings (score of 4), indicating major hindrances to research utilization:

• Lack of awareness regarding existing research findings.

• Insufficient time allocated to reading and understanding research.

• Limited authority to enact changes in patient care protocols.

• An overwhelming amount of research information available.

• Time constraints during the workday to implement new ideas.

These findings highlight systemic issues related to time management, information overload, and organizational support that need to be addressed for effective research adoption.

Which barriers were perceived as minimal?

The following factors scored low (score of 1), suggesting they are not viewed as major impediments:

• Perceived lack of value of research in clinical practice.

• Absence of documented necessity for practice change.

• Skepticism about the validity of research conclusions.

This indicates that nurses generally recognize the importance and relevance of research but face external challenges in applying it.

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How does education level distribute across work settings?

The relationship between nurses’ educational qualifications and their workplace settings is summarized below:

Work Setting	Associate Degree	Bachelor’s Degree (BSN)	Master’s Degree (MSN)	Doctorate (DNP/PhD)
Patient Care	12	13	14	3
Academic	7	6	2	1
Community/Public Health	1	9	0	1
Other	3	3	0	1

This distribution reflects a higher concentration of advanced degrees in patient care and academics, suggesting varied educational demands depending on the work environment.

D029 CPE Phase 2

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What is the racial composition across different age groups?

Age-group distribution by race is as follows:

Race	Age 19–39	Age 40–59
White	34	10
African American	9	3
Asian	8	1
Other	1	1

This shows a predominant younger White nursing population, with minority groups also represented mainly within the younger age cohort.

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Would you like me to proceed with an analysis correlating educational levels and perceived barriers to research utilization? This could provide further insight into how education influences nurses’ engagement with research.