Improving Nurse Educators’ Research Self-Efficacy, Engagement and Productivity: A Quality Improvement Project

Abstract

Objectives: This quality improvement project's general goal is to improve nurse educators' research engagement and productivity at a private institute of higher education. The specific objectives of this initiative are (1) establish the baseline of research self-efficacy among nonproductive nurse educators, (2) implement a research mentoring program, and (3) improve research self-efficacy.

Methods: Using the FOCUS-PDCA cycle as a framework, a Quality Improvement Project (QIP) aimed to improve research outcomes for Academic Year 2019-2020. A review of the preceding years' research outcomes provided a baseline. 8 nonproductive nurse educators' research self-efficacy was measured to inform the project's direction. Designing of individual faculty research development plans addressed each faculty member's concerns and then met to address their specific issues. Mentoring sessions facilitated the improvement of nurse educators' research self-efficacy and overall research outcomes.

Results: From academic years 2015-2019, for any given semester, the department's highest recorded nurse educators engaged in research was 8, research projects: 5, and publications: 3. The sampled (n=8) nurse educators' research self-efficacy was 168.88 (sd=54.14). There was a total of 16 mentoring sessions during the academic year 2019-2020. After implementing the research development process and mentoring program, 13 engaged nurse educators, 12 research projects, and three new publications were recorded. Research self-efficacy after the QIP was 205.25 (sd=18.19). A paired T-test showed a statistically significant improvement in research self-efficacy after the QIP (t=-2.35, p=0.03).

Conclusions: Generation of knowledge through research and scholarship is an integral responsibility of nurse educators in universities. Findings demonstrate that mentoring nurse educators enable them to lead or participate in research projects and publish in peer-reviewed journals. Academic leaders should investigate the causes of poor research outcomes. The institutionalization of a department-based research mentoring program may improve the research outcomes of nurse educators.