Empowerment Theory in Action: The Wisdom of Collaborative Governance
ABSTRACT The purpose of this article is to demonstrate how active participation on a Collaborative Governance committee can promote empowerment, along with enthusiasm and confidence, while implementing the committee’s mission. This article will begin by delineating the concepts of empowerment theory and describing our institution’s Collaborative Governance structure and the structure of the Nursing Research Committee. Then the mechanisms that have fostered empowerment among committee members will be discussed, and evidence of empowerment among committee members will be presented. This article is offered to encourage more nurses to seek the rewards inherent in committee participation, and to demonstrate the link between committee work, empowerment, and professional development experienced by members of the Nursing Research Committee at our institution.
- SourceAvailable from: Cynthia L Dakin[Show abstract] [Hide abstract]
ABSTRACT: Nurses are involved in conducting research and incorporating evidence into their practice. However, barriers exist at the individual, unit, and organizational level related to understanding, conducting, and evaluating the evidence. The Emergency Nurses Association (ENA) conducted a study to understand levels of education in research, the extent of experience, and needs and barriers to research at the individual and organizational levels in emergency nursing. A cross-sectional survey design was used to poll members of the ENA. A 62-item survey instrument was designed to assess five areas: 1) nurses' research values, skills, experience, and awareness; 2) organizational settings' opportunities, barriers, and limitations to research; 3) nurses' understanding and comprehension of research and evidence; 4) presentation and accessibility of research; and 5) continuing educational topics to improve knowledge of the research process. Respondents (n = 948) identified barriers at the individual level that included lack of knowledge about critiquing research studies and familiarity with the research process. Barriers at the unit level included obtaining help from administrators and other staff in starting a project or having the authority to change practice. Barriers at the institution level included lack of support systems such as protected time to conduct research or implement changes in practice. Emergency nurses are highly motivated and interested in learning more about conducting and utilizing research to improve practice. Perceived personal, unit-based, and organizational barriers were identified through this research in an effort to highlight areas for improvement at the local and national levels.Journal of Emergency Nursing 01/2011; 37(1):24-31. · 0.80 Impact Factor