There are numerous and intricate barriers that prohibit research from being translated into practice.
Individual qualities and systems or organizational variables are the two types of barriers to overcome.
Individual difficulties mentioned include a lack of understanding of the research process, a lack of competence in reading and analyzing research or scientific papers and reports, a lack of time, a lack of statistical analysis skills, and, in certain cases, a lack of authority to change practice (Ubbink et al., 2013; Weng et al, 2013).
Lack of access to research, insufficient resources to accomplish change, and a lack of support from staff and colleagues have all been mentioned as organizational or system hurdles (Ubbink et al, 2013; Weng et al, 2013).
APRNs with a master’s degree or a doctorate in nursing practice (DNP) are taught to analyze research, initiate EBP initiatives, and transfer results into practice; nevertheless, educational preparation alone does not appear to be adequate to result in research application.
According to several studies, attitudes toward EBP may be just as crucial as educational preparation in putting research into practice (Stokkel, Olsen, Espehaug & Nortvedt, 2014; Ubbink et al., 2013).
Clinical data must be disseminated to individual practitioners as well as across disciplines (Newhouse, 2008).
Lack of interprofessional collaboration jeopardizes cross-disciplinary research (e.g., biological and physical sciences) and inhibits the transfer of research data from one discipline to another.
The artificial boundaries and turf issues generated by different professions obstruct the flow of information and obfuscate the one commonality or unifying feature that should be better patient care.
Barriers in the System / Organization
Many health-care organizations, whether hospitals or primary-care clinics, spend a significant amount of money on purchasing and using new and innovative medical technology as well as inventing new techniques to improve patient care.
Implementation failures include a failure to invest in human technology, such as the development of behavioral interventions, prevention strategies, or quality improvement programs, as well as a failure to develop processes to assist nurses and others in the evaluation of interventions and policy development (Rangachari, Rissing, & Rethemeyer, 2013).
Nurses, particularly APRNs, may believe they lack the power or organizational support to design or assess novel models of care without infrastructure assistance.