The perception of pediatric nurses' about research utilization barriers and facilitators and influencing factors

Aim: The objective of this research is to determine research utilization (RU) barriers, the perception of facilitators, and the factors affecting the perception of barriers of pediatric nurses working in University and The Ministry of Health Teaching Hospitals in İzmir.Method: The study, which has been carried out in descriptive manner, is a sample of 238 pediatric nurses (response rate: %56.4) employed in two teaching hospital and two university hospitals. A questionniare including demographic and work characteristic of nurses and ?research utilazation barriers scale? have been used for data collection. Attitudes of pediatric nurses related research utilization has been measured by 5-point Likert scale. Descriptive statistics , t test, one way ANOVA, Kruskall Wallis and Mann Whitney-U test are used in the data analysis.Findings: Among the factors that hinder RU, the highest score was obtained from ?organization?, and the lowest score was obtained from ?research? subscales. The item identified as most hindering barrier perceived by nurses in RU ?the facilities are inadequate for implemantation? (%84.9). The item identified as most facilitator is ?the administration support for RU? (%47.2). The ?nurse? factor has been determined more as a barrier in nurses having undergraduate and graduate degree, those in the age group of 21-30, those participating research activities as a student or after graduation, and those having positive attitude towards the use of research, (p<0.05).Conclusion: According to the results of the studies, it is revealed that organizational factors priorities in research usage barriers of pediatric nurses. In order to remove the barriers, developing the institutional culture, making institutional arrangements and doing actions facilitating the use of research are crucial.Key word: Pediatric nurse, research utilization, barriers of research utilization, facilitators, research activities.