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Reports on an empirical study of staff productivity in West German university education departments. Examines data concerning the conditions of teaching and research; the careers of senior staff and their publications; and the citations they received in select educational journals. Notes a discrepancy between publication and citation frequencies. (RW)

Examines the fundamental issues of empirical research on academic disciplines, focusing on the field of education. Outlines the context and central aspects of empirical research with reference to academic disciplines. Seeks to enhance the position of empirical research on academic disciplines, within the self-reflection of educational science in West Germany. (RW)

Discusses the establishment of adult education as a social institution within the context of the present debate on modernity. Utilizing empirical case studies, hypothesizes that individualization processes in adult education have resulted in varying objectives and motivations. Maintains that this process is a necessary step towards the universalization of adult education. (RW)

MORSE, SWANSON, and KUZEL's book provides a useful framework for exploring qualitative research from the vantage point of evidence. By providing perspectives on evidence and dimensions of qualitative and quantitative research, the chapter authors use well known tensions between qualitative and quantitative research to argue for an approach to evidence-based medicine that integrates both approaches as well as experience as useful sources of evidence. The text is divided into five parts that address the nature of evidence, the nature of questions, the nature of standards, the nature of analysis and interpretation, and the nature of utilization. The value of this book comes from the timely discussion of what counts as evidence in terms of evidence-based medicine. By arguing that qualitative research provides important contributions to clinical practice, the authors broaden the dialogue about the evidence in evidence-based medicine. The book has utility in the areas of practice, education and research. Clinicians can use the discussions as a springboard to understanding the role of qualitative research in practice. As a teaching and learning tool, the book provides the traditional issues and challenges with qualitative research in an easily accessible way. For research, the book facilitates discussions about research approaches and what counts as evidence. For the novice researcher, it is an easily read perspective. For the experienced reader, it provides a challenge to think about what really counts as evidence in practice. URN: urn:nbn:de:0114-fqs0204194

Hospital nurses' perspective on academic nursing education: a cross-sectional study in hospitals in the northwestern part of Germany Abstract., Background: Currently, there is an increasing need for highly qualified nurses in Germany. Against this background, an academic nursing education is frequently demanded in order to meet the high level of competences nurses must fulfil., Aim: This cross-sectional study aimed to explore nurses' attitudes towards academic nursing education as well as their self-reported scientific competences., Methods: Based on a standardized questionnaire, we surveyed 547 hospital nurses from six different hospitals in the northwestern part of Germany. By means of a bivariate analysis and two multivariate regression models, we examined the influence of the independent variables "professional position", "degree of academic education", "age" and "gender" on the dependent variables "attitude towards academic nursing education" and "scientific competences". The multivariate analysis included three co-variates analysing different ways of support of academic nursing education within the hospitals., Results: Especially nursing staff who has completed a study programme, is currently studying or hold executive positions has a more positive attitude towards academic education than its colleagues have. Moreover, opportunities for advancement within the hospitals influence the staff's attitude positively. With regard to the assessment of scientific competences, the analysis shows that a completed or currently conducted study programme as well as an executive position have a positive influence. In addition, male nursing staff, young nursing staff and staff with access to scientific articles assess their scientific skills more positively than their colleagues do., Conclusions: The attitudes towards academic education are still heterogeneous and influenced by different factors. Accordingly, the worth of academic education needs to be demonstrated.

Background: The concrete application of research findings in nursing practice is a multidimensional process. In Austria, there are currently no results available that explain the impact of and association with the implementation of research in hospitals., Objective: The aim of the study was to investigate influences and relationships of individual attitudes towards research utilization, availability of research results and institutional support of nurses in Austrian hospitals with respect to research application., Methods: In a non-experimental quantitative cross-sectional design a multi-centre study (n = 10) was performed in 2011., Results: The sample comprises 178 certified nurses who were interviewed with a survey questionnaire. The multiple regression analysis shows that a positive attitude towards research use (β = 0.388, p < 0.001), the availability of processed research results (β = 0.470, p < 0.001), and an adequate institutional support (β = 0.142, p < 0.050) has a significant influence on the application of research results. The path analysis proves that course attendance in evidence-based nursing has a strong positive influence towards research application (β = 0.464; p < 0.001)., Conclusions: Health institutions are, according to legal instructions, called on to make use of the positive attitude and supply supporting measures in order to introduce research results into the daily nursing practice.