Action Research on Cardiac Rhythm Interpretation for Nurses
This paper examines an action research project designed to address the gap in cardiac rhythm interpretation competency among nurses at a clinical learning center (CLC). Drawing on change theory, transfer-of-training literature, and Everett Rogers' diffusion of innovations framework, the project uses ECG flashcard-based pre- and post-tests to evaluate nurse performance. The paper discusses anticipated outcomes, potential barriers, and the significance of establishing formal competency exercises for nursing staff. It highlights how the steps of nursing practice change processes align closely with action research methodology, ultimately aiming to improve patient safety through evidence-based, high-quality nursing education.
- Introduction and Project Overview: Purpose, ECG flashcards, and action research structure
- Identifying the Problem in Cardiac Rhythm Education: Practicum findings reveal gaps in rhythm interpretation
- Change Theory and Action Research Framework: Nine-step change process aligned with action research
- Diffusion of Innovations and Nurse Training: Rogers' theory applied to nursing skill adoption
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- Grounds the project in multiple theoretical frameworks—change theory, action research, and Rogers' diffusion of innovations—showing awareness of the interdisciplinary literature.
- Clearly connects the clinical problem (inadequate rhythm interpretation training) to a practical solution (competency exercises), giving the paper a strong applied focus.
- Uses cited evidence throughout to justify both the problem's significance and the proposed intervention, demonstrating scholarly rigor appropriate to a graduate nursing context.
Key academic technique demonstrated
The paper exemplifies problem-to-solution framing in applied nursing research. It begins with a real clinical gap identified during practicum, reviews the supporting literature, and systematically maps change-theory steps onto action research phases. This technique shows how theoretical models can be operationalized in a healthcare setting to drive measurable practice improvement.
Structure breakdown
The paper opens with the purpose and scope of the action research project, then establishes the clinical problem and its significance through pre-test findings. It next outlines the nine-step change process and demonstrates how it aligns with action research methodology. The paper closes by introducing Rogers' diffusion of innovations theory as a lens for understanding how nurses adopt new clinical skills at varying rates and speeds.
Introduction and Project Overview
The purpose of this paper is to discuss the possible outcomes of the proposed solution to the project. In particular, the discussion focuses on outcomes that might occur if the solution is not effective in the manner intended. The preparation for the project has centered on pre- and post-tests using ECG flashcards. The literature has shaped the conceptualization of desirable outcomes for the project and enabled it to assume the structure of an action research project (Lewin, 1951). The project has been guided and defined by the dynamics inherent in change processes, which are supported by change theory and the literature on transfer of training (Bridges, 2003).
Identifying the Problem in Cardiac Rhythm Education
The action research problem, which was identified during the practicum experience, is the need for ongoing education of CLC nurses on cardiac rhythm interpretation (Finkelman & Kenner, 2010). The significance of the problem became apparent through the review of the pre-test, which consisted of flashcard review of rhythm strips, and through the training outcomes for both new and well-seasoned nurses who experienced difficulty with correct rhythm interpretations during their just-in-time training sessions.
The situation that CLC nurses are experiencing is not unique. Research confirms that nurses often do not receive adequate training and experience in reading cardiac rhythms (Weatherburn et al., 2009). Indeed, the hospital at which the practicum experience took place had not established competencies for staff to demonstrate proficiency in interpreting cardiac rhythms. The primary outcome of the action research project is to develop a competency exercise on rhythm interpretation for staff to complete one to two times each year (Kearney-Nunnery, 2008). Establishing fully developed competency exercises will offer a path to skill improvement and expertise within the nursing staff and will support ongoing efforts to provide evidence-based, high-quality, and safe patient care (Collins et al., 2007; Melnyk & Fineout-Overholt, 2005).
Change Theory and Action Research Framework
Articulation of the project has pivoted on the successful integration of change theory, nurse training literature, and action research processes. The steps of a nursing practice change process and the phases of an action research project are nearly a point-to-point match. Both are designed to support nursing staff in adopting a new practice or refining an existing one in a manner that contributes to substantial outcomes.
The steps generally outlined in change theories include the following: (1) identifying the problem or concern along with factors that influence the need for change; (2) collecting information to better understand the need and possible solutions; (3) identifying barriers to change and the facilitators for change; (4) identifying solutions for the problem or concern; (5) deciding which solution to implement; (6) preparing staff for the change; (7) implementing the change; (8) evaluating the results; and (9) determining whether any re-adjustments are necessary (Lippitt, 1973; Rosswurm & Larrabee, 1999).
Create your account
Always verify citation format against your institution’s current style guide requirements.