Research is a Professional Mandate - Coursework Example

Research is a Professional Man Research is a Professional Man Introduction Research is one of the most common and constant ingredients and elements of any professional practice. From the field of business and commerce to healthcare and legal practice, research seems to be the basis upon which many professional actions and decisions are being found. Other professionals however are still keen on the theories and previous trends of their professional practice and they do not give much credit to the role of research in their practice. They do not believe that research is a professional mandate. However, many current practitioners from various fields of practice emphasize that research is a crucial element in their practice. They believe that it is indeed a professional mandate. Based on these opposing views on the subject matter, this paper shall explore the thesis which basically presupposes that research is a professional mandate. This paper is being undertaken in the hope of coming up with an academic and scholarly assessment of the subject matter, heavily noting the importance of evidence and research in the professional practice. Discussion Based on a paper by the Nipissing University (2008, 1) research is “any original and systematic investigation undertaken in order to increase knowledge and understanding and to establish facts and principle”. In effect, research is focused on improving and increasing knowledge and in supporting facts and principles for use in the professional practice. It is a professional and academic process which relies heavily on documentation and the reporting process in order to track changes in a particular phenomenon. Research is an intellectual attempt and process and is founded on individual facts and on the continuous process of questioning, experimentation, and surveys (Nipissing University, 2008, 1). Research is considered a professional mandate because it helps improve, increase, and update the knowledge and the information related to the practice of one’s profession (Wood, 2010, 87). In various fields of professional practice, research is now considered a must, a professional mandate. In the field of science, the focus is in research because research helps “to generate direct and specific benefits in the form of wealth enhancement, medical treatment, job creation and improvements in the length and quality of human life” (Glashow, 2005, 1). Author Mitsumoto’s involvement in research for Amyotropic lateral sclerosis (ALS) prompted him to point out that through scientific research, it is possible to improve the lives of people and to enhance the use of tools which are already within our control and disposal (Mitsumoto, 2009, 422). Throughout the years, professionals have allowed their practice to be largely based on the dictates of research because it is something which they know to be reliable tools of their trade. Scientific research is important because it often leads to new discoveries and results which are often unplanned and unintended. Glashow (2005, 1) discusses that many scientists and researchers often started off hoping to establish a truth or to improve their knowledge on a particular idea or phenomenon. In the process, these scientists often ended up discovering something else. For example, explorers set out for China and instead, discovered the so-called New World (Glashow, 2005, 1). Sir William Herschel set out to discover which among the colours of the rainbow generated heat. In the process of his experimentation, he misplaced a thermometer and discovered heat rays or infrared radiation (Glashow, 2005, 1). Other scientists like Oersted also established their truths through unintended ways. While performing a physics demonstration, Oersted realized that electric currents created magnetic effects (Glashow, 2005, 1). More scientists like Roentgen, who discovered X-rays; Becquerel, who discovered radioactivity; and Rayleigh, who discovered argon and inert gases later set the precedent for how crucial scientific research was (Glashow, 2005, 1). As we enjoy and utilize their discoveries now, the relevance of scientific research is placed on an even higher pedestal. Through scientific research, the planets and the universe is also created and conceptualized in our mind, not just in the sky. A discussion from the King Abdulaziz University (2010) reveals that the economy of the world has now shifted from an industrial to a knowledge-based economy. The end of the eighteenth and the beginning of the nineteenth century saw a shift between the agricultural to the industrial economy, and now after more than two centuries, we are in the midst of the gradual transition into the knowledge-based economy (King Abdulaziz University, 2010). This knowledge-based economy is dependent on the production of knowledge and information, the circulation, and the use of such information by the people and the different controlling authorities (De la fuente & Ciccone, 2002, 7). In order to survive and be competent in this type of economy, it is important for states to have the ability to create innovation and to use knowledge to attain development. This knowledge can then be used by such states in order to improve their economy and their governance. This knowledge-based economy has been made possible through the focus and substantial funding directed to scientific research (King Abdulaziz University, 2010). Through scientific research, new mechanisms and means for development and innovation have been made possible. In the current age of globalization, nations are now competing with each other in terms of innovation and technical progress (Kalim & Lodhi, 2002, 1). Nations and economies that usually come up with the latest and the most efficient remedies to improve the economy are those which would prove to be the most progressive and competent in the current knowledge-based economy. Scientific research is a professional mandate for most individuals involved in this current knowledge-based economy. Scientific research contributes to: knowledge production (developing and providing new knowledge); knowledge transmission (educating and developing human resources); and knowledge transfer (disseminating knowledge) (OECD, 1996, 22). Many countries currently face budget and financial constraints in the implementation of their scientific research as they gradually transition into the knowledge-based economy; however, most of these states do recognize the importance of scientific research and knowledge in order to survive and be competent stakeholders in the global economy (Ngubane, 2002). Scientific research is recognized as important in the economy and in the practice of professionals involved in the economy because “it is the fundamental knowledge base which is generic to technological development” (OECD, 1996, 22). It is also considered a ‘public good,’ one which should be shared with others in order to maximise public welfare. The OECD (1996, 22) emphasizes how scientific research assists in improving social welfare and to come up with technological solutions to questions in research and development. Scientific research is a professional mandate because it helps many nations come up with the best methods of utilizing their natural resources (Harwood & Kassam, 2003, 3). Scientific research was crucial to Uganda where vast deposits of minerals and oil were discovered in the Lake Albert Basin (World Association of Young Scientists, 2009). This discovery also highlighted Uganda’s vast supply of natural resources and other mineral resources. The question of how to utilize such resources for the greatest benefit of the people was answered best by research. Uganda has taken major steps in the direction of research through research institutions which are involved in fields of agriculture, health, economic, and industrial research (World Association of Young Scientists, 2009). These research institutions helped in the development and implementation of policies and strategies for the inclusion of science and technology in the national development policies. These institutions also rendered advice to the government on policy matters for the promotion of science and technology (World Association of Young Scientists, 2009). Scientific research is an important professional mandate in Uganda because it helped to train graduates and undergraduates in the utilization of resources, in the achievement of social progress, and in policy-making and implementation (World Association of Young Scientists, 2009). Research is also an important professional mandate for those involved in the medical or healthcare field. Most times, research determines medication, treatment, diagnosis, and patient outcome (Polit & Beck, 2004, 4). Health care practitioners are very much aware of the fact that medicine is hardly an exact science because every patient is different and not every treatment can have the same effect on patients (Patric, n.d, 97). Medicine is therefore very much about experimentation. Treatments and medications have to be researched and tested by researchers and practitioners on animals and then later on humans. However, even as an enormous amount of research and experimentation has been conducted in health care, there are still “many unanswered questions about the functioning of the human body, the causes of diseases (both familiar and novel ones) and the best ways to prevent or cure them” (Patric, n.d, 97). Medical research helps to answer these questions. Through research, it is possible to investigate the following: the different factors affecting human health, as well as patterns of disease; the social and cultural aspects of health, law and medical ethics; and the funding and delivery of healthcare (Patric, n.d, 97). Medical professionals can then use such knowledge and research in order to guide their practice and to establish evidence for their practice. On a more specific note, research is considered a professional mandate as it helps provide credibility to the practice of a profession. Traditionally, radiography has not been wholly considered a professional undertaking because the foundation of its practice has mostly been on knowledge or information established by the other members of the medical profession – not so much by radiographers themselves (Nixon, 2001, 31). However, with the introduction of research in radiography, the practice has now become more professional. Moreover, research skills within the practice have been useful in ensuring professional development for evidence-based practice (Nixon, 2001, 31). The study was also able to establish that through a culture of openness; participation with other professions; and by attributing great value to research and education the radiography profession can thrive under the guidance of research. In the healthcare profession, the practice is supported and secured through evidence – evidence which is established and built through research. Various clinicians and health care professionals have turned to different databases and research institutes in order to help establish conscientious, explicit, and current best evidence in the care of individual patients (Sackett, 1996, 2). Moreover, research and clinical evidence “invalidates previously accepted diagnostic tests and treatments and replaces them with new ones that are more powerful, more accurate, more efficacious, and safer” (Sackett, 1996, 2). With the entry of research, the clinical practice for various healthcare professionals has been raised into a professional level, more trustworthy and more patient-friendly level of practice. This patient-centred practice has been highlighted in the problems encountered by the medical radiation profession in Australia which was plagued by diminished professionalism. In an effort to understand this phenomenon, Sim & Radloff (2009, 203) sought to trace the journey of medical radiation science as a profession in Australia. The authors established that the profession faced challenges on its way towards professionalism – challenges related to low self-esteem and apathy. These challenges often affected the willingness of the radiography technicians to continue learning and to take on more responsibilities as professionals (Sim & Radloff, 2009, 203). Low self-esteem and apathy has prevented such medical radiation professionals from attempting to venture beyond their comfort zone. In order to improve and increase the professionalism of medical radiation, the authors have suggested that continuing professional development programs – especially those related to research – must “go beyond simply assisting practitioners in advancing clinical competence” (Sim & Radloff, 2009, 203). Research helped these practitioners develop their reflective skills which eventually improved their clinical practice and healthcare delivery (Sim & Radoff, 2009, 203). In this regard, research lent professionalism and credibility in the medical radiation profession. In effect, it also secured their clinical competence in the health care practice. A report by Zucker (2001, 1) sought to establish the research method which may contribute a unique method of drawing out an area of interest in nursing. Case method in research is considered to be a crucial alternative to the traditional approaches in healthcare. Case method sharply brings the focus towards the patient’s perspective and preferences (Zucker, 2001, 1). The study was meant to focus and to uncover meanings in the experiences of men with chronic CHD. Through the research, a typical trajectory and mapping of the patients’ experiences was laid out. Analysis of the mapping was also undertaken in order to gain perspective on the different trajectories from the maps (Zucker, 2001, 36). Finally, through the research process, the link between experience and physiologic state was established, along with the typical illness trajectory (Zucker, 2001, 37). The case study and research process was successful in “bringing together the notions of experience and meaning as seen within the context of life” (Zucker, 2001, 38). Consequently, research is a professional mandate in this case because it enabled a detection of patterns and trajectories in illnesses. These patterns can later be used by health care professionals in the determination of appropriate care. Research is a professional mandate because the current focus of healthcare is now on evidence-based practice. “Evidence-based practice refers to applying the best available research evidence in the provision of health, behaviour, and education services to enhance outcomes” (Metz, Espiritu, & Moore, 2007, 1). With the different interventions available in healthcare practice, health professionals are hard put to pin down particular interventions for particular patients (Roberts & Yeager, 2006, 383). Evidence-based practice assists health professionals in coming up with the best evidence possible to support a particular intervention. Mulhall (1998, 1-2) discusses how research is often used to “legitimise nursing as a profession, education has been radically reformed to reflect research base, and academic nurses have built their careers around it”. Through evidence from research, clinical expertise and patient preferences can be incorporated as part of the decision-making process in caring for individual patients (Mulhall, 1998, 10). Research is an important professional mandate in evidence-based practice because it essentially tells the practitioner “what does and does not work, and with whom and where it works...” (Mulhall, 1998, 9). As a result, the practice and interventions delivered become patient-centred and geared towards improved patient outcomes. Conclusion Research is considered to be a professional mandate because it is crucial to the practice of any profession. Research is a tool which improves and increases knowledge; lends support to facts and principles in practice; and tracks changes in various phenomena. It is an important professional mandate because it is an important tool in improving, increasing, and updating knowledge and information in the current knowledge-based economy and practice. Research is a professional mandate in the clinical and medical practice because the current healthcare sector is now underpinned by evidence-based practice – a practice which relies on best available trends and interventions supported by research. In order to gain credibility and to gain professionalism, research is an important tool in the medical, economic, education, and scientific field. Through research, professionalism is gained, is supported, and is improved. Works Cited De la fuente, A. & Ciccone, A. 2002. Human capital in a global and knowledge-based economy. Areadocenti. http://areadocenti.eco.unicas.it/ferrante/HCDElaFuenteCiccone%281-44%29.pdf (accessed 14 August 2010) Glashow, S. 2005. The Scientific and Technological Importance of Basic Scientific Research. Peace Foundation. http://peace-foundation.net.7host.com/file/sheldon%20l%20glashow.pdf (accessed 14 August 2010) Harwood, R. & Kassam, A. 2003. Research Towards Integrated Natural Resources Management. Science Council. http://www.sciencecouncil.cgiar.org/fileadmin/user_upload/sciencecouncil/Reports/intro.pdf (accessed 14 August 2010) King Abdulaziz University. 2010. Importance of scientific research. http://wrc.kau.edu.sa/content.aspx?Site_ID=808&lng=EN&cid=3309 (accessed 14 August 2010) Kalim, R. & Lodhi, S. 2002. The Knowledge-Based Economy: Trends and Implications for Pakistan. Pakistan Institute of Development Economic. http://www.pide.org.pk/pdf/psde%2018agm/the%20knowledge%20based%20economy.pdf (accessed 14 August 2010) Metz, A., Espiritu, R., Moore, K. 2007. What is Evidence-based practice? Child Trends. http://www.childtrends.org/files/child_trends-2007_06_04_rb_ebp1.pdf (accessed 14 August 2010). Mistumoto, H. 2009. Amyotrophic Lateral Sclerosis: A Guide for Patients and Families. London: Demos Medical Publishing Mulhall, A. 1998. Nursing, research, and the evidence. Evidence Based Nursing. http://ebn.bmj.com/content/1/1/4.full (accessed 14 August 2010) Nipissing University. 2008. Definition of Research. University Research Council. http://www.nipissingu.ca/research/downloads/DefnofResearchforwebsite.pdf (accessed 15 August 2010) Nixon, S. (2001). Professionalism in radiography. Radiography 7: 31-35 Ngubane, B. 2002. Poor nations must embrace knowledge economy. Science and Development. http://www.scidev.net/en/science-and-innovation-policy/knowledge-economy/opinions/poor-nations-must-embrace-knowledge-economy.html (accessed 14 August 2010) Organisation for Economic Cooperation and Development. 1996. Knowledge-based Economy. http://www.oecd.org/dataoecd/51/8/1913021.pdf (accessed 14 August 2010). Patric, R. (n.d) Chapter Five-Ethics and Medical Research. World Medical Association. http://www.wma.net/en/30publications/30ethicsmanual/pdf/chap_5_en.pdf (accessed 14 August 2010) Polit, D. & Beck, C. 2004. Nursing research: principles and methods. London: Lippincott Williams and Wilkins Roberts, A. & Yeager, K. 2006. Foundations of evidence-based social work practice. Oxford: Oxford University Press Sackett, D., Rosenberg, W., Gray, J., Haynes, R., & Richardson, W. 1996. Evidence-based medicine: what it is and what is isn’t. British Medical Journal: 312:71-72 Sim, J. and A. Radloff (2009). "Profession and professionalisation in medical radiation science as an emergent profession." Radiography 15: 203-208. Wood, M. 2010. Basic Steps in Planning Nursing Research: From Question to Proposal. London: Jones & Bartlett. World Association of Scientists. 2009. The Current Importance of Scientific Research in Uganda, East Africa. http://ways.org/en/blogs/2009/jan/16/the_current_importance_of_scientific_research_in_uganda_east_africa (accessed 14 August 2010) Zucker, D. 2001. Using Case Study Methodology in Nursing Research. The Qualitative Report. http://www.nova.edu/ssss/QR/QR6-2/zucker.html (accessed 14 August 2010) Read More