DNP Scholarly Projects

Abstract

Research is the necessary foundation for health care advancement and understanding. Significant challenges exist, however, with recruiting and engaging underrepresented populations in clinical research. The purpose of the scholarly project was to determine how stakeholder race, trust, and level of education influence participation barriers in clinical research. The project utilized secondary, cross sectional survey data that were collected between 2014 and 2016 through the former Mid-South Clinical Data Research Network (CDRN), currently known as the STAR-CRN. Descriptive statistics and spearman rank correlations were performed between level of education, level of trust, and each attitude statement for each racial category. A total of 2,149 survey responses were used in the data analysis. The mean age of respondents was 52 years old (SD=15.65) with majority being female (69.0%, n=1496), white (77.7%, n=1701), insured (76%, n=1610), and working full time (50.4%, n=1078). Overall, the respondents had favorable attitudes towards research participation. Trust was associated with agreement in each attitude statement from both white and AA respondents (pCC=-.492; p=.000), AA (CC=-.188; p=.000), Asian (CC=-.429; p=.041), and Middle Eastern (CC=-.864; p=.003) respondents. The results support the importance of trust within the patient and provider relationship. Generally, education level is not a largely predictive variable in its influence of research participation, although it shows stronger evidence of influence depending on race and attitude statement.

Keywords: trust, race, education, participation, clinical research, underrepresented, adults

Date

Spring 4-17-2020

First Advisor

Dr. Linda Wofford, DNP

Second Advisor

Dr. David Philippi, PhD

Scholarly Project Team Member

Alecia Fair, DrPH

Department

Nursing, School of

College

Health Sciences & Nursing, Gordon E. Inman College of

Document Type

Scholarly Project

Degree

Doctorate of Nursing Practice (DNP)

Degree Level

Doctoral

Degree Grantor

Belmont University

Keywords

trust; race; education; participation; clinical research; underrepresented adults; willingness to participate

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