Abstract
The research which conceptualized the research utilization in clinical settings to represent experiences of nurses who utilized research findings clarified seven concepts. The results of considering these concepts emerged the feature and requirement of the nurses who utilize research findings in clinical settings. To nurture the nurses utilize research findings based on that features and requirements of the nurses who utilize research findings, it was suggested how to set and attain the educational objects in foundamental and continuing education program in nursing as follows, refering to the Taxonomy of educational objects offering by Bloom and others. Concretely, for students at the beginning of curriculum, faculty should take an oppotunity to adopt some research findings to their lecture and support their students to master the method for searching literature in order to attein the educational objectives in affective and psychomoter domain. For students at the middle of curriculum, faculty should teach general knowledge on nursing research and support their students to master for reviewing literature critically in order to attein objectives in cognitive domain. For students at the end of curriculum, faculty should support their students to solve their own problem on nursing in order to attein higher objectives in cognitive domain including affective and psychomoter domain. On the other hand, in continuing education in nursing, as a nurse who have scant experience can utilize research findings, the programs should be planed that nurses conduct research, then utilize that findings and present the process of research utilization supported by medical team. Furthermore, these are the essentials for research utilization that nurses get the attitude which can tackle problem solution autonomously and valued professionalism in nursing.
