The scientific role of nursing in health knowledge mediation: Emerging settings and practices
DOI:
https://doi.org/10.62827/eb.v25i4.4236Keywords:
Nursing; Translational Science; Evidence-Based Practice; Health Education; Implementation Science.Abstract
Introduction: the expansion of scientific knowledge and the increasing complexity of health systems have intensified the need for professionals able to connect evidence, practice, and decision-making. Nursing combines clinical, educational, research, and relational competencies that support its participation in knowledge mediation roles. Objective: to describe and synthesize the scientific role of nursing in health knowledge mediation, identifying its foundations, contribution domains, emerging professional settings, and implications for education and ethical governance. Methods: a narrative, descriptive, and reflective literature review based on publications indexed in PubMed/MEDLINE and official institutional documents, complemented by reference tracking. The search was conducted between 2016 and 2026 and included approximately 15 to 20 studies, prioritized by conceptual and institutional relevance to the topic. Studies addressing nursing, evidence-based practice, knowledge translation, knowledge brokering, implementation science, and non-clinical scientific roles were included. Results: five nursing practice domains were identified: scientific education; translation and contextualization of evidence; articulation among research, practice, and the health system; generation of practice-based knowledge; and support for implementation and decision-making. These domains may be developed in health services, universities, clinical research, patient organizations, public policy, health technology companies, and Medical Affairs. Conclusion: knowledge mediation is a coherent extension of nursing scientific practice. Its consolidation requires specific preparation, clear scope, organizational support, scientific independence, and outcome-oriented evaluation.
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