knowledge about research utilization (Chan et al., 2011). However, although the majority of the nurses participating in our survey stated an interest in nursing research, the general interest among the total number of nurses invited to participate from the orthopaedic department was disappointingly low, since only 43 out of 87 nurses participated. The reasons could be that the nurses were unable to see any benefits or purposes in responding or had no interest in research. Other studies investigating clinical nurses’ interest, motivation and barriers for research have encountered similar problems with inclusion and lack of participation. Breimaier and colleagues (2011) performed a survey of clinical nurses’ wishes, knowledge, attitudes and perceived barriers on implementing research findings – here, the response rate was 56%. Akerjordet and colleagues (2012) described clinical nurses’ attitudes towards research with a response rate of 61%; Chan and his colleagues (2011) obtained a response rate of a mere 3.6% in their survey exploring barriers and needs for understanding and using research among emergency nurses. We could therefore argue that the nurses’ interest and motivation to participate in research was questionable and that only the motivated nurses participated in our survey. Previous studies have reported a multitude of barriers to nurses research utilization, such as lack of time (Breimaier et al., 2011, Roxburgh, 2006, Akerjordet et el., 2012),interest (Akerjordet et al., 2012, Breimaier et al., 2011), knowledge (Akerjordet et al., 2012, Breimaier et al., 2011), research supervision (Akerjordet et al., 2012), feeling unable to evaluate the quality of the research (Adamsen et al., 2003, Chan et al., 2011) and difficulties in influencing changes within care (McKenna et al., 2004). Even though we are still encouraged by the nurses who were motivated to increase their theoretical research knowledge and practical research competencies, we need to support the nurses’ motivation at every level. Although the majority of the participating nurses were motivated to learn about and to conduct research, they also drew attention to impediments to increasing their knowledge. The greatest motivational factor was inner motivation, then support from the nurses’ colleagues and head section nurse. However, almost half of the participants felt that the main contextual barrier was a lack of acceptance from colleagues and nursing managers to prioritize time for research. These findings are interesting because they show contradictions that impede the nurses’ participation. In a qualitative, exploratory study Roxburgh (2006) interviewed 14 practising nurses about factors that constrain their participation in research. Roxburgh found the factor related to peer and managerial support to have major importance for the nurses, who had experienced resentment and animosity from their co-workers when withdrawing from clinical practice to participate in research. However, the practice nurses suggested that setting up teams of nurses could provide a group synergy that would minimize the negative attitudes among their peers (Roxburgh, 2006). Olsen and second author (forthcoming, under review) found in their action learning project that bringing a group of novice and experienced practitioners, clinical experts, leaders, and researchers together, worked as a multistage focus group (Hummelvoll, 2008), characterised by togetherness, synergy and elevation of the participants’ knowledge. Almost 20 years ago Hicks (1995) suggested that nurse managers on all levels should show their support if they were serious about nurses conducting research, and Roxburgh consents that not much has changed (Roxburgh, 2006). Akerjordet and colleagues (2012) also mention the critical role of nursing managers as a strategic point in developing a research culture among clinical nurses. We adopt these statements and agree that the nursing managers play a vital role in developing new ways of working and in supporting the nurses’ interest and motivation for research. Another motivational factor was the nurses’ need for clinical guidance and having a role model, which was further explained by one-quarter of the nurses