Engaging with scientific knowledge in hospital settings: a qualitative study of information sources and barriers among healthcare professionals

Introduction Healthcare professionals are expected to remain professionally current and practice in accordance with evidence-based guidelines. However, they frequently encounter barriers such as time constraints, information overload, and limited institutional support. This study explores how physicians and nurses in Norwegian hospitals engage with scientific knowledge in their clinical practice, as well as how various factors at the individual, organizational, and contextual levels influence this engagement. The study draws on the integrated behavioral model, media richness theory, and media synchronicity theory to guide analysis and interpretation. Methods Semi-structured interviews were conducted with 12 physicians and 10 nurses from emergency, orthopedic, and surgical departments across three Norwegian hospitals. Thematic analysis was then conducted following Braun and Clarke’s six-phase approach, which was informed by the abovementioned theoretical frameworks. Results Healthcare professionals relied on a combination of interpersonal communication, digital tools, clinical guidelines, and scientific literature to remain informed. Peer interactions and local protocols were the most frequently used resources. Engagement with scientific knowledge was typically reactive and context-driven, rather than planned. Barriers such as time constraints, cognitive and linguistic challenges, and limited self-efficacy influenced both the selection of information sources and the level of engagement. Clinicians preferred channels that were task-relevant, time-efficient, and easily accessible during clinical workflow. Discussion The findings indicate that clinicians adaptively blend different communication channels, often using lean or asynchronous channels for sensemaking tasks traditionally associated with richer formats. While media richness and media synchronicity theories help explain the use of different channels, they may not fully account for how clinicians streamline communication tasks in practice. The integrated behavioral model explains various behavioral patterns, but does not fully capture spontaneous or internally motivated learning. These results emphasize the importance of aligning science communication and organizational support with clinicians’ real-world constraints and preferences. Conclusion Although clinicians are motivated to remain current, their engagement with scientific knowledge is influenced by environmental constraints, personal confidence, and cultural norms. Practice increasing scientific knowledge requires not only access to information, but also organizational and social structures that support flexible and responsive learning.