Reflexivity is the act of examining one's own assumption, belief, and judgement systems, and thinking carefully and critically about how these influence the research process. The practice of reflexivity confronts and questions who we are as researchers and how this guides our work. It is central in debates on objectivity, subjectivity, and the very foundations of social science research and generated knowledge. Incorporating reflexivity in the research process is traditionally recognized as one of the most notable differences between qualitative and quantitative methodologies. Qualitative research centres and celebrates the participants' personal and unique lived experience. Therefore, qualitative researchers are readily encouraged to consider how their own unique positionalities inform the research process and this forms an important part of training within this paradigm. Quantitative methodologies in social and personality psychology, and more generally, on the other hand, have remained seemingly detached from this level of reflexivity and general reflective practice. In this commentary, we, three quantitative researchers who have grappled with the compatibility of reflexivity within our own research, argue that reflexivity has much to offer quantitative methodologists. The act of reflexivity prompts researchers to acknowledge and centre their own positionalities, encourages a more thoughtful engagement with every step of

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

ObjectivesThe Nursing and Midwifery Council (NMC) require data to be collected to enable regulatory functions, with nurses re-registering every 3-years, which provides a powerful picture of the workforce. This could answer questions to inform the NMC, as well as policy makers. Linked to other data, opportunities for impact are considerable. ApproachThis pilot project, funded by the Economic and Social Research Council, aims to use NMC data captured at two time points – March 2018  to give a snapshot before the pandemic, and March 2021 during the pandemic - in research that enables a better understanding of the dynamics of the nursing profession in the UK, pre- and hopefully moving towards post-pandemic. An observational study using anonymised administrative data collected and held by the NMC as part of the registration and revalidation process on approximately 700, 000 registrants across the United Kingdom. ResultsThis emerging pilot study will report the initial results as to likelihood of ceasing registration by relation age, gender, and geographically. ConclusionThis pilot study will give an indication of the groups within the nursing profession who are at particular risk of leaving. Findings will provide an opportunity to understand the potential of NMC registrant data to enable future studies into the workforce as well as workforce policy implications.