Developing nursing research

Bradbury, L.; Clipsham, K; Kitson, Alison

doi:10.1016/j.joon.2005.08.001

Cited by 1 publication

(2 citation statements)

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“…In addition to having the ability to conduct their project while being paid and experiencing positive feedback during the implementation of the projects, this has contributed to a strong feeling among the nurses that they have been selected and confirmed, as described by others (Bradbury et al 2005, Spilsbury et al 2008, O'Byrne & Smith 2011. The nurses highlighted the fact that the researcher's role was very different from the role of being a clinical nurse and that they really needed the time for support, in both training and conducting their projects, for role transition.…”

Section: Discussionmentioning

confidence: 97%

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Nurses' experiences of participation in a research and development programme

Bäck‐Pettersson

Jensen

Kylén³

et al. 2012

Journal of Clinical Nursing

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Aims and objectives. To describe clinical nurses' experience of participating in a Research and Development (R&D) programme and its influence on their research interest and ability to conduct and apply nursing research. Background. To stimulate nurses' research interest and to overcome barriers for building research capacity in nursing, there is a need for sustainable research programmes. A two-year programme was designed for nurses, to take part in both an academic education for master and research seminars and workshops to conduct a research project from idea to publication. Design. A qualitative approach using using focus group interviews. Methods. Registered nurses (n = 12) with a bachelor's degree in nursing, participated. Data were collected in focus group interviews, after one year and when the programme ended. Content analysis was used to analyse the data. Results. The findings consist of two themes: being a traveller in the world of nursing research, which included three categories, and experiencing professional growth as a result of nursing research training, in both cases focusing on the experience of students involved in a cohesive programme which included four categories: discovering new dimensions of clinical nursing practice; selected and confirmed; supported by professional others; development of professional self-concept. Conclusions. To support early career researchers, there is a need for strong leadership, an organisational and supportive infrastructure underpinning research capability building in nurses. In this context, research strategies, programmes and collaboration between leaders of academia and clinical institutions appear to be essential. Relevance to clinical practice. The R&D programme illustrates an effective way of stimulating nurses' lifelong learning by building the capacity to conduct and apply nursing research in clinical practice. The structure of the programme can be used as a model in other contexts.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%