Selecting a Clinical Nursing Problem for Research

Abstract

Summary Clinical nursing problems selected for inquiry are generally those encountered in nursing practice and those that deal with modalities of patient care such as support, comfort, prevention of trauma, promotion of recovery, health screening, appraisal and/or assessment, health education, and coordination of health care. The psychosocial dimensions of health care are an essential aspect of clinical nursing research. Factors considered in selecting a clinical nursing problem for research fall into three general categories: personal, social, and scientific. The personal factors include interest in the problem, competence to conduct the study, time, energy, and money to conduct the study as well as the essential instruments, space, personnel, and equipment to carry out the study. Social factors are concerned with the advancement of science and the ethical value of the study as well as its practicability and applicability. The scientific factors are those that relate to the logic, empirical, rep‐licable, reductive, and transmittable aspects of selection of the problem for study.

Putting the pieces together: teaching undergraduate research from a theoretical perspective

“…Since the first step in the research process is problem identification, Fleming's (1984) classic article was used to assist students to understand the context of problem derivation. They were asked to contemplate problems within the background of their own professional experiences, that is, what was problematic on their nursing units, what did not work, and what required attention.…”

“…In this method of teaching, students learn that research problems stem from practice experiences (Fleming 1984) and reflect on the known organizing framework of the nursing process to structure the steps of the research process (Whitney & Roncoli 1986). Students see the logic and analytical reasoning embedded in the research process by identifying concepts and recognize their linkage in relational statements.…”

A Model for Clinical Teaching as a Scholarly Endeavor

“…Clinical faculty are uniquely positioned to identify and pursue solutions to practice problems. Because of their direct involvement in patient care, they are uniquely qualified to evaluate amenability of a problem to nursing interventions, its importance, and the feasibility of studying the problem (Fleming, 1984). Participation of clinical faculty in the scholarship of discovery may range from identifying significant clinical problems to serving as principal investigators.…”