Student Research Projects and the Institutional Review Board

Shore, Nancy

doi:10.1080/08841230903018413

Cited by 5 publications

(7 citation statements)

References 6 publications

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“…When REBs share knowledge and negotiate the ethics review process, the experience is more positive for novice researchers (Boyd et al, 2013). Students who develop relationships with REBs have better understanding of processes governing research ethics and use that knowledge to mitigate risks in health research (Shore, 2009; Snowden, 2014). When students attend REB meetings for the review of their research project they show ownership for their research, can answer ethical concerns, and benefit from the educational experience (Heasman et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Graduate students’ experiences with research ethics in conducting health research

et al. 2016

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Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students' actual experience with the research ethics process. Qualitative description was used to explore the research ethics review experience of 11 masters and doctoral students in health discipline programs. Data analysis revealed four themes: curriculum, supervisor support, the ethics application process, and students' overall experience. The results of this research suggest ideas for enhancing curriculum, deepening students' relationships with supervisors, and developing the role of research ethics boards to support education for novice researchers. This study contributes

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Section: Literature Reviewmentioning

confidence: 99%

Graduate students’ experiences with research ethics in conducting health research

et al. 2016

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“…Shore (2009) assessed students’ and researchers’ experiences with regard to submitting undergraduate projects for IRB review. She concluded that the exercise of going through a mock IRB application and review process has increased their knowledge and understanding of research ethics principles.…”

Section: Discussionmentioning

confidence: 99%

“…It also seems to at least partially ignore one of the primary purposes and outcomes of undergraduate student research activities, namely, to introduce students to research methodology and to the fundamental principles of research ethics. Shore (2009) assessed students' and researchers' experiences with regard to submitting undergraduate projects for IRB review. She concluded that the exercise of going through a mock IRB application and review process has increased their knowledge and understanding of research ethics principles.…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of Research Ethics in Undergraduate Health Science Research Methodology Programs at a South African University

Coetzee

Hoffmann

Roubaix

2015

Journal of Empirical Research on Human Research Ethics

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The amended research ethics policy at a South African University required the ethics review of undergraduate research projects, prompting the need to explore the content and teaching approach of research ethics education in health science undergraduate programs. Two qualitative data collection strategies were used: document analysis (syllabi and study guides) and semi-structured interviews with research methodology coordinators. Five main themes emerged: (a) timing of research ethics courses, (b) research ethics course content, (c) sub-optimal use of creative classroom activities to facilitate research ethics lectures, (d) understanding the need for undergraduate project research ethics review, and (e) research ethics capacity training for research methodology lecturers and undergraduate project supervisors.

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“…Often conversations of this nature seem to contain, explicitly or implicitly, a sense that the process of getting ethical approval is overly bureaucratic and exceedingly vexatious, an obstacle to be overcome in order to get on with the real work of research. Shore () acknowledges the process as ‘time‐consuming’ (334) and further identifies students’ perceptions of review boards can be engendered by the negative perceptions or experiences of instructors about the process. Shore notes ‘Some instructors may present the IRB as “bureaucratic in nature”, potentially implying that the review process does not contribute to the ethical conduct of research’ (335).…”

Section: Getting Ready For ‘Ethics’mentioning

confidence: 99%

“…As it happens, these personal observations find some support from a small academic literature that reflects the anecdotal experiences from which I draw inspiration for this brief article (cf. Howe and Cutts‐Dougherty ; Dougherty and Kramer ; Shore ; Labaree ). Quite why the mere mention of the ethics review process should elicit negative reactions among those who it is assumed are well aware of the high‐profile unethical research practices of the past and who, in the case of nurses at least, profess to act in the best interests of patients and clients remains both unclear and an under‐represented phenomenon in the nursing literature.…”

mentioning

confidence: 99%

The practice of nursing research: getting ready for ‘ethics’ and the matter of character

Sellman

2015

Nursing Inquiry

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Few would argue with the idea that nursing research should be conducted ethically yet obtaining ethical approval is considered by many to have become unnecessarily burdensome. This brief article investigates the idea that there might be a relationship between the level of perceived burdensomeness of the research ethics application process on the one hand and the character of the nurse-researcher on the other. Given that nurses are required to be other-regarding, a nurse who undertakes research primarily for self-regarding reasons would seem to be acting in ways inconsistent with the aims of nursing as set out in nursing codes. It is suggested that the self-regarding nurse-researcher may find the ethics application process more burdensome than the other-regarding nurse-researcher who, it is further suggested, is engaged with nursing research as a practice in the technical sense in which that term has been developed by the philosopher Alasdair MacIntyre.

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Student Research Projects and the Institutional Review Board

Cited by 5 publications

References 6 publications

Graduate students’ experiences with research ethics in conducting health research

Graduate students’ experiences with research ethics in conducting health research

An Evaluation of Research Ethics in Undergraduate Health Science Research Methodology Programs at a South African University

The practice of nursing research: getting ready for ‘ethics’ and the matter of character

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