Clinical Research Education: Perspectives of Nurses, Employers, and Educators

• Published in: The Journal of nursing education Vol. 53; no. 8; pp. 466 - 472
• Main Authors: Galassi, Annette L, Grady, Meredith A, O'Mara, Ann M, Ness, Elizabeth A, Parreco, Linda K, Belcher, Anne E, Hastings, Clare E
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01.08.2014
• Subjects: Attitude of Health Personnel; Clinical Nursing Research - education; Data Analysis; Faculty, Nursing; Higher education; Humans; Nurses; Nurses - psychology; Nursing; Nursing Education; Nursing Education Research; Nursing Research; Qualitative Research; Research Design; Studies; United States > US
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20140724-04

The aim of this study was to understand the current environment around clinical research relating to nursing education and practice. This descriptive study analyzed data from 33 in-depth interviews with faculty members, nurse executives, staff development directors, and practicing nurses, as well as an online interactive brainstorming session with 28 deans of schools of nursing (or their designee). Patterns and themes that emerged within each group were identified and analyzed in relation to study objectives. Central themes emerged around participants’ knowledge and attitudes about clinical research education for baccalaureate nursing students, factors enhancing or inhibiting inclusion of clinical research content in baccalaureate nursing programs, and professional roles nursing students could expect to assume after graduation. Although the participants agreed that mastery of clinical research knowledge and related skills is important, there was no agreement whether nurses should receive this education and training in baccalaureate programs or in staff development. [The aim of this study was to understand the current environment around clinical research relating to nursing education and practice. This descriptive study analyzed data from 33 in-depth interviews with faculty members, nurse executives, staff development directors, and practicing nurses, as well as an online interactive brainstorming session with 28 deans of schools of nursing (or their designee). Patterns and themes that emerged within each group were identified and analyzed in relation to study objectives. Central themes emerged around participants’ knowledge and attitudes about clinical research education for baccalaureate nursing students, factors enhancing or inhibiting inclusion of clinical research content in baccalaureate nursing programs, and professional roles nursing students could expect to assume after graduation. Although the participants agreed that mastery of clinical research knowledge and related skills is important, there was no agreement whether nurses should receive this education and training in baccalaureate programs or in staff development. [ J Nurs Educ. 2014;53(8):466–472.]