What awareness of research do student nurses have whilst on placement and undertaking pre-registration nurse training in one higher education institution (covering four UK NHS Trusts) and what factors influence their experiences of research?
Abstract
Background: The National Institute for Health Research (NIHR) has classed workforce development and building of knowledge and expertise among staff in the NHS to conduct research as a priority. Whilst some European studies have investigated similar experiences, there is currently a paucity of UK literature relating specifically to the research question.
Aim: To investigate what experience of research student nurses have whilst on clinical placements when attending a University in the East of England and to identify any positive aspects or barriers to their learning.
Design: Multi-centre, qualitative, semi-structured interviews.
Settings: One University in the East of England which covers placement areas across four NHS Trusts. Interviews took place at one of four locations: Skype, NHS Trust 1, NHS Trust 2 or the University.
Participants: Pre-registration degree level nursing students (adult, mental health and paediatrics) were eligible to participate. First year student nurses were excluded as they had not undertaken the research module or a number of practice placements from which to draw experiences. Students were informed about the study through advertisement posters located at all sites and by invitation letters. Eight students were recruited which met the study target number. There was large interest from student nurses at the University and as a result some were unable to participate once the target number had been met.
Method: Students contacted the researcher directly to express an interest in the study via email, telephone or skype. Participant information sheets were provided following initial contact. If after reading the information, students were happy to continue, a mutually agreeable time and venue was arranged between the researcher, student and their mentor. Mentors were only informed if the student was on placement at the date or time of the proposed interview. Students were able to participate in their own time if they preferred. Time was provided for questions and written informed consent prior to the interview.
Results: The qualitative data was reviewed using thematic analysis. Common themes emerged from the data and have been labelled; ‘visibility’, ‘mentor influence’, ‘placement culture’, ‘student mindset’ and ‘University’. Students voluntarily provided suggestions regarding changes in areas where they indicated there was work to be done. Study limitations are recognised and discussed alongside suggestions for future research.
Following a report to the University and NHS sites involved in this study the following impacts and changes have already been implemented:
- Trust 1 has worked with the education team to develop a formal shadowing placement for students.
- Trust 2 has adapted some aspects of their placement programme to focus on unique research experiences and transferrable skills.
- CRN shadowing leaflets and posters have been created at Trust 1 and distributed to all student nurses new to the Trust.
- Trust 1 and Trust 2 have both ensured that the CRN uniform differences (eg. Colour research lanyards) has been added to the Trust induction booklets for all healthcare staff.
- Trust 1 has created a waiting list system due to influx of requests to shadow the research teams since this study has taken place.
- The University have invited the researcher to meet with them to discuss the implications of the data. They are currently reviewing the way in which the curriculum includes research and the research theme in the skills booklet.
Conclusion: Students were eager to provide suggestions which could be adopted by both the University and the clinical placement areas to improve student nurses experiences of research whilst on placement. Where students had participated in a research placement or shadowing opportunity, they reported increased confidence and a higher ability to relate theory to practice. Limitations notwithstanding, this study has provided the first indications of understanding student nurses experience of research whilst on clinical placements in the local area.