Julie C Menzies1, Karl Emms2, Tracey Valler3. 1. Nurse Researcher, Paediatric Intensive Care Unit, Birmingham Women's and Children's NHS Foundation Trust, UK. 2. Lead Nurse for Patient Safety, Birmingham Women's and Children's NHS Foundation Trust, UK. 3. Senior Lecturer, School of Nursing, University of Birmingham, UK.
Abstract
BACKGROUND: There are few opportunities for undergraduate nurses to undertake experiential learning about research design and conduct. The project aim was to implement and evaluate a placement to support the development of research knowledge and skills. METHODS: Establishment of a four-week placement, with allocation to a registered quality improvement/service evaluation project. Evaluation was obtained through questionnaires; student experience (pre, post and one year), supervisor experience and organisational impact (presentations, conference and grant submissions). RESULTS: 24 students (five cohorts) were allocated to 17 projects (2017-2019). 100% of students enjoyed the placement, gained research knowledge and insight into clinical care. At one year (n = 15), 88% of students would consider undertaking a service evaluation and 65% (n = 11) would consider further post-graduate study. All supervisors (n = 20) reported the initiative valuable for student development. All project results were shared with relevant local teams to enable service planning and results from five projects been presented at eight national and international conferences. Three projects have contributed directly to further research grant submissions. CONCLUSION: The programme supports the development of undergraduate nurses to be research ready and facilitates organisations to address high-priority safety and quality topics. Further resources are required to be able to increase placement capacity.
BACKGROUND: There are few opportunities for undergraduate nurses to undertake experiential learning about research design and conduct. The project aim was to implement and evaluate a placement to support the development of research knowledge and skills. METHODS: Establishment of a four-week placement, with allocation to a registered quality improvement/service evaluation project. Evaluation was obtained through questionnaires; student experience (pre, post and one year), supervisor experience and organisational impact (presentations, conference and grant submissions). RESULTS: 24 students (five cohorts) were allocated to 17 projects (2017-2019). 100% of students enjoyed the placement, gained research knowledge and insight into clinical care. At one year (n = 15), 88% of students would consider undertaking a service evaluation and 65% (n = 11) would consider further post-graduate study. All supervisors (n = 20) reported the initiative valuable for student development. All project results were shared with relevant local teams to enable service planning and results from five projects been presented at eight national and international conferences. Three projects have contributed directly to further research grant submissions. CONCLUSION: The programme supports the development of undergraduate nurses to be research ready and facilitates organisations to address high-priority safety and quality topics. Further resources are required to be able to increase placement capacity.