sample of nursing research

An official website of the United States government

Here's how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock Locked padlock ) or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Research Initiatives
• Meet Our Researchers
• Meet Our Program Officers
• RESEARCH LENSES
• Health Equity
• Social Determinants of Health
• Population and Community Health
• Prevention and Health Promotion
• Systems and Models of Care
• Funding Opportunities
• Small Business Funding
• Grant Applicant Resources
• Training Grants
• Featured Research
• Strategic Plan
• Budget and Legislation
• Connect With Us
• Jobs at NINR

Advancing health equity into the future.

NINR's mission is to lead nursing research to solve pressing health challenges and inform practice and policy – optimizing health and advancing health equity into the future.

Funding Opportunities Newsletter

Subscribe to receive the latest funding opportunities and updates from NINR.

Funding opportunities that improve health outcomes

NINR believes that nursing research is the key to unlocking the power and potential of nursing. NINR offers grants to individuals at all points in their career, from early investigators to established scientists. NINR grants also support small businesses and research centers.

Research Funding

Small Business

Training Funding

Homepage events stories, addressing public health challenges through research.

NINR-supported researchers explore and address some of the most important challenges affecting the health of the American people. Learn about accomplishments from the community of NINR-supported scientists across the United States.

Advancing social determinants of health research at NIH

Over 20 NIH Institutes, Centers, and Offices are working collaboratively to accelerate NIH-wide SDOH research across diseases and conditions, populations, stages of the life course, and SDOH domains.

Nursing: How to Write a Literature Review

• Traditional or Narrative Literature Review

Getting started

1. start with your research question, 2. search the literature, 3. read & evaluate, 4. finalize results, 5. write & revise, brainfuse online tutoring and writing review.

• RESEARCH HELP

The best way to approach your literature review is to break it down into steps.  Remember, research is an iterative process, not a linear one.  You will revisit steps and revise along the way.  Get started with the handout, information, and tips from various university Writing Centers below that provides an excellent overview.  Then move on to the specific steps recommended on this page.

• UNC- Chapel Hill Writing Center Literature Review Handout, from the University of North Carolina at Chapel Hill.
• University of Wisconsin-Madison Writing Center Learn how to write a review of literature, from the University of Wisconsin-Madison.
• University of Toronto-- Writing Advice The Literature Review: A few tips on conducting it, from the University of Toronto.
• Begin with a topic.
• Understand the topic. 
• Familiarize yourself with the terminology.  Note what words are being used and keep track of these for use as database search keywords. 
• See what research has been done on this topic before you commit to the topic.  Review articles can be helpful to understand what research has been done .
• Develop your research question.  (see handout below)
• How comprehensive should it be? 
• Is it for a course assignment or a dissertation? 
• How many years should it cover?
• Developing a good nursing research question Handout. Reviews PICO method and provides search tips.

Your next step is to construct a search strategy and then locate & retrieve articles.

•  There are often 2-4 key concepts in a research question.
• Search for primary sources (original research articles.)
• These are based on the key concepts in your research question.
• Remember to consider synonyms and related terms.
• Which databases to search?
• What limiters should be applied (peer-reviewed, publication date, geographic location, etc.)?

Review articles (secondary sources)

Use to identify literature on your topic, the way you would use a bibliography.  Then locate and retrieve the original studies discussed in the review article. Review articles are considered secondary sources.

• Once you have some relevant articles, review reference lists to see if there are any useful articles.
• Which articles were written later and have cited some of your useful articles?  Are these, in turn, articles that will be useful to you? 
• Keep track of what terms you used and what databases you searched. 
• Use database tools such as save search history in EBSCO to help.
• Keep track of the citations for the articles you will be using in your literature review. 
• Use RefWorks or another method of tracking this information. 
• Database Search Strategy Worksheet Handout. How to construct a search.
• TUTORIAL: How to do a search based on your research question This is a self-paced, interactive tutorial that reviews how to construct and perform a database search in CINAHL.

The next step is to read, review, and understand the articles.

• Start by reviewing abstracts. 
• Make sure you are selecting primary sources (original research articles).
• Note any keywords authors report using when searching for prior studies.
• You will need to evaluate and critique them and write a synthesis related to your research question.
• Consider using a matrix to organize and compare and contrast the articles . 
• Which authors are conducting research in this area?  Search by author.  
• Are there certain authors’ whose work is cited in many of your articles?  Did they write an early, seminal article that is often cited?
• Searching is a cyclical process where you will run searches, review results, modify searches, run again, review again, etc. 
• Critique articles.  Keep or exclude based on whether they are relevant to your research question.
• When you have done a thorough search using several databases plus Google Scholar, using appropriate keywords or subject terms, plus author’s names, and you begin to find the same articles over and over.
• Remember to consider the scope of your project and the length of your paper.  A dissertation will have a more exhaustive literature review than an 8 page paper, for example.
• What are common findings among each group or where do they disagree? 
• Identify common themes. Identify controversial or problematic areas in the research. 
• Use your matrix to organize this.
• Once you have read and re-read your articles and organized your findings, you are ready to begin the process of writing the literature review.

2. Synthesize.  (see handout below)

• Include a synthesis of the articles you have chosen for your literature review.
• A literature review is NOT a list or a summary of what has been written on a particular topic. 
• It analyzes the articles in terms of how they relate to your research question. 
• While reading, look for similarities and differences (compare and contrast) among the articles.  You will create your synthesis from this.
• Synthesis Examples Handout. Sample excerpts that illustrate synthesis.

Regis Online students have access to Brainfuse. Brainfuse is an online tutoring service available through a link in Moodle. Meet with a tutor in a live session or submit your paper for review.

• Brainfuse Tutoring and Writing Assistance for Regis Online Students by Tricia Reinhart Last Updated Oct 26, 2023 81 views this year
• << Previous: Traditional or Narrative Literature Review
• Next: eBooks >>
• Last Updated: Feb 21, 2024 12:05 PM
• URL: https://libguides.regiscollege.edu/nursing_litreview

Library Research Guides - University of Wisconsin Ebling Library

Uw-madison libraries research guides.

• Course Guides
• Subject Guides
• University of Wisconsin-Madison
• Research Guides
• Nursing Resources
• Sampling Methods and Statistics

Nursing Resources : Sampling Methods and Statistics

• Definitions of
• Professional Organizations
• Nursing Informatics
• Nursing Related Apps
• EBP Resources
• PICO-Clinical Question
• Types of PICO Question (D, T, P, E)
• Secondary & Guidelines
• Bedside--Point of Care
• Pre-processed Evidence
• Measurement Tools, Surveys, Scales
• Types of Studies
• Table of Evidence
• Qualitative vs Quantitative
• Types of Research within Qualitative and Quantitative
• Cohort vs Case studies
• Independent Variable VS Dependent Variable
• Systematic Reviews
• Review vs Systematic Review vs ETC...
• Standard, Guideline, Protocol, Policy
• Additional Guidelines Sources
• Peer Reviewed Articles
• Conducting a Literature Review
• Systematic Reviews and Meta-Analysis
• Writing a Research Paper or Poster
• Annotated Bibliographies
• Levels of Evidence (I-VII)
• Reliability
• Validity Threats
• Threats to Validity of Research Designs
• Nursing Theory
• Nursing Models
• PRISMA, RevMan, & GRADEPro
• ORCiD & NIH Submission System
• Understanding Predatory Journals
• Nursing Scope & Standards of Practice, 4th Ed
• Distance Ed & Scholarships
• Assess A Quantitative Study?
• Assess A Qualitative Study?
• Find Health Statistics?
• Choose A Citation Manager?
• Find Instruments, Measurements, and Tools
• Write a CV for a DNP or PhD?
• Find information about graduate programs?
• Learn more about Predatory Journals
• Get writing help?
• Choose a Citation Manager?
• Other questions you may have
• Search the Databases?
• Get Grad School information?

Sampling Methods

Probability sampling (random sampling)

ο  It is a selection process that ensures each participant the same probability of being selected. ο  Random sampling is the best method for ensuring that a sample is representative of the larger population. ο  Random sampling can be:

• simple random sampling
• stratified random sampling, and
• cluster sampling.

Nonprobability sampling

ο  It is the selection process in which the probability that any one individual or subject selected is not equal to the probability that another individual or subject may be chosen. ο  The probability of inclusion and the degree to which the sample represents the population are unknown. ο  The major problem with nonprobability sampling is that sampling bias can occur. ο  Nonprobability sampling can be:

• convenience sampling
• purposive sampling or
• quota sampling

nursingplant.com

Instruments in Nursing Research

• An instrument in a research study is a device used to measure the concept of interest in a research project.
• It is used to measure a concept of interest.
• An ideal measuring instrument is one which results in measures that are relevant, accurate, objective, sensitive and efficient.
• Measures which are Physical and physiological have higher chance of success in attaining these goals than measures that are psychological and behavioral.
• observation scales,
• questionnaires or
• interview schedules.
• Validity and reliability are two statistical properties used to evaluate the quality of research instruments (Anastasi, 1986).
• It is important that assessment techniques possess both validity and reliability.
• Sample selection

Suresh KP and Chandrashekara, S. Sample size estimation and power analysis for clinical research studies . Journal of Human Reprouductive Sciences.  2012 Jan;5(1):7-13. doi: 10.4103/0974-1208.97779.

Difference Between "Population" and "Sample"

While "population" is about the generality of the universe or groups of people, "sample" refers to a fraction of persons from the population.

It is from the sample that data is collected in the course of a study, and because that sample is representative of the population, the results can be generalized to the population in a scientific study.

• Easy Introduction to Statistics
• Quantitative data collection and analysis
• Qualitative data collection and analysis
• << Previous: Independent Variable VS Dependent Variable
• Next: Systematic Reviews >>
• Last Updated: Mar 19, 2024 10:39 AM
• URL: https://researchguides.library.wisc.edu/nursing

Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

Plus, get exclusive access to discounts for nurses, stay informed on the latest nurse news, and learn how to take the next steps in your career.

By clicking “Join Now”, you agree to receive email newsletters and special offers from Nurse.org. We will not sell or distribute your email address to any third party, and you may unsubscribe at any time by using the unsubscribe link, found at the bottom of every email.

Nursing Research Paper

Sample Nursing Research Paper. Browse other research paper examples and check the list of nursing research paper topics for more inspiration. If you need a research paper written according to all academic standards, you can always turn to our experienced writers for help. This is how your paper can get an A! Also, check out our custom research paper writing service for professional assistance. We offer high-quality assignments at reasonable rates.

This sample nursing research paper provides a comprehensive exploration of the multifaceted nursing profession, examining its historical development, theoretical foundations, and the current state of nursing education and practice. The paper delves into the evolution of nursing roles, the impact of significant figures in the field, and the progression towards advanced nursing practices. It also scrutinizes the ethical and legal frameworks that govern nursing, highlighting the importance of these considerations in daily practice. Furthermore, it discusses the challenges and opportunities that the future holds for nursing, including technological advancements, changes in healthcare delivery, and the ongoing development of nursing as a profession. Through a synthesis of scholarly literature, this paper aims to offer a nuanced understanding of the critical role nurses play in healthcare and the dynamic nature of nursing as it adapts to meet the changing needs of society.

Academic Writing, Editing, Proofreading, And Problem Solving Services

Get 10% off with 24start discount code, introduction.

This sample nursing research paper seeks to clarify the domain of nursing within the broader context of healthcare, charting its historical progression and delineating the contemporary role of nurses within healthcare systems. Nursing, traditionally rooted in care and compassion, has evolved into a complex, evidence-based discipline integral to healthcare delivery (Alligood, 2017). Its domain extends beyond bedside care into realms of research, policy, and education, reflecting a breadth of influence on patient outcomes and healthcare efficacy.

The historical trajectory of nursing is rich and varied, with its modern form shaped significantly by the pioneering work of figures such as Florence Nightingale, whose emphasis on sanitary conditions during the Crimean War set a precedent for the integration of environmental factors in patient care (Dossey, 2010). As the profession has developed, so too have the educational and regulatory frameworks that support it, transitioning from informal apprenticeships to advanced degree programs and licensure requirements (Judd & Sitzman, 2014).

In contemporary healthcare systems, nurses function as the linchpin of patient services, providing not only direct patient care but also engaging in health promotion, disease prevention, and advocacy across a variety of settings. Their roles have expanded to include leadership positions where they influence healthcare policies and contribute to interdisciplinary teams aimed at improving healthcare quality and accessibility (Institute of Medicine, 2010). The role of nurses continues to adapt, driven by changes in healthcare needs, advances in medical knowledge, and shifts in societal expectations.

More Nursing Research Papers:

• Nursing Approaches to Pain Management
• Nursing Interventions for Chronic Illnesses
• Geriatric Care Challenges in Nursing
• The Role of Nursing in Mental Health Treatment
• Occupational Health and Safety for Nurses
• Emergency Nursing Procedures and Protocols
• Oncology Nursing and Patient Support
• Nursing Ethics in Genetic Counseling
• The Impact of Nursing on Hospital Readmissions
• Trauma and Critical Care Nursing Practices

Historical Context of Nursing

Influential figures have been instrumental in shaping the trajectory of nursing. Florence Nightingale, often revered as the pioneer of modern nursing, introduced principles of hygiene and sanitation during the Crimean War, dramatically reducing mortality rates (McDonald, 2001). Her subsequent establishment of the first secular nursing school at St. Thomas’ Hospital in London set the foundation for formal nursing education. Another seminal figure, Clara Barton, known for her role in founding the American Red Cross, emphasized the importance of nursing in public health and disaster response (Pryor, 1988). These pioneers not only advanced nursing practice but also elevated the status of nursing to a respected profession.

The emergence and development of nursing education and professional standards have further defined nursing as a critical component of the healthcare system. The late 19th and early 20th centuries saw the establishment of nursing schools that not only imparted technical skills but also instilled a professional ethos. The American Nurses Association, formed in 1911, and the International Council of Nurses, established in 1899, began setting professional standards and advocating for the rights of nurses and the nursing profession worldwide (Dock & Stewart, 1938). As the 20th century progressed, nursing education expanded to universities, embracing scientific research and evidence-based practice, which has continued to elevate the profession’s standards and scope of practice.

Theoretical Foundations of Nursing

The theoretical underpinnings of nursing serve as the scaffolding for the profession, offering guidance and a framework for nursing practice, research, and education. Florence Nightingale’s Environmental Theory, which emphasizes the importance of the patient’s environment in healing, laid the groundwork for modern nursing theory (Nightingale, 1860). Subsequent nursing theories have expanded on this foundation, integrating concepts from health, personhood, environment, and nursing itself. For instance, Virginia Henderson’s Need Theory focuses on the nurse’s role in assisting patients to achieve independence and wholeness through the fulfillment of basic human needs (Henderson, 1966).

The utilization of these theories in clinical practice is not merely academic; it directly influences patient care. Jean Watson’s Theory of Human Caring, for instance, centers on the relationship between patient and nurse and proposes that caring can promote health better than a simple medical cure (Watson, 1979). This theory has been employed in various healthcare settings, shaping patient-nurse interactions by fostering a holistic approach to care that encompasses physical, emotional, and spiritual well-being.

The progression from basic nursing practice to advanced practice is also deeply intertwined with theoretical knowledge. Advanced practice nurses, including nurse practitioners, clinical nurse specialists, and nurse anesthetists, draw upon a rich theoretical foundation to inform their decision-making and practice. For example, Patricia Benner’s Novice to Expert Theory outlines the stages of clinical competence, providing a framework for the continual growth and development that characterize the journey from novice nurse to expert practitioner (Benner, 1984). This theoretical model not only guides nurses in their personal professional development but also underscores the value of experience and education in delivering high-quality, nuanced patient care.

In essence, nursing theories are not static constructs but are dynamic and integral to the ongoing development of nursing as a science and an art. They provide a lens through which nurses can understand their practice, contribute to patient outcomes, and advance the field of nursing.

Nursing Education and Professional Development

Educational pathways and licensing for nurses.

The educational journey for nurses is a cornerstone of the healthcare profession, ensuring that the individuals caring for patients possess the necessary knowledge and skills. This journey typically begins with foundational programs that lead to initial licensure. Prospective nurses may choose between several educational pathways, such as diploma programs, which historically were the most common route, associate degree programs (ADN), which offer a balance of time-efficiency and thorough preparation, and bachelor’s degree programs in nursing (BSN), which have become increasingly favored in recent years (Institute of Medicine, 2010). The BSN programs, in particular, are gaining prominence due to research indicating that a higher level of education among nursing staff is correlated with better patient outcomes, including lower mortality rates and improved quality of care (Aiken et al., 2014). Following the completion of these academic programs, graduates must successfully pass the National Council Licensure Examination (NCLEX-RN for registered nurses) to practice as licensed professionals. This examination serves as a critical gatekeeper, ensuring that all practicing nurses meet a standardized competency level to provide safe and effective patient care.

Ongoing Education and Areas of Specialization within Nursing

The field of nursing is one characterized by lifelong learning, with ongoing education seen as both a professional responsibility and a personal commitment to excellence in patient care. Advanced practice nurses (APNs), including nurse practitioners, clinical nurse specialists, nurse anesthetists, and nurse midwives, often require a master’s degree (MSN) or doctoral degrees (DNP or PhD) to specialize and practice independently or in advanced roles (Institute of Medicine, 2010). Specialized areas such as pediatrics, gerontology, oncology, and cardiac care not only require advanced knowledge but also specific clinical skills that are often acquired through additional certification programs and clinical practice hours. These specialized roles are integral to the healthcare system, providing targeted care that addresses the specific needs of diverse patient populations. The demand for specialization is anticipated to grow, particularly as healthcare becomes more complex and the population ages, necessitating a workforce adept in specialized care (Buerhaus et al., 2017).

Influence of Professional Nursing Organizations on Career Advancement

The role of professional nursing organizations is pivotal in fostering a nurse’s career development. These organizations, such as the American Nurses Association (ANA), Sigma Theta Tau International (STTI), and the International Council of Nurses (ICN), provide members with access to a wealth of resources that are essential for professional growth and development. They offer opportunities for continuing education, professional networking, and leadership development, all of which are critical for career advancement (Matthews, 2012). In addition to educational benefits, these organizations advocate for the profession’s interests, influencing policy and legislation that affect nursing practice and healthcare delivery. Active participation in these organizations can elevate a nurse’s professional profile, open doors to leadership positions, and contribute to the advancement of the nursing profession as a whole.

In conclusion, nursing education and professional development are essential components of a robust healthcare system. As the demands of healthcare evolve, so too must the educational and professional development opportunities available to nurses. Ensuring that nurses have access to quality education and ongoing professional development is critical not only for their personal career advancement but also for the provision of high-quality patient care.

Ethical and Legal Considerations in Nursing

The practice of nursing is deeply entrenched in ethical and legal principles that guide the profession in providing safe, compassionate, and competent care to patients. Nursing ethics, a subset of bioethics, involves dilemmas and decisions nurses must navigate in their daily practice, often relating to issues such as patient autonomy, informed consent, confidentiality, and the allocation of healthcare resources (Fry & Johnstone, 2002). Nurses are commonly faced with ethical issues like end-of-life care decisions, handling cases of potential abuse, and respecting patients’ wishes even when they conflict with the family’s desires or the healthcare team’s opinions (ANA, 2015).

Legal responsibilities in nursing practice are equally important, as nurses must operate within the boundaries of the law to protect their patients, themselves, and their employers. In the United States, for instance, nurses must adhere to the Health Insurance Portability and Accountability Act (HIPAA), which governs the confidentiality and security of patient health information (Annas, 2003). Furthermore, nurses are legally obligated to report any suspected abuse or neglect and must maintain a high standard of care to avoid negligence claims.

The critical nature of ethical decision-making and adherence to legal standards in nursing cannot be overstated. Ethical decision-making models can assist nurses in systematically approaching difficult decisions, allowing them to consider all aspects of a situation before taking action (Butts & Rich, 2013). The American Nurses Association’s Code of Ethics provides a foundational framework for nurses to carry out their responsibilities in a manner consistent with quality in nursing care and the ethical obligations of the profession (ANA, 2015).

In essence, the convergence of ethics and law in nursing practice serves as the bedrock upon which the integrity of the profession stands. It is imperative for nurses to continually educate themselves on ethical principles and legal requirements, which are ever-changing as societal norms evolve and new health care laws and regulations emerge.

Nursing Practice and Patient Care

Nursing practice encompasses a broad range of responsibilities that vary significantly across different healthcare environments. In hospitals, nurses are involved in direct patient care, administering medications, monitoring vital signs, and collaborating with physicians to provide comprehensive care plans (Blegen, Goode, & Spetz, 2013). In community settings, nurses may focus more on health promotion and disease prevention, conducting screenings, and educational programs. In long-term care facilities, nurses often manage chronic conditions, support rehabilitation, and provide end-of-life care. The scope of practice is also influenced by state laws and licensure requirements, which delineate the level of autonomy a nurse has in performing procedures and making clinical decisions (Huston, 2013).

Nursing care methodologies are guided by the principles of evidence-based practice, which involves integrating clinical expertise with the best available evidence and patient preferences (Melnyk & Fineout-Overholt, 2011). This approach ensures that nursing interventions are not only scientifically sound but also tailored to individual patient needs. For instance, patient-centered care models emphasize the importance of understanding the patient’s experience and values, leading to personalized care plans that can result in higher patient satisfaction and better adherence to treatment recommendations.

The impact of nursing on patient care outcomes is well-documented. Research has consistently shown that higher staffing levels of nurses with baccalaureate education are associated with lower rates of hospital-acquired conditions, such as infections, falls, and pressure ulcers, and lower patient mortality rates (Aiken et al., 2014). Furthermore, the presence of advanced practice nurses, such as nurse practitioners, has been associated with improved management of chronic diseases, such as diabetes and hypertension, leading to better patient outcomes (Kleinpell et al., 2014).

In conclusion, the scope of nursing practice is diverse, adapting to the unique demands of various healthcare settings. Nursing care methodologies grounded in evidence-based practice are fundamental to delivering high-quality care. The positive effects of nursing on patient care outcomes underline the importance of investing in a well-educated nursing workforce and supporting nurses in their practice to ensure optimal patient care.

Advanced Nursing Practice

Responsibilities of advanced practice nurses (apns).

Advanced Practice Nurses (APNs) are registered nurses who have achieved advanced levels of education and training. Their responsibilities extend well beyond those of a registered nurse (RN) and are characterized by a higher degree of clinical autonomy and expertise. Nurse Practitioners (NPs), one of the four primary APN roles, provide a full spectrum of healthcare services, including the diagnosis and management of acute and chronic illnesses. Clinical Nurse Specialists (CNSs) offer expertise in specialized areas such as oncology, pediatrics, or geriatrics, and focus on improving health care systems and outcomes. Certified Registered Nurse Anesthetists (CRNAs) provide anesthesia and related care before, during, and after surgical procedures, while Certified Nurse-Midwives (CNMs) offer primary care for women, including gynecological and obstetric services (American Association of Colleges of Nursing [AACN], 2006).

APNs are expected to lead initiatives to improve health care quality and patient safety. They are involved in developing and implementing evidence-based practices, conducting research, and contributing to health policy. In primary care settings, NPs often serve as patients’ primary healthcare provider, coordinating care, counseling on preventive health measures, and managing overall patient wellness. This level of responsibility has proven particularly vital in rural and underserved urban areas, where APNs frequently serve as the most accessible health care providers (Stanley, 2005).

The Role of APNs in Healthcare Delivery and Patient Outcomes

The contribution of APNs to healthcare delivery is substantial, with research consistently demonstrating positive patient outcomes under their care. Studies have shown that patients under the care of NPs often experience lower hospital readmission rates, shorter hospital stays, and higher satisfaction with care. Similarly, CNSs have been shown to significantly improve patient outcomes through their expert interventions and system changes in specialty and acute care settings (Begley et al., 2010).

The role of APNs extends into the management of chronic diseases, where their patient-centered approach and emphasis on education and self-care have resulted in improved management of conditions such as diabetes, hypertension, and respiratory diseases. Their unique blend of clinical expertise and holistic care aligns well with contemporary healthcare delivery models that emphasize patient engagement and chronic disease management (Kaplan & Brown, 2017).

Regulatory Considerations for APNs

The regulatory framework for APNs is complex and varies by jurisdiction. In the United States, for example, the scope of practice for APNs is determined at the state level, leading to a patchwork of regulations that can vary widely. Some states grant “full practice” status, allowing APNs to evaluate patients; diagnose, initiate, and manage treatments; and prescribe medications independently. Other states have “reduced” or “restricted” practice, requiring collaboration, supervision, or team management by another health provider, such as a physician (Pearson, 2015).

Ongoing debates regarding the scope of practice for APNs often center on patient safety, access to care, and the utilization of the full capabilities of APNs. Proponents of expanding APN practice authority argue that such measures are essential to address the shortage of primary care providers, especially in underserved areas. Conversely, opponents express concerns about ensuring consistent quality of care across diverse healthcare settings (Auerbach et al., 2012).

As the healthcare landscape continues to evolve, it is likely that the roles and regulations governing APNs will also change. The future may see a greater harmonization of scope-of-practice laws to reflect the growing body of evidence supporting the safety and effectiveness of APN care. Professional organizations like the AACN and the American Nurses Association (ANA) continue to advocate for the removal of practice barriers for APNs, emphasizing the need for healthcare policy to adapt to the modern realities of healthcare delivery and to optimize the contributions of these skilled professionals.

In summary, Advanced Practice Nurses hold crucial roles in the healthcare delivery system, with their advanced clinical skills and education significantly impacting patient care outcomes. As the demand for high-quality healthcare increases, the responsibilities and autonomy of APNs are likely to expand, necessitating a regulatory environment that supports their full contribution to patient care.

Challenges and Opportunities in Nursing

The nursing profession, while deeply rewarding, is not without its challenges. Contemporary issues in nursing span a variety of complex and interrelated themes, from addressing the nursing shortage to managing the stress and burnout associated with increasingly high patient loads and administrative duties (Kovner, Brewer, & Djukic, 2009). The ongoing COVID-19 pandemic has further highlighted these challenges, placing unprecedented demands on nurses and the healthcare system at large.

Despite these challenges, the future of nursing is ripe with potential for innovation and growth. Technological advancements are rapidly transforming healthcare, and with it, the nursing profession. Telehealth, electronic health records, and advanced medical devices are creating new realms of practice and opportunities for improving patient care. Nurses are poised to play a crucial role in the integration and optimization of these technologies within healthcare delivery (Risling, 2017).

The prospects for professional growth and leadership within nursing are also expanding. There is a growing recognition of the need for nurses to occupy decision-making roles in healthcare policy and administration. Leadership programs and doctoral education, including the Doctor of Nursing Practice (DNP) degree, are preparing nurses to lead change in healthcare, ensuring that nurses have a voice in shaping the policies and practices that affect their profession and the care of their patients (Institute of Medicine, 2010).

Furthermore, the push towards interprofessional education and collaborative practice models is creating new avenues for nurses to lead in the coordination of patient care. As patient advocates and care coordinators, nurses are uniquely positioned to bridge the gap among various healthcare disciplines, contributing to more holistic, patient-centered care (Institute of Medicine, 2010).

Nurses are also expanding their roles in public health, community outreach, and global health initiatives, addressing broader social determinants of health and working to reduce health disparities. The expertise of nurses in health promotion, disease prevention, and emergency preparedness is increasingly vital in the face of global health challenges such as pandemics, climate change, and population aging (Kovner et al., 2009).

In conclusion, while nursing faces a set of substantial challenges, the profession is also presented with numerous opportunities for innovation, growth, and leadership. The future will likely see nurses stepping into more diverse roles, leveraging technology to improve patient care, and taking on greater leadership in health policy and system design. As the healthcare landscape continues to evolve, the nursing profession will remain an indispensable pillar, adapting to meet the changing needs of patients and communities worldwide.

Global Nursing and Healthcare

Nursing’s role in global health is both vast and essential, encompassing a wide range of activities from direct patient care to participation in policy development and implementation. Nurses are often at the forefront of international health initiatives, working with communities to address health concerns, improve access to care, and reduce health disparities. Their involvement is crucial in areas such as infectious disease control, maternal and child health, and non-communicable disease management. Global health nursing not only refers to the work done by nurses within their own countries but also includes their contributions on an international scale, such as through humanitarian relief efforts or health education programs in low-resource settings (Benton, Ferguson, & Pérez, 2016).

International nursing standards and practices are developed to ensure a consistent and high-quality level of nursing care across different countries and healthcare systems. These standards, often set by professional nursing organizations like the International Council of Nurses (ICN), guide the education, licensure, and practice of nurses globally. They serve as a framework for the delivery of culturally sensitive and evidence-based care and are integral to the advancement of the nursing profession worldwide. The World Health Organization (WHO) also contributes to setting global standards for nursing and midwifery, recognizing the critical role these professionals play in achieving international health goals (World Health Organization, 2020).

Cultural competence in nursing is increasingly recognized as a critical component of healthcare delivery in a globalized world. As populations become more diverse, nurses must be equipped with the skills and knowledge to provide care that respects cultural differences and values. This includes understanding how cultural backgrounds can influence health beliefs, practices, and patient interactions. Developing cultural competence involves a combination of education, self-awareness, and experiential learning, and is an ongoing process. Culturally competent nurses are better able to establish trust with patients, leading to improved health outcomes and patient satisfaction (Campinha-Bacote, 2011).

In summary, the impact of nursing on global health is profound and multifaceted. Nurses contribute significantly to healthcare delivery in diverse cultural contexts, and their role in the international healthcare landscape continues to expand. As they advocate for and implement global health initiatives, nurses are also instrumental in setting international standards and practices. Moreover, cultural competence remains a critical skill for nurses as they navigate the complexities of a global patient population. The future of global nursing is one of increased interconnectivity, cultural understanding, and collaboration across borders to meet the health challenges of the 21st century.

Nursing Leadership and Administration

Leadership theories applicable to nursing.

Leadership within nursing is not just a positional role but a pivotal function that influences healthcare delivery at all levels. Various leadership theories have been adapted to the nursing context to promote effective management and guide professional practice. Transformational leadership, which fosters an inspiring vision and encourages team members to exceed their own interests for the sake of the group or organization, is particularly resonant in nursing (Doody & Doody, 2012). This leadership style aligns well with the collaborative nature of healthcare, encouraging nurses to take initiative and contribute innovatively to patient care. Similarly, servant leadership, which emphasizes the leader’s role as a caretaker who prioritizes the needs of others, including team members and patients, is another model that has proven effective in nursing settings. It promotes a people-first approach, crucial in the patient-centered environment of healthcare.

Management of Healthcare Teams and Resources by Nurses

Nurse leaders are responsible for the management of healthcare teams, often navigating complex dynamics to ensure cohesive and efficient functioning. Effective team management involves conflict resolution, delegation, communication, and advocacy. Nurse administrators also play a critical role in resource management, which includes staffing, budgeting, and ensuring that the clinical setting is equipped to provide high-quality care (Marquis & Huston, 2015). They must be adept at balancing fiscal responsibility with the ethical imperative to provide the best possible patient care, which can involve making tough decisions about resource allocation in a healthcare landscape often characterized by scarcity and competing needs.

Strategic Planning for Nursing Quality Improvement

Strategic planning in nursing is essential to foster quality improvement and advance healthcare goals. Nurse leaders are integral to this process, as they help to set objectives, outline strategies, and implement plans that aim to improve patient outcomes and care delivery processes. Quality improvement in nursing can encompass a wide array of initiatives, from reducing hospital-acquired infections to improving patient satisfaction scores or streamlining discharge processes. Through the use of quality improvement models such as Plan-Do-Study-Act (PDSA) cycles or Six Sigma, nurse leaders can systematically analyze current practices, identify areas for improvement, and measure the impact of implemented changes (Sherwood & Barnsteiner, 2012).

In summary, nursing leadership and administration are critical to the functioning and advancement of healthcare services. Nurse leaders and administrators must be well-versed in leadership theories that can be applied effectively within healthcare environments. They are tasked with the important responsibilities of managing diverse healthcare teams, efficiently utilizing resources, and leading strategic initiatives for quality improvement. As the healthcare industry continues to evolve, the roles of nurse leaders and administrators become increasingly vital in shaping the future of patient care and nursing practice.

Technology and Innovation in Nursing

The integration of information technology into healthcare has had a transformative effect on the nursing profession. Electronic Health Records (EHRs) have become a standard in modern healthcare facilities, significantly impacting the way nurses manage and record patient care. EHRs enhance communication between healthcare providers, improve access to patient information, and facilitate more accurate and efficient documentation (Hebda & Czar, 2013). Moreover, information technology has streamlined many processes, such as medication ordering and lab results retrieval, reducing the potential for errors and allowing nurses more time for direct patient care.

Telehealth has emerged as a rapidly expanding sector within nursing, propelled by advances in technology and the need for accessible healthcare. Telehealth nursing allows patients to receive care remotely, increasing access for those in rural or underserved areas. It also enables continuous patient monitoring and management of chronic conditions, improving patient outcomes while reducing hospital visits and readmissions (Rutledge et al., 2017). For nurses, telehealth has opened new roles and responsibilities, including serving as telehealth coordinators or specialists, requiring them to develop new skill sets for the effective delivery of remote care.

Innovation in nursing care is continually advancing, with new technologies being applied to improve patient outcomes and nursing workflows. Wearable health devices and sensors can now provide real-time data on patient vitals, allowing for immediate interventions when necessary. Robotics in nursing, although still in its early stages, is beginning to assist in tasks ranging from patient transport to surgery, potentially revolutionizing the future of nursing practice. Furthermore, artificial intelligence (AI) applications in nursing are being explored for their ability to analyze vast amounts of health data to assist in clinical decision-making (Topol, 2019).

In conclusion, technology and innovation are driving significant changes in nursing practice, offering opportunities to enhance patient care and improve the efficiency of healthcare delivery. As the adoption of these technologies continues to grow, nursing education and professional development programs will need to evolve to equip nurses with the necessary competencies to thrive in a technologically advanced healthcare environment.

Public Health and Community Nursing

Community health nursing is a vital branch of nursing that focuses on the health needs of entire populations. It operates on the principles of social justice, equity, and the social determinants of health, aiming to provide and improve access to care, particularly for the most vulnerable populations. This practice is characterized by a holistic approach that considers the multifaceted aspects of health, including physical, psychological, social, and environmental factors. Community health nurses work in various settings, from schools and community centers to homes and neighborhood clinics, delivering care that is culturally sensitive and tailored to the specific needs of the community (Maurer & Smith, 2013). They engage in comprehensive care that includes health education, advocacy, and policy development to facilitate environments that promote good health.

Nurses play an integral role in public health initiatives, often serving as the primary link between healthcare systems and communities. They are involved in designing and implementing programs that target major public health concerns such as infectious diseases, obesity, substance abuse, and mental health. Their involvement is not limited to the provision of direct care but also includes policy advocacy and collaboration with governmental and non-governmental organizations to address health disparities and influence health policy (Stanhope & Lancaster, 2015). Public health nurses may also participate in emergency preparedness and response, playing critical roles in managing and mitigating the effects of natural disasters, epidemics, and bioterrorism threats.

The strategies employed by nurses in disease prevention and health promotion are grounded in evidence-based practice and public health science. Nurses conduct screenings and immunization clinics, provide counseling and education on healthy lifestyle choices, and support chronic disease management programs. They also utilize community assessment techniques to identify health risks and develop targeted interventions that can prevent disease and promote health across populations (Allender, Rector, & Warner, 2014). By focusing on prevention, nurses contribute to the reduction of healthcare costs and the burden of disease, ultimately improving the overall health and well-being of the communities they serve.

In conclusion, public health and community nursing are essential components of the healthcare system, emphasizing prevention, health promotion, and the well-being of populations. Nurses in this field are advocates, educators, and leaders in health initiatives, committed to improving community health and shaping health policies. As society continues to face complex health challenges, the role of public health and community nurses will remain critical in fostering healthy and resilient communities.

Nursing Research and Evidence-Based Practice

The role of research in nursing practice development.

Research in nursing is pivotal for the development and enhancement of nursing practice. It forms the backbone of clinical decision-making, ensuring that nursing care is based on the latest and most reliable evidence. Engaging in research activities empowers nurses to validate and refine existing knowledge and to discover new insights into patient care, disease management, health promotion, and prevention (Polit & Beck, 2017). Moreover, nursing research drives the profession forward by fostering a culture of inquiry and lifelong learning among nurses. It enables practitioners to stay abreast of advancements in healthcare, thereby continually improving practices and patient care outcomes. This dedication to research also helps elevate the nursing profession by demonstrating the complexity and scientific rigor involved in nursing practice, which is critical for gaining recognition and respect from interdisciplinary team members and stakeholders.

Research Methods in Nursing

Nursing research encompasses a variety of methods tailored to the specific questions being addressed. Quantitative research methods, such as experimental and quasi-experimental designs, provide a means to test hypotheses and establish causal relationships. Surveys and epidemiological studies are also common quantitative methods that allow for the examination of trends, attitudes, and the prevalence of health-related issues within populations. On the other hand, qualitative research methods, including phenomenology, grounded theory, and ethnography, enable researchers to gain a deeper understanding of the human experience related to health, illness, and nursing care (Creswell & Creswell, 2017). These methodologies can reveal the complexities of patient behaviors, the meanings individuals ascribe to health experiences, and the social context of health and illness.

Mixed-methods research, which combines both quantitative and qualitative approaches, has gained popularity in nursing research. This methodological approach provides a comprehensive perspective, allowing for the exploration of multifaceted health phenomena. It enables nurse researchers to address research questions with a broader scope, enhancing the depth and breadth of understanding required to inform practice. By employing a mixed-methods approach, researchers can corroborate findings across different methods, increasing the validity and reliability of the results (Creswell & Creswell, 2017).

Application of Evidence-Based Practice in Nursing

The application of evidence-based practice (EBP) is a hallmark of modern nursing care. EBP involves a systematic process of appraising and incorporating the best available research evidence with clinical expertise and patient preferences. It is an ongoing, dynamic process that requires the ability to ask relevant clinical questions, search for and critically appraise the literature, implement appropriate interventions, and evaluate outcomes (Melnyk & Fineout-Overholt, 2011). The use of EBP allows nurses to provide care that is not only scientifically justified but also aligned with the values and needs of patients, resulting in higher quality and more personalized care.

Nursing education programs now emphasize the importance of EBP, equipping future nurses with the skills needed to integrate research findings into their clinical practice. Furthermore, many healthcare organizations have developed EBP guidelines and protocols to standardize care and ensure that all patients receive the most effective treatments. Nurse leaders and managers play a critical role in fostering an organizational culture that values EBP, by providing resources, facilitating training, and encouraging the dissemination and implementation of research findings.

Healthcare organizations that prioritize EBP often establish dedicated roles or departments focused on research and quality improvement. These departments work to translate research findings into practice, develop policies, and evaluate the impact of care interventions on patient outcomes. They also collaborate with academic institutions and research organizations to conduct clinical trials and other research studies within the clinical setting.

Challenges and Future Directions in Nursing Research and EBP

Despite the recognized value of EBP, there are several challenges to its full integration into nursing practice. These include a lack of time, limited access to research resources, and insufficient training in research methods and critical appraisal skills. Addressing these barriers is crucial for the advancement of nursing practice and requires a concerted effort from educational institutions, healthcare organizations, and the nursing profession itself.

The future of nursing research and EBP is promising, with advancements in technology providing new avenues for research dissemination and education. Online databases, digital libraries, and mobile applications are making research findings more accessible than ever before. Virtual reality and simulation technologies offer innovative ways to educate nurses on EBP and to evaluate the impact of care without risking patient safety.

As nursing continues to advance as a research-based profession, it is likely that more nurses will engage in research activities and contribute to the body of knowledge that underpins nursing practice. The integration of EBP into all levels of nursing care will continue to be a priority, ensuring that patients receive care that is not only compassionate and patient-centered but also empirically sound.

In summarizing the central themes of this comprehensive examination of nursing, it is clear that the nursing profession serves as a linchpin within the health sector. From the historical context to the modern evolution of nursing practices, this paper has underscored the dynamic and essential role that nurses play in patient care and the broader healthcare system. Nurses not only provide hands-on care but also engage in critical thinking, leadership, and advocacy that shape healthcare delivery and policy (Institute of Medicine, 2010).

The scope of nursing practice, as discussed, has expanded far beyond its traditional boundaries, now encompassing advanced practice roles, a commitment to public health, and a central role in global healthcare initiatives. Nurses are at the forefront of integrating evidence-based practice into clinical settings, ensuring that patient care is guided by the best available evidence and patient values. The profession has risen to the challenge of embracing technological advancements and innovations, from telehealth to sophisticated health informatics systems, which have revolutionized the way nursing care is delivered and documented (Huston, 2013).

Looking to the future, nursing is poised to continue its trajectory of growth and influence. As the demands of healthcare evolve with an aging population, emerging global health threats, and complex chronic health conditions, the need for skilled, compassionate, and innovative nurses is more pronounced than ever. The profession must continue to advocate for advanced education, research opportunities, and practice environments that enable nurses to practice to the full extent of their education and training.

Nursing’s future will also be characterized by a continued emphasis on interprofessional collaboration, as patient care becomes more integrated and team-based. Nurses will undoubtedly take on leadership roles in these teams, utilizing their expertise in patient care coordination and holistic care to improve health outcomes and patient experiences (American Nurses Association, 2015).

In conclusion, the field of nursing is not static but continually advancing, driven by research, technological innovations, and an unwavering commitment to patient care. As this paper has demonstrated, nursing is central to the health sector, and its future trajectory is one of greater impact, with the potential to shape the face of healthcare in the years to come.

Bibliography:

• Aiken, L. H., Clarke, S. P., Cheung, R. B., Sloane, D. M., & Silber, J. H. (2003). Educational levels of hospital nurses and surgical patient mortality. JAMA , 290(12), 1617-1623.
• Aiken, L. H., Cimiotti, J. P., Sloane, D. M., Smith, H. L., Flynn, L., & Neff, D. F. (2014). Effects of nurse staffing and nurse education on patient deaths in hospitals with different nurse work environments. Medical Care , 49(12), 1047-1053.
• Allender, J. A., Rector, C., & Warner, K. (2014). Community & Public Health Nursing: Promoting the Public’s Health . Wolters Kluwer Health/Lippincott Williams & Wilkins.
• Alligood, M. R. (2017). Nursing theorists and their work . Elsevier Health Sciences.
• American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. Washington, DC: AACN.
• American Nurses Association [ANA]. (2015). Code of Ethics for Nurses with Interpretive Statements . American Nurses Association.
• American Nurses Association [ANA]. (2015). Nursing: Scope and standards of practice (3rd ed.). American Nurses Association.
• Annas, G. J. (2003). HIPAA regulations—a new era of medical-record privacy? The New England Journal of Medicine , 348(15), 1486-1490.
• Auerbach, D. I., Staiger, D. O., Muench, U., & Buerhaus, P. I. (2012). The nursing workforce in an era of health care reform. New England Journal of Medicine , 368(16), 1470-1472.
• Baly, M. E. (1995). Florence Nightingale and the Nursing Legacy . Whurr Publishers Ltd.
• Begley, C., Murphy, K., Higgins, A., & Cooney, A. (2010). An evaluation of the role of the clinical nurse specialist. Dublin: Trinity College.
• Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice . Addison-Wesley Publishing Company.
• Benton, D. C., Ferguson, S. L., & Pérez, A. (2016). Global Health Nursing in the 21st Century. Springer Publishing Company.
• Blegen, M. A., Goode, C. J., & Spetz, J. (2013). Nurse staffing effects on patient outcomes: Safety-net and non-safety-net hospitals. Medical Care , 51(4), 365-372.
• Buerhaus, P. I., DesRoches, C. M., Dittus, R., & Donelan, K. (2017). Practice characteristics of primary care nurse practitioners and physicians. Nursing Outlook , 65(2), 216-223.
• Butts, J. B., & Rich, K. L. (2013). Nursing Ethics: Across the Curriculum and Into Practice . Jones & Bartlett Learning.
• Campinha-Bacote, J. (2011). Delivering Patient-Centered Care in the Midst of a Cultural Conflict: The Role of Cultural Competence. Online Journal of Issues in Nursing , 16(2), 5.
• Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Thousand Oaks, CA: Sage Publications.
• Dock, L. L., & Stewart, I. M. (1938). A Short History of Nursing from the Earliest Times to the Present Day . G.P. Putnam’s Sons.
• Doody, O., & Doody, C. M. (2012). Transformational leadership in nursing practice. British Journal of Nursing , 21(20), 1212-1218.
• Dossey, B. M. (2010). Florence Nightingale: Mystic, visionary, healer . FA Davis.
• Fry, S. T., & Johnstone, M.-J. (2002). Ethics in Nursing Practice: A Guide to Ethical Decision Making . Blackwell Science Ltd.
• Hebda, T., & Czar, P. (2013). Handbook of Informatics for Nurses & Healthcare Professionals . Pearson.
• Henderson, V. (1966). The Nature of Nursing: A Definition and Its Implications for Practice, Research, and Education . Macmillan.
• Huston, C. J. (2013). Professional issues in nursing: Challenges and opportunities . Lippincott Williams & Wilkins.
• Institute of Medicine. (2010). The future of nursing: Leading change, advancing health . National Academies Press.
• Judd, D., & Sitzman, K. (2014). A history of American nursing: Trends and eras . Jones & Bartlett Publishers.
• Kaplan, L., & Brown, M. A. (2017). The role of the advanced practice nurse in the future of health care. The Nurse Practitioner , 42(3), 34-41.
• Kleinpell, R., Hudspeth, R., Scordo, K. A., & Magdic, K. (2014). Defining NP scope of practice and associated regulations: Focus on acute care. Journal of the American Association of Nurse Practitioners , 26(1), 11-18.
• Kovner, C. T., Brewer, C. S., & Djukic, M. (2009). Workforce Issues and Patient Care Quality in Hospitals. Journal of Nursing Care Quality , 24(4), 273-282.
• Marquis, B. L., & Huston, C. J. (2015). Leadership Roles and Management Functions in Nursing: Theory and Application . Wolters Kluwer Health.
• Matthews, J. H. (2012). Role of professional organizations in advocating for the nursing profession. Online Journal of Issues in Nursing , 17(1), 3.
• Maurer, F. A., & Smith, C. M. (2013). Community/Public Health Nursing Practice: Health for Families and Populations . Elsevier Health Sciences.
• Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing & healthcare: A guide to best practice . Lippincott Williams & Wilkins.
• McDonald, L. (Ed.). (2001). The Collected Works of Florence Nightingale . Wilfrid Laurier University Press.
• Nightingale, F. (1860). Notes on Nursing: What It Is, and What It Is Not . Harrison.
• Pearson, L. (2015). Annual legislative update: The complexities of APRN practice authority, reimbursement, and prescriptive authority. The Nurse Practitioner , 40(12), 16-42.
• Polit, D. F., & Beck, C. T. (2017). Nursing Research: Generating and Assessing Evidence for Nursing Practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
• Pryor, E. (1988). Clara Barton: Professional Angel . University of Pennsylvania Press.
• Risling, T. (2017). Educating the Nurses of 2025: Technology Trends of the Next Decade. Nurse Education in Practice , 22, 89-92.
• Rutledge, C., Kott, K., Schweickert, P. A., Poston, R., Fowler, C., & Haney, T. S. (2017). Telehealth and eHealth in nurse practitioner training: Current perspectives. Advances in Medical Education and Practice , 8, 399-409.
• Sherwood, G., & Barnsteiner, J. (Eds.). (2012). Quality and Safety in Nursing: A Competency Approach to Improving Outcomes . Wiley-Blackwell.
• Stanhope, M., & Lancaster, J. (2015). Public Health Nursing: Population-Centered Health Care in the Community . Elsevier Health Sciences.
• Stanley, J. M. (2005). Advanced practice nursing: Emphasizing common roles. Philadelphia: F.A. Davis Company.
• Topol, E. J. (2019). Deep Medicine: How Artificial Intelligence Can Make Healthcare Human Again . Basic Books.
• Watson, J. (1979). Nursing: The Philosophy and Science of Caring . Little, Brown and Company.
• World Health Organization. (2020). State of the World’s Nursing 2020: Investing in Education, Jobs and Leadership. Geneva: World Health Organization.

ORDER HIGH QUALITY CUSTOM PAPER

• Research article
• Open access
• Published: 09 November 2005

A qualitative study of nursing student experiences of clinical practice

• Farkhondeh Sharif 1 &
• Sara Masoumi 2  

BMC Nursing volume  4 , Article number:  6 ( 2005 ) Cite this article

356k Accesses

166 Citations

9 Altmetric

Metrics details

Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice.

Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis.

Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience.

The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety as a result of feeling incompetent and lack of professional nursing skills and knowledge to take care of various patients in the clinical setting.

Peer Review reports

Clinical experience has been always an integral part of nursing education. It prepares student nurses to be able of "doing" as well as "knowing" the clinical principles in practice. The clinical practice stimulates students to use their critical thinking skills for problem solving [ 1 ]

Awareness of the existence of stress in nursing students by nurse educators and responding to it will help to diminish student nurses experience of stress. [ 2 ]

Clinical experience is one of the most anxiety producing components of the nursing program which has been identified by nursing students. In a descriptive correlational study by Beck and Srivastava 94 second, third and fourth year nursing students reported that clinical experience was the most stressful part of the nursing program[ 3 ]. Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. In study done by Hart and Rotem stressful events for nursing students during clinical practice have been studied. They found that the initial clinical experience was the most anxiety producing part of their clinical experience [ 4 ]. The sources of stress during clinical practice have been studied by many researchers [ 5 – 10 ] and [ 11 ].

The researcher came to realize that nursing students have a great deal of anxiety when they begin their clinical practice in the second year. It is hoped that an investigation of the student's view on their clinical experience can help to develop an effective clinical teaching strategy in nursing education.

A focus group design was used to investigate the nursing student's view about the clinical practice. Focus group involves organized discussion with a selected group of individuals to gain information about their views and experiences of a topic and is particularly suited for obtaining several perspectives about the same topic. Focus groups are widely used as a data collection technique. The purpose of using focus group is to obtain information of a qualitative nature from a predetermined and limited number of people [ 12 , 13 ].

Using focus group in qualitative research concentrates on words and observations to express reality and attempts to describe people in natural situations [ 14 ].

The group interview is essentially a qualitative data gathering technique [ 13 ]. It can be used at any point in a research program and one of the common uses of it is to obtain general background information about a topic of interest [ 14 ].

Focus groups interviews are essential in the evaluation process as part of a need assessment, during a program, at the end of the program or months after the completion of a program to gather perceptions on the outcome of that program [ 15 , 16 ]. Kruegger (1988) stated focus group data can be used before, during and after programs in order to provide valuable data for decision making [ 12 ].

The participants from which the sample was drawn consisted of 90 baccalaureate nursing students from two hundred nursing students (30 students from the second year and 30 from the third and 30 from the fourth year) at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery). The second year nursing students already started their clinical experience. They were arranged in nine groups of ten students. Initially, the topics developed included 9 open-ended questions that were related to their nursing clinical experience. The topics were used to stimulate discussion.

The following topics were used to stimulate discussion regarding clinical experience in the focus groups.

How do you feel about being a student in nursing education?

How do you feel about nursing in general?

Is there any thing about the clinical field that might cause you to feel anxious about it?

Would you like to talk about those clinical experiences which you found most anxiety producing?

Which clinical experiences did you find enjoyable?

What are the best and worst things do you think can happen during the clinical experience?

What do nursing students worry about regarding clinical experiences?

How do you think clinical experiences can be improved?

What is your expectation of clinical experiences?

The first two questions were general questions which were used as ice breakers to stimulate discussion and put participants at ease encouraging them to interact in a normal manner with the facilitator.

Data analysis

The following steps were undertaken in the focus group data analysis.

Immediate debriefing after each focus group with the observer and debriefing notes were made. Debriefing notes included comments about the focus group process and the significance of data

Listening to the tape and transcribing the content of the tape

Checking the content of the tape with the observer noting and considering any non-verbal behavior. The benefit of transcription and checking the contents with the observer was in picking up the following:

Parts of words

Non-verbal communication, gestures and behavior...

The researcher facilitated the groups. The observer was a public health graduate who attended all focus groups and helped the researcher by taking notes and observing students' on non-verbal behavior during the focus group sessions. Observer was not known to students and researcher

The methods used to code and categorise focus group data were adapted from approaches to qualitative content analysis discussed by Graneheim and Lundman [ 17 ] and focus group data analysis by Stewart and Shamdasani [ 14 ] For coding the transcript it was necessary to go through the transcripts line by line and paragraph by paragraph, looking for significant statements and codes according to the topics addressed. The researcher compared the various codes based on differences and similarities and sorted into categories and finally the categories was formulated into a 4 themes.

The researcher was guided to use and three levels of coding [ 17 , 18 ]. Three levels of coding selected as appropriate for coding the data.

Level 1 coding examined the data line by line and making codes which were taken from the language of the subjects who attended the focus groups.

Level 2 coding which is a comparing of coded data with other data and the creation of categories. Categories are simply coded data that seem to cluster together and may result from condensing of level 1 code [ 17 , 19 ].

Level 3 coding which describes the Basic Social Psychological Process which is the title given to the central themes that emerge from the categories.

Table 1 shows the three level codes for one of the theme

The documents were submitted to two assessors for validation. This action provides an opportunity to determine the reliability of the coding [ 14 , 15 ]. Following a review of the codes and categories there was agreement on the classification.

Ethical considerations

The study was conducted after approval has been obtained from Shiraz university vice-chancellor for research and in addition permission to conduct the study was obtained from Dean of the Faculty of Nursing and Midwifery. All participants were informed of the objective and design of the study and a written consent received from the participants for interviews and they were free to leave focus group if they wish.

Most of the students were females (%94) and single (% 86) with age between 18–25.

The qualitative analysis led to the emergence of the four themes from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap", clinical supervision"," professional role", was considered as important factors in clinical experience.

Initial clinical anxiety

This theme emerged from all focus group discussion where students described the difficulties experienced at the beginning of placement. Almost all of the students had identified feeling anxious in their initial clinical placement. Worrying about giving the wrong information to the patient was one of the issues brought up by students.

One of the students said:

On the first day I was so anxious about giving the wrong information to the patient. I remember one of the patients asked me what my diagnosis is. ' I said 'I do not know', she said 'you do not know? How can you look after me if you do not know what my diagnosis is?'

From all the focus group sessions, the students stated that the first month of their training in clinical placement was anxiety producing for them.

One of the students expressed:

The most stressful situation is when we make the next step. I mean ... clinical placement and we don't have enough clinical experience to accomplish the task, and do our nursing duties .

Almost all of the fourth year students in the focus group sessions felt that their stress reduced as their training and experience progressed.

Another cause of student's anxiety in initial clinical experience was the students' concern about the possibility of harming a patient through their lack of knowledge in the second year.

One of the students reported:

In the first day of clinical placement two patients were assigned to me. One of them had IV fluid. When I introduced myself to her, I noticed her IV was running out. I was really scared and I did not know what to do and I called my instructor .

Fear of failure and making mistakes concerning nursing procedures was expressed by another student. She said:

I was so anxious when I had to change the colostomy dressing of my 24 years old patient. It took me 45 minutes to change the dressing. I went ten times to the clinic to bring the stuff. My heart rate was increasing and my hand was shaking. I was very embarrassed in front of my patient and instructor. I will never forget that day .

Sellek researched anxiety-creating incidents for nursing students. He suggested that the ward is the best place to learn but very few of the learner's needs are met in this setting. Incidents such as evaluation by others on initial clinical experience and total patient care, as well as interpersonal relations with staff, quality of care and procedures are anxiety producing [ 11 ].

Theory-practice gap

The category theory-practice gap emerged from all focus discussion where almost every student in the focus group sessions described in some way the lack of integration of theory into clinical practice.

I have learnt so many things in the class, but there is not much more chance to do them in actual settings .

Another student mentioned:

When I just learned theory for example about a disease such as diabetic mellitus and then I go on the ward and see the real patient with diabetic mellitus, I relate it back to what I learned in class and that way it will remain in my mind. It is not happen sometimes .

The literature suggests that there is a gap between theory and practice. It has been identified by Allmark and Tolly [ 20 , 21 ]. The development of practice theory, theory which is developed from practice, for practice, is one way of reducing the theory-practice gap [ 21 ]. Rolfe suggests that by reconsidering the relationship between theory and practise the gap can be closed. He suggests facilitating reflection on the realities of clinical life by nursing theorists will reduce the theory-practice gap. The theory- practice gap is felt most acutely by student nurses. They find themselves torn between the demands of their tutor and practising nurses in real clinical situations. They were faced with different real clinical situations and are unable to generalise from what they learnt in theory [ 22 ].

Clinical supervision

Clinical supervision is recognised as a developmental opportunity to develop clinical leadership. Working with the practitioners through the milieu of clinical supervision is a powerful way of enabling them to realize desirable practice [ 23 ]. Clinical nursing supervision is an ongoing systematic process that encourages and supports improved professional practice. According to Berggren and Severinsson the clinical nurse supervisors' ethical value system is involved in her/his process of decision making. [ 24 , 25 ]

Clinical Supervision by Head Nurse (Nursing Unit Manager) and Staff Nurses was another issue discussed by the students in the focus group sessions. One of the students said:

Sometimes we are taught mostly by the Head Nurse or other Nursing staff. The ward staff are not concerned about what students learn, they are busy with their duties and they are unable to have both an educational and a service role

Another student added:

Some of the nursing staff have good interaction with nursing students and they are interested in helping students in the clinical placement but they are not aware of the skills and strategies which are necessary in clinical education and are not prepared for their role to act as an instructor in the clinical placement

The students mostly mentioned their instructor's role as an evaluative person. The majority of students had the perception that their instructors have a more evaluative role than a teaching role.

The literature suggests that the clinical nurse supervisors should expressed their existence as a role model for the supervisees [ 24 ]

Professional role

One view that was frequently expressed by student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

We just do basic nursing care, very basic . ... You know ... giving bed baths, keeping patients clean and making their beds. Anyone can do it. We spend four years studying nursing but we do not feel we are doing a professional job .

The role of the professional nurse and nursing auxiliaries was another issue discussed by one of the students:

The role of auxiliaries such as registered practical nurse and Nurses Aids are the same as the role of the professional nurse. We spend four years and we have learned that nursing is a professional job and it requires training and skills and knowledge, but when we see that Nurses Aids are doing the same things, it can not be considered a professional job .

The result of student's views toward clinical experience showed that they were not satisfied with the clinical component of their education. Four themes of concern for students were 'initial clinical anxiety', 'theory-practice gap', 'clinical supervision', and 'professional role'.

The nursing students clearly identified that the initial clinical experience is very stressful for them. Students in the second year experienced more anxiety compared with third and fourth year students. This was similar to the finding of Bell and Ruth who found that nursing students have a higher level of anxiety in second year [ 26 , 27 ]. Neary identified three main categories of concern for students which are the fear of doing harm to patients, the sense of not belonging to the nursing team and of not being fully competent on registration [ 28 ] which are similar to what our students mentioned in the focus group discussions. Jinks and Patmon also found that students felt they had an insufficiency in clinical skills upon completion of pre-registration program [ 29 ].

Initial clinical experience was the most anxiety producing part of student clinical experience. In this study fear of making mistake (fear of failure) and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. This finding is supported by Hart and Rotem [ 4 ] and Stephens [ 30 ]. Developing confidence is an important component of clinical nursing practice [ 31 ]. Development of confidence should be facilitated by the process of nursing education; as a result students become competent and confident. Differences between actual and expected behaviour in the clinical placement creates conflicts in nursing students. Nursing students receive instructions which are different to what they have been taught in the classroom. Students feel anxious and this anxiety has effect on their performance [ 32 ]. The existence of theory-practice gap in nursing has been an issue of concern for many years as it has been shown to delay student learning. All the students in this study clearly demonstrated that there is a gap between theory and practice. This finding is supported by other studies such as Ferguson and Jinks [ 33 ] and Hewison and Wildman [ 34 ] and Bjork [ 35 ]. Discrepancy between theory and practice has long been a source of concern to teachers, practitioners and learners. It deeply rooted in the history of nurse education. Theory-practice gap has been recognised for over 50 years in nursing. This issue is said to have caused the movement of nurse education into higher education sector [ 34 ].

Clinical supervision was one of the main themes in this study. According to participant, instructor role in assisting student nurses to reach professional excellence is very important. In this study, the majority of students had the perception that their instructors have a more evaluative role than a teaching role. About half of the students mentioned that some of the head Nurse (Nursing Unit Manager) and Staff Nurses are very good in supervising us in the clinical area. The clinical instructor or mentors can play an important role in student nurses' self-confidence, promote role socialization, and encourage independence which leads to clinical competency [ 36 ]. A supportive and socialising role was identified by the students as the mentor's function. This finding is similar to the finding of Earnshaw [ 37 ]. According to Begat and Severinsson supporting nurses by clinical nurse specialist reported that they may have a positive effect on their perceptions of well-being and less anxiety and physical symptoms [ 25 ].

The students identified factors that influence their professional socialisation. Professional role and hierarchy of occupation were factors which were frequently expressed by the students. Self-evaluation of professional knowledge, values and skills contribute to the professional's self-concept [ 38 ]. The professional role encompasses skills, knowledge and behaviour learned through professional socialisation [ 39 ]. The acquisition of career attitudes, values and motives which are held by society are important stages in the socialisation process [ 40 ]. According to Corwin autonomy, independence, decision-making and innovation are achieved through professional self-concept 41 . Lengacher (1994) discussed the importance of faculty staff in the socialisation process of students and in preparing them for reality in practice. Maintenance and/or nurturance of the student's self-esteem play an important role for facilitation of socialisation process 42 .

One view that was expressed by second and third year student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

The finding of this study and the literature support the need to rethink about the clinical skills training in nursing education. It is clear that all themes mentioned by the students play an important role in student learning and nursing education in general. There were some similarities between the results of this study with other reported studies and confirmed that some of the factors are universal in nursing education. Nursing students expressed their views and mentioned their worry about the initial clinical anxiety, theory-practice gap, professional role and clinical supervision. They mentioned that integration of both theory and practice with good clinical supervision enabling them to feel that they are enough competent to take care of the patients. The result of this study would help us as educators to design strategies for more effective clinical teaching. The results of this study should be considered by nursing education and nursing practice professionals. Faculties of nursing need to be concerned about solving student problems in education and clinical practice. The findings support the need for Faculty of Nursing to plan nursing curriculum in a way that nursing students be involved actively in their education.

Dunn SV, Burnett P: The development of a clinical learning environment scale. Journal of Advanced Nursing. 1995, 22: 1166-1173.

Article   CAS   PubMed   Google Scholar  

Lindop E: Factors associated with student and pupil nurse wastage. Journal of Advanced Nursing. 1987, 12 (6): 751-756.

Beck D, Srivastava R: Perceived level and source of stress in baccalaureate nursing students. Journal of Nursing Education. 1991, 30 (3): 127-132.

CAS   PubMed   Google Scholar  

Hart G, Rotem A: The best and the worst: Students' experience of clinical education. The Australian Journal of Advanced Nursing. 1994, 11 (3): 26-33.

Sheila Sh, Huey-Shyon L, Shiowli H: Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice. International Journal of Nursing Studies. 2002, 39: 165-175. 10.1016/S0020-7489(01)00016-5.

Article   Google Scholar  

Johnson J: Reducing distress in first level and student nurses. Journal of Advanced Nursing. 2000, 32 (1): 66-74. 10.1046/j.1365-2648.2000.01421.x.

Admi H: Nursing students' stress during the initial clinical experience. Journal of Nursing Education. 1997, 36: 323-327.

Blainey GC: Anxiety in the undergraduate medical-surgical clinical student. Journal of Nursing Education. 1980, 19 (8): 33-36.

Wong J, Wong S: Towards effective clinical teaching in nursing. Journal of Advanced Nursing. 1987, 12 (4): 505-513.

Windsor A: Nursing students' perceptions of clinical experience. Journal of Nursing Education. 1987, 26 (4): 150-154.

Sellek T: Satisfying and anxiety creating incidents for nursing students. Nursing Times. 1982, 78 (35): 137-140.

PubMed   Google Scholar  

Krueger RA: Focus Groups: A Practical Guide for Applied Research. Sage Publications: California. 1988

Google Scholar  

Denzin NK: The Research Act. 1989, Prentice Hall: Englewood Cliffs, New Jersey, 3

Stewart DW, Shamdasani PN: Analysing focus group data. Focus Groups: Theory and Practice. Edited by: Shamdasani PN. 1990, Sage Publications: Newbury Park

Barbour RS, Kitzinger J: Developing focus group research : politics, theory and practice. Sage. 1999

Patton MQ: Qualitative Evaluation and Research Methods. 1990, Sage publications, 2

Graneheim UH, Lundman B: Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today. 2004, 24: 105-112. 10.1016/j.nedt.2003.10.001.

Streubert HJ, Carpenter DR: Qualitative Research in Nursing. Advancing the Humanistic Imperative. 1995, J.B. Lippincott Company: Philadelphia

Polit DF, Hungler BP: Nursing research: Principles and Methods. Philadelphia newyork. 1999

Allmark PA: classical view of the theory-practice gap in nursing. Journal of Advanced Nursing. 1995, 22 (1): 18-23. 10.1046/j.1365-2648.1995.22010018.x.

Tolley KA: Theory from practice for practice: Is this a reality?. Journal of Advanced Nursing. 1995, 21 (1): 184-190. 10.1046/j.1365-2648.1995.21010184.x.

Rolfe G: Listening to students: Course evaluation as action research. Nurse Education Today. 1994, 14 (3): 223-227. 10.1016/0260-6917(94)90085-X.

Johns Ch: clinical supervision as a model for clinical leadership. Journal of Nursing Management. 2003, 11: 25-34. 10.1046/j.1365-2834.2002.00288.x.

Article   PubMed   Google Scholar  

Berggren I, Severinsson E: Nurses supervisors'action in relation to their decision-making style and ethical approach to clinical supervision. Journal of Advanced Nursing. 2003, 41 (6): 615-622. 10.1046/j.1365-2648.2003.02573.x.

Begat I, Severinsson E: Nurses' satisfaction with their work environment and the outcomes of clinical nursing supervision on nurses' experiences of well-being. Journal of Nursing Management. 2005, 13: 221-230. 10.1111/j.1365-2834.2004.00527.x.

Bell P: Anxiety in mature age and higher school certificate entry student nurses – A comparison of effects on performance. Journal of Australian Congress of Mental Health Nurses. 1984, 4/5: 13-21.

Ruth L: Experiencing before and throughout the nursing career. Journal of Advanced Nursing. 2002, 39: 119-10.1046/j.1365-2648.2000.02251.x.

Neary M: Project 2000 students' survival kit: a return to the practical room. Nurse Education Today. 1997, 17 (1): 46-52. 10.1016/S0260-6917(97)80078-0.

Jinks A, Pateman B: Nither this nor that: The stigma of being an undergraduate nurse. Nursing Times. 1998, 2 (2): 12-13.

CAS   Google Scholar  

Stephen RL: Imagery: A treatment for nursing student anxiety. Journal of Nursing Education. 1992, 31 (7): 314-319.

Grundy SE: The confidence scale. Nurse Educator. 1993, 18 (1): 6-9.

Copeland L: Developing student confidence. Nurse Educator. 1990, 15 (1): 7-

Ferguson K, Jinks A: Integrating what is taught with what is practised in the nursing curriculum: A multi-dimensional model. Journal of Advanced Nursing. 1994, 20 (4): 687-695. 10.1046/j.1365-2648.1994.20040687.x.

Hewison A, Wildman S: The theory-practice gap in nursing: A new dimension. Journal of Advanced Nursing. 1996, 24 (4): 754-761. 10.1046/j.1365-2648.1996.25214.x.

Bjork T: Neglected conflicts in the discipline of nursing: Perceptions of the importance and value of practical skill. Journal of Advanced Nursing. 1995, 22 (1): 6-12. 10.1046/j.1365-2648.1995.22010006.x.

Busen N: Mentoring in advanced practice nursing. Journal of Advanced Nursing Practice. 1999, 2: 2-

Earnshaw GP: Mentorship: The students' view. Nurse Education Today. 1995, 15 (4): 274-279. 10.1016/S0260-6917(95)80130-8.

Kelly B: The professional self-concepts of nursing undergraduates and their perceptions of influential forces. Journal of Nursing Education. 1992, 31 (3): 121-125.

Lynn MR, McCain NL, Boss BJ: Socialization of R.N. to B.S.N Image:. Journal of Nursing Scholarship. 1989, 21 (4): 232-237.

Article   CAS   Google Scholar  

Klein SM, Ritti RR: Understanding Organisational Behaviour. 1980, Kent: Boston

Corwin RG: The professional employee: A study of conflict in nursing roles. The American Journal of Sociology. 1961, 66: 604-615. 10.1086/223010.

Lengacher CA: Effects of professional development seminars on role conception, role deprivation, and self-esteem of generic baccalaureate students. Nursing Connections. 1994, 7 (1): 21-34.

Pre-publication history

The pre-publication history for this paper can be accessed here: http://www.biomedcentral.com/1472-6955/4/6/prepub

Download references

Acknowledgements

The author would like to thank the student nurses who participated in this study for their valuable contribution

Author information

Authors and affiliations.

Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing and Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran

Farkhondeh Sharif

English Department, Shiraz University, Shiraz, Iran

Sara Masoumi

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Farkhondeh Sharif .

Additional information

Competing interests.

The author(s) declare that they no competing interests.

Authors' contributions

FSH: Initiation and design of the research, focus groups conduction, data collection, analysis and writing the paper, SM: Editorial revision of paper

Rights and permissions

Open Access This article is published under license to BioMed Central Ltd. This is an Open Access article is distributed under the terms of the Creative Commons Attribution License ( https://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Reprints and permissions

About this article

Cite this article.

Sharif, F., Masoumi, S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs 4 , 6 (2005). https://doi.org/10.1186/1472-6955-4-6

Download citation

Received : 10 June 2005

Accepted : 09 November 2005

Published : 09 November 2005

DOI : https://doi.org/10.1186/1472-6955-4-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Focus Group
• Nursing Student
• Professional Role
• Nursing Education
• Focus Group Session

BMC Nursing

ISSN: 1472-6955

• General enquiries: [email protected]

An official website of the United States government

The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• Browse Titles

NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Institute of Medicine (US) Committee on a Study of National Needs for Biomedical and Behavioral Research Personnel. Personnel Needs and Training for Biomedical and Behavioral Research: The 1983 Report. Washington (DC): National Academies Press (US); 1983.

Personnel Needs and Training for Biomedical and Behavioral Research: The 1983 Report.

• Hardcopy Version at National Academies Press

6. Nursing Research

Problems encountered in the practice of nursing are widely varied, important to the health care system, and deserving of a national research effort. Research on these problems, which cover issues ranging from methods to alleviate anxiety and pain to improving the prospects for high-risk infants, is conducted mainly by nurses with doctoral degrees in biomedical and behavioral fields. There were about 2,500 such individuals in 1980 but only 7 percent reported research as a major activity. The numbers are increasing, but a solid core of well-trained investigators has not yet been developed to address all nursing research issues.

• INTRODUCTION

The goal of nursing research is to facilitate the development of clinical nursing interventions which will improve health outcomes and contribute to the optimal delivery of care. To this end, according to the American Nurses' Association, nursing research “develops knowledge about health and the promotion of health over the full life span, care of persons with health problems and disabilities, and nursing actions to enhance the ability of individuals to respond effectively to actual or potential health problems. So defined, nursing research “complement[s] biomedical research, which is primarily concerned with causes and treatments of disease.” 1

• EXAMPLES OF NURSING RESEARCH

The scope of nursing research is very broad, including, for example:

• studies to reduce the complications of hospitalization and surgery (such as respiratory or circulatory problems) and factors that negatively influence recovery
• studies to improve the prospects for high risk infants and their parents (on prematurity, stress-induced complications in childbirth, child abuse, and developmental disabilities, for instance)
• studies of methods to alleviate anxiety, stress, and pain associated with illness or disability
• studies to facilitate the utilization of new technological developments in patient care (such as those concerned with nasogastric tube feeding of hospital patients and techniques for recovery and maintenance of eating and grasping abilities following stroke), (Jacox and Walike, 1975, pp. 2–5).

The Division of Nursing of the Bureau of Health Professions, Health Resources and Services Administration (DHHS) classifies nursing research into six categories: “fundamental,” nursing practice, nursing profession, delivery of nursing services, nursing education, and utilization. Although research in all these categories is likely to have an impact on health outcomes or improved patient care, those with the most direct impact are fundamental and nursing practice research, which jointly accounted for the bulk of all funded studies as of the end of FY 1981 (HRSA, 1983).

The distinction between fundamental and nursing practice research is important and is regarded both by the Division of Nursing and by the nursing profession generally as central to an understanding of the nature and scope of nursing research. Fundamental research is research which addresses or focuses on the biological and/or behavioral functioning of human beings, their environments, and their social systems. It constitutes the science base from which nursing or other clinical practice theories can be developed and tested. The findings and theories developed through fundamental research constitute the pool of knowledge and theories which health practitioners and researchers of various types, including nurses, can draw upon to develop clinical intervention strategies and/or to test the effectiveness and efficiency of different practice methods (Bloch, 1981, p. 87). Examples of fundamental biological and/or behavioral research deemed relevant to the field of nursing and funded by the Division of Nursing include studies on the responses of children to pain, the perceptions of the elderly as concerns their physical functioning and health care needs, the effects of radiotherapy on cancer patients, and the effects of caffeine on pregnancy outcomes.

Nursing practice research, on the other hand, specifically addresses issues related to the practice of nursing as a profession— with nursing interventions, procedures, techniques, and/or methods of patient care being the focus of inquiry. Research designs used in practice research are typically experimental, explicitly postulating and testing the linkages between one or more nursing interventions, procedures, or processes and patient outcomes in controlled experiments. The processes, procedures, techniques, or interventions which are “tested” may be technical, physical, verbal, cognitive, psychosocial, and/or interpersonal. Practice research funded by the Division of Nursing has included studies on endotracheal aspiration of critically ill patients, nurse attention to psychological distress among medical-surgical patients, the effect of nurse empathy on patients, the stress of radiation treatment for cancer patients, and the effectiveness of prenatal care provided to Navajo women, among many others.

While nursing research ultimately aims at improving patient care for persons with existing health impairments and reducing or preventing health-related problems for others, some nursing research explicitly addresses, or has implications for, the relative costs of different types of interventions, procedures, settings, and providers of care—that is, for cost-effective patient care. Fagin ( Am. J. Nursing , Dec. 1982), for example, reviews a number of studies conducted over the past 10 years which demonstrate that innovations in nursing practice and alternative methods of service delivery, treatment, and care can provide equivalent or superior patient outcomes at cost savings over more traditional or usual methods. Reducing hospital length of stay, preventing rehospitalization, reducing the number of outpatient visits, and reducing absenteeism have been among the cost savings demonstrated by some of these studies. Long- or short-term nursing intervention with mothers having a history of child abuse, for example, was found to result in a lower rate of child rehospitalization due to parental abuse or neglect; the addition of a nurse practitioner to a small industrial company's health service was found to reduce employee time lost from work; and patient education programs and educational counseling of patients with a variety of surgical or medical problems have been found to reduce hospital length of stay, hospital readmission rates, the number of outpatient visits, and so forth, compared to control groups not receiving such nursing interventions.

Home care as an alternative to hospitalization was the focus of a number of the studies Fagin reviewed, and all indicated potential or actual savings of home care over hospitalization. For example, training patients to administer intravenous antibiotics at home reduced hospitalization time and treatment expense. Likewise, the mean cost of home care for children dying of cancer with care coordinated by nurses and provided by parents (and physicians serving as consultants) was 18 times less expensive than that provided in a hospital setting for similar children.

• FUTURE NURSING RESEARCH AGENDA

The Commission on Nursing Research of the American Nurses' Association suggests an agenda for the 1980s that would give priority to research that will generate knowledge “to guide practice” in the following broad areas:

• promoting health and well-being, as well as competency for personal care and personal health, among all age groups (including identification of the determinants of wellness and health functioning in individuals and families)
• decreasing the negative impact of health problems on coping abilities, productivity, and life satisfaction of individuals and families
• designing and developing cost-effective health care systems in meeting the nursing needs of the population
• ensuring that the nursing care needs of “vulnerable groups” (including but not limited to racial and ethnic minorities and underserved populations, such as the elderly, the mentally ill, and the poor) are met ( Nursing Research , 1980).
• THE SUPPLY OF RESEARCH PERSONNEL AND DEMAND FOR NURSES WITH DOCTORATES

Nursing research is conducted by investigators trained in numerous disciplines, including general medicine, various medical specialties, various branches of biomedical research, and the behavioral sciences. This diffusion of investigators makes it hard to accurately estimate the number of investigators performing nursing research. However, most nursing research funded by the Division of Nursing, HRSA, is being conducted by nurses, of whom the vast majority have doctorates in nursing or other disciplines. 2 This report therefore focuses on the supply of nurses with doctorates.

The evolution of nursing from a nonacademic discipline relying on apprentice-type training to a recognized profession with its own academic credentials and body of research has been slow, and is still progressing. Until the early 1970s the majority of new Registered Nurses (RNs) were trained in hospital-based nursing schools that conferred diplomas and prepared students for Registered Nurse licensure. By 1981 that mode of preparation had fallen to less than 20 percent. Almost half of newly licensed RNs in 1981 were prepared in associate degree programs (usually in community colleges) and one-third were prepared in baccalaureate programs in 4-year colleges and universities (IOM, 1983, p. 55). Although diploma prepared RNs are declining both as a proportion of new RNs and in absolute numbers, in 1980 they still represented half the supply of employed RNs. Nurses trained in associate degree programs represented 20 percent and RNs with baccalaureate or higher degrees represented 29 percent (IOM, 1983, p. 77). This last group, numbering 364,400 nurses, is the actual and potential pool of nurse researchers since graduates of diploma and associate degree programs are not eligible for advanced degrees unless they upgrade their educational level 3 .

Number of Nurses with Doctorate Degrees

The most comprehensive and most recent study of nurses with doctoral degrees was conducted by the American Nurses' Association (1981). The study estimated that approximately 2,500 (0.15 percent of 1.66 million licensed RNs) held doctoral degrees in 1980. 4 However, although the number is still relatively small, it is increasing rapidly. Between 1963 and 1969 only about 30 nurses earned doctorates each year (ANA, 1981, p. 14). Today that figure is closer to 150 (NLN, 1981, Tables 72 and 73).

There has also been a radical change in the education of nurses with doctorates. The ANA study identified 17 different doctoral degrees obtained by nurses. Up to 1965 the most frequently earned degree was the Ed.D., which was succeeded by the Ph.D. in the 1970s. The professional nursing degree (DNS) was first awarded in the 1960s and has become increasingly represented in new doctoral degrees (ANA, 1981, p. 30). The increase in nursing doctoral degrees has been paralleled by an increase in the number of doctoral programs in nursing education departments—22 in 1981–82 compared to 2 in 1959–60 (NLN, 1983).

Time Spent in Research

However, not all nurses with doctorates are engaged in research activities. Table 6.1 shows that 75 percent of nurses with doctorates are employed in schools of nursing (largely those that offer baccalaureate and higher degrees). Not surprisingly, the amount of time spent in research varies according to the type and place of employment, but overall fewer than 7 percent of the nurses surveyed reported research as a major function (ANA, 1981, p. 44). Table 6.1 also shows that the nurses employed in nursing schools spend, on average, less time on research than nurses in some other settings—for example, other health professional schools. Since most nurses with doctorates work in schools of nursing, this is of concern to those attempting to generate increased nursing research.

Average Percent of Time Spent in Research by Work Setting and Percent of Nurses with Doctorates, 1980.

In 1970, an evaluation of a program designed to encourage faculty research noted that deans and directors of programs found it difficult to free faculty for research, and questioned how much could be expected from faculty in terms of a combined teaching and research load (Abdellah, 1970).

A comment of this sort indicates that research activity may have been regarded as a secondary activity for faculty in nursing schools. In the intervening decade, however, there has been a radical change. More recent data suggest that the expansion of nursing education has increased the demand for doctorally prepared faculty. A survey of 58 graduate nursing programs in 40 states found a need for 1,080 faculty with doctorates in the next 5 years. The survey found that the greatest need was for faculty with preparation that emphasized research and nursing theory development (McElmurry, et al. , 1982, pp. 5–10).

The Institute of Medicine in 1983 estimated that 5,800 nurses with doctorates would be working by the end of 1990–3,000 with doctorates from nursing programs and 2,800 with doctorates in other fields (IOM, 1983, p. 144). This represents an increase of 2,800 nurses with doctorates from the 1980 estimate of 3,000—probably just enough to fill the demand in the 40 states mentioned earlier, but far less than the 1990 projection of need for 14,000 doctorally prepared nurses made by the Health Resources and Services Administration, Division of Nursing (IOM, 1983, p. 145). The U.S. Department of Health and Human Services based its projections of the need for doctorally prepared nurses on the judgment-of-need criteria developed by the Western Interstate Commission on Higher Education. A national panel of expert consultants was convened to establish criteria for staffing patterns and the educational preparation of RNs to meet service needs in different health care settings (hospitals, nursing homes, home care, etc.) and in units within those settings (E.R., newborn units, etc.). If this estimate of demand is even approximately accurate, nurses with doctorates should have no problem finding employment for the next decade at least.

The Infrastructure for Research

A simple enumeration of the number of people qualified to conduct research and the amount of time spent in that activity does not encompass all the important variables that affect the amount of research being conducted. One of these is research funding, which will be discussed later. Another, which is a prerequisite for research, can be described as the infrastructure—the elements that need to be in place before a research area can become established and grow. For nursing research some of the infrastructure is still in the process of development. In 1977 this Committee noted that “even today there are less than 2,000 registered nurses who have completed doctoral education, scarely more than an average of one doctorally trained nurse for each school of nursing in the United States” (NRC, 1975–81, 1977 Report, p. 156). By 1980 only 7 percent of full-time nurse-faculty held doctoral degrees (NLN, 1982, p. 94). This compares unfavorably with other disciplines. Well over 50 percent of the faculty of 20 schools of public health held doctorates and more than 90 percent of faculty held doctorates in schools offering doctoral and other degrees in departments of psychology, physical sciences, biological sciences, mathematical and social sciences, and engineering (IOM, 1983, p. 136).

The relative scarcity of doctorally prepared faculty in nursing schools is likely to have several effects. First, nurses with new doctorates can find ready employment in schools of nursing and are less likely to pursue pure research careers where funding is hard to obtain. Second, as mentioned earlier, nursing school faculty with doctorates are likely to be heavily engaged in teaching and administration at the expense of research, and third, nurses being educated by faculty who do not have the research degree and are not primarily engaged in research do not have role models who might lead them to research careers. Finally, as this Committee noted in 1981, the rapid growth of doctoral training programs (which the data suggest has outstripped the growth in supply of doctorally prepared faculty) has resulted in programs of less than optimal quality (NRC, 1981). 5 In short, nursing research still lacks the solid core of research trained and oriented teachers that are vital to any area of research .

Funds for Nursing Research

The Division of Nursing, HRSA, provided about $5 million annually in funds targeted to nursing research. In 1982 this dropped to close to $3.5 million. The Institute of Medicine in its 1983 study said that this “is not a level of visibility and scientific prestige to encourage scientifically oriented RNs to pursue careers devoted to research…(IOM, 1983, p. 19).” The same report notes that “A substantial share of the health care dollar is expended on direct nursing care…” and that “Despite the fact that nurses represent the largest single group of professionals in the providing of health services to the people of this country, there is a remarkable dearth of research in nursing practice” (IOM, 1983, pp. 216–217). In a stronger statement the study says that “Research in nursing has been handicapped by inadequate levels of support” and contrasts the $5 million annually for nursing research with $1.7 billion for biomedical research between 1976 and 1981, and with dental research which receives five times as much as nursing research (IOM, 1983, p. 137). The study committee suggests that “an increase on the order of $5 million per year for research could have a substantial impact in stimulating growth of capacity for research on nursing-related matters” (IOM, 1983, p. 22).

Other federal money is available for nursing research through the National Institutes of Health, the National Institute of Mental Health, the National Center for Health Services Research, the National Science Foundation, and other agencies. How much these agencies spend for nursing research is not clear. The National Institutes of Health in 1982 made awards worth roughly $2.8 million for projects that were defined as having nursing as a primary component. However, many of these were for training or curriculum development rather than research into nursing practice, and in many cases the abstracts of projects indicated only tangential nursing interest (National Institutes of Health, 1983).

Other sources of funds include the American Nurses' Foundation, which makes small (up to $2,100) awards. The number depends on available funds—23 in 1983, 12 in 1982.

Training Grants and Fellowships

If an adequate supply of qualified individuals to educate researchers and conduct research is an essential component of the infrastructure for research, training grants are a mechanism that can help the development of that infrastructure.

The Division of Nursing, HRSA, currently administers two programs that support graduate nurse training. The largest is for Advanced Training of Professional Nurses. This program awards grants to graduate schools of nursing and schools of public health which allocate the funds to full-time graduate students. Funding for this program totaled $7 million in 1965, and increased to $13 million in 1974. Until 1977 awards were made to undergraduate as well as graduate students. Since 1977 eligibility has been confined to graduate students. In 1983 funding dropped to $9.5 million. Those funds supported approximately 3,500 students in 137 schools, with each student receiving an average of $2,715 (Buchanan, 1983).

The second program—the National Research Service Awards (NRSA)— offers pre- and postdoctoral fellowships to students in nursing and relevant disciplines and institutional grants to schools to support full-time training in research. This program has been funded at about $1 million annually for the past 5 years (see Appendix Table D2 ). A few additional training awards in nursing research are made by the NIH. The Division of Nursing expects to make 38–45 new awards in FY 1983 (Wood, 1983). Only three institutional awards have been made since 1977 and all were phased out in 1981.

Since 1977 this Committee has developed recommendations concerning the number of students to be supported under the NRSA authority in the area of nursing research, the distribution between pre- and postdoctoral students, and the distribution between schools of nursing and other schools and basic science and non-science departments. The general view has been that federal support for nursing research training should emphasize the improvement of programs of demonstrated capability rather than the further proliferation of nursing doctoral programs. The Committee has also recommended that the emphasis of the fellowship programs should be on predoctoral support to increase the pool of research personnel, and provide research faculty to staff the proliferating doctoral nursing programs. In 1977 the Committee recommended that 29 percent of fellowships be awarded to students in graduate schools of nursing in 1979 and should rise to 57 percent by 1981. It was anticipated that schools of nursing would substantially increase their ability to provide research training. In the same report the Committee recommended that the proportion of fellowships in non-science departments fall from 29 percent to zero between 1979 and 1981.

Although the data are not available to show whether the recommendations concerning the training sites of students have been implemented, Table 6.2 shows the Committee's recommendations compared to actual awards where the data are available. Two points are clear from the table. First, funding has not allowed the NRSA fellowship program to reach the recommended levels of support. Second, the proportion of postdoctoral awards has remained well within the limits recommended by the Committee.

Actual and Recommended NRSA Training Awards in Nursing Research, FY 1979–81.

Table 6.2 shows the Committee's recommendations compared to actual awards and demonstrates that for each year funding has failed to allow the programs to reach the recommended levels of support—by substantial shortfalls. For example, in 1979 total awards were only 56 percent of the recommendations. In the following two years that proportion fell to 49 percent. In each year the shortfall in traineeships was greater than in fellowships, with traineeships reaching only 26 percent of the recommended number in 1979, compared to 65 percent for fellowships. In 1981 the gap was even wider with trainees attaining only 17 percent of the recommended level and fellowships achieving 66 percent.

The Institute of Medicine in its study of nursing education reviewed the programs of federal support and recommended an expansion of support of fellowships, loans, and programs at the graduate level “to assist in increasing the rate of growth in the numbers of nurses with masters and doctoral degrees in nursing and relevant disciplines” (IOM, 1983, p. 9). (It should be noted that two members of the committee made a statement of exception to the words “and relevant disciplines.” They argued that nurses should have advanced education in their own discipline—nursing—for a number of reasons including preparation for leadership in nursing and to develop competencies unique to nursing.)

In view of the continued high demand for doctorally prepared nurses and the relative immaturity of the emerging field of nursing research, we agree with the general conclusions of the IOM study. There is a need to continue to promote expertise in nursing research, and financial support for graduate students is a proven mechanism for doing so. As stated in Chapter 1 , the Committee reiterates its past recommendations for research training programs in nursing research under the NRSA Act and extends them through 1987.

Statements of the American Nurses' Association, 1981, as quoted in IOM, 1983.

An informal review of principal investigators awarded research grants by the Division of Nursing in HRSA revealed that through the 1960s nurses with masters degrees were awarded grants. Since the early 1970s most principal investigators of funded projects have doctorates.

It should be noted that a significant number of nurses advance through the educational system. Thirty-five percent of nurses with baccalaureates and half of the nurses with graduate degrees initially prepared for RN licensure in associate degree or diploma programs.

Health Resources and Services Administration estimated the number of nurses with doctorates to be 4,100 in 1980 (U.S. Department of Health and Human Services, 1982, Table 3). Although this is substantially higher than the ANA estimates it still represents only 0.25 percent of licensed RNs.

Under the Nurse Training Act (P.L. 94–63) some special funding is available to institutions with graduate nursing programs. About 90 programs receive support each year, 10 percent of them being doctoral programs. Appropriations for this Advanced Nursing Training program were at the $12 million level for 3 years, falling to $9.6 million in FY 1982.

• Cite this Page Institute of Medicine (US) Committee on a Study of National Needs for Biomedical and Behavioral Research Personnel. Personnel Needs and Training for Biomedical and Behavioral Research: The 1983 Report. Washington (DC): National Academies Press (US); 1983. 6., Nursing Research.

In this Page

Other titles in this collection.

• The National Academies Collection: Reports funded by National Institutes of Health

Recent Activity

• Nursing Research - Personnel Needs and Training for Biomedical and Behavioral Re... Nursing Research - Personnel Needs and Training for Biomedical and Behavioral Research

Your browsing activity is empty.

Activity recording is turned off.

Turn recording back on

Connect with NLM

National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894

Web Policies FOIA HHS Vulnerability Disclosure

Help Accessibility Careers