clinical research courses for nurses

• Penn Medicine Biobank (PMBB)
• Center for Human Phenomic Science (CHPS)
• Investigational Drug Service (IDS)
• Biostatistics, Epidemiology and Research Design (BERD)
• Incentive Based Translational Science (IBTS)
• Program in Comparative Animal Biology (PICAB)
• Program in Research Ethics (PRE)
• Center for BioMedical Informatics Core (BMIC)
• Personalized Medicine In Translation (PERMIT)
• Translational Bio-Imaging Center (TBIC)
• Center for Targeted Therapeutics and Translational Nanomedicine (CT 3 N)
• Community Engagement and Research (CEAR)
• Engineered mRNA and Targeted Nanomedicine Core
• Neurobehavior Testing Core
• Study Design and Biostatistics
• Translational Core Laboratories (TCL)
• Research Facilitator
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Clinical Research Nursing Certificate

Review the online info session here .

The Institute for Translational Medicine and Therapeutics (ITMAT) Education program offers an online Clinical Research Nursing Certificate. Through a combination of didactic content, highly interactive and engaging learning experiences, and collaboration with other CRNs, the certificate program will prepare nurses to navigate the growing complexities of the clinical research landscape as well as improve the safety, quality, and experience of research participants.

Bridging the gap between clinical care and research operations is an important and timely area of focus for both academic medical centers and study sponsors. The oversight of participants on high risk and early phase research protocols requires expert clinical oversight and coordination of care, and knowledge and experience in research execution. Graduates will have a foundational knowledge of the domains of clinical research nursing including human subjects protection, care coordination and continuity, contribution to science, and study management.

Graduates will: 

• Understand care coordination and its application to the research process and the management of research participants
• Utilize quality improvement skills to support participants on clinical research studies
• Integrate new clinical research knowledge and clinical nursing skills
• Apply regulations, processes, and management of human subject research, focusing on the unique nursing contributions to clinical trials of drugs and devices
• Learn skills and tools required to effectively execute clinical research protocols in various patient populations and settings 

Applications are currently being accepted to enroll in Fall 2024. The deadline to apply is June 30, 2024.

Contact Amanda Brock, Program Director, with any questions: [email protected]

Program Information

The certificate includes 4 courses and is designed to take 1.5 years.

Clinical Research Nursing Certificate Study Plan

4 Credit Units (CUs)

Please review the Regulatory Affairs Tuition webpage for details.

Applications are currently being accepted for Fall 2024. The deadline to apply is June 30, 2024.

Certificate Eligibility

• Applicants must be licensed nurses with at least 18 months of clinical experience
• An active RN license in any U.S. state

What We're Looking For 

• BSN or a bachelor's in any related field preferred
• Existing experience in patient care and clinical expertise 
• Strong critical thinking skills and clinical judgment

Application Process

Applicants must submit a full application via the online form in CollegeNET.

Please note, select "Regulatory Affairs Certificate" under Program Information as the program of study in CollegeNet. Based on your personal statement response, we will administratively shift your application to the Clinical Research Nursing Certificate.

Apply Online Now

The application form requires the following documents:

• Upload unofficial undergraduate and graduate, if applicable, transcripts into the application system
• Upon acceptance, candidates will need to provide official transcripts before beginning classes
• What are your short- and long-term professional goals, and how does the Certificate in Clinical Research Nursing help you meet your goals?  
• Discuss a challenge, setback, or failure that you have faced in your nursing career. How did it affect you, and what did you learn from the experience?
• Recommender may be faculty or an employer
• The suitability of the Clinical Research Nursing Certificate for the student's stated career goals
• The student's academic ability
• English Language Proficiency (e.g. TOEFL score) for applicants whose bachelor's institution did not conduct courses in English.

The application does not require GRE score submission.

Application Fee: $25

After acceptance, applicants will need to provide proof of RN license and official transcripts.

Application Support

We encourage you to reach out to discuss your interests in the certificate program and answer any questions. Contact Program Director, Amanda Brock, [email protected].

Please review our Student Resources page .

Policies & Disclosures

The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status or any other legally protected class status in the administration of its admissions, financial aid, educational or athletic programs, or other University-administered programs or in its employment practices. Questions or complaints regarding this policy should be directed to the Executive Director of the Office of Affirmative Action and Equal Opportunity Programs, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106; or 215-898-6993 (Voice) or 215-898-7803 (TDD). Specific questions concerning the accommodation of students with disabilities should be directed to the Office of Student Disabilities Services located at the Learning Resources Center, 3820 Locust Walk, Harnwell College House, Suite 110, 215-573-9235 (voice) or 215-746-6320 (TDD).

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You may request a paper copy of the report by calling the Office of the Vice President for Public Safety and Superintendent of Penn Police at 215-898-7515 or by emailing [email protected] .

Recognizing the challenges of teaching, learning, and assessing academic performance during the global COVID-19 pandemic, Penn’s admissions committees for graduate and professional programs will take the significant disruptions of the COVID-19 outbreak in 2020 into account when reviewing students’ transcripts and other admissions materials as part of their regular practice of performing individualized, holistic reviews of each applicant. In particular, as we review applications now and in the future, we will respect decisions regarding the adoption of Pass/Fail and other grading options during the period of COVID-19 disruptions. An applicant will not be adversely affected in the admissions process if their academic institution implemented a mandatory pass/fail (or similar) system for the term or if the applicant chose to participate in an optional pass/fail (or similar) system for the term. Penn’s longstanding commitment remains to admit graduate and professional student cohorts composed of outstanding individuals who demonstrate the resilience and aptitude to succeed in their academic pursuits.

Please review the University of Pennsylvania required disclosures . 

The  University of Pennsylvania  is accredited, but there is no separate accreditation for clinical research nursing programs.

The Clinical Research Nursing Certificate program does not currently accept students based outside of the U.S. 

How to Become a Research Nurse

What is a research nurse.

• Career Outlook

Research Nurses, also referred to as Clinical Nurse Researchers or Nurse Researchers, develop and implement studies to investigate and provide information on new medications, vaccinations, and medical procedures. They assist in providing evidence-based research that is essential to safe and quality nursing care. This guide will explain what a Research Nurse does, how much they make, how to become one, and more!

Research nurses play a pivotal role in developing new and potentially life-saving medical treatments. Typically, clinical research nurses have advanced degrees, assist in the development of studies regarding medications, vaccines, and medical procedures, and also the care of research participants. 

Nurses that know they want to be a clinical research nurse will often work as a research assistant, a clinical data collector, and/or clinical research monitor. It is essential to gain some bedside experience, but not as important as other nursing specialties. 

Clinical research nurses have advanced degrees such as an MSN or Ph.D. This is vital to those that want to conduct independent research. For that reason, most clinical research nurses do not work in this field until they are in their 40s-50s.

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What does a research nurse do.

Research Nurses primarily conduct evidence-based research through these two types of research methods:

• Quantitative: Meaning it’s researched that can be measured via statistical, mathematical, or computational techniques.
• Phenomenology
• Grounded Theory
• Ethnography
• Narrative Inquiry

Clinical research nurses perform a variety of tasks, all centered around research. These specific job responsibilities include:

• Collaborating with industry sponsors and other investigators from multi-institutional studies
• Educating and training of new research staff
• Overseeing the running of clinical trials
• Administering questionnaires to clinical trial participants
• Writing articles and research reports in nursing or medical professional journals or other publications
• Monitoring research participants to ensure adherence to study rules
• Adhering to research regulatory standards
• Writing grant applications to secure funding for studies
• Reporting findings of research, which may include presenting findings at industry conferences, meetings and other speaking engagements
• Adhering to ethical standards
• Maintaining detailed records of studies as per FDA guidelines, including things such as drug dispensation
• Participating in subject recruitment efforts
• Ensuring the necessary supplies and equipment for a study are in stock and in working order
• Engaging with subjects and understanding their concerns
• Providing patients with thorough explanation of trial prior to obtaining Informed Consent, in collaboration with treating physician and provides patient education on an ongoing basis throughout the patient’s course of trial.

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Research Nurse Salary

Glassdoor.com states an annual median salary of $95,396 for Research Nurses and Payscale reports that Clinical Research Nurses earn an average annual salary of $75,217 or $36.86/hr . 

Research Nurse Salary by Years of Experience

Research Nurses can earn a higher annual salary with increased years of experience.

• Less than 1 year  of experience earn an average salary of $68,000
• 1-4 years of experience earn an average salary of $73,000
• 5-9 years of experience earns an average salary of $73,000
• 10-19 years of experience earns an average salary of $80,000
• 20 years or more of experience earns an average salary of $78,000

Via Payscale

To become a Research Nurse, you’ll need to complete the following steps:

Step 1: Attend Nursing School

You’ll need to earn either an ADN or a BSN from an accredited nursing program in order to take the first steps to become a registered nurse. 

Step 2: Pass the NCLEX-RN

Become a Registered Nurse by passing the NCLEX examination.

Step 3: Gain Experience at the Bedside

Though not as important as in some other nursing careers, gaining experience is still a vital step for those wanting to become Nurse Researchers. 

Step 4: Earn an MSN and/or Ph.D

Research Nurses typically need an advanced degree, so ADN-prepared nurses will need to complete an additional step of either completing their BSN degree or entering into an accelerated RN to MSN program which will let them earn their BSN and MSN at the same time. 

Step 5: Earn Your Certification

There are currently two certifications available for Clinical Research Nurses. They are both offered by the Association of Clinical Research Professionals. 

• Clinical Research Association (CCRA)
• Clinical Research Coordinator (CCRC) 

These certifications are not specific to nurses but rather those that work in the research field. 

CCRA Certification

In order to be deemed eligible for the CCRA Certification exam, applicants must attest to having earned 3,000 hours of professional experience performing the knowledge and tasks located in the six content areas of the CRA Detailed Content Outline. Any experience older than ten years will not be considered.

What’s on the Exam?

• Scientific Concepts and Research Design
• Ethical and Participant Safety Considerations
• Product Development and Regulation
• Clinical Trial Operations (GCPs)
• Study and Site Management
• Data Management and Informatics

Exam Information

• Exam Fee: $435 Member; $485 Nonmember
• Exam Fee: $460 Member; $600 Nonmember
• Multiple choice examination with 125 questions (25 pretest non-graded questions)

CCRC Certification

In order to be deemed eligible for the CCRC Certification exam, applicants must attest to having earned 3,000 hours of professional experience performing the knowledge and tasks located in the six content areas of the CCRC Detailed Content Outline. Any experience older than ten years will not be considered.

Where Do Research Nurses Work?

Clinical Research nurses can work in a variety of locations, including:

• Government Agencies
• Teaching Hospitals
• Medical Clinics
• International Review Board
• Medicine manufacturing 
• Pharmaceutical companies
• Medical research organizations
• Research Organizations
• International Health Organizations
• Private practice
• Private and public foundations

What is the Career Outlook for a Research Nurse?

According to the BLS , from 2022 to 2032, there is an expected growth of 6% for registered nurses. With the aging population and nursing shortage, this number is expected to be even higher.

The BLS does identify medical scientists, which includes clinical research nurses, as having a growth potential of 10% between 2022-2032. 

What are the Continuing Education Requirements for a Research Nurse?

Generally, in order for an individual to renew their RN license, they will need to fill out an application, complete a specific number of CEU hours, and pay a nominal fee. Each state has specific requirements and it is important to check with the board of nursing prior to applying for license renewal.

 If the RN license is part of a compact nursing license, the CEU requirement will be for the state of permanent residence. Furthermore, some states require CEUs related to child abuse, narcotics, and/or pain management. 

A detailed look at Continuing Nurse Education hours can be found here .

Where Can I Learn More About Becoming a Research Nurse?

• American Nurses Association (ANA)
• Nurse Researcher Magazine
• National Institute of Nursing Research
• International Association of Clinical Research Nurses
• Association of Clinical Research Professionals
• Society of Clinical Research Associates
• American Association of Colleges of Nursing

Research Nurse FAQs

What is the role of a research nurse.

• Research nursing is a nursing practice with a specialty focus on the care of research participants. 

What makes a good Research Nurse?

• Research Nurses should be excellent communicators, have strong attention to detail, be self-assured, have strong clinical abilities, be flexible, autonomous, organized, and eager to learn new information.

How much does a Research Nurse make?

• Research nurses earn an average salary of $95,396 according to Glassdoor.com.

What is it like being a Research Nurse?

• Research Nurses provide and coordinate clinical care. Research Nurses have a central role in ensuring participant safety, maintaining informed consent, the integrity of protocol implementation, and the accuracy of data collection and data recording.

Kathleen Gaines (nee Colduvell) is a nationally published writer turned Pediatric ICU nurse from Philadelphia with over 13 years of ICU experience. She has an extensive ICU background having formerly worked in the CICU and NICU at several major hospitals in the Philadelphia region. After earning her MSN in Education from Loyola University of New Orleans, she currently also teaches for several prominent Universities making sure the next generation is ready for the bedside. As a certified breastfeeding counselor and trauma certified nurse, she is always ready for the next nursing challenge.

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Clinical Research Nursing

This Clinical Research Nurse (CRN) program will prepare graduate-level nurses as Clinical Research Nurses, who will improve the conduct of clinical research and ultimately the quality of life for individuals, families, and communities. Research participants’ care and the research process are closely related and balancing these two goals is imperative for high-quality research and nursing care. As the number of clinical trials in the U.S. has increased, the demand for CRNs has also increased.

• Consistent with the American Nurses Association and the International Association of Clinical Research Nurses the scope and standards of practice for clinical research nursing.
• Meets the graduate level scope and standards of Clinical Research Nursing of the ANA and IACRN
• CRNs care for a wide range of participants (healthy to acutely ill) and across settings and specialties.
• Nurses can complete the program in one year full-time or  two years part-time
• To provide transdisciplinary education by educating students with other health professionals
• To provide CRNs with high-level clinical skills, critical thinking skills, and, at the same time cognizance of the regulatory, ethical, and scientific issues of the clinical research environment.
• To educate nurses to meet the dual accountabilities of nursing practice and research nursing.

Practicum opportunities

Practicum opportunities are available at major medical centers in the New York City area, such as NYU Langone Health, Memorial Sloan-Kettering Cancer Center, and Rockefeller University.

Program outcomes

• Graduates are prepared to work in teams as research nurses in organizations that conduct clinical research such as universities, academic medical centers, and the pharmaceutical industry.
• Graduates are prepared to administer research interventions, collect patient data according to protocol, evaluate patients’ responses to therapy and integrate evidence-based practice into nursing practice, and evaluate patient outcomes.
• With the increase in clinical research around the world and as the number of clinical trials in the U.S. has increased, there is a strong demand for nurses with these skills.

This program is not a replacement for PhD programs that prepare nurse scientists but provides the foundation for future enrollment in a PhD program.

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OCRECO Home > Clinical Research Education > Introduction to the Principles and Practice of Clinical Research (IPPCR)

OFFICE OF CLINICAL RESEARCH EDUCATION AND COLLABORATION OUTREACH

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Introduction to the Principles and Practice of Clinical Research (IPPCR)

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Description Important Dates General Information Course Objectives Individual (Non-Registered) Lecture Option Texbook Contact --> Welcome

The Introduction to the Principles and Practice of Clinical Research (IPPCR) course trains registrants on how to effectively and safely conduct clinical research. The course focuses on the spectrum of clinical research and the research process by highlighting biostatistical and epidemiologic methods, study design, protocol preparation, patient monitoring, quality assurance, ethical and legal issues, and much more.

Course Objectives

Provide an overview of basic biostatistical and epidemiologic methods involved in conducting clinical research.

Describe the principles involved in the ethical, legal, and regulatory issues in clinical human subjects research, including the role of Institutional Review Boards (IRBs).

Describe principles and issues involved in monitoring patient-oriented research.

Describe the infrastructure required in performing clinical research and the steps involved in developing and funding research studies.

Intended Audience

This course will be of interest to physicians, scientists, medical and dental students, nurses, public health professionals, and others conducting or planning a career in clinical research.

Course Directors

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Research training and career development.

Students & New Graduates Research Training and Career Development

Intramural Research Training (IRTA) Summer Internship

Intramural Research Training Award (IRTA) programs at the National Institutes of Health (NIH) provide an opportunity to spend a summer working at the NIH Clinical Center in an environment devoted exclusively to biomedical research. Summer interns participate in a wide range of activities including observing clinical research nursing and interdisciplinary teams, rounds and lectures with investigators, career/professional development workshops, mentorship in a research project and development of a research poster which will be presented at the Summer Poster Day in August. Summer interns work a minimum of eight weeks starting in May or June. Prospective candidates who are students who are currently enrolled in high school, who have been accepted into a college or university program as undergraduate, or graduate program must apply online. The application is available from mid-November to March 1.

USPHS Junior CoStep and Senior CoStep Programs

The U.S. Public Health Service Commissioned Corps offers excellent opportunities for nursing students to serve their country while completing or continuing their education. If you are interested in a public health career, we encourage you to apply to the Junior Commissioned Officer Student Training and Extern Program (JRCOSTEP) or Senior Commissioned Officer Student Training and Extern Program (SRCOSTEP) For more information about the excellent benefits or to find out if you are eligible to apply visit www.usphs.gov

NIH Clinical Research Nursing Residency Program (CRNRP)

The NIH Clinical Research Nursing Residency Program is designed to assist the newly licensed graduate nurse in the transition from nursing school to professional practice and a career in clinical research nursing. The twelve month program focuses on building critical thinking, professional practice skills, and clinical competency in the context of a clinical research setting. The residency differs from orientation in duration, focus and complexity.

Educational learning experiences include didactic classroom sessions, hands-on simulation, case studies, reflective practice, off-unit learning enhancement activities, shadow experiences, professional development and leadership activities, all under the direction of educators and preceptors.

Applicants will have successfully completed a nursing school curriculum (Bachelor's preferred) and hold US citizenship. Must have less than one year of experience, and have interest in one of the following clinical areas: Pediatrics, Adult Oncology, Medical-Surgical/Endocrine, or Perioperative (Operating Room, PACU). The Clinical Center Nursing Department supports a diverse workforce.

Information Packet

The National Institutes of Health Clinical Center Clinical Research Nursing Residency Program is accredited with distinction as a Practice Transition Program by the American Nurses Credentialing Center's Commission on Accreditation.

ANCC Practice Transition Accreditation Program® (PTAP)

For more information regarding the NIH Clinical Research Nursing Residency Program, please email [email protected] .

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This page last updated on 12/08/2022

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Verify Certification

Clinical Research Nurse  Certification

The Clinical Research Nurse Certification Council's (CRNCC) purpose is to establish and maintain excellence in the specialty practice of clinical research nursing through credentialing (CRN-BC).  

ABOUT CERTIFICATION

CRN-BC™

CRN-BC credential represents the only nursing specific certification that recognizes expertise as a clinical research nurse. Certification will be earned through completion of a professional portfolio that validates the applicants expert performance in clinical research nursing.

CERTIFICATION BY PORTFOLIO

Are you ready?

Watch this brief video to walk you through building your portfolio.

Eligibility

Are you eligible?

You have all the experience to assemble your portfolio.

Preparation

Let's get started! 

Create your account, showcase your work, and prepare for certification.

It's time! 

Review the submission schedule and fees. Be proud of all that you've accomplished.

Thanks for submitting!

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Clinical Research Nursing

The specialized practice of professional nursing focused on maintaining equilibrium between care of the research participant and fidelity to the research protocol. This specialty practice incorporates human subject protection; care coordination and continuity; contribution to clinical science; clinical practice; and study management throughout a variety of professional roles, practice settings, and clinical specialties.

Please cite International Association of Clinical Research Nurses. (2012) "Enhancing Clinical Research Quality and Safety Through Specialized Nursing Practice". Scope and Standards of Practice Committee Report.

The Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care at King's is a world-leading centre for applied and allied healthcare, clinical research and education. Our focus is on training the healthcare leaders of the future, with a strong commitment to providing post-qualification programmes of the highest quality. The Clinical Research MRes and PGCert is a multi-disciplinary course aimed at practitioners who wish to develop their clinical or academic research careers. The course seeks to enhance the skills and knowledge needed for supporting, delivering and integrating research into clinical practice, as well as fostering evidence-based practice. Practitioners with the appropriate innovation and critical-thinking skills may be supported to undertake further study at MPhil/PhD level with the aim of developing a future clinical academic career.

Key benefits

• You will be studying at the no.1 Nursing Faculty in the UK and 2nd in the world (2023 QS World University Rankings by subject).
• Located in the heart of London, across four of King’s Thames-side campuses (Waterloo, Strand, St Thomas’ and Guy’s) and the Denmark Hill Campus in South London.
• Lectures delivered by experienced multi- disciplinary researchers on contemporary issues in the conduct and utilisation of health, clinical and social care research.
• Support will be given to circulate work relating to your studies, predominantly through publication in high-quality peer-reviewed journals, with the opportunity to develop your research into a PhD Fellowship application.
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Graduates from this course go on to develop a research or a clinical-academic career or move into a senior leadership role.

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These modules really talk not only about doing the research, but actually implementing it into practice. A nice intersection of research/EBP. Focus is community, but it’s relatable across spectrum.

Site provides an educational series is to assist nurses to be a consumer of nursing research and to evaluate the adequacy of research findings.

Instructional site providing information on different types of research designs based on the question.

Site is a multi organizational collaboration outlining a framework for clinical research trial competencies

Health Services Researcher Pathway Nurse Professional Development Tool: Research Competencies (version 4.0 updated August 2020) a set of research competencies for nurses were developed by a research team supported by the BC Nursing Research Initiative through the Michael Smith Foundation for Health Research

Training resources

Site provides multiple research course overviews, including how to present data and findings.

Resources/Tools

Site provides a variety of resources including systematic reviews, databases of research grants, ongoing research projects, data and reporting tools

Site provides tools for translating evidence and/or conducting research to move evidence into practice

Must register to use site. Provides information on access, has publications and multimedia resources on a variety of topics.

Site provides AHRQ sponsored training opportunities; AHRQ funding opportunities and information on federal research policies

Calculator for sample size and confidence interval; additional other research aids

Free statistical software for data analysis

Must register; site for statistical power analysis for Mac and Windows

Free online statistics textbook

Organization of nurses promoting and supporting regional nursing research in the Eastern U.S.

Site provides information on training; funding; research outcomes

Site provides free writing; formating resources

Site provides access to Sigma repository, information on research grants; calls for abstracts; international collaboration

Organization of nurses promoting and supporting regional nursing research in the Southern U.S.

Organization of nurses promoting and supporting regional nursing research in the Midwest U.S.

Organization of nurses promoting and supporting regional nursing research in the Western U.S.

Training and educational resources for conducting translational science research

Training and educational resources for conducting implementation science research

Research Study Repository

ClinicalTrials.gov is a registry and results database of publicly and privately supported clinical studies of human participants conducted around the world.

Research Regulations

A listing of over 1,000 laws, regulations, and guidelines on human subjects protections in 133 countries and from many international organizations.

Federal guidelines for protecting human research subjects

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Research Nurses

Good clinical practice (gcp).

Good Clinical Practice (GCP) includes basic courses tailored to the different types of clinical research. Basic courses provide in-depth foundational training. We also offer completely...

Informed Consent and Clinical Investigations: A Focus on the Process

This webinar discusses how to improve the informed consent process for subjects enrolling in clinical research. It focuses on the process used to deliver information...

GCP for Clinical Trials with Investigational Drugs and Medical Devices (U.S. FDA Focus)

The GCP U.S. FDA Basic course covers Good Clinical Practice (GCP) and U.S. Food and Drug Administration (FDA) essential topics for clinical trials with investigational...

GCP for Clinical Trials with Investigational Drugs and Biologics (ICH Focus)

The GCP ICH Basic course covers International Council for Harmonisation (ICH) E6 Good Clinical Practice (GCP) guideline essential topics for clinical trials with drugs and...

GCP for Clinical Investigations of Devices

The GCP Device Basic course is intended for research personnel involved in investigations of devices. It includes FDA regulations and guidance as well as International...

GCP – Social and Behavioral Research Best Practices for Clinical Research

The GCP – Social and Behavioral Research Best Practices for Clinical Research course introduces GCP principles and discusses how they apply to clinical trials using behavioral interventions...

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Clinical Research Certification

Clinical research training.

Online, Industry-Recognized, Accredited, Complete in 1-4 Weeks

Join 22,000+ research members. Used by researchers at 308 universities, 7 government agencies, and 1,200 organizations to start or advance their career † . Graduates placed at top CROs and over 1,600 organizations ‡ .

Demo clinical research courses:

Advanced ICH GCP Certification (AGCPC)

Objectives: Provide an advanced and engaging review of International Conference on Harmonization Good Clinical Practice (ICH GCP) guidelines updated for 2024.

Students Enrolled: 3,166†

Students came from: Multiple universities, hospitals, research facilities, contract research organizations, medical practices, and biopharmaceutical companies at different stages

Requirements: HS Diploma or GED

Format: Advanced, online, self-paced.

Length: 16 Hours. Online, self paced, start anytime.

Accreditation: ACCRE, Transcelerate Biopharma

Certification: Online certificate. Exam score 70% or higher on 2 attempts.

Graduates work at: University research groups, hospitals, clinics, clinical trial sites, pharmaceutical companies, and government agencies

Graduate Job Roles after course: ICH GCP training is required every 2 years for all research roles thus our graduates work in a range of fields.

Research roles: Research Assistant, Lab Assistant, Research Coordinator, Research Scholar, Postdoctoral Researcher, Graduate Research Assistant, etc. Intern roles: Research Assistant Intern, Outpatient Pharmacy Intern, Clinical roles: Clinical Affairs Intern, Clinical Fellow, Clinical Nurse, Clinical Operations Manager, Clinical Research Professional Teaching roles: Assistant Professor, Lecturer, Graduate Teaching Assistant, etc. Management roles: Clinical Research Manager, Pharmacy Operations Manager, Associate Director of Clinical Development, Vice President of Clinical Development Specialized roles: Drug Safety Associate, Regulatory Specialist, Scientific Consultant, Medical Laboratory Scientist, Pharmacovigilance Associate Other roles: NHS Primary Care QI Facilitator, Government Healthcare Recruiter, Research Ethics Coordinator (based on review of new job positions after enrollment in course)

Pharmacovigilance and Drug Safety

Advanced pharmacovigilance and argus safety certification (apvasc).

Objectives: Gain advanced education in pharmacovigilance management and proficiency in international regulatory affairs and drug safety monitoring.

Students Enrolled: 5,708†

Students came from: CROs, pharmacies, pharmaceutical companies,

Requirements: Bachelors in Biology or Natural Science OR Pharmacist Degree. Many roles require prior clinical research experience which can be gained by other entry level positions through our CRC or ICH GCP training.

Length: 110 Hours. Online, self paced, start anytime.

Accreditation: ACCRE, Joint Accreditation for CE with ACPE 17.5 CME for Pharmacists.

Graduates work at: Pharmaceutical and Biotech Companies, Healthcare Service Providers, Regulatory Bodies and Research Institutes, Consulting and Services Companies, Consumer Goods Companies, Healthcare Information and Service.

Graduate Hired As: Regulatory Affairs Associate, Clinical Trial Drug Safety Associate, Drug Safety Specialist, Patient Safety Senior Associate, Pharmacovigilance Scientist, Pharmacovigilance Manager, Senior Pharmacovigilance Associate, Pharmacovigilance Regional Head, Pharmacovigilance Analyst, Senior Director Quality, Pharmacovigilance Data Entry Manager, Principal Pharmacovigilance Scientist, QA & Medical Complaint Handling Associate, Senior Manager Medical Safety Officer, Medical Affairs Senior Scientist, Quality Manager, VP Medical Affairs, Clinical Guidelines Coordinator, Clinical Data Monitor, Pharmacovigilance Specialist, Regulatory Project Manager, Product Safety Manager, Manager Pharmacovigilance Operations, Regulatory Affairs Manager, Clinical Pharmacist Consultant, Product Vigilance Manager, Epidemiologist, Senior Manager Safety and Pharmacovigilance, Associate Director of Pharmacovigilance Department, Qualified Person Responsible for Pharmacovigilance (QPPV), Pharmacovigilance Deputy, Regulatory Affairs Manager, Senior Scientist, Senior Medical Advisor, Cosmetovigilance, Drug Safety and Medical Information Specialist, Environmental Analyst, Vice President Clinical Development, Operation Specialist (Life Cycle Safety/Drug Safety/Medical Information), Regulatory Affairs Supervisor & QPPV, Senior Director Clinical Operations, Safety, and Customer Service Excellence, Regulatory Affairs - Pharmacist, Vice President Operations, QA Executive, Health Advisor Pharmacist, COVID Health Specialist - Case and Contact Manager, Senior Project Manager, Pharmacy Manager, R&D Post-Implementation Service, Pharmacy Manager, Investigations Associate, Lead Clinical Operations Safety/Quality Responsible, Pharmacist, Trial and Supply Management, etc. (based on review of new job positions post-enrollment)

Clinical Research Associate

Advanced clinical research associate certification (acrac).

Objective: Obtain a thorough understanding of clinical research to proficiently fulfill the duties of a Clinical Research Associate.

Students Enrolled: 7,536†

Students came from: Pharmaceuticals and Biotech Companies, Clinical Research and Consulting Services, Hospitals and Healthcare Providers, Universities and Academic Institutions

Requirements: Seeking candidates with a Bachelor's in Biology/Natural Science, Nursing Degree, or MBBS/IMG Degree for entry-level positions . Consider obtaining ACRP or SOCRA credentials after gaining 2 years of experience. Students with credentials and/or 2 years of experience (18% of cohort) still choose our course to refresh their knowledge because of our comprehensive review.

Length: 200 Hours. Online, self paced, start anytime.

Accreditation: ACCRE, Joint Accreditation for CE with ACCME, ANCC, ACPE, ICPE for 17.5 CME for Physicians, Nurses, Pharmacists, and Healthcare Professionals. Candidate for Federally Qualified Post-Graduate Institution with MSA-CESS.

Graduates work at: Pharmaceutical and Biotech Companies, Clinical Research and Consulting Services, Consulting and Professional Services, Consumer Goods Companies, Hospitals and Healthcare Providers, Government Health Departments, Universities and Academic Institutions, Healthcare IT and Services.

Graduate job roles post-course: Clinical Research Associate, Clinical Trial Monitor II, Research Associate, CRA II, Scientist, Quality Assurance Analyst, Senior Clinical Research Associate, Research Associate in Discovery Immunology, Clinical Trial Monitor/CRA, Clinical Trials Project Manager, Associate Director of Research Nursing, Clinical Trial Navigator, Clinical Director for R&D, Senior Clinical Research Associate, Clinical Research Professional, Medical Science Liaison, Clinical Trial Associate III, Quality Assurance Associate II, IRB/SRC Analyst II, Project Manager, Clinical Trial Associate, Clinical Research Coordinator, Public Health Advisor, Associate Scientist II, Strategy Analyst, Clinical Research Associate II, Clinical Operations Specialist, Advisor - Development Clinical Research Scientist, Neuroscience, Associate Clinical Engineer, Clinical Trial Management Associate, Quality Supervisor, Clinical Research Data Coordinator (based on review of new job positions post-enrollment)

Clinical Research Coordinator

Advanced clinical research coordinator certification (acrcc).

Objective: Acquire comprehensive proficiency in clinical research coordinator training encompassing patient care, regulatory compliance, and trial oversight.

Students Enrolled: 3,653†

Students came from: Hospitals and Healthcare Providers:, Clinical Research and Consulting Services, Healthcare Services, Pharmaceutical and Biotech Companies, Clinical Research Centers

Requirements: HS Diploma or GED OR Nurses OR Professionals with patient experience.

Length: 150 Hours. Online, self paced, start anytime.

Accreditation: ACCRE, Joint Accreditation with ANCC for 17.5 CME for nurses.

Graduates work at: Pharmaceutical and Biotech Companies, Hospitals and Healthcare Providers, Universities and Academic Institutions, Clinical Research and Consulting Services, Diagnostic Services, Consumer Goods Companies, Healthcare Services, Cancer Treatment and Research Centers.

Graduate job roles post-course: Clinical Research Coordinator, Clinical Research Coordinator II, Lead Clinical Research Coordinator, Senior Clinical Research Coordinator, Oncology Research Coordinator, Clinical Study Coordinator, Clinical Research Data Coordinator, Clinical Research Nurse, Clinical Director/ Office Manager, Regulatory Contact/ Clinical Research Coordinator, Clinical Research/Regulatory Coordinator, Clinical Trials Specialist, Research Regulatory Specialist, Certified Clinical Research Coordinator, Clinical Research Specialist, Sr. Director of Clinical Operations   (based on review of new job positions post-enrollment)

Clinical Research Assistant

Advanced clinical trial assistant certification (actac).

Objective: Enhance skills required to support clinical trials, focusing on trial conduct, data collection, and administrative duties.

Students Enrolled: 1,800†

Students came from: Various universities, hospitals, clinics, and clinical research sites, etc.

Requirements: HS Diploma or GED. Current high-schoolers with evidence of active research internship can enroll.

Length: 50 Hours. Online, self paced, start anytime.

Accreditation: ACCRE, Transcelerate Biopharma.

Graduates work at: Various universities, hospitals, clinics, scholarships, internships, and clinical research sites.

Graduate job roles post-course: Clinical research assistant, clinical trial assistant, clinical researcher professional, clinical research coordinator, trial assistant, research assistant.

Clinical Research Project Manager

Advanced Clinical Research Project Manager Certification (ACRCC)

Objective: Prepare students for clinical trial management certification by teaching them how to effectively oversee large-scale clinical studies, ensuring adherence to protocols, budget, and timelines.

Students Enrolled: 1,190†

Students came from: Several CROs, universities, hospitals, clinics.

Requirements: Prior Project Management or Clinical Research Experience.

Accreditation: ACCRE, Joint Accreditation for CME

Certification: Online certificate. Exam score 70% or higher on 2 attempts. 

Graduates work at: Pharmaceutical and Biotech Companies, Clinical Research and Consulting Services, Healthcare Staffing, Universities and Academic Institutions

Physician Medical Monitor

Advanced physician medical monitor certification (apmmc).

Prepare physicians for the specialized role of Medical Monitor, with an emphasis on patient safety, protocol adherence, and data interpretation.

Students Enrolled: 1,438†

Requirements: Medical Degree (MBBS, IMG, FMG).

Accreditation: ACCRE, Joint Accreditation with AMA for 17.5 CME.

Physician Principal Investigator

Advanced principal investigator physician certification (apipc).

Equip licensed physicians in their country with the knowledge and skills to undertake the role of Principal Investigator in clinical research.

Students Enrolled: 391†

Requirements: Active Medical Degree. Nonactive medical doctors, PhDs, and PharmDs can work as Sub-I with this training.

Length: 100 Hours. Online, self paced, start anytime.

Clinical Research Courses

Clinical research associate training.

Requires bachelors of science . Monitor multiple clinical trial sites. Finish in 2-4 weeks.

Pharmacovigilance Training

Requires bachelors of science . Monitor drug safety. Finish in 2-3 weeks.

Clinical Research Coordinator Training

Requires 2 year degree . Support a clinical trial site. Finish in 1-3 weeks.

ICH GCP Training

Requires HS diploma. Required for all clinical trial professionals every 2 years .

Clinical Trial Assistant Training

Requires HS diploma . Assist in clinical trials. Finish in 1-2 weeks.

Clinical Research Project Manager Training

Requires clinical trial or project management experience . Finish in 2-4 weeks.

Principal Investigator Training

Requires active MD license or pending Sub-PI position . Conduct clinical trial at site. Finish in 1-3 weeks.

Medical Monitor Training

Requires MD or MBBS/IMG/FMG . Monitor clinical trials with medical knowledge. Finish in 2-4 weeks.

CCRPS Reviews : View 19 Recent Graduate Case Studies from April 2024 including Video and Transcript Highlights d Transcript

Triple accredited clinical research courses for 2024-2025, transcelerate biopharma.

Recognizes CCRPS to be an accredited GCP trainer.

CCRPS is a candidate undergoing a 1 year intensive study for approval to be a federally recognized career and technical institution.

ACCRE accredits the professional program in Clinical Research leading to the Certificate of Clinical Research.

Institute for Credentialing Excellence

CCRPS maintains ICE organizational membership.

Upgrade your career or switch to a new path with our online clinical research training.

Joint accreditation.

CCRPS courses accredited by ACME, ICPE, and ANCC for doctors, pharmacists, and nurses for 17.5CME.

Postgraduate Institute for Medicine

CCRPS is audited by PIM for CME credit approval.

About CCRPS

Our online program for clinical research certification is trusted by thousands of students with our graduates finding careers at over 1,600 companies after taking our course per our 2024 survey. Ideal for career changers or those wanting to advance in roles like clinical research associate, coordinator, assistant, project manager, drug safety officer, principal investigator, or medical monitor.

Clinical research courses by CCRPS are accredited by major organizations (ACCRE, Transcelerate Biopharma, AMA, ACPE, ANCC, ICPE for CME through JA) and recognized by small to large-size clinical research organizations.

Developed by senior clinical research professionals to help students of all levels.

Training for a New Generation of Researchers

CCRPS provides affordable, industry-recognized research training that will improve your job prospects and trial outcomes. We offer ICH GCP training, CRA certification, CRC certification, research assistant training, pharmacovigilance certification, PI training, medical monitor, and clinical research project manager training. We serve clinical professionals including nurses, physicians, pharmacists, PhDs, premeds, and science-field graduates who want to transition or accelerate their careers with CCRPS.

Do you want more information on our selection of clinical research online training programs? Read below.

The ICH-GCP certification is out for 2024 and offers hours worth of in depth training on all aspects about Good Clinical Practice as defined by the International Conference on Harmonization. The most advanced modules provide a complete overview no matter what your background with pharmaceutical research might be; this includes ethical practices that prioritize safety along side transparent decision making processes where there are none!

Requirements for ICH GCP Certification

The only diplomas needed to enroll in this program are high school or equivalent level education (such as GED). However, if you have more training than that and would like a head start on understanding the material being taught at our college then it is recommended that prior learning be taken into consideration when scheduling classes.

Is ICH GCP Certification right for you?

The ICH-GCP training is a great way for anyone who needs an introduction or refresh on ICH GCP guidelines in order to be an great CCRP. Candidates appearing before interviewers may find themselves unprepared when it comes down solely and exclusively them, but this course will give you all the basics that are needed!

Download the ICH GCP guidelines .

Why choose our ICH GCP training?

Certification through the online ICH-GCP training confers multiple benefits not matched by any other GCP certification currently available, including being E6 (R2) compliant, having instant enrollment and flexible scheduling, being industry recognized, accredited by research authorities, and affordable with flexible payment options.

Institutions such as CROs that require employees to complete GCP certification can opt for a one-time annual fee payment which allows flexible scheduling for an unlimited number of trainees.

Research Assistant - Clinical Research Assistant

The research assistant certification provides you with the kick-start that will help gain better visibility for your application. The course is designed give thorough understanding of criteria needed in order conduct them effectively, what makes one organization more desirable than another when it comes time apply. The modules cover all aspects from planning through documentation, reporting & publication as well as safety practices necessary during participant recruitment/screening procedures

Requirements for Research Assistant Certification

The research assistant training is open to anyone, even without a high school diploma or equivalent.

High school students intending to work after graduation or interested in healthcare research may benefit from completing the clinical research assistant certification.

Premed students enrolled in an undergraduate degree program and majoring in one of the life sciences may also benefit from clinical research assistant training.

Why choose our clinical research assistant certification?

The research assistant certification is the leading choice for research assistant jobs because it is fully compliant with ICH-GCP and FDA CFR, covers all key concepts extensively, has flexible scheduling, is widely recognized and accepted, and is affordable.

Is research assistant training right for you?

The research assistant program provides a strong understanding of advanced Good Clinical Practice to have a successful career with room for growth. This program offers hands-on experience in subject-facing dimensions of clinical research trials, including training in: the proper protocol for obtaining informed consent, eliciting subject cooperation during trials, obtaining necessary background information for trial documentation.

Trainees learn about subject safety monitoring, which includes exposure to: Adverse Event (AE) identification, documentation and reporting, and trial protocol adherence.

The research assistant course materials contain real-life examples and case studies to help trainees develop insight into and build strategies for: increasing subject enrollment in new and ongoing studies, improving retention rates among subjects enrolled in an ongoing study.

This advanced clinical research coordinator training program is designed to provide in-depth coverage of all aspects, from basic pharmacovigilance and regulatory audits right up through planning for scientific integrity. The course teaches students everything they need know about how best handle each situation that may arise during their career as a Clinical Research Coordinator - no matter what field area interests them most!

Requirements for CRC Certification

The clinical research coordinator (CRC) is a senior member of the clinical research team with responsibilities in overseeing the smooth conduct of clinical research. Candidates must possess a minimum of an associates degree.

Is clinical research coordinator training right for you?

The objectives of candidates enrolling in the clinical research coordinator course are typically related to advancing their clinical research careers. Research professionals enroll in the program to build the relevant knowledge base and administrative skills needed to strengthen their applications for CRC positions. Use the clinical research coordinator course refresh or upgrade their skill-set and obtain certification in research coordination.

Why choose our CRC Certification?

Our clinical research coordinator training has emerged as the clear industry preference when it comes to certifying candidates for on-site roles in clinical research, due to its updated compliance information, broad and deep content coverage, flexible scheduling, and industry-wide reputation for quality.

Our clinical research coordinator certification is accredited by the ACCRE, ACCME, ACPE and ANCC - the most widely recognized and accepted CRC programs across the industry - making it a sound investment for those looking to pursue a career in clinical research.

The course tuition is affordable and can be paid up-front or in easy monthly installments

The Clinical Research Associate Program is the perfect opportunity for you to have a career in research! This advanced program has over 200 hours of specialized training, which will teach students everything they need. You'll learn how to write reports and site visits with ease using our curriculum that covers all topics related directly or indirectly toward clinical trials work--and even teaches additional techniques for efficiency and workflow.

Requirement for CRA Certification

In order to enroll for the clinical research associate certification , one must have a bachelor’s degree in life science or a health-care science, or a graduate degree in medicine.

Is CRA training right for you?

Graduates with a bachelor's degree in science who are interested in exploring clinical research can benefit from taking this course. Aspirants to CRA jobs looking to boost their hire visibility can also benefit from taking the course. Health-care professionals (RNs, NPs, PAs and others) aiming to either transition to or advance a career in clinical research.

CRAs with less than 5 years of work experience wishing to fast-track. Also, CRAs, Senior CRAs and other clinical research personnel needing a refresher course.

Why choose our CRA Certification?

The clinical research associate course confers a number of advantages on the individual, whether they are entering the field of clinical research or working to advance their career.

CRAs certified through clinical research associate training have up-to-date knowledge of both ICH and FDA regulatory requirements for human subject safety in clinical research.

The program is flexible, allowing trainees to fit the training into a busy schedule. There is an emphasis on hands-on training using real-life clinical research examples and data sets.

Completing the clinical research associate course is recognized across the US as equivalent to 17.5 CME credits.

Qualifying candidates receive not only a widely accepted and recognized clinical research associate certificate.

Pharmacovigilance

The pharmacovigilance course is an advanced program that will prepare you for a career in PV, with the most comprehensive syllabus covering all aspects from pre-clinical phase to post market surveillance (Phase IV clinical trials).

Requirements for Pharmacovigilance Certification

The goal of pharmacovigilance is to ensure the safety of all drugs and medical devices. QPPVs are responsible for achieving this goal through and beyond clinical trials. To be a QPPV, one must have considerable medical knowledge, statistical skill, and analytical ability. Candidates for the pharmacovigilance and regulatory affairs certification must possess a minimum of:

A bachelor’s degree in life science OR a health-care science

Is clinical research drug safety certification right for you?

The pharmacovigilance certification is beneficial for those in the clinical research field who wish to upgrade their qualifications and expertise. CTAs/CRAs, SCRAs/CRCs, medical and nursing professionals, and QPPVs can all benefit from enrolling in the program.

Enrolling in the pharmacovigilance training gives aspirants an edge when applying for positions that require advanced knowledge of PV compliance, data analytics, software management skills, medical-legal awareness, etc.

Why choose our pharmacovigilance and drug safety training?

Our drug safety and regulatory affairs course is one of the leading pharmacovigilance certification program by recruiters across the industry. The pharmacovigilance certification is compliant with FDA CFR and WHO-ISoP, providing trainees with up-to-date coaching on all relevant regulatory codes and standards. The focus areas of the pharmacovigilance course comprehensively cover all domains of knowledge and skill required for an effective QPPV. The pharmacovigilance course trains candidates in creating, managing and retrieving case report forms using Argus Safety software. CCRPS regulatory affairs certification offers on-demand, flexible scheduling to allow enrolled students to complete the program at their own pace. The pharmacovigilance and drug safety course tuition is payable either up front or in two easy monthly installments.Explore comprehensive clinical data management training and placement opportunities in the USA. Develop your skills and secure promising positions in this dynamic field. Unlock your potential for success today.

How to Become A Trial Project Manager

Requirements for clinical trial project manager training

Clinical research project managers must have a bachelor's degree in a scientific field. We require prior clinical trial experience in managerial roles or prior project manager experience though graduates seeking to grow in their current career can take the course. They must be able to manage and coordinate all aspects of clinical trials. They must be able to keep up with ever-changing regulations governing clinical trials

Why choose our medical monitor training?

Our clinical trial project manager training is the most comprehensive and up-to-date program available You will learn how to manage clinical trials from start to finish, including budgeting, scheduling, and communication.

Upon completion of the program, you will be a certified clinical trial project manager . Our tuition rates are very affordable compared to other programs in this field.

Is project manager certification right for you?

If you're a project manager or coordinator who is looking to enhance your skills and salary, then clinical research project manager training may be right for you. Earning clinical research project manager certification can help you stand out from other project managers and improve your career prospects.

You must also pass an exam that covers topics such as risk management, stakeholder relationships and data management.

If you meet these qualifications, then becoming certified can help you demonstrate your knowledge and expertise in the field of clinical research project management . Not only will this make you a more valuable asset to your current employer, but it can also open up doors to new opportunities down the road.

Certified clinical research professionals work in a booming industry and there’s no doubt that project managers are in high demand. If you want to make the jump into clinical trial project management, or if you’re already a project manager but want to specialize in pharmaceuticals, our course is exactly what you need.

How to Become a Medical Monitor

Requirements for medical monitor training

Medical monitors are senior members of the clinical research team who oversee the ethical, safe, and transparent conduct of clinical research.

To qualify as a medical monitor, trainees must have a degree in medicine (MD), a non-US degree in medicine (IMG/FMG), or a master’s degree in pharmacy (PharmD).

Physicians with one or more years of exposure to medical research may also qualify as medical monitors.

The medical monitor certification is a program that covers the full range of knowledge domains essential for an medical monitor role, from the philosophy behind GCP to present-day regulatory requirements for clinical research. The course curriculum reflects the most updated regulatory policies related to FDA’s CFR Title 21, as well as E6 (R2) ICH-GCP guidelines. Trainees have the option of on-demand scheduling to fit with their busy schedules.

Is Medical monitor certification right for you?

The medical monitor training offers a comprehensive overview of the principles of Good Clinical Practice, as well as compliance requirements for ethical and safe medical research.

This is the only program that provides in-depth training on all aspects of clinical research design and execution.

The medical monitor course also covers pharmacovigilance concepts crucial to a medical monitor’s role such as AE/SAE identification and tracking; probabilistic assessment of AEs/SAEs as ADRs; risk management in clinical trials.

Trainees gain working knowledge of financial regulatory compliance: disclosure documentation & updating; FDA audit protocols & strategies.

An added advantage is its focus on digitized elements such remote data monitoring tools (software & video), EDC capture & quality control

Principal Investigator

The principal investigator certification program is a great way for physicians involved in clinical research who want to transition into more senior roles, enhance their eligibility when applying or overseeing trials process. It provides PIs with the ideal means of upgrading career skills while also helping them become better fundraisers and managers!

Requirements for Principal Investigator Certification

To be a certified PI, you must be a practicing physician. You may also either be the PI or Co-PI of an ongoing clinical research study, or have been the Ex-PI or former Co-PI of a completed study.

Is Principal Investigator training right for you?

The principal investigator certification provides a thorough, yet quick refresher of the regulatory and compliance requirements for ethical, safe and transparent medical research. This is an in-depth review of all aspects of leading clinical research design and execution as a principal investigator, including: advanced trial design, randomization, blinding and unblinding; clinical site assessment, preparation active site monitoring and close-out; clinical trial protocol development and implementation, including trial monitoring tools and documentation; Investigational Product (IP) accountability storage and dispensing; Adverse Events (AEs), Serious Adverse Events (SAEs), Adverse Drug Reaction (ADR), Important Medical Event (IME) – identification tracking reporting; probabilistic assessment of AEs SAEs as ADRs – medical assessment statistical data analytics risk safety assessments in clinical trials.

Why choose our PI training course?

The principal investigator certification is the best choice for both physicians who want to get certified as a PI, and for industry experts who are looking for someone to fill a PI position. This is because the certification is very flexible and covers a lot of ground.

Additionally, those who become certified principal investigators will be up-to-date on the most recent regulatory policies related to FDA CFR Title 21 and the E6 (R2) ICH-GCP guidelines. This means that they will be qualified to manage compliance requirements in a clinical study.

The course curriculum includes all of the knowledge domains essential for clinical research principal investigator training , but busy professionals can review only the modules most relevant to them and their needs. This way, they can still update their knowledge and skills without having to spend a lot of time on it.

Clinical Research Staff Training

CCRPS works with pharmaceutical, biotech, medical device, and contract research organizations to efficiently train and certify their clinical research associates, coordinators, and assistants to meet ICH GCP and CFR compliance for their staff. We can provide outsourced clinical research staff training set up within 1-2 business days. We work with organization budgets and staff training size to provide comprehensive and transformational education for onboarding and updating staff compliance with ICH GCP and job training requirements. We have worked directly with organizations and groups ranging from 2 employees to 179 employees.

The Platform for Clinical Research Education

Ccrps case studies & reviews.

From IMG to Clinical Research Coordinator at Columbia University: " This course not only met but exceeded my expectations with its thorough curriculum and insightful modules." -Lisa-Pierre ( view full case study )

From IMG to Clinical Research Coordinator "The hands-on activities integrated throughout the course really helped solidify my understanding of complex concepts." -Umber Mahmood ( case study summary )

From Physical Therapist to Clinical Researcher:  "The in-depth content and expert instructors provided me with invaluable insights into the field."  - Celia Moon ( case study summary )

From International CRC to U.S. Lead CRC and CRA:  "The flexible online format allowed me to balance my studies with my professional commitments seamlessly." - Aishwarya Sukumar  ( view full case study )

Enjoyed Clinical Research Training through Examples "The real-world examples used throughout the course were incredibly useful for applying theory to practice."  -Marta Marszalek ( view full case study )

Promoted to Senior Startup Specialist in Clinical Trials : "I appreciate how the course was structured—very interactive and engaging from start to finish." -Justin Scott Brathwaite  ( transcript summary )

From Clinical Research Receptionist to Certified Study Coordinator with CCRPS:  "I highly recommend this course for its comprehensive approach and practical applications."  - Katie Decker ( view full case study ) 

Learning to Lead Safety Associate: "The course materials were clear, well-organized, and directly applicable to my work." - Renata Noronha ( view full case study )

From IMG to securing roles as a CRC, CRA, and now a project manager: "Joining this course was a pivotal step in my career advancement."  - Dr. Vrushali Borawak ( view full case study )

From Physician to Confident Drug Safety Specialist:  "The course provided a robust foundation in the field, which was critical for my professional development." - Rabiea Bilal ( view full case study )

From plant biologist to clinical recruitment administrative coordinator : "This program is a gateway to extensive knowledge and skills in a supportive learning environment." -Olajumoke Owati ( view full case study )

ICH GCP Expert:   "Thanks to this course, I feel more competent and confident in my role." - Stephanie ( case study summary )

From International PV Roles To North American Market Success: "The detailed modules prepared me excellently for real-world applications." - John Vinil ( view full case study )

From Educational Research to Clinical Trials Project Management:   "I was able to immediately apply what I learned in the course to my job. " - Rose Hyson ( view full case study )

From Coordinator to Clinical Research Grant Manager:  "it really did a great job of the full scope of clinical research from start to finish."  -Hannah Fischer

ICH GCP made her more confident in research:  "this course just overall did a really good job going in depth, which I feel like wasn't just, it wasn't just covered just for the sake of covering content" -  Aastha Shah  (view full transcript)

From Clinical Research Intern to Regulatory Affairs Associate at UPenn: "I would say since then. I've completed this course. It's helped me get my job in regulatory affairs at a clinical research site." - Scott Boyle

From Masters in Health Safety to Clinical Researcher:  " I will say quality of delivery, quality of the materials.   - Ossai Opene  ( view full case study )

UMass Boston

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Precision. Practice. Professionalism.

Embark on a comprehensive nursing journey with challenging coursework and hands-on practicums at the Center for Clinical Education & Research. Our team of clinical and simulation educators is committed to fostering student engagement and unlocking their full potential as they transition to professional practice. Through personalized academic and clinical support, students receive tailored assistance for success in the nursing program. Access to valuable resources empowers students to develop effective academic habits, resulting in a high rate of success.

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Simulation-based education, support & enhance academics.

The purpose of the Center for Clinical Education and Research (CCER) is to support and enhance the academic and clinical education of the students in the College of Nursing and Health Sciences. The overarching goal is to contribute to the development of knowledgeable, competent, compassionate registered nurses and health science professionals who are interested in life-long learning and who will enrich their profession and thereby positively impact the health and well-being of their clients.

• Integrate simulation, experiential learning strategies, and technology throughout the lab curriculum
• Promote student retention and success through individualized academic and clinical support services
• Provide knowledge and skill expanding workshops, and service learning opportunities for students.
• Enhance and promote client safety, quality health care and interdisciplinary communication by advocating for simulation use in the clinical education of health care professionals
• Participate in simulation research activities
• Provide continuing education and competency testing for students and health care professionals
• Provide  a training ground for graduate students and nurse educators in all phases of the simulation process
• Offer community health promotion and education activities to diverse populations
• Participate in bridge programs that promote exposure to health care careers for diverse middle and high school students

Our Practicum, Our People

Our commitment to the environment.

The Center for Clinical Education and Research (CCER) has created a recycling program, SimCycle, to address the issue of waste by decreasing single-use plastic waste. Clear bins with the SimCycle logo are dispersed throughout the skills labs, outpatient exam rooms, and the simulation suite to collect items for repurposing. Students dispose of intravenous tubing, fluid bags, and indwelling catheter kits after practicing their skills on task trainers. Under the direction of the lab manager, a team of work-study students, graduate teaching assistants, and simulation educators developed a cleaning and repackaging process that does not sacrifice the integrity of the product for additional practice.

SimCycle enhances student awareness of single-use plastics in health care and their impact on the environment. The program has demonstrated $11,035 in financial savings since its inception in March 2021. Collaboration between students and CCER staff has created a sustainable environment that enriches the educational culture in the nursing simulation lab.

Quinn, 1st Floor, Room 32 100 Morrissey Blvd. Boston, MA 02125-3393 [email protected] 617.287.7611

• Program Overview

The SOCRA Certified Clinical Research Professional (CCRP) program is your gateway to excellence in clinical research. Elevate your career with our internationally recognized certification, tailored for professionals dedicated to upholding the highest standards in the field. Join a community committed to ethical practices, continuous learning, and advancing global health. 

The Society of Clinical Research Associates (SOCRA) established the Certification Program for Clinical Research Professionals in order to create an internationally accepted standard of knowledge, education, and experience by which clinical research professionals will be recognized by the clinical research community. Those individuals so recognized may use the "Certified Clinical Research Professional" or "CCRP ®  " designation.

Path to Certification

CCRP certification is awarded upon meeting two criteria: a successful written application and a passing CCRP examination score. The benefits of obtaining certification are numerous. It not only validates knowledge, skills, and abilities but also enhances credibility and peer recognition. Career advancement and increased earning potential become tangible outcomes, reflecting a commitment to standards, compliance, and integrity.

Scope and Standards of Practice 

The standards upon which this certification program is based have been set forth by SOCRA to promote recognition and continuing excellence in the ethical conduct of clinical trials.  It is the goal of SOCRA to encourage members, and assure the competency of certified members, in their knowledge, understanding, and application of the conduct of clinical investigations involving humans in accordance with the ICH Guidelines, the U.S. Code of Federal Regulations, and the ethical principles that guide clinical research. Members are expected to adhere to national, state, local and provincial regulations and to international guidelines published by the International Conference for Harmonisation of Technical Requirements for Registration of Pharmaceuticals for Human Use (ICH) and all applicable federal, state and local laws and policies.  

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For more information, please view the  Candidate Handbook.

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Summary of Certification Activities

11,145 CCRPs (as of 12/31/2022)

• 1,391 candidates took CCRP exam
• 73% passed CCRP exam
• 2,649 CCRPs recertified
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Mayo Clinic School of Continuous Professional Development

You are here, foundations of critical care nursing online cne course: connecting patient diagnosis to medication therapy.

• Accreditation

Caring for the critical care patient includes understanding common medication therapies for complex diagnosis.  This course will review common medications and nursing considerations for administration.  Concept review and case scenarios include patients with heart failure, acute coronary syndrome and frequently seen therapies including anticoagulation.

Course Director  Denise Rismeyer, DNP, MSN, RN, NPD-BC  Director of Continuing Nursing Education  Mayo Clinic 

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This CNE course is designed for RNs, LPNs, and healthcare professionals providing care for progressive and critical care patients.

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Upon completion of this activity, participants should be able to:

• Identify common drug classes of medications administered in the inpatient setting
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• Apply knowledge of medications to patient scenarios that may be encountered in the critical care setting

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• 1.50 Attendance

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Faculty Tiffany Schoenfelder, MSN, RN Nursing Education Specialist – Interventional Cardiovascular Instructor in Nursing – Mayo Clinic College of Medicine and Science Nursing Professional Development Division Department of Nursing Mayo Clinic, Rochester, MN

Course Director Denise Rismeyer, MSN, RN, NPD-BC Director Continuing Nursing Education Program Assistant Professor of Nursing, Mayo Clinic College of Medicine and Science Department of Nursing Mayo Clinic, Rochester, MN

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• Open access
• Published: 11 May 2024

Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates

• Jacqueline Maria Dias 1 ,
• Muhammad Arsyad Subu 1 ,
• Nabeel Al-Yateem 1 ,
• Fatma Refaat Ahmed 1 ,
• Syed Azizur Rahman 1 , 2 ,
• Mini Sara Abraham 1 ,
• Sareh Mirza Forootan 1 ,
• Farzaneh Ahmad Sarkhosh 1 &
• Fatemeh Javanbakh 1  

BMC Nursing volume  23 , Article number:  322 ( 2024 ) Cite this article

Metrics details

Understanding the stressors and coping strategies of nursing students in their first clinical training is important for improving student performance, helping students develop a professional identity and problem-solving skills, and improving the clinical teaching aspects of the curriculum in nursing programmes. While previous research have examined nurses’ sources of stress and coping styles in the Arab region, there is limited understanding of these stressors and coping strategies of nursing students within the UAE context thereby, highlighting the novelty and significance of the study.

A qualitative study was conducted using semi-structured interviews. Overall 30 students who were undergoing their first clinical placement in Year 2 at the University of Sharjah between May and June 2022 were recruited. All interviews were recorded and transcribed verbatim and analyzed for themes.

During their first clinical training, nursing students are exposed to stress from different sources, including the clinical environment, unfriendly clinical tutors, feelings of disconnection, multiple expectations of clinical staff and patients, and gaps between the curriculum of theory classes and labatories skills and students’ clinical experiences. We extracted three main themes that described students’ stress and use of coping strategies during clinical training: (1) managing expectations; (2) theory-practice gap; and (3) learning to cope. Learning to cope, included two subthemes: positive coping strategies and negative coping strategies.

Conclusions

This qualitative study sheds light from the students viewpoint about the intricate interplay between managing expectations, theory practice gap and learning to cope. Therefore, it is imperative for nursing faculty, clinical agencies and curriculum planners to ensure maximum learning in the clinical by recognizing the significance of the stressors encountered and help students develop positive coping strategies to manage the clinical stressors encountered. Further research is required look at the perspective of clinical stressors from clinical tutors who supervise students during their first clinical practicum.

Peer Review reports

Nursing education programmes aim to provide students with high-quality clinical learning experiences to ensure that nurses can provide safe, direct care to patients [ 1 ]. The nursing baccalaureate programme at the University of Sharjah is a four year program with 137 credits. The programmes has both theoretical and clinical components withs nine clinical courses spread over the four years The first clinical practicum which forms the basis of the study takes place in year 2 semester 2.

Clinical practice experience is an indispensable component of nursing education and links what students learn in the classroom and in skills laboratories to real-life clinical settings [ 2 , 3 , 4 ]. However, a gap exists between theory and practice as the curriculum in the classroom differs from nursing students’ experiences in the clinical nursing practicum [ 5 ]. Clinical nursing training places (or practicums, as they are commonly referred to), provide students with the necessary experiences to ensure that they become proficient in the delivery of patient care [ 6 ]. The clinical practicum takes place in an environment that combines numerous structural, psychological, emotional and organizational elements that influence student learning [ 7 ] and may affect the development of professional nursing competencies, such as compassion, communication and professional identity [ 8 ]. While clinical training is a major component of nursing education curricula, stress related to clinical training is common among students [ 9 ]. Furthermore, the nursing literature indicates that the first exposure to clinical learning is one of the most stressful experiences during undergraduate studies [ 8 , 10 ]. Thus, the clinical component of nursing education is considered more stressful than the theoretical component. Students often view clinical learning, where most learning takes place, as an unsupportive environment [ 11 ]. In addition, they note strained relationships between themselves and clinical preceptors and perceive that the negative attitudes of clinical staff produce stress [ 12 ].

The effects of stress on nursing students often involve a sense of uncertainty, uneasiness, or anxiety. The literature is replete with evidence that nursing students experience a variety of stressors during their clinical practicum, beginning with the first clinical rotation. Nursing is a complex profession that requires continuous interaction with a variety of individuals in a high-stress environment. Stress during clinical learning can have multiple negative consequences, including low academic achievement, elevated levels of burnout, and diminished personal well-being [ 13 , 14 ]. In addition, both theoretical and practical research has demonstrated that increased, continual exposure to stress leads to cognitive deficits, inability to concentrate, lack of memory or recall, misinterpretation of speech, and decreased learning capacity [ 15 ]. Furthermore, stress has been identified as a cause of attrition among nursing students [ 16 ].

Most sources of stress have been categorized as academic, clinical or personal. Each person copes with stress differently [ 17 ], and utilizes deliberate, planned, and psychological efforts to manage stressful demands [ 18 ]. Coping mechanisms are commonly termed adaptation strategies or coping skills. Labrague et al. [ 19 ] noted that students used critical coping strategies to handle stress and suggested that problem solving was the most common coping or adaptation mechanism used by nursing students. Nursing students’ coping strategies affect their physical and psychological well-being and the quality of nursing care they offer. Therefore, identifying the coping strategies that students use to manage stressors is important for early intervention [ 20 ].

Studies on nursing students’ coping strategies have been conducted in various countries. For example, Israeli nursing students were found to adopt a range of coping mechanisms, including talking to friends, engaging in sports, avoiding stress and sadness/misery, and consuming alcohol [ 21 ]. Other studies have examined stress levels among medical students in the Arab region. Chaabane et al. [ 15 ], conducted a systematic review of sudies in Arab countries, including Saudi Arabia, Egypt, Jordan, Iraq, Pakistan, Oman, Palestine and Bahrain, and reported that stress during clinical practicums was prevalent, although it could not be determined whether this was limited to the initial clinical course or occurred throughout clinical training. Stressors highlighted during the clinical period in the systematic review included assignments and workload during clinical practice, a feeling that the requirements of clinical practice exceeded students’ physical and emotional endurance and that their involvement in patient care was limited due to lack of experience. Furthermore, stress can have a direct effect on clinical performance, leading to mental disorders. Tung et al. [ 22 ], reported that the prevalence of depression among nursing students in Arab countries is 28%, which is almost six times greater than the rest of the world [ 22 ]. On the other hand, Saifan et al. [ 5 ], explored the theory-practice gap in the United Arab Emirates and found that clinical stressors could be decreased by preparing students better for clinical education with qualified clinical faculty and supportive preceptors.

The purpose of this study was to identify the stressors experienced by undergraduate nursing students in the United Arab Emirates during their first clinical training and the basic adaptation approaches or coping strategies they used. Recognizing or understanding different coping processes can inform the implementation of corrective measures when students experience clinical stress. The findings of this study may provide valuable information for nursing programmes, nurse educators, and clinical administrators to establish adaptive strategies to reduce stress among students going clinical practicums, particularly stressors from their first clinical training in different healthcare settings.

A qualitative approach was adopted to understand clinical stressors and coping strategies from the perspective of nurses’ lived experience. Qualitative content analysis was employed to obtain rich and detailed information from our qualitative data. Qualitative approaches seek to understand the phenomenon under study from the perspectives of individuals with lived experience [ 23 ]. Qualitative content analysis is an interpretive technique that examines the similarities and differences between and within different areas of text while focusing on the subject [ 24 ]. It is used to examine communication patterns in a repeatable and systematic way [ 25 ] and yields rich and detailed information on the topic under investigation [ 23 ]. It is a method of systematically coding and categorizing information and comprises a process of comprehending, interpreting, and conceptualizing the key meanings from qualitative data [ 26 ].

Setting and participants

This study was conducted after the clinical rotations ended in April 2022, between May and June in the nursing programme at the College of Health Sciences, University of Sharjah, in the United Arab Emirates. The study population comprised undergraduate nursing students who were undergoing their first clinical training and were recruited using purposive sampling. The inclusion criteria for this study were second-year nursing students in the first semester of clinical training who could speak English, were willing to participate in this research, and had no previous clinical work experience. The final sample consisted of 30 students.

Research instrument

The research instrument was a semi structured interview guide. The interview questions were based on an in-depth review of related literature. An intensive search included key words in Google Scholar, PubMed like the terms “nursing clinical stressors”, “nursing students”, and “coping mechanisms”. Once the questions were created, they were validated by two other faculty members who had relevant experience in mental health. A pilot test was conducted with five students and based on their feedback the following research questions, which were addressed in the study.

How would you describe your clinical experiences during your first clinical rotations?

In what ways did you find the first clinical rotation to be stressful?

What factors hindered your clinical training?

How did you cope with the stressors you encountered in clinical training?

Which strategies helped you cope with the clinical stressors you encountered?

Data collection

Semi-structured interviews were chosen as the method for data collection. Semi structured interviews are a well-established approach for gathering data in qualitative research and allow participants to discuss their views, experiences, attitudes, and beliefs in a positive environment [ 27 ]. This approach allows for flexibility in questioning thereby ensuring that key topics related to clinical learning stressors and coping strategies would be explored. Participants were given the opportunity to express their views, experiences, attitudes, and beliefs in a positive environment, encouraging open communication. These semi structured interviews were conducted by one member of the research team (MAS) who had a mental health background, and another member of the research team who attended the interviews as an observer (JMD). Neither of these researchers were involved in teaching the students during their clinical practicum, which helped to minimize bias. The interviews took place at the University of Sharjah, specifically in building M23, providing a familiar and comfortable environment for the participant. Before the interviews were all students who agreed to participate were provided with an explanation of the study’s purpose. The time and location of each interview were arranged. Before the interviews were conducted, all students who provided consent to participate received an explanation of the purpose of the study, and the time and place of each interview were arranged to accommodate the participants’ schedules and preferences. The interviews were conducted after the clinical rotation had ended in April, and after the final grades had been submitted to the coordinator. The timings of the interviews included the month of May and June which ensured that participants have completed their practicum experience and could reflect on the stressors more comprehensively. The interviews were audio-recorded with the participants’ consent, and each interview lasted 25–40 min. The data were collected until saturation was reached for 30 students. Memos and field notes were also recorded as part of the data collection process. These additional data allowed for triangulation to improve the credibility of the interpretations of the data [ 28 ]. Memos included the interviewers’ thoughts and interpretations about the interviews, the research process (including questions and gaps), and the analytic progress used for the research. Field notes were used to record the interviewers’ observations and reflections on the data. These additional data collection methods were important to guide the researchers in the interpretation of the data on the participants’ feelings, perspectives, experiences, attitudes, and beliefs. Finally, member checking was performed to ensure conformability.

Data analysis

The study used the content analysis method proposed by Graneheim and Lundman [ 24 ]. According to Graneheim and Lundman [ 24 ], content analysis is an interpretive technique that examines the similarities and differences between distinct parts of a text. This method allows researchers to determine exact theoretical and operational definitions of words, phrases, and symbols by elucidating their constituent properties [ 29 ]. First, we read the interview transcripts several times to reach an overall understanding of the data. All verbatim transcripts were read several times and discussed among all authors. We merged and used line-by-line coding of words, sentences, and paragraphs relevant to each other in terms of both the content and context of stressors and coping mechanisms. Next, we used data reduction to assess the relationships among themes using tables and diagrams to indicate conceptual patterns. Content related to stress encountered by students was extracted from the transcripts. In a separate document, we integrated and categorized all words and sentences that were related to each other in terms of both content and context. We analyzed all codes and units of meaning and compared them for similarities and differences in the context of this study. Furthermore, the emerging findings were discussed with other members of the researcher team. The final abstractions of meaningful subthemes into themes were discussed and agreed upon by the entire research team. This process resulted in the extraction of three main themes in addition to two subthemes related to stress and coping strategies.

Ethical considerations

The University of Sharjah Research Ethics Committee provided approval to conduct this study (Reference Number: REC 19-12-03-01-S). Before each interview, the goal and study procedures were explained to each participant, and written informed consent was obtained. The participants were informed that participation in the study was voluntary and that they could withdraw from the study at any time. In the event they wanted to withdraw from the study, all information related to the participant would be removed. No participant withdrew from the study. Furthermore, they were informed that their clinical practicum grade would not be affected by their participation in this study. We chose interview locations in Building M23that were private and quiet to ensure that the participants felt at ease and confident in verbalizing their opinions. No participant was paid directly for involvement in this study. In addition, participants were assured that their data would remain anonymous and confidential. Confidentiality means that the information provided by participants was kept private with restrictions on how and when data can be shared with others. The participants were informed that their information would not be duplicated or disseminated without their permission. Anonymity refers to the act of keeping people anonymous with respect to their participation in a research endeavor. No personal identifiers were used in this study, and each participant was assigned a random alpha-numeric code (e.g., P1 for participant 1). All digitally recorded interviews were downloaded to a secure computer protected by the principal investigator with a password. The researchers were the only people with access to the interview material (recordings and transcripts). All sensitive information and materials were kept secure in the principal researcher’s office at the University of Sharjah. The data will be maintained for five years after the study is completed, after which the material will be destroyed (the transcripts will be shredded, and the tapes will be demagnetized).

In total, 30 nursing students who were enrolled in the nursing programme at the Department of Nursing, College of Health Sciences, University of Sharjah, and who were undergoing their first clinical practicum participated in the study. Demographically, 80% ( n  = 24) were females and 20% ( n  = 6) were male participants. The majority (83%) of study participants ranged in age from 18 to 22 years. 20% ( n  = 6) were UAE nationals, 53% ( n  = 16) were from Gulf Cooperation Council countries, while 20% ( n  = 6) hailed from Africa and 7% ( n  = 2) were of South Asian descent. 67% of the respondents lived with their families while 33% lived in the hostel. (Table  1 )

Following the content analysis, we identified three main themes: (1) managing expectations, (2) theory-practice gap and 3)learning to cope. Learning to cope had two subthemes: positive coping strategies and negative coping strategies. An account of each theme is presented along with supporting excerpts for the identified themes. The identified themes provide valuable insight into the stressors encountered by students during their first clinical practicum. These themes will lead to targeted interventions and supportive mechanisms that can be built into the clinical training curriculum to support students during clinical practice.

Theme 1: managing expectations

In our examination of the stressors experienced by nursing students during their first clinical practicum and the coping strategies they employed, we identified the first theme as managing expectations.

The students encountered expectations from various parties, such as clinical staff, patients and patients’ relatives which they had to navigate. They attempted to fulfil their expectations as they progressed through training, which presented a source of stress. The students noted that the hospital staff and patients expected them to know how to perform a variety of tasks upon request, which made the students feel stressed and out of place if they did not know how to perform these tasks. Some participants noted that other nurses in the clinical unit did not allow them to participate in nursing procedures, which was considered an enormous impediment to clinical learning, as noted in the excerpt below:

“…Sometimes the nurses… They will not allow us to do some procedures or things during clinical. And sometimes the patients themselves don’t allow us to do procedures” (P5).

Some of the students noted that they felt they did not belong and felt like foreigners in the clinical unit. Excerpts from the students are presented in the following quotes;

“The clinical environment is so stressful. I don’t feel like I belong. There is too little time to build a rapport with hospital staff or the patient” (P22).

“… you ask the hospital staff for some guidance or the location of equipment, and they tell us to ask our clinical tutor …but she is not around … what should I do? It appears like we do not belong, and the sooner the shift is over, the better” (P18).

“The staff are unfriendly and expect too much from us students… I feel like I don’t belong, or I am wasting their (the hospital staff’s) time. I want to ask questions, but they have loads to do” (P26).

Other students were concerned about potential failure when working with patients during clinical training, which impacted their confidence. They were particularly afraid of failure when performing any clinical procedures.

“At the beginning, I was afraid to do procedures. I thought that maybe the patient would be hurt and that I would not be successful in doing it. I have low self-confidence in doing procedures” (P13).

The call bell rings, and I am told to answer Room No. XXX. The patient wants help to go to the toilet, but she has two IV lines. I don’t know how to transport the patient… should I take her on the wheelchair? My eyes glance around the room for a wheelchair. I am so confused …I tell the patient I will inform the sister at the nursing station. The relative in the room glares at me angrily … “you better hurry up”…Oh, I feel like I don’t belong, as I am not able to help the patient… how will I face the same patient again?” (P12).

Another major stressor mentioned in the narratives was related to communication and interactions with patients who spoke another language, so it was difficult to communicate.

“There was a challenge with my communication with the patients. Sometimes I have communication barriers because they (the patients) are of other nationalities. I had an experience with a patient [who was] Indian, and he couldn’t speak my language. I did not understand his language” (P9).

Thus, a variety of expectations from patients, relatives, hospital staff, and preceptors acted as sources of stress for students during their clinical training.

Theme 2: theory-practice gap

Theory-practice gaps have been identified in previous studies. In our study, there was complete dissonance between theory and actual clinical practice. The clinical procedures or practices nursing students were expected to perform differed from the theory they had covered in their university classes and skills lab. This was described as a theory–practice gap and often resulted in stress and confusion.

“For example …the procedures in the hospital are different. They are different from what we learned or from theory on campus. Or… the preceptors have different techniques than what we learned on campus. So, I was stress[ed] and confused about it” (P11).

Furthermore, some students reported that they did not feel that they received adequate briefing before going to clinical training. A related source of stress was overload because of the volume of clinical coursework and assignments in addition to clinical expectations. Additionally, the students reported that a lack of time and time management were major sources of stress in their first clinical training and impacted their ability to complete the required paperwork and assignments:

“…There is not enough time…also, time management at the hospital…for example, we start at seven a.m., and the handover takes 1 hour to finish. They (the nurses at the hospital) are very slow…They start with bed making and morning care like at 9.45 a.m. Then, we must fill [out] our assessment tool and the NCP (nursing care plan) at 10 a.m. So, 15 only minutes before going to our break. We (the students) cannot manage this time. This condition makes me and my friends very stressed out. -I cannot do my paperwork or assignments; no time, right?” (P10).

“Stressful. There is a lot of work to do in clinical. My experiences are not really good with this course. We have a lot of things to do, so many assignments and clinical procedures to complete” (P16).

The participants noted that the amount of required coursework and number of assignments also presented a challenge during their first clinical training and especially affected their opportunity to learn.

“I need to read the file, know about my patient’s condition and pathophysiology and the rationale for the medications the patient is receiving…These are big stressors for my learning. I think about assignments often. Like, we are just focusing on so many assignments and papers. We need to submit assessments and care plans for clinical cases. We focus our time to complete and finish the papers rather than doing the real clinical procedures, so we lose [the] chance to learn” (P25).

Another participant commented in a similar vein that there was not enough time to perform tasks related to clinical requirements during clinical placement.

“…there is a challenge because we do not have enough time. Always no time for us to submit papers, to complete assessment tools, and some nurses, they don’t help us. I think we need more time to get more experiences and do more procedures, reduce the paperwork that we have to submit. These are challenges …” (P14).

There were expectations that the students should be able to carry out their nursing duties without becoming ill or adversely affected. In addition, many students reported that the clinical environment was completely different from the skills laboratory at the college. Exposure to the clinical setting added to the theory-practice gap, and in some instances, the students fell ill.

One student made the following comment:

“I was assisting a doctor with a dressing, and the sight and smell from the oozing wound was too much for me. I was nauseated. As soon as the dressing was done, I ran to the bathroom and threw up. I asked myself… how will I survive the next 3 years of nursing?” (P14).

Theme 3: learning to cope

The study participants indicated that they used coping mechanisms (both positive and negative) to adapt to and manage the stressors in their first clinical practicum. Important strategies that were reportedly used to cope with stress were time management, good preparation for clinical practice, and positive thinking as well as engaging in physical activity and self-motivation.

“Time management. Yes, it is important. I was encouraging myself. I used time management and prepared myself before going to the clinical site. Also, eating good food like cereal…it helps me very much in the clinic” (P28).

“Oh yeah, for sure positive thinking. In the hospital, I always think positively. Then, after coming home, I get [to] rest and think about positive things that I can do. So, I will think something good [about] these things, and then I will be relieved of stress” (P21).

Other strategies commonly reported by the participants were managing their breathing (e.g., taking deep breaths, breathing slowly), taking breaks to relax, and talking with friends about the problems they encountered.

“I prefer to take deep breaths and breathe slowly and to have a cup of coffee and to talk to my friends about the case or the clinical preceptor and what made me sad so I will feel more relaxed” (P16).

“Maybe I will take my break so I feel relaxed and feel better. After clinical training, I go directly home and take a long shower, going over the day. I will not think about anything bad that happened that day. I just try to think about good things so that I forget the stress” (P27).

“Yes, my first clinical training was not easy. It was difficult and made me stressed out…. I felt that it was a very difficult time for me. I thought about leaving nursing” (P7).

I was not able to offer my prayers. For me, this was distressing because as a Muslim, I pray regularly. Now, my prayer time is pushed to the end of the shift” (P11).

“When I feel stress, I talk to my friends about the case and what made me stressed. Then I will feel more relaxed” (P26).

Self-support or self-motivation through positive self-talk was also used by the students to cope with stress.

“Yes, it is difficult in the first clinical training. When I am stress[ed], I go to the bathroom and stand in the front of the mirror; I talk to myself, and I say, “You can do it,” “you are a great student.” I motivate myself: “You can do it”… Then, I just take breaths slowly several times. This is better than shouting or crying because it makes me tired” (P11).

Other participants used physical activity to manage their stress.

“How do I cope with my stress? Actually, when I get stressed, I will go for a walk on campus” (P4).

“At home, I will go to my room and close the door and start doing my exercises. After that, I feel the negative energy goes out, then I start to calm down… and begin my clinical assignments” (P21).

Both positive and negative coping strategies were utilized by the students. Some participants described using negative coping strategies when they encountered stress during their clinical practice. These negative coping strategies included becoming irritable and angry, eating too much food, drinking too much coffee, and smoking cigarettes.

“…Negative adaptation? Maybe coping. If I am stressed, I get so angry easily. I am irritable all day also…It is negative energy, right? Then, at home, I am also angry. After that, it is good to be alone to think about my problems” (P12).

“Yeah, if I…feel stress or depressed, I will eat a lot of food. Yeah, ineffective, like I will be eating a lot, drinking coffee. Like I said, effective, like I will prepare myself and do breathing, ineffective, I will eat a lot of snacks in between my free time. This is the bad side” (P16).

“…During the first clinical practice? Yes, it was a difficult experience for us…not only me. When stressed, during a break at the hospital, I will drink two or three cups of coffee… Also, I smoke cigarettes… A lot. I can drink six cups [of coffee] a day when I am stressed. After drinking coffee, I feel more relaxed, I finish everything (food) in the refrigerator or whatever I have in the pantry, like chocolates, chips, etc” (P23).

These supporting excerpts for each theme and the analysis offers valuable insights into the specific stressors faced by nursing students during their first clinical practicum. These insights will form the basis for the development of targeted interventions and supportive mechanisms within the clinical training curriculum to better support students’ adjustment and well-being during clinical practice.

Our study identified the stressors students encounter in their first clinical practicum and the coping strategies, both positive and negative, that they employed. Although this study emphasizes the importance of clinical training to prepare nursing students to practice as nurses, it also demonstrates the correlation between stressors and coping strategies.The content analysis of the first theme, managing expectations, paves the way for clinical agencies to realize that the students of today will be the nurses of tomorrow. It is important to provide a welcoming environment where students can develop their identities and learn effectively. Additionally, clinical staff should foster an environment of individualized learning while also assisting students in gaining confidence and competence in their repertoire of nursing skills, including critical thinking, problem solving and communication skills [ 8 , 15 , 19 , 30 ]. Another challenge encountered by the students in our study was that they were prevented from participating in clinical procedures by some nurses or patients. This finding is consistent with previous studies reporting that key challenges for students in clinical learning include a lack of clinical support and poor attitudes among clinical staff and instructors [ 31 ]. Clinical staff with positive attitudes have a positive impact on students’ learning in clinical settings [ 32 ]. The presence, supervision, and guidance of clinical instructors and the assistance of clinical staff are essential motivating components in the clinical learning process and offer positive reinforcement [ 30 , 33 , 34 ]. Conversely, an unsupportive learning environment combined with unwelcoming clinical staff and a lack of sense of belonging negatively impact students’ clinical learning [ 35 ].

The sources of stress identified in this study were consistent with common sources of stress in clinical training reported in previous studies, including the attitudes of some staff, students’ status in their clinical placement and educational factors. Nursing students’ inexperience in the clinical setting and lack of social and emotional experience also resulted in stress and psychological difficulties [ 36 ]. Bhurtun et al. [ 33 ] noted that nursing staff are a major source of stress for students because the students feel like they are constantly being watched and evaluated.

We also found that students were concerned about potential failure when working with patients during their clinical training. Their fear of failure when performing clinical procedures may be attributable to low self-confidence. Previous studies have noted that students were concerned about injuring patients, being blamed or chastised, and failing examinations [ 37 , 38 ]. This was described as feeling “powerless” in a previous study [ 7 , 12 ]. In addition, patients’ attitudes towards “rejecting” nursing students or patients’ refusal of their help were sources of stress among the students in our study and affected their self-confidence. Self-confidence and a sense of belonging are important for nurses’ personal and professional identity, and low self-confidence is a problem for nursing students in clinical learning [ 8 , 39 , 40 ]. Our findings are consistent with a previous study that reported that a lack of self-confidence was a primary source of worry and anxiety for nursing students and affected their communication and intention to leave nursing [ 41 ].

In the second theme, our study suggests that students encounter a theory-practice gap in clinical settings, which creates confusion and presents an additional stressors. Theoretical and clinical training are complementary elements of nursing education [ 40 ], and this combination enables students to gain the knowledge, skills, and attitudes necessary to provide nursing care. This is consistent with the findings of a previous study that reported that inconsistencies between theoretical knowledge and practical experience presented a primary obstacle to the learning process in the clinical context [ 42 ], causing students to lose confidence and become anxious [ 43 ]. Additionally, the second theme, the theory-practice gap, authenticates Safian et al.’s [ 5 ] study of the theory-practice gap that exists United Arab Emirates among nursing students as well as the need for more supportive clinical faculty and the extension of clinical hours. The need for better time availability and time management to complete clinical tasks were also reported by the students in the study. Students indicated that they had insufficient time to complete clinical activities because of the volume of coursework and assignments. Our findings support those of Chaabane et al. [ 15 ]. A study conducted in Saudi Arabia [ 44 ] found that assignments and workload were among the greatest sources of stress for students in clinical settings. Effective time management skills have been linked to academic achievement, stress reduction, increased creativity [ 45 ], and student satisfaction [ 46 ]. Our findings are also consistent with previous studies that reported that a common source of stress among first-year students was the increased classroom workload [ 19 , 47 ]. As clinical assignments and workloads are major stressors for nursing students, it is important to promote activities to help them manage these assignments [ 48 ].

Another major challenge reported by the participants was related to communicating and interacting with other nurses and patients. The UAE nursing workforce and population are largely expatriate and diverse and have different cultural and linguistic backgrounds. Therefore, student nurses encounter difficulty in communication [ 49 ]. This cultural diversity that students encounter in communication with patients during clinical training needs to be addressed by curriculum planners through the offering of language courses and courses on cultural diversity [ 50 ].

Regarding the third and final theme, nursing students in clinical training are unable to avoid stressors and must learn to cope with or adapt to them. Previous research has reported a link between stressors and the coping mechanisms used by nursing students [ 51 , 52 , 53 ]. In particular, the inability to manage stress influences nurses’ performance, physical and mental health, attitude, and role satisfaction [ 54 ]. One such study suggested that nursing students commonly use problem-focused (dealing with the problem), emotion-focused (regulating emotion), and dysfunctional (e.g., venting emotions) stress coping mechanisms to alleviate stress during clinical training [ 15 ]. Labrague et al. [ 51 ] highlighted that nursing students use both active and passive coping techniques to manage stress. The pattern of clinical stress has been observed in several countries worldwide. The current study found that first-year students experienced stress during their first clinical training [ 35 , 41 , 55 ]. The stressors they encountered impacted their overall health and disrupted their clinical learning. Chaabane et al. [ 15 ] reported moderate and high stress levels among nursing students in Bahrain, Egypt, Iraq, Jordan, Oman, Pakistan, Palestine, Saudi Arabia, and Sudan. Another study from Bahrain reported that all nursing students experienced moderate to severe stress in their first clinical placement [ 56 ]. Similarly, nursing students in Spain experienced a moderate level of stress, and this stress was significantly correlated with anxiety [ 30 ]. Therefore, it is imperative that pastoral systems at the university address students’ stress and mental health so that it does not affect their clinical performance. Faculty need to utilize evidence-based interventions to support students so that anxiety-producing situations and attrition are minimized.

In our study, students reported a variety of positive and negative coping mechanisms and strategies they used when they experienced stress during their clinical practice. Positive coping strategies included time management, positive thinking, self-support/motivation, breathing, taking breaks, talking with friends, and physical activity. These findings are consistent with those of a previous study in which healthy coping mechanisms used by students included effective time management, social support, positive reappraisal, and participation in leisure activities [ 57 ]. Our study found that relaxing and talking with friends were stress management strategies commonly used by students. Communication with friends to cope with stress may be considered social support. A previous study also reported that people seek social support to cope with stress [ 58 ]. Some students in our study used physical activity to cope with stress, consistent with the findings of previous research. Stretching exercises can be used to counteract the poor posture and positioning associated with stress and to assist in reducing physical tension. Promoting such exercise among nursing students may assist them in coping with stress in their clinical training [ 59 ].

Our study also showed that when students felt stressed, some adopted negative coping strategies, such as showing anger/irritability, engaging in unhealthy eating habits (e.g., consumption of too much food or coffee), or smoking cigarettes. Previous studies have reported that high levels of perceived stress affect eating habits [ 60 ] and are linked to poor diet quality, increased snacking, and low fruit intake [ 61 ]. Stress in clinical settings has also been linked to sleep problems, substance misuse, and high-risk behaviors’ and plays a major role in student’s decision to continue in their programme.

Implications of the study

The implications of the study results can be grouped at multiple levels including; clinical, educational, and organizational level. A comprehensive approach to addressing the stressors encountered by nursing students during their clinical practicum can be overcome by offering some practical strategies to address the stressors faced by nursing students during their clinical practicum. By integrating study findings into curriculum planning, mentorship programs, and organizational support structures, a supportive and nurturing environment that enhances students’ learning, resilience, and overall success can be envisioned.

Clinical level

Introducing simulation in the skills lab with standardized patients and the use of moulage to demonstrate wounds, ostomies, and purulent dressings enhances students’ practical skills and prepares them for real-world clinical scenarios. Organizing orientation days at clinical facilities helps familiarize students with the clinical environment, identify potential stressors, and introduce interventions to enhance professionalism, social skills, and coping abilities Furthermore, creating a WhatsApp group facilitates communication and collaboration among hospital staff, clinical tutors, nursing faculty, and students, enabling immediate support and problem-solving for clinical situations as they arise, Moreover, involving chief nursing officers of clinical facilities in the Nursing Advisory Group at the Department of Nursing promotes collaboration between academia and clinical practice, ensuring alignment between educational objectives and the needs of the clinical setting [ 62 ].

Educational level

Sharing study findings at conferences (we presented the results of this study at Sigma Theta Tau International in July 2023 in Abu Dhabi, UAE) and journal clubs disseminates knowledge and best practices among educators and clinicians, promoting awareness and implementation of measures to improve students’ learning experiences. Additionally we hold mentorship training sessions annually in January and so we shared with the clinical mentors and preceptors the findings of this study so that they proactively they are equipped with strategies to support students’ coping with stressors during clinical placements.

Organizational level

At the organizational we relooked at the available student support structures, including counseling, faculty advising, and career advice, throughout the nursing program emphasizing the importance of holistic support for students’ well-being and academic success as well as retention in the nursing program. Also, offering language courses as electives recognizes the value of communication skills in nursing practice and provides opportunities for personal and professional development.

For first-year nursing students, clinical stressors are inevitable and must be given proper attention. Recognizing nursing students’ perspectives on the challenges and stressors experienced in clinical training is the first step in overcoming these challenges. In nursing schools, providing an optimal clinical environment as well as increasing supervision and evaluation of students’ practices should be emphasized. Our findings demonstrate that first-year nursing students are exposed to a variety of different stressors. Identifying the stressors, pressures, and obstacles that first-year students encounter in the clinical setting can assist nursing educators in resolving these issues and can contribute to students’ professional development and survival to allow them to remain in the profession. To overcome stressors, students frequently employ problem-solving approaches or coping mechanisms. The majority of nursing students report stress at different levels and use a variety of positive and negative coping techniques to manage stress.

The present results may not be generalizable to other nursing institutions because this study used a purposive sample along with a qualitative approach and was limited to one university in the Middle East. Furthermore, the students self-reported their stress and its causes, which may have introduced reporting bias. The students may also have over or underreported stress or coping mechanisms because of fear of repercussions or personal reasons, even though the confidentiality of their data was ensured. Further studies are needed to evaluate student stressors and coping now that measures have been introduced to support students. Time will tell if these strategies are being used effectively by both students and clinical personnel or if they need to be readdressed. Finally, we need to explore the perceptions of clinical faculty towards supervising students in their first clinical practicum so that clinical stressors can be handled effectively.

Data availability

The data sets are available with the corresponding author upon reasonable request.

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The authors are grateful to all second year nursing students who voluntarily participated in the study.

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Jacqueline Maria Dias, Muhammad Arsyad Subu, Nabeel Al-Yateem, Fatma Refaat Ahmed, Syed Azizur Rahman, Mini Sara Abraham, Sareh Mirza Forootan, Farzaneh Ahmad Sarkhosh & Fatemeh Javanbakh

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JMD conceptualized the idea and designed the methodology, formal analysis, writing original draft and project supervision and mentoring. MAS prepared the methodology and conducted the qualitative interviews and analyzed the methodology and writing of original draft and project supervision. NY, FRA, SAR, MSA writing review and revising the draft. SMF, FAS, FJ worked with MAS on the formal analysis and prepared the first draft.All authors reviewed the final manuscipt of the article.

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Dias, J.M., Subu, M.A., Al-Yateem, N. et al. Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates. BMC Nurs 23 , 322 (2024). https://doi.org/10.1186/s12912-024-01962-5

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