Viewing this teaching strategy enabled nursing students to develop an awareness of the opportunity that constructive feedback presents for professional development, self-improvement, teamwork and collaboration, and patient safety.

AIM The aim of this study was to explore facilitators and barriers to conducting a multisite national study in nursing academia unsupported by grant funding. BACKGROUND Scholarship focused on the Quality and Safety Education for Nurses (QSEN) competencies stimulates opportunities for research and collaboration among nurse educators and clinicians. Twelve members of the QSEN Academic Task Force collaborated on a multisite study of the effectiveness of a QSEN teaching strategy and published the findings. METHOD A descriptive phenomenological reflective approach using Kim’s critical reflective inquiry model was used to explore the lived experiences of the original study investigators. Data were analyzed using Colaizzi’s phenomenological reduction. RESULTS Findings revealed seven facilitators and one overarching barrier to conducting academic research projects of this scope. CONCLUSION Participants found that strong leadership, a commitment to teamwork and collaboration, and a shared interest were critical to conducting a successful national study across academic settings.