Nursing students' learning from involvement in research projects: an integrative literature review

Abstract

Objective: To identify the learning outcomes and skills obtained of undergraduate nursing students involved in research projects. Methods: This was an integrative literature review, based on a research protocol in the CINAHL Complete databases; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; Cochrane Methodology Register; MedicLatina; MEDLINE, Scopus and JBI, including primary and secondary studies, published between 2015 and 2020. Results: A total of five heterogeneous articles were included, which were categorized using Kirkpatrick's (adapted) model. Seventeen learning outcomes acquired through participation in research projects were identified, from the learning of new knowledge and skills to the development of new attitudes and behaviors. Final considerations: The involvement of nursing students in research projects is important to their professional development. Future investment in research on this topic can help cement the potential of this type of student involvement.

Evidence-based practice and undergraduate nursing curriculum: Trends and perspectives

“…Our major motivation to conduct this reflection was the observation that EBP is a complex process that nursing students need to learn. Other authors support the need for such reflection by presenting several obstacles to the introduction of evidence, such as: heterogeneous results, methodological and ethical issues, scientific rigour, project execution capacity, difficulties in research funding, relevance and usefulness in the face of health needs and policies, effectiveness in communication, dissemination, and lack of a scientific culture of collaborative work for the development of products that introduce results in different contexts Loura et al, 2022). The predominance of unidirectional models to introduce research results is also an issue of concern for student education because the delay in introducing results prevents students from observing the advantages of using evidence.…”

“…Researchers recommend that future health professionals should be involved in research activities to nurture a research culture and spirit (Einarsen & Giske, 2019). The introduction of EBP has emerged in nursing curricula for the students' academic development and to deepen the curriculum's theoretical content (Mena-Tudela et al, 2018;Loura et al, 2022). EBP in the curriculum promotes a theoretical-practical integration, mainly during clinical teaching, so that it has an impact on improving care and facilitates the development of a new health professional with scientific skills at different levels who can guide their professional practice based on research results (Loura et al, 2022).…”

Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups

“…The exponential increase in nursing research, with the resulting increase in its dissemination, has not been accompanied by the same rate of implementation in clinical practice settings [ 9 ]. Although the purposes of nursing research (to conduct research to generate new knowledge) and evidence-based nursing practice (to use the best evidence available to underpin nursing practice) seem quite different, they are in fact part of the same process that allows the new knowledge generated by the scientific method to be introduced into the clinic, producing cost-effective health care based on the most up-to-date knowledge [ 10 ].…”

“…The use of knowledge in health is not a recent concern among researchers because of the delay in the introduction of the results of research in some clinic areas, justified by some authors because of methodological and ethical issues, scientific rigor, project execution capacity, research funding challenges, lack of an EBP culture among the organizations [ 2 , 7 , 8 , 9 ], and lack of a scientific culture of collaborative work to develop products that promote the introduction of results in clinical settings [ 2 , 9 ]. Other factors are a preference for unidirectional models to introduce research results to issues related to education and the lack of opportunities given to students in undergraduate programs relative to this type of learning [ 2 ].…”

“…Internationally, EBP is recognized as a crucial element for the education of all health professionals [ 11 ]. However, achieving skills in this area is a complex activity that is reflected in the disparities between “what the evidence says” and “what is done in clinical practice” [ 9 , 11 ]. Although there are recommendations for teaching strategies to improve knowledge and skills in this area, the development and implementation of vocational education programs remain a significant and immediate challenge [ 11 ] because insufficient attention has been given to its use in nursing education [ 3 ].…”