The evolving professional identity of the clinical research nurse: A qualitative exploration

Kunhunny, Swapna; Salmon, Debra

doi:10.1111/jocn.14055

Cited by 40 publications

(71 citation statements)

References 23 publications

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“…In the early days of their new role, research nurses experienced a new identity, felt like “ a fish out of water ” (Tinkler, Smith, Yiannakou, & Robinson, , p.322) and felt a need for additional training and support (Höglund et al, ; p.246; Kampelman, ; Kunhunny & Salmon, ; Tinkler et al, ). While initial training focused on study protocols, research nurses were expected to carry out study procedures without training (Kampelman, ; Kyte, Ives, Draper, Keeley, & Calvert, ).…”

Section: Resultsmentioning

confidence: 99%

“…“Unless you get good support and training, role transition is a big challenge. You don't know anything when you start” (Kunhunny & Salmon, ; p.5128)…”

Section: Aims and Methodsmentioning

confidence: 99%

“…“They (non‐research staff) haven't got any idea what our responsibilities are or even what our job description is (Kunhunny & Salmon, ; p.5128)…”

Section: Aims and Methodsmentioning

confidence: 99%

“…“if you are working against each other then it becomes a problem….because they would actually sometimes give an impression to the patient that studies are not a good thing, it's as if they own the patients and they would try and prevent the research nurse from talking to this patient about this new study (Kunhunny & Salmon, ; p.5129)…”

Section: Aims and Methodsmentioning

confidence: 99%

“…“…because you (consultant PI) had not given all the information, I have actually given them (patient) what you might have left out”; I found that the consultant was not happy but obviously I had to be the advocate for this patient”. (Kunhunny & Salmon, ; 5,129)…”

Section: Aims and Methodsmentioning

confidence: 99%

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Clinical research nurses’ expectations and realities of their role: A qualitative evidence synthesis

Hernon

Dalton

Dowling

2019

Journal of Clinical Nursing

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Aims To synthesise the available body of qualitative studies relating to clinical research nurses’ experiences of their role. Methods A systematic search of the literature in five databases was undertaken: CINAHL, MEDLINE, EMBASE, PubMed and ProQuest. Thomas and Harden's three‐stage approach to thematic analysis was followed using the ENTREQ statement for reporting. Results Nineteen studies reported in 20 papers (with a total of 232 nurses) were included in the synthesis. Three analytical themes with six subthemes were identified as follows: “identity”; “meeting targets”; and “patient advocate.” Conclusions Clinical research nurses experience isolation, and contributing to this is their perception of nonresearch nurses’ lack of understanding for their role. This can result in difficulties when recruiting study participants. Clinical research nurses can experience internal conflict between being a patient advocate and adhering to a trial protocol. Relevance to clinical practice Training is needed to help research nurses develop skills to face challenges in order to ensure safe and ethical care is provided to research participants while also ensuring high‐quality data collected for the study.

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Section: Resultsmentioning

confidence: 99%

“…“Unless you get good support and training, role transition is a big challenge. You don't know anything when you start” (Kunhunny & Salmon, ; p.5128)…”

Section: Aims and Methodsmentioning

confidence: 99%

“…“They (non‐research staff) haven't got any idea what our responsibilities are or even what our job description is (Kunhunny & Salmon, ; p.5128)…”

Section: Aims and Methodsmentioning

confidence: 99%

Section: Aims and Methodsmentioning

confidence: 99%

Section: Aims and Methodsmentioning

confidence: 99%

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Clinical research nurses’ expectations and realities of their role: A qualitative evidence synthesis

Hernon

Dalton

Dowling

2019

Journal of Clinical Nursing

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Responding to the healthcare workforce shortage: A scoping review exploring anatomical pathologists' professional identities over time

Rozario

Sarkar

Farlie

et al. 2023

Anatomical Sciences Ed

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Anatomical pathology (AP) is an anatomy‐centric medical specialty devoted to tissue‐based diagnosis of disease. The field faces a current and predicted workforce shortage, likely increasing diagnostic wait times and delaying patient access to urgent treatment. A lack of AP exposure is proposed to preclude recruitment to the field, as medical students are afforded only a limited understanding of who a pathologist is and what they do (their professional identity/PI and role). Anatomical sciences educators may be well placed to increase student understanding of anatomical pathologists' PI features, but until features of anatomical pathologists' PI are understood, recommendations for anatomy educators are premature. Thus, this scoping review asked: “What are the professional identity features of anatomical pathologists reported in the literature, and how have these changed over time?” A six‐stage scoping review was performed. Medline and PubMed, Global Health, and Embase were used to identify relevant studies (n = 74). Team‐based framework analysis identified that features of anatomical pathologists' professional identity encompass five overarching themes: professional practice, views about the role, training and education, personal implications, and technology. Technology was identified as an important theme of anatomical pathologists' PI, as it intersected with many other PI feature themes, including diagnosis and collaboration. This review found that pathologists may sometimes perceive professional competition with technology, such as artificial intelligence. These findings suggest unique opportunities for integrating AP‐specific PI features into anatomy teaching, which may foster student interest in AP, and potentially increase recruitment into the field.

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Assessing the success of a research leadership programme for senior nurses and midwives: A mixed methods programme evaluation

Menzies,

Ford,

Henshall

2024

Nursing Open

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AimsIn 2018 the National Institute of Health and Care Research, United Kingdom, launched a 3‐year Senior Nurse and Midwife Research Leader Programme to support nurse and midwifery research leaders to develop research capacity and capability within NHS organisations. We report the results of a service evaluation of the programme strengths, areas for improvement and achievement of programme aims.DesignPartially mixed, concurrent mixed methods programme evaluation, including: (a) meeting evaluation (survey), (b) annual evaluation (survey) and (c) qualitative stakeholder interviews.MethodsSurvey results were quantitatively analysed using descriptive statistics. Interviews were audio‐recorded, transcribed, deductively coded using elements within the logic model and analysed using the seven‐stage framework analysis method.ResultsSatisfaction with the programme was high (75%). The main perceived benefit of the programme was being part of a network. Challenges included accessing learning resources, lack of opportunity to network and lack of clarity about the programme aims. Meetings were evaluated as relevant and helpful (mean 93%), thought‐provoking (92%), inspiring (91%), at the appropriate level (91%) and aligned with the programme aims (90%). All meetings were ranked as highly beneficial by attendees (92%). Stakeholder feedback on the programme success reflected the importance of leadership, the programme design and content, ‘connection and community’ and communication with and about the cohort. Overall, the anticipated programme aims were met, evaluating well from both the perspective of those on the programme and the wider stakeholder group. There has been a lack of investment in schemes to support research leadership development for nurses/midwives. A novel programme to support nursing/midwifery research leadership was positively evaluated. The programme is a useful model to support future capacity and capability building for nurses/midwives. The work is reported with reference to the SQUIRE 2 and SRQR checklists. No patient or public contribution.

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The evolving professional identity of the clinical research nurse: A qualitative exploration

Abstract: This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent

Cited by 40 publications

References 23 publications

Clinical research nurses’ expectations and realities of their role: A qualitative evidence synthesis

Clinical research nurses’ expectations and realities of their role: A qualitative evidence synthesis

Responding to the healthcare workforce shortage: A scoping review exploring anatomical pathologists' professional identities over time

Assessing the success of a research leadership programme for senior nurses and midwives: A mixed methods programme evaluation

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