nursing research paper example

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Nursing Research Paper

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

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

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

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

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

More Nursing Research Papers:

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

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

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

Theoretical Foundations of Nursing

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

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

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

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

Nursing Education and Professional Development

Educational pathways and licensing for nurses.

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

Ongoing Education and Areas of Specialization within Nursing

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

Influence of Professional Nursing Organizations on Career Advancement

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

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

Ethical and Legal Considerations in Nursing

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

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

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

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

Nursing Practice and Patient Care

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

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

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

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

Advanced Nursing Practice

Responsibilities of advanced practice nurses (apns).

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

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

The Role of APNs in Healthcare Delivery and Patient Outcomes

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

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

Regulatory Considerations for APNs

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

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

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

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

Challenges and Opportunities in Nursing

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

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

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

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

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

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

Global Nursing and Healthcare

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

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

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

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

Nursing Leadership and Administration

Leadership theories applicable to nursing.

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

Management of Healthcare Teams and Resources by Nurses

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

Strategic Planning for Nursing Quality Improvement

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

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

Technology and Innovation in Nursing

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

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

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

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

Public Health and Community Nursing

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

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

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

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

Nursing Research and Evidence-Based Practice

The role of research in nursing practice development.

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

Research Methods in Nursing

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

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

Application of Evidence-Based Practice in Nursing

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

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

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

Challenges and Future Directions in Nursing Research and EBP

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

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

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

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

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

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

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

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

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Writing a Nursing Research Paper that Meets Professor's Requirements

As a nursing student, you will spend much time researching, reading, and writing papers. Many students find the entire process of writing research papers challenging.

Imagine on top of spending many hours in clinical practice shifts only to find yourself sparing more time researching and writing, not to mention the overwhelming information condensed in a few hours of in-class lecture sessions. Working shifts and studying while having family duties and obligations worsens it, and when done in a rush, you end up with subpar papers and average grades.

Even though many student nurses find writing research papers tricky and daunting, you can write a perfect paper that ticks all the checkboxes your professor uses to mark them and be sure to get an A+ grade on your nursing paper.

Our expert nursing research writers, who have written thousands of BSN, MSN, DNP, and Ph.D. papers, have compiled this comprehensive guide to help you write a strong nursing research paper that leaves a lasting impression on your professor.

Having marked many papers and supervised many theses, capstone projects, and dissertations, you can trust that the information herein is valuable and timely in your pursuit of nursing career success.

What is a Nursing Research Paper?

A nursing research paper is a scholarly and thesis-driven paper that a nursing student (at ADN, BSN, MSN, DNP, or Ph.D. level) writes to comprehensively explore a specific nursing research topic either of their choice or one that the professor assigns.

To write a perfect research paper, the student has to provide concrete, reliable, and trustworthy evidence. In most cases, even professionals such as RNs undertaking clinical practice, nursing education training, clinical studies and evaluations, and nursing research can also write research papers published in journals or conferences to advance and disseminate nursing knowledge. The typical length of most nursing papers ranges from 5 pages to 20 pages, depending mainly on the complexity of the subject, the word count limits, and the requirements. Nurses and nursing students write research papers to share their insights as they learn more about nursing processes and practices. Nursing research papers are used to: document research, organize information, advance nursing scholarship, and improve the writing skills of nurses. Students in the USA, Australia, Japan, and Canada write their research papers in the American Psychological Association (APA) format, while those in Australia and the UK write them in Harvard formats. The research papers fall under three main categories:

• Analytical research papers. These papers present an analysis of the topic using evidence, facts, and examples.
• Argumentative research papers. These research papers are analytical but with a twist where the writer uses evidence to reinforce their opinion and persuade the reader.
• Expository research papers. This category of nursing research papers explains the subject matter using credible evidence such as examples, facts, statistics, and other pieces of evidence.

Structure and Format of a Nursing Research Paper

A simple nursing research paper, especially an expository or informative type, can have 5 paragraphs, like a typical essay. However, longer research papers have additional sections.

Scientific Nursing Research Paper Structure

Here is a breakdown of how a well-formatted and scientific nursing research paper should look like.

• Title Page. The title page comprises the research paper title, details of the student or professional writer, course details, details of the school or institution, and the date. The cover page is the first contact point with the reader. It is brief.
• Abstract. The abstract summarizes the nursing research paper. It is 200-250 words long and should be focused on what the reader expects. It is a condensed version of the paper, which is critical to help professors know what your paper is about. It should not have acronyms. Note that the word count of the abstract is not considered part of the research paper.
• The Introduction. The introduction should have an attention-getter or a hook that can be a statement, statistic, or fact. It should be 10% of the entire word count. It also has background information that details the nursing issue or topic you are exploring. It also comprises a well-thought-out thesis statement related to the topic. If you have a long paper, ensure that your problem and purpose statements are part of the introduction. It should also list your PICOT question .
• Literature Review. This is a critical section of the research paper. Here, you should explore other nursing scholars' thoughts and scholarly findings. Focus on peer-reviewed scholarly articles that address the same issue as your thesis statement or topic. Explore your topic's theories, theoretical frameworks, and other facts. Do it so well that your professor marvels at your research, organization, and writing prowess. Consider the levels of evidence as you choose selection criteria for the papers to include in your nursing literature review.
• Research Methodology. This section of the research paper details the data collection methods, such as ethnographic studies, secondary data collection, literature review, quasi-experimental research, correlational studies, descriptive research, ethnography, phenomenology, grounded theory, meta-analyses, systematic reviews, or experiments. Ensure that you state and give a rationale for your research design (qualitative, quantitative, or mixed-methods). If you are writing a quantitative paper, explain how you tested the hypotheses. Also, report the sampling frame and the sampling strategy.
• Results and Discussion. This section of the paper presents the findings. You can use visual aids such as charts and graphs for a quantitative research paper. If you are writing a qualitative research paper, present the evidence chronologically. When presenting the findings, avoid making definitive facts. Instead, ensure that the results suggest something is true or false, even when testing a hypothesis.
• Conclusion and Recommendations. The conclusion should be 10% of the entire word count. You should restate the thesis and give a summary of your entire paper. Explore the recommendations for future research on the topic.
• Ensure that your reference list is arranged alphabetically. The list should adhere to the formatting requirements (Harvard, ASA, or APA formats). Only use scholarly peer-reviewed references.

Format for a General Nursing Research Paper

If you are writing a non-scientific nursing research paper, you will only have three sections as follows:

• Introduction. The introduction paragraph should introduce the topic by providing an attention-getter, background information, and a thesis statement.
• Body of the paper . The body paragraphs should have strong topic sentences, supporting details (examples, evidence, and explanation), and concluding sentences. It should also portray a good use of transition words. You should analyze the topic and use evidence to support the arguments, and give enough explanation. Use in-text citations within the body paragraphs.
• Conclusion. End the paper by recapping the main points, reasserting the thesis statement, and signaling the end of the paper to give your readers good closure.

An excellent nursing research paper follows this structure as long as it is not research-based. The three-part approach is super recommended if you did not conduct any study. In most cases, when assigned to write those 5-12 pages of nursing school research papers, you will be using this format.

So, what are the steps for writing a good nursing research paper? Let’s find out in the next section.

The 6 Main Steps for Writing a Nursing Research Paper

Writing assignments are an essential training aspect for nursing students. No wonder professors will stress that you write essays, discussion posts, responses, or proposals well. They are doing so to prepare you for research roles somewhere in your nursing career.

According to our most successful research paper writers, writing a top-grade research paper involves decoding the instructions, selecting a good topic, planning, researching, writing, and polishing the paper.

Here is a breakdown of each step for clarity and deeper understanding.

Step #1: Understand the Prompt or Instructions

You can only perfect what you know! Therefore, you can begin the research writing process by reading, analyzing, and understanding the instructions. It is an essential pre-writing stage process where you carefully read the instructions.

Although it sounds obvious, most nursing students who write off-topic and subpar research papers jump into writing without reading to understand the instructions.

You need to skim through the instructions on the first attempt, then read keenly and critically as you take note of the scope of the assignment, the topic, and other things you must fulfill in the paper. Take note of the:

• The number of words.
• Type of research paper (argumentative, analytical, exploratory, or persuasive).
• The structure of the paper (thesis-driven or research/study-based (scientific) research paper.
• The deadline.
• Whether you need to draft an outline.
• Reading materials.
• Whether you need external sources.
• Which sources to use and how many?
• The theoretical constructions or conceptual frameworks.
• The age limit of the scholarly sources.

If you need further clarification, ensure that you ask your peers, professor, or a professional writer in time.

Step #2: Select a Good Nursing Research Topic

Compared to average students, top nursing students always remember to select a research topic they are comfortable handling. When you are confident with a topic, you can develop it without procrastinating.

Sometimes you are given a list of nursing research paper topics, issues, and ideas to consider. Other times, you come up with the topic and consult your professor/educator for approval.  

Choose topics related to patient safety, nursing processes, nurse staffing, nursing policies, nurse privileges, nursing legislations, nursing ethics, mental health, health promotion, chronic disease management, healthcare systems, health informatics, changes in healthcare, and working conditions.

Choose any nursing topic that resonates with your specialization interests. It should be manageable, relevant, and explorable.

Related Readings:

• Nursing informatics research topics
• Capstone project ideas and topics for BSN, MSN, and DNP students
• Mental health nursing topics
• Epidemiology nursing topics
• List of the best nursing research paper topics
• Evidence-based nursing topics and ideas
• Nursing ethical dilemmas

Step #3: Plan your Paper

Create a thesis statement for your research paper if it is thesis-driven rather than study-based or scientific (experimental). After writing the thesis, like any of our nursing assignment slayers, write a good outline using Roman numbers and numbers.

List the ideas you wish to have in your paper in chronological order, starting with the introduction, body, and concluding paragraphs. As you outline, do some preliminary research so that you develop arguments the right way.

Include the in-text citations in your nursing research paper outline to simplify the writing process.

Step #4: Research and Organize Resources

Doing in-depth research as you refine the draft would be appropriate because you know what you want the paper to look like. Use scholarly nursing databases for research and limit yourself to topic-related scholarly articles published within the last 5 years.

You can read the abstracts of the articles to determine if they are fit to use in your paper. If you find the best articles, list them using online citation management tools such as RefWorks, Zotero, EndNote, Citefast, or any of your choice.

Ensure to list them in the most appropriate formatting styles. Take notes and list the points and ideas in your outline. Do your research meticulously and ensure that you organize the process to avoid any confusion.

Step #5: Write the First Draft

With the research, synthesis, and outline, you are now left with the chance to put rubber on the road. Use the Pomodoro technique, where you spend stretches of 25 minutes of focused work and have minor 5-minute breaks.

Ensure you cover as much ground in your research paper as possible before three-quarters of the deadline. When writing the paper, and considering that you have the outline, you can start chronologically from the introduction to the appendices.

Most research paper writing pros prefer working on the body section and conclusion before writing the introduction and finalizing the abstract. Whatever works best for you, adopt it. When writing the first draft, focus on piecing together the information rather than perfection.

Ensure you research lightly as you write and assert your voice while giving the right in-text citations for every idea you paraphrase from a source to avoid plagiarism. Each body paragraph should only have one idea.

Step #6: Edit, Proofread, and Polish the Paper

The final step towards completing your nursing research paper is ensuring everything is in its rightful place. A polished research paper scores 90% and above, which is an A. Begin by reading the paper aloud to identify areas that do not make sense.

If there is a need, do not hesitate to rewrite an entire section so that you have the right flow of information.

Check the grammatical, spelling, and syntax errors and make necessary corrections. You should also check the tenses used in the paper. If you feel like polishing the essay is too much work, you are better off hiring a nursing paper proofreader/editor.

When you receive feedback from your educator or professor, address the changes and resend the paper for grading.

Related Reading: How to write an evidence-based nursing paper.

Valuable Tips to Consider as You Write Your Nursing Research Paper

Nursing schools and educators have their standards and guidelines for writing a research paper. Therefore, ensure that before everything else, you familiarize yourself and adhere to these instructions, which include word count and citation styles.

Do not assume anything when writing a paper. You should also access and understand suggestions from your school’s writing lab. Apart from these essential tips, also ensure that you follow the insights we give below:

• Write your paper using a formal tone. Do not use passive voice when writing the paper. Instead, use active voice.
• Your paper should have a good organization from the introduction to the conclusion.
• Whenever you borrow ideas from a scholarly source, ensure you cite them correctly.
• Have a well-thought-out thesis statement that clarifies your arguments.
• Create a complete outline during the early stages of writing. It gives you a roadmap to follow as you write the paper. Organize the ideas chronologically based on their strength and weaknesses.
• Have a plan and schedule to trace your progress with the paper.
• If you have a more extended deadline, contribute to your research paper daily.
• When writing the paper, start with the body, the conclusion, and the introduction last.
• If you are writing a study-based research paper, include the literature review, methodology, discussion, and conclusion sections per the IMRAD format. A general nursing research paper follows the essay structure: introduction, body section, and conclusion.
• Use peer-reviewed scholarly sources from CINAHL, PubMed, Nursing Reference Center, Cochrane Library, MEDLINE, and other nursing research databases with peer-reviewed articles. Credible sources mean your research paper has rigor since you have strong points.
• Proofread and edit the paper thoroughly to remove any mistakes to signal your seriousness to your professor. If possible, use professional editing services.
• Have a compelling conclusion that is elaborate, clear, and concise.
• Read your paper aloud to identify mistakes.
• Revise the paper, and do not fear rewriting an entire section.

When writing a research paper, adhere to the writing conventions. You should also read well and understand how to communicate through academic writing effectively. Your paper should document evidence that supports your arguments and topic.

Write concisely, coherently, and accurately. It is not all in vain; you are training for your future role as a nurse when you will write conference papers, white papers, essays, policy documents, letters, blog posts, and professional nursing articles.

Checklist for a Great Research Paper in Nursing

Now that you have written your paper, you must align a few things to make it the best your professor will read. Most nursing classes, especially at the graduate levels (MSN, DNP, and Ph.D. levels), have small class sizes, and the professors spend time reading the papers from start to end. This means that you should leave nothing to chance.

Nursing research asserts professional identity, ensures accountability in nursing decision-making, and expands nursing practice. You have to be meticulous when writing a research paper in nursing.

A good research paper demonstrates a complete understanding of nursing knowledge, topic exploration, advanced organization, proper formatting, and mature academic writing skills. The following checklist enlists some main aspects to countercheck before hitting the submit button.

• Have I followed all the instructions outlined in the assignment prompt or rubric?
• Does my paper have the right title page?
• Does the paper have a written title that resonates with the thesis and the research question?
• Is the introduction presenting an attention grabber, background information, and a signpost of the ideas in the paper?
• Is the thesis statement well-thought-out, clear, concise, and elaborate?
• Is the problem statement clearly stated?
• If it is a PICOT-based research paper, is the PICO question well-outlined?
• Does the paper touch well on the nursing issue that the topic needs it to address?
• Is there a logical flow of the paragraphs?
• Are the words in each paragraph balanced?
• Does the paper have correctly formatted headings and subheadings?
• Are the in-text citations done correctly and consistently?
• Does every paragraph in the body of the paper build on the thesis?
• Does the paper demonstrate a mature choice of words and uses nursing lingo?
• Is the literature review section comprehensive? Does it have a theoretical and conceptual framework or constructs?
• Are the data and information presented in the literature review current?
• Has the methodology section listed the sample, sampling strategy, data collection and analyses, and rationale for each?
• Does the discussion section interlink the concepts from the literature review with the findings?
• Does the conclusion offer good closure to the readers? Does it restate the thesis? Does it summarize the recommendations?
• Is the entire paper formatted correctly? Does it follow the formatting guidelines?
• Is the paper devoid of spelling, syntax, and mechanical mistakes?

If your answer to all these questions is a resounding YES, you are sure it will fetch your professor a good grade. Our nursing writers, most of whom are alumni from top nursing universities and colleges such as Chamberlain, Capella, Herzing, Vanderbilt, SFU, Rutgers, Yale, Duke, NYU, UCLA, University of Pennsylvania, University of Toronto, McGill, Ottawa, Queens, and other best colleges in the USA, UK, Canada, and many other places. Besides, they are nursing educators in different capacities, and a couple are nursing professors with big titles; you can trust the checklist to guarantee you an excellent grade.

Where to Get Help When Writing Research Paper

As a nursing student, writing a research paper is something you will most likely enjoy doing. However, unforeseen things happen, prompting you to search the internet for sites to help you do your nursing research paper. NurseMyGrade.com is one such place to pay a nursing writer to do your paper.

Expect a paper that meets all the requirements, is written by a human rather than AI software, and is uniquely tailored to your requirements.  Our rates are affordable, and our writers cover diverse fields. Apart from offering advice about research, writing, and formatting papers, we have resourceful writers whom we allow you to communicate directly with via our platform.

We also maintain high levels of secrecy because we care more about your privacy and confidentiality of your details. Not even your professor can tell you got help from our website because we advise on specific strategies to use the paper. We have assisted students in various levels of nursing education with their writing, and we can do yours too.

Get affordable, well-researched, formatted, and organized nursing research papers done for you today by filling out the order form. Nursing research papers are a chance to stand out. Let our professionals help you achieve your nursing school goals.

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A comprehensive guide to writing a nursing research paper, rachel r.n..

• March 7, 2024
• How to Guides

A Comprehensive Guide to Writing a Nursing Research Paper: A Step-by-step guide

Writing a nursing research paper is an essential skill for nursing students and professionals alike. It serves as a platform to contribute to the ever-expanding body of knowledge in the field, fostering evidence-based practice and promoting advancements in healthcare. This comprehensive guide aims to provide step-by-step instructions on how to craft a well-structured and impactful nursing research paper.

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The Research Paper Outline

Here are the steps to writing a research nursing paper

1. Choosing a Relevant Topic

Selecting a pertinent and engaging topic is the first crucial step in writing a nursing research paper. Consider the following factors when choosing a topic:

• Personal Interest : Opt for a subject that sparks your interest or relates to your clinical experiences. For example, if you have a passion for pediatric nursing, you might choose a topic related to childhood obesity interventions.
• Relevance : Ensure the topic addresses current issues or gaps in knowledge within the nursing field. This could involve exploring emerging healthcare technologies, examining disparities in healthcare access, or evaluating the effectiveness of nursing interventions in specific patient populations.
• Feasibility: Assess the availability of resources and data needed to conduct a thorough investigation. Consider factors such as access to patient populations , research facilities, and funding opportunities when evaluating the feasibility of your chosen topic.

2. Conducting a Literature Review:

Before delving into your research, it is essential to review existing literature to identify gaps and establish the context for your study.

• Utilize academic databases: Search platforms like PubMed, CINAHL, and others to gather relevant articles.
• Critically analyze literature: Evaluate the strengths and weaknesses of previous studies to identify areas for further exploration. Look for patterns, inconsistencies, or gaps in the existing research that your study can address.
• Synthesize findings: Summarize key themes, methodologies, and gaps in the literature to guide your research question. This synthesis serves as the foundation for framing the significance of your study within the broader context of nursing research.

3. Formulating a Clear Research Question or Hypothesis:

A well-defined research question or hypothesis provides direction for your study and guides the development of your nursing research paper.

Clarity and specificity: Clearly state the problem you aim to address and be specific in your research question or hypothesis. For instance, if your topic revolves around improving patient adherence to medication regimens, your research question might be, “What factors influence medication adherence among patients with chronic illnesses?”

Align with literature: Ensure your research question builds upon existing knowledge and addresses identified gaps. Reference the findings from your literature review to demonstrate the relevance of your study and its potential contributions to the field.

4. Designing the Research Methodology:

Selecting an appropriate research methodology is crucial to gather valid and reliable data. Consider methodologies such as:

a. Quantitative or qualitative: Decide whether your study will involve quantitative measurements, qualitative analysis, or a combination of both. If your research question involves exploring patient experiences, qualitative methods such as interviews or focus groups may be appropriate.

b. Sampling: Define your target population and choose a representative sample size. Consider factors like age, gender, and medical history that align with your research objectives.

c. Data collection: Outline the methods and tools you will use to collect data, ensuring they align with your research question. Whether it’s surveys, interviews, observations, or a review of medical records, justify your choices based on the nature of your study.

5. Ethical Considerations:

Nursing research must adhere to ethical standards to protect participants and maintain the integrity of the study.

Informed consent: Clearly explain the study to participants and obtain their informed consent. Clearly outline the purpose, procedures, potential risks, and benefits of participation.

Confidentiality: Ensure the privacy and anonymity of participants throughout the research process. Safeguarding their identities and sensitive information is crucial to maintain trust and ethical standards.

6. Data Analysis and Interpretation:

Once data collection is complete, analyze the information using appropriate statistical or qualitative methods. a. Statistical analysis: Use statistical software to analyze quantitative data and draw meaningful conclusions. b. Thematic analysis: Identify themes and patterns in qualitative data, providing rich insights into your research question.

7. Writing the Nursing Research Paper:

Structure your paper following the typical components of a scientific research paper.

In nursing research papers, we usually use APA or Harvard formats because they are scientific. The title page is super important because it helps your professor quickly understand your paper. If it’s not done well, you might lose marks. T he title page , also called the cover page, should have your paper’s title, your names, course code and name, university names, your professor’s name, and the date of submission. Check out our examples to see how to set up this important part of your research paper.

The abstract is a short summary of your nursing research paper. It’s important, just like the title page, because it gives readers a quick overview. Keep it short, around 200-250 words, and focus on the main points. Don’t use acronyms or citations. Follow the guidelines for APA or Harvard formatting. It doesn’t count in the word limit unless the Rubric says it does. Include the purpose, contents, results, conclusions, and recommendations.

Introduction

The introduction is the first part of your nursing research paper, taking up about 10% of the word count. Start with an interesting hook for your topic. Provide background information, talk about the nursing issue, and state the main aim or thesis. Clearly outline what your paper will cover, and if it’s a PICO research paper, introduce the PICOT question here.

Literature Review

This section explores what other nursing scholars have said about your thesis statement or topic. Look at various sources about nursing theory, frameworks, and concepts. Develop your paragraphs well, cite ideas, and approach this section critically. For example, if your paper is about managing obesity, you can discuss how the Theory of Planned Behavior is used in interventions. Show good research, organization, and writing skills.

Research Methodology

Here, explain the methods you used to collect data, like qualitative, quantitative, or mixed-methods approaches. For qualitative research in nursing, consider ethnography, historical research, phenomenology, symbiotic interactionism, or grounded theory. Quantitative research involves crunching numbers. If you used secondary sources, mention them and explain your inclusion/exclusion criteria. If it’s a statistical paper, detail your analyses and the tools used (like R or SPSS).

Results and Discussion

Present your findings in this section without making definitive statements. The results should suggest whether something is true or not, especially when testing hypotheses. Discuss your findings using concepts and information from your literature review. Mention any limitations and include graphs, tables, or concept maps.

Conclusions and Recommendations

Summarize the research problem, methodology, and findings. Restate the thesis differently from the introduction. This part should be about 10% of the total word count. Connect your findings to the literature review and suggest future research directions.

Organize your references alphabetically in A-Z format following APA or Harvard guidelines. Make sure each reference is scholarly and used in your paper. Include links if needed. Double-check everything to meet the Rubric requirements.

8. Revision and Peer Review:

Before submitting your nursing research paper, thoroughly review and revise the content for clarity, coherence, and accuracy. Share your draft with peers, mentors, or colleagues to gather constructive feedback. Address any feedback received and revise your paper for clarity, grammar, and style.

9. Submission and Publication:

Once satisfied with the final draft, submit your nursing research paper to a reputable journal or conference for peer review and potential publication.

Source Links

https://writersperhour.com/blog/term-paper-vs-research-paper

50 Potential Nursing Research Topics

• The impact of nurse-patient communication on patient satisfaction and outcomes.
• Exploring the effectiveness of telehealth in nursing care delivery.
• Assessing the prevalence and management of nurse burnout in different healthcare settings.
• The role of advanced practice nurses in improving primary care access and outcomes.
• Examining the effectiveness of simulation-based training in nursing education.
• Investigating the influence of cultural competence on patient care and health disparities.
• Exploring the use of artificial intelligence in nursing practice and patient care.
• Assessing the impact of nurse-led interventions on chronic disease management.
• Examining the challenges and opportunities of transitioning from paper to electronic health records in nursing.
• The role of mindfulness-based interventions in reducing stress among nursing professionals.
• Investigating the relationship between nurse staffing levels and patient outcomes.
• Assessing the effectiveness of pain management protocols in postoperative care.
• Exploring the experiences and challenges of male nurses in the nursing profession.
• The impact of continuing education on nursing practice and patient outcomes.
• Examining the role of nurses in promoting vaccination and preventing infectious diseases.
• Investigating the factors influencing nurse retention and turnover in healthcare organizations.
• The effectiveness of nursing interventions in managing patients with mental health disorders.
• Exploring the role of nurses in promoting healthy lifestyles and preventing chronic diseases.
• Assessing the implementation and outcomes of evidence-based practice in nursing.
• Investigating the ethical challenges in end-of-life care decision-making by nurses.
• The role of nursing in addressing the opioid epidemic and substance abuse.
• Examining the impact of nurse-led clinics on community health and access to care.
• Assessing the effectiveness of nurse-managed programs in improving maternal and child health.
• Exploring the perceptions and experiences of patients receiving care from nurse practitioners.
• Investigating the effectiveness of nurse-led interventions in preventing hospital-acquired infections.
• The impact of interprofessional collaboration on patient outcomes in healthcare.
• Examining the relationship between nurse leadership styles and organizational culture.
• Assessing the effectiveness of nursing interventions in reducing falls among elderly patients.
• Exploring the challenges and opportunities of nursing care in rural and underserved communities.
• Investigating the role of nursing in promoting mental health and well-being.
• The impact of technology on communication and collaboration among nursing teams.
• Assessing the knowledge and attitudes of nurses towards LGBTQ+ patients in healthcare.
• Examining the role of nursing in disaster preparedness and response.
• Investigating the effectiveness of nursing interventions in preventing pressure ulcers.
• Exploring the impact of nurse empowerment on patient safety and quality of care.
• Assessing the use of patient-centered care models in nursing practice.
• The role of nursing in addressing health disparities among diverse populations.
• Examining the impact of nurse-led health promotion programs in schools.
• Investigating the role of nurses in promoting ethical decision-making in healthcare.
• Assessing the effectiveness of nursing interventions in managing chronic pain.
• Exploring the impact of nurse-led education programs on patient outcomes.
• The role of nursing in addressing the mental health needs of pediatric patients.
• Examining the effectiveness of nurse-managed transitional care programs.
• Assessing the impact of cultural competence training on nursing practice.
• Investigating the relationship between nurse staffing ratios and medication errors.
• The role of nursing in promoting a culture of safety in healthcare organizations.
• Exploring the experiences of immigrant nurses in the healthcare workforce.
• Assessing the impact of nurse-led interventions in promoting healthy aging.
• Examining the effectiveness of nursing interventions in preventing hospital readmissions.
• Investigating the role of nursing in promoting health equity and social justice.

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Nursing: How to Write a Literature Review

• Traditional or Narrative Literature Review

Getting started

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

• RESEARCH HELP

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

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

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

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

Review articles (secondary sources)

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

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

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

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

2. Synthesize.  (see handout below)

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

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

• Brainfuse Tutoring and Writing Assistance for Regis Online Students by Tricia Reinhart Last Updated Oct 26, 2023 81 views this year
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• Last Updated: Feb 21, 2024 12:05 PM
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Nursing Research: APA 7 Style

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APA Handout - 7th Edition

• Clark Libraries APA 7 Quick Guide This 6-page handout lists lots of examples for citing sources in APA 7 format.

APA 7 Citation Resources

• For fonts, use one of the following: 12-point Times New Roman, 11-point Georgia, 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode.
• Only one space after a period.
• Make a correct template for papers with title page and reuse.
• Use automatically generated citations from article databases, but don't trust them!  Correct as needed.
• To cite in a PowerPoint presentation , use in text citations on the slide(s) where your information is, and create a references slide to list your full references on at the end.

Handouts and Links

• Purdue OWL (Online Writing Lab) APA 7 Guide
• APA 7 Style Guide APA 7 style and grammar guide from the American Psychological Association
• APA 7 Style Blog
• APA 7 In-text Citations
• APA 7 Reference List
• APA 7 Supplemental Resources Information on paper elements and format, bias-free language, and more.
• APA 7 Quick Reference Guide
• APA 7 Example Student Paper
• APA 7 Title Page Guide
• Nursing Textbooks Reference List APA 7 Suggested citations for textbooks--double check against the edition and version you're using

Steps for creating an APA 7 title page

Example student title page:.

APA 7 DOI Guidelines

• It is not necessary to include the words “Retrieved from” or “Accessed from” before a DOI or URL in the Reference List.
• Although older works use previous DOI formats (e.g., “http:/dx.doi.org/” or “doi:” or “DOI:” before the DOI number), in your reference list, standardize DOIs into the current preferred format for all entries. For example, use https://doi.org/10.1037/a0040251 in your reference list even though that article, published in 2016, presented the number in an older format.
• Do I use a DOI or URL?

" For works without DOIs from most academic research databases , do not include a URL or database information... Provide the name [and URL] of the database or archive when it publishes original, proprietary works available only in that database or archive...."

Clark databases with proprietary works (provide name of database and URL for database home page):

• CultureGrams , https://online.culturegrams.com/
• CQ Researcher , https://library.cqpress.com/cqresearcher/
• Cite journal articles found in History Study Center as a print journal
• Lexicomp for Dentistry , https://online.lexi.com/lco/action/login
• WOIS , https://www.wois.org/
• Vocational Biographies , https://www.vocbio.com/
• shortDOI.org You may use shortDOIs or shortened URLs if desired. Use the shortDOI service provided by the International DOI Foundation to create shortDOIs. Some websites provide their own branded shortened URLs. Any shortened URL is acceptable in a reference as long as you check the link to ensure that it takes you to the correct location.

APA 7 Manual

Citation Basics: APA vs. MLA

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• URL: https://clark.libguides.com/nursing-research

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Digital Commons @ USF > USF Health > College of Nursing > Theses and Dissertations

Nursing Theses and Dissertations

Theses/dissertations from 2023 2023.

Psychological Distress, Resilience, and the Impact on Quality of Life in Breast Cancer Survivors With Taxane-Induced Peripheral Neuropathy , Lauren Schwab

Theses/Dissertations from 2022 2022

Medication-Assisted Treatment Versus 12-Step Group Therapy: A Comparative Analysis of Adherence and Abstinence In Patients With Opioid Use Disorder , Derrick C. Glymph

Theses/Dissertations from 2021 2021

Quality of Life of Older Adults with Complicated Grief Receiving Accelerated Resolution Therapy: A Mixed Methods Study , Tina M. Mason

Theses/Dissertations from 2020 2020

In Post-Extubated Patients What are the Preferred Methods of Communication During Their Experience of Endotracheal Intubation with Mechanical Ventilation , Lanette Dumas

The Effect of Hope on the Relationship between Personal and Disease Characteristics and Anxiety and Depression in Adolescents and Young Adults with Cancer , Sharon B. McNeil

Predictors of Nonadherence to Radiation Therapy Schedules Among Head and Neck Cancer Patients , Jennifer Lynn Miller

Theses/Dissertations from 2019 2019

Perceived Discrimination and Cardiovascular Outcomes in Blacks: A Secondary Data Analysis of the Heart SCORE Study , Marilyn Aluoch

Exploration of Gratitude in Cardiovascular Health: Mediators, Medication Adherence and Psychometrics , Lakeshia A. Cousin

Theses/Dissertations from 2018 2018

Fatigue-related Symptom Clusters and their Relationship with Depression, and Functional Status in Older Adults Hospice Patients with Cancer. , Suzan Fouad Abduljawad

Genetic Moderation of Pain and Fatigue Symptoms Resulting from the Mindfulness-Based Stress Reduction for Breast Cancer Program , Carissa Bea Alinat

The Moderating Effect of Religion on Death Distress and Quality of Life between Christian Cancer patients in the United States with Muslim cancer patients in Saudi Arabia , Doaa Almostadi

Prevention of Post Intensive Care Syndrome-Family with Sensation Awareness Focused Training Intervention: A Randomized Controlled Trial Pilot Study , Paula L. Cairns

Assessing Abstinence in Infants Greater Than 28 Days Old , Genieveve J. Cline

The Relationship Between Sleep Quality and Motor Function in Hospitalized Older Adult Survivors of Critical Illness , Maya N. Elías

The Role of Migration-Related Stress in Depression Among Haitian Immigrants in Florida: A Mixed Method Sequential Explanatory Approach , Dany Amanda C. Fanfan

The Effect of Depression, Inflammation and Sleep Quality on Risk for Cardiovascular Disease , Catherine L. O'Neil

Adapting SafeMedicate (Medication Dosage Calculation Skills software) For Use In Brazil , Samia Valeria Ozorio Dutra

Theses/Dissertations from 2017 2017

The Relationship Between Total Neuropathy Score-reduced, Neuropathy Symptoms and Function. , Ashraf Abulhaija

Validation of the Electronic Kids Dietary Index (E-KINDEX) Screening Tool for Early Identification of Risk for Overweight/Obesity (OW/OB) in a Pediatric Population: Associations with Quality of Life Perceptions , Patricia A. Hall

Theses/Dissertations from 2016 2016

The Effectiveness of an Intervention Designed to Improve Chlorhexidine (CHG) Bathing Technique in Adults Hospitalized in Medical Surgical Units , Janette Echemendia Denny

Levels of Distress Among Women Veterans Attending a Women’s Health Specialty Clinic in the VA Healthcare System , Debbie T. Devine

Examination of the Use of Accelerated Resolution Therapy (ART) in the Treatment of Symptoms of PTSD and Sleep Dysfunction in Veterans and Civilians , Marian Jevone Hardwick

Investigating the Mutual Effects of Depression and Spiritual Well-being on Quality of Life in Hospice Patients with Cancer and Family Caregivers Using the Actor-Partner Interdependence Model , Li-Ting Huang

The Change in Nutritional Status in Traumatic Brain Injury Patients: A Retrospective Descriptive A Retrospective Descriptive Study , Dina A. Masha'al

Exploring the Relationship Between Severity of Illness and Human Milk Volume in Very Low Birth Weight and Extremely Low Birth Weight Infants Over Six Weeks , Shannon Leigh Morse

Cardiovascular Disease Risk Scores and Novel Risk Factors in Relation to Race and Gender , Johanna Wilson

Theses/Dissertations from 2015 2015

A Comparative Evaluation of the Learner Centered Grading Debriefing Method in Nursing Education , Marisa J. Belote

Sleep, Depressive Symptoms and Cognition in Older Adults and Caregivers of Persons with Dementia , Glenna Shemida Brewster

The Relationship between Hearing Status and Cognitive Performance and the Influence of Depressive Symptoms in the Older Adult , Julie A. Daugherty

Basal Salivary Oxytocin and Skin to Skin Contact among Lactating Mothers of Premature Infants , Jessica Marie Gordon

The Relationship Between Nurses' Emotional Intelligence and Patient Outcomes , Mary Kutash

Sexual Functioning and Body Image in Younger Breast Cancer Survivors , Carly Lynn Paterson

Cognitive Load of Registered Nurses During Medication Administration , Sarah Faith Perron

A Comparison of Quality of Life between Intense and Non-Intense Treatment for Patients with Acute Myeloid Leukemia and High-Risk Myelodysplastic Syndrome , Sara Marie Tinsley

Theses/Dissertations from 2014 2014

Acculturation, Self-Efficacy and Breastfeeding Behavior in a Sample of Hispanic Women , Ivonne F. Hernandez

Knowledge and Acceptance of HPV and the HPV Vaccine in Young Men and Their Intention to be Vaccinated , Brenda Renee Jasper

The Relationships Between Sleep Disturbances, Depression, Inflammatory Markers, and Sexual Trauma in Female Veterans , Ellen Marcolongo

Examination of Possible Protective Effect of Rhesus D Positive Blood Factor on Toxoplasma-related Depressive Symptoms in Pregnancy , Lisa Lynn Parnell

Knowledge, Attitudes, and Practice of Primary Care Nurse Practitioners Regarding Skin Cancer Assessmnets: Validity and Reliability of a New Instrument , Debra Michelle Shelby

Theses/Dissertations from 2013 2013

Knowledge and Practice of Reproductive Health among Mothers and their Impact on Fetal Birth Outcomes: A Case of Eritrea , Winta Negusse Araya

Race/Ethnicity, Subjective and Objective Sleep Quality, Physical and Psychological Symptoms in Breast Cancer Survivors , Pinky H. Budhrani

Factors Predicting Pap Smear Adherence in HIV-infected Women: Using the Health Belief Model , Crystal L. Chapman Lambert

The Relationship Between Socioeconomic Status and Body Mass Index on Vitamin D Levels in African American Women with and without Diabetes Living in Areas with Abundant Sunshine , Shani Vann Davis

Predictors of Quality of Life in Patients with Cutaneous T cell Lymphoma , Darcie Marie Deaver

Relationship between dysphoric moods, risk-taking behaviors, and Toxoplasma gondii antibody titers in female veterans , Allyson Radford Duffy

Prenatal Stress, Depression, and Herpes Viral Titers , Pao-Chu Hsu

Factors Associated with Fear of Breast Cancer Recurrence Among Survivors , Jean Marie Lucas

Sickle Cell Disease: The Role of Self-Care Management , Nadine Matthie

Factors Influencing Vaccination Decisions in African American Mothers of Preschool Age Children , Chauntel Mckenzie Mcnair

The Strong Black Woman, Depression, and Emotional Eating , Michelle Renee Offutt

Development of an Investigator-designed Questionnaire Concerning Childbirth Delivery Options based on the Theory of Planned Behavior , Chun-Yi Tai

Theses/Dissertations from 2012 2012

The Mediating Effect of Distress Caused by Constipation on Predictors of Quality of Life of Hospice Patients with Cancer. , Abdel Alkhalouf

Testing a Model of Bacterial Vaginosis among Black Women , Jessica Brumley

The Effect of Tight Glycemic Control on Surgical Site Infection Rates in Patients Undergoing Open Heart Surgery , Sierra Gower

Development of a Tool for Pressure Ulcer Risk Assessment and Preventive Interventions in Ancillary Services Patients , Monica Shutts Messer

Hospice Nurses- Attitudes and Knowledge about Pain Management , Amie Jacqueline Miller

Theses/Dissertations from 2011 2011

Literacy and Hazard Communication Comprehension of Employees Presenting to an Occupational Health Clinic , Christine Bouchard

A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students , Ruth Wilmer Gallagher

Relationship Between Cancer-Related Fatigue and Depression: A Pilot Study , Gloria Michelle Guess

A Comparison of Oncology and Non-Oncology Nurses in Their Knowledge of Cancer Pain Management , Nicole Houle

Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain , Eric Bartholomew Jackson

Bone Marrow Transplant Nurses' Attitudes about Caring for Patients Who are Near the End of Life: A Quality Improvement Project , Leslie Lauersdorf

Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States , Mulubrhan Fisseha Mogos

Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes , Jacqueline Cecilia Munro

The Relationship of Mid-Pregnancy Levels of Cytokines, Stress, and Depression with Gestational Age at Delivery , Melissa Molinari Shelton

Prophylactic, Risk-Reducing Surgery in Unaffected BRCA-Positive Women: Quality Of Life, Sexual Functioning and Psychological Well-Being , Sharon Tollin

Theses/Dissertations from 2010 2010

The Relationship Between FAM5C SNP (rs10920501) Variability, Metabolic Syndrome, and Inflammation, in Women with Coronary Heart Disease , Jennifer L. Cline

Women’s Perceptions of Postpartum Stress: A Narrative Analysis , Nancy Gilbert Crist

Lived Experience: Near-Fatal Adolescent Suicide Attempt , Phyllis Ann Dougherty

Exploring the Relationships among Work-Related Stress, Quality of Life, Job Satisfaction, and Anticipated Turnover on Nursing Units with Clinical Nurse Leaders , Mary Kohler

A Comparative Study of Knowledge of Pain Management in Certified and Non-Certified Oncology Nurses , Sherrie A. LaLande

Evaluating Knowledge and Attitudes of Undergraduate Nursing Students Regarding Pain Management , Jessica Latchman

Evaluation of Oncology Nurses' Knowledge, Practice Behaviors, and Confidence Specific to Chemotherapy Induced Peripheral Neuropathy , Rebecca Denise McAllister

Moderating the Effectiveness of Messages to Promote Physical Activity in Type 2 Diabetes , Rachel E. Myers

Factors Affecting the Process of Clinical Decision-Making in Pediatric Pain Management by Emergency Department Nurses , Teresa A. Russo

The Correlation Between Neuropathy Limitations and Depression in Chemotherapy Patients , Melissa Thebeau

Theses/Dissertations from 2009 2009

Fatigue Symptom Distress and Its Relationship with Quality Of Life in Adult Stem Cell Transplant Survivors , Suzan Fouad Abduljawad R.N., B.S.N.

Nursing Advocacy and the Accuracy of Intravenous to Oral Opioid Conversion at Discharge in the Cancer Patient , Maria L. Gallo R.N., O.C.N.

Transitional Care for Adolescents with HIV: Characteristics and Current Practices of the Adolescent Trials Network Systems of Care , Patricia Gilliam

The Effect of Ethical Ideology and Professional Values on Registered Nurses’ Intentions to Act Accountably , Susan R. Hartranft

Falls in Bone Marrow Transplant Patients: A Retrospective Study , Lura Henderson R.N., B.S.N.

Predictors of cancer caregiver depression symptomatology , Henry R. Rivera

Psychosocial outcomes of weight stigma among college students , Sabrina Joann Robinson

The Experience of Fatigue and Quality of Life in Patients with Advanced Lung Cancer , Andrea Shaffer

The Relationship Between Uncertainty in Illness and Anxiety in Patients With Cancer , Naima Vera

Shifting Paradigms: The Development of Nursing Identity in Foreign-Educated Physicians Retrained as Nurses Practicing in the United States , Liwliwa Reyes Villagomeza

Theses/Dissertations from 2008 2008

Prostate Cancer Screening Intention Among African American Men: An Instrument Development Study , Susan Anita Baker

The Geriatric Cancer Experience in End of Life: Model Adaptation and Testing , Harleah G. Buck

Communication Systems and HIV/AIDS Sexual Decision Making in Older Adolescent and Young Adult Females , Rasheeta D. Chandler MS, ARNP, FNP-BC

Relationship of Anger Trait and Anger Expression to C-Reactive Protein in Post-Menopausal Women , Rosalyn Gross

Identifying Patients with Cancer at Risk of Experiencing a Fall While Hospitalized , Joann M. Heaton

Modulation of Monocyte-Derived Dendritic Cell Maturation and Function by Cigarette Smoke Condensate in a Bronchial Epithelial Cell Co-Culture Model , Alison J. Montpetit

Cancer Patients with Pain: Examination of the Role of the Spouse/Partner Relationship In Mediating Quality of Life Outcomes for the Couple , Mary Ann Morgan

Development of an Ecological Model to Predict Risk for Acquisition of Clostridium difficile -Associated Diarrhea During Acute Care Hospitalization , Susan Elaine Steele

Development and Psychometric Evaluation of the Chemotherapy Induced Peripheral Neuropathy Assessment Tool , Cindy S. Tofthagen

Health Decision Behaviors: Appropriateness of Dietary Choice , Daryle Hermelin Wane

Theses/Dissertations from 2007 2007

The Relationship Between Sleep-Wake Disturbance and Pain in Cancer Patients Admitted to Hospice Home Care , Marjorie Acierno

Wheelchair Positioning and Pulmonary Function in Children with Cerebral Palsy , Lee Barks

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• Volume 22, Issue 1
• How to appraise qualitative research
• Article Text
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• Calvin Moorley 1 ,
• Xabi Cathala 2
• 1 Nursing Research and Diversity in Care, School of Health and Social Care , London South Bank University , London , UK
• 2 Institute of Vocational Learning , School of Health and Social Care, London South Bank University , London , UK
• Correspondence to Dr Calvin Moorley, Nursing Research and Diversity in Care, School of Health and Social Care, London South Bank University, London SE1 0AA, UK; Moorleyc{at}lsbu.ac.uk

https://doi.org/10.1136/ebnurs-2018-103044

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Introduction

In order to make a decision about implementing evidence into practice, nurses need to be able to critically appraise research. Nurses also have a professional responsibility to maintain up-to-date practice. 1 This paper provides a guide on how to critically appraise a qualitative research paper.

What is qualitative research?

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Useful terms

Some of the qualitative approaches used in nursing research include grounded theory, phenomenology, ethnography, case study (can lend itself to mixed methods) and narrative analysis. The data collection methods used in qualitative research include in depth interviews, focus groups, observations and stories in the form of diaries or other documents. 3

Authenticity

Title, keywords, authors and abstract.

In a previous paper, we discussed how the title, keywords, authors’ positions and affiliations and abstract can influence the authenticity and readability of quantitative research papers, 4 the same applies to qualitative research. However, other areas such as the purpose of the study and the research question, theoretical and conceptual frameworks, sampling and methodology also need consideration when appraising a qualitative paper.

Purpose and question

The topic under investigation in the study should be guided by a clear research question or a statement of the problem or purpose. An example of a statement can be seen in table 2 . Unlike most quantitative studies, qualitative research does not seek to test a hypothesis. The research statement should be specific to the problem and should be reflected in the design. This will inform the reader of what will be studied and justify the purpose of the study. 5

Example of research question and problem statement

An appropriate literature review should have been conducted and summarised in the paper. It should be linked to the subject, using peer-reviewed primary research which is up to date. We suggest papers with a age limit of 5–8 years excluding original work. The literature review should give the reader a balanced view on what has been written on the subject. It is worth noting that for some qualitative approaches some literature reviews are conducted after the data collection to minimise bias, for example, in grounded theory studies. In phenomenological studies, the review sometimes occurs after the data analysis. If this is the case, the author(s) should make this clear.

Theoretical and conceptual frameworks

Most authors use the terms theoretical and conceptual frameworks interchangeably. Usually, a theoretical framework is used when research is underpinned by one theory that aims to help predict, explain and understand the topic investigated. A theoretical framework is the blueprint that can hold or scaffold a study’s theory. Conceptual frameworks are based on concepts from various theories and findings which help to guide the research. 6 It is the researcher’s understanding of how different variables are connected in the study, for example, the literature review and research question. Theoretical and conceptual frameworks connect the researcher to existing knowledge and these are used in a study to help to explain and understand what is being investigated. A framework is the design or map for a study. When you are appraising a qualitative paper, you should be able to see how the framework helped with (1) providing a rationale and (2) the development of research questions or statements. 7 You should be able to identify how the framework, research question, purpose and literature review all complement each other.

There remains an ongoing debate in relation to what an appropriate sample size should be for a qualitative study. We hold the view that qualitative research does not seek to power and a sample size can be as small as one (eg, a single case study) or any number above one (a grounded theory study) providing that it is appropriate and answers the research problem. Shorten and Moorley 8 explain that three main types of sampling exist in qualitative research: (1) convenience (2) judgement or (3) theoretical. In the paper , the sample size should be stated and a rationale for how it was decided should be clear.

Methodology

Qualitative research encompasses a variety of methods and designs. Based on the chosen method or design, the findings may be reported in a variety of different formats. Table 3 provides the main qualitative approaches used in nursing with a short description.

Different qualitative approaches

The authors should make it clear why they are using a qualitative methodology and the chosen theoretical approach or framework. The paper should provide details of participant inclusion and exclusion criteria as well as recruitment sites where the sample was drawn from, for example, urban, rural, hospital inpatient or community. Methods of data collection should be identified and be appropriate for the research statement/question.

Data collection

Overall there should be a clear trail of data collection. The paper should explain when and how the study was advertised, participants were recruited and consented. it should also state when and where the data collection took place. Data collection methods include interviews, this can be structured or unstructured and in depth one to one or group. 9 Group interviews are often referred to as focus group interviews these are often voice recorded and transcribed verbatim. It should be clear if these were conducted face to face, telephone or any other type of media used. Table 3 includes some data collection methods. Other collection methods not included in table 3 examples are observation, diaries, video recording, photographs, documents or objects (artefacts). The schedule of questions for interview or the protocol for non-interview data collection should be provided, available or discussed in the paper. Some authors may use the term ‘recruitment ended once data saturation was reached’. This simply mean that the researchers were not gaining any new information at subsequent interviews, so they stopped data collection.

The data collection section should include details of the ethical approval gained to carry out the study. For example, the strategies used to gain participants’ consent to take part in the study. The authors should make clear if any ethical issues arose and how these were resolved or managed.

The approach to data analysis (see ref  10 ) needs to be clearly articulated, for example, was there more than one person responsible for analysing the data? How were any discrepancies in findings resolved? An audit trail of how the data were analysed including its management should be documented. If member checking was used this should also be reported. This level of transparency contributes to the trustworthiness and credibility of qualitative research. Some researchers provide a diagram of how they approached data analysis to demonstrate the rigour applied ( figure 1 ).

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Example of data analysis diagram.

Validity and rigour

The study’s validity is reliant on the statement of the question/problem, theoretical/conceptual framework, design, method, sample and data analysis. When critiquing qualitative research, these elements will help you to determine the study’s reliability. Noble and Smith 11 explain that validity is the integrity of data methods applied and that findings should accurately reflect the data. Rigour should acknowledge the researcher’s role and involvement as well as any biases. Essentially it should focus on truth value, consistency and neutrality and applicability. 11 The authors should discuss if they used triangulation (see table 2 ) to develop the best possible understanding of the phenomena.

Themes and interpretations and implications for practice

In qualitative research no hypothesis is tested, therefore, there is no specific result. Instead, qualitative findings are often reported in themes based on the data analysed. The findings should be clearly linked to, and reflect, the data. This contributes to the soundness of the research. 11 The researchers should make it clear how they arrived at the interpretations of the findings. The theoretical or conceptual framework used should be discussed aiding the rigour of the study. The implications of the findings need to be made clear and where appropriate their applicability or transferability should be identified. 12

Discussions, recommendations and conclusions

The discussion should relate to the research findings as the authors seek to make connections with the literature reviewed earlier in the paper to contextualise their work. A strong discussion will connect the research aims and objectives to the findings and will be supported with literature if possible. A paper that seeks to influence nursing practice will have a recommendations section for clinical practice and research. A good conclusion will focus on the findings and discussion of the phenomena investigated.

Qualitative research has much to offer nursing and healthcare, in terms of understanding patients’ experience of illness, treatment and recovery, it can also help to understand better areas of healthcare practice. However, it must be done with rigour and this paper provides some guidance for appraising such research. To help you critique a qualitative research paper some guidance is provided in table 4 .

Some guidance for critiquing qualitative research

• ↵ Nursing and Midwifery Council . The code: Standard of conduct, performance and ethics for nurses and midwives . 2015 https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf ( accessed 21 Aug 18 ).
• Barrett D ,
• Cathala X ,
• Shorten A ,

Patient consent for publication Not required.

Competing interests None declared.

Provenance and peer review Commissioned; internally peer reviewed.

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A Phenomenological Study of Nurses’ Experience in Caring for COVID-19 Patients

Hye-young jang.

1 School of Nursing, Research Institute of Nursing Science, Hanyang University, Seoul 04763, Korea; rk.ca.gnaynah@8010etihw

Jeong-Eun Yang

2 Department of Nursing, Jesus University, Jeonju-si 54989, Korea; rk.ca.susej@gnayfle

Yong-Soon Shin

Associated data.

The data presented in this study are available on request from the corresponding author.

This study aimed to understand and describe the experiences of nurses who cared for patients with COVID-19. A descriptive phenomenological approach was used to collect data from individual in-depth interviews with 14 nurses, from 20 October 2020 to 15 January 2021. Data were analyzed using the phenomenological method of Colaizzi. Five theme clusters emerged from the analysis: (1) nurses struggling under the weight of dealing with infectious disease, (2) challenges added to difficult caring, (3) double suffering from patient care, (4) support for caring, and (5) expectations for post-COVID-19 life. The findings of this study are useful primary data for developing appropriate measures for health professionals’ wellbeing during outbreaks of infectious diseases. Specifically, as nurses in this study struggled with mental as well as physical difficulties, it is suggested that future studies develop and apply mental health recovery programs for them. To be prepared for future infectious diseases and contribute to patient care, policymakers should improve the work environment, through various means, such as nurses’ practice environment management and incentives.

1. Introduction

As the novel coronavirus disease (COVID-19) spreads worldwide and becomes more serious, the World Health Organization (WHO) has declared it a global epidemic. In Korea, the first case of COVID-19 was confirmed on 20 January 2020; as of 29 June 2021, the total number of patients was 156,167, of which 6882 were quarantined and treated, with a fatality rate of 1.29% [ 1 ].

COVID-19 is caused by a novel coronavirus—severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2)—and manifests in clinical symptoms, such as cough (74.9%), fever (68.0%) and dyspnea (60.9%) among hospitalized patients [ 2 ]. In the case of SARS-CoV-2, it has been reported that if patients are isolated within 5 days of the onset of clinical symptoms, secondary infections occur less frequently; transmission can be effectively blocked by isolating immediately after the onset of symptoms [ 3 ]. However, hospitalizations in negative pressure isolation rooms, to block airborne infections, create a more isolated environment than the general intensive care unit environment; mandate medical personnel to wear unfamiliar and uncomfortable protective equipment; prohibit family visits and outside contact. Isolation affects patients as well, as it has been reported that many patients were insufficiently informed about the isolation environment and period, and this uncertainty caused them to experience depression [ 4 ]. These circumstances increase the importance of caring for patients in isolation.

Caring is an important concept within the field of nursing, as it affects the health of the patient as a whole [ 5 ]. In particular, in the early stages of outbreaks of new infectious diseases, all aspects, such as the pathology, transmission route, and effective treatment of the disease are uncertain [ 6 ]. Even the effectiveness of protective equipment is uncertain. It has been found that healthcare providers’ anxiety and fear in such conditions affects their ability to care for patients [ 7 , 8 ]. In the context of the COVID-19 pandemic, many scholars predict that the time before and after the pandemic will be very different and are asking if we are ready for post- or the ‘with COVID-19 era’ [ 9 , 10 , 11 ]. Even in nursing, this change is difficult to ignore, and nursing professionals and researchers should answer whether we are preparing the ‘with COVID-19 era’. In order to identify the reality of nursing in the ‘with COVID-19 era’, it is necessary to understand what nursing and caring experiences were like for nurses who have been care professionals during the unprecedented COVID-19 pandemic. During the pandemic, nurses played a positive role in the rapid reorganization of the nursing system, improvement of team communication, coordination materials for emergency and continuous care, improvement of efficiency of nursing performance as a front-line caregiver, and caring for other nurses [ 12 ]. However, nurses are starting to experience burnout, having been unaware that the pandemic would soon change health professions universally [ 13 ]. For this, it is necessary to examine the experiences of nurses who have been, and are, caring for quarantined patients.

Studies on the nursing experience of patients with COVID-19 are underway in countries in various trajectories of the COVID-19 pandemic, such as Spain [ 14 ], Italy [ 15 ], Canada [ 16 ], the United States [ 17 ], and China [ 18 ], and these previous studies are focused on the lived nursing experience itself or the ethical aspect. Experiences of nursing care reported so far are summarized as providing nursing care [ 14 , 15 , 16 ], psychosocial and emotional aspects [ 14 , 15 , 18 , 19 ], resource management [ 14 , 16 ], struggling on the frontline [ 19 , 20 ], personal growth [ 18 , 19 ] and adapting to changes [ 18 , 20 ].

In the context of the COVID-19 pandemic, the Korean government responded using the K-Quarantine, also known as 3T–Test (diagnosis/confirmation), Trace (epidemiological survey/trace) and Treat (isolation/treatment) [ 21 ]. In particular, since February 2020, COVID-19 hospitals have been designated and operated for safe isolation beds for hospitalization of COVID-19 patients [ 22 ]. As patients diagnosed with COVID-19 are transferred to a designated hospital, operating a medical system that receives intensive treatment and care, the nurses at the hospitals are facing a high level of depression, anxiety, and stress [ 23 , 24 ].

However, the nursing experience of Korean nurses is only a small part of the research done in the early stage of the pandemic, and that knowledge is not enough to understand the essence of nursing in the special nursing environment of COVID-19. Therefore, this study was conducted to understand the lived nursing experience of the nurses at COVID-19-designated hospitals during the third wave [ 25 ] of the COVID-19 pandemic in Korea. The nursing experience of Korean COVID-19-dedicated hospital nurses could provide a unique opportunity to develop long-term sustainable response strategies under a long-lasting pandemic.

Phenomenological research focuses on vivid experiences, perceived or interpreted by participants, and aims to view and describe the world of their consciousness as a real world. In addition, exploring the experiences of others can discover insights that were previously unavailable, so it is considered a useful method for the purpose of this study. Particularly, Colaizzi’s [ 26 ] method focuses on deriving a collection of common attributes and themes from multiple responses, rather than individual attributes. This method will facilitate an in-depth understanding of how nurses experienced caregiving for patients with COVID-19, and further contribute to the literature, regarding high-quality nursing care for quarantined patients. Therefore, the purpose of this study is to investigate the meaning and essence of nurses’ experiences of caring for COVID-19 patients, using a phenomenological research method.

2. Materials and Methods

2.1. study design.

The philosophical framework and study design of this study were guided by phenomenology. The philosophical aim of phenomenology is to provide an understanding of the participant’s lived experiences [ 27 ]. In order to reveal the true essence of the ‘living experience’, it is first necessary to minimize the preconceived ideas that researchers may have about the research phenomenon (bracketing). Through such a phenomenological attitude, the participant’s experience can be explored as it is [ 28 ]. From a phenomenological point of view, objectivity is obtained by being faithful to the phenomenon, and it can be secured by paying attention to the phenomenon itself rather than explaining what it is. As such, phenomenology seeks to reveal meaning and essences in the participant’s experiences of the participant to facilitate understanding [ 28 ].

This study is an inductive study, applying the phenomenological research method of Colaizzi [ 26 ], in order to gain an in-depth understanding of the essence of nurses’ experience in caring for COVID-19 patients, and it followed the guideline for qualitative research, established by the Consolidated Criteria for Reporting Qualitative Research [ 29 ]. The question of this study is, “What is the meaning and essence of the care experience of nurses who directly cared for COVID-19 patients?”

2.2. Participants and Settings

Participants were nurses working at a COVID-19 Infectious Disease Hospital in Seoul and Gyeonggi Province. The COVID-19 Infectious Disease Hospital was established and is operated by the Ministry of Health and Welfare, one of the central government ministries of South Korea, to respond to infectious diseases during the COVID-19 pandemic. It is dedicated to managing infected patients.

The inclusion criteria were as follows: nurses who had directly cared for confirmed or suspected COVID-19 patients in an isolation ward for at least 1 month; could communicate well and comprehend the purpose of this study; had voluntarily consented to participate. Nurses who had cared for COVID-19 patients for less than 1 month, had not participated in direct care, or had not been released from isolation, were excluded. Fourteen nurses participated in in-depth interviews individually ( Table 1 ).

General Characteristics of Participants ( N = 14).

Note. COVID-19 = coronavirus disease-2019.

2.3. Data Collection

Data were collected through in-depth interviews from 20 October 2020 to 15 January 2021 using purposive sampling (n = 12) and snowball sampling (n = 2). The sample size was determined by data saturation [ 30 ]. Data saturation was considered achieved when no new themes were revealed in the interviews of participants. Data saturation was determined by two researchers after the fourteenth case interview. Interviews were conducted either online or face-to-face by one well-trained researcher, depending on participants’ convenience. During face-to-face interviews, we created a comfortable atmosphere by beginning with everyday conversations. Interviews began with an open-ended question: “Tell me about your experience of caring for patients with COVID-19”, so that participants could elaborately and spontaneously describe their experiences. The interviews lasted about 60–120 min, and data collection and analysis were conducted simultaneously.

2.4. Data Analysis

The interview content was transcribed verbatim within 24 h of each interview by the researcher. Transcripts of each participant’s interview and the memos were used to analyze data. Two researchers with doctoral degrees independently analyzed and discussed findings.

Data analysis was guided by Colaizzi’s seven-step descriptive phenomenological method [ 26 ]: (1) researchers read all accounts multiple times to understand the overall flow of participants’ experiences in caring for COVID-19 patients; (2) we extracted significant statements from each description, focusing on meaningful statements related to participants’ caring experiences; (3) we formulated meanings from those significant statements, trying to discover the latent meaning in the context; (4) we organized those formulated meanings into themes and theme clusters; (5) the phenomenon under study was exhaustively described by integrating all the research results; (6) we identified the fundamental structure of the phenomenon; (7) finally, we validated this study by receiving feedback from two participants.

In the entire process of data analysis, we tried to keep a distance from the researcher’s thoughts and feelings, and point of view about the phenomenon, as well as the content of the data, while being conscious of Husserl’s ‘bracketing’ [ 28 ]. In this way, we tried to avoid data distortion, reduction, and exaggeration by the researcher, and we tried to confirm and understand the perspective, attitude, and feeling of the participant as much as possible in the participant’s statement.

To ensure trustworthiness of this study, the four criteria established by Lincoln and Guba [ 31 ] were used. For enhancing truth-value, we tried to obtain a rich set of data by selecting participants who would like to express the research phenomenon well and making it as comfortable as possible for the participants to state their experiences. We showed the study results to two participants to verify whether the derived results reflected the participants’ experiences.

To ensure applicability, we provided the general characteristics of participants and tried to provide a thick description of the research phenomenon.

To establish consistency, Colaizzi’s analysis method was adhered to, and the detailed research process and original data for each theme were presented to enhance the reader’s understanding of the research results. The researcher conducted the research while taking a neutral attitude throughout the research process, excluding bias, prejudices, assumptions (bracketing), so that the participant’s experience distortion by the researcher was minimized. In other words, in order to establish neutrality, which means freedom from prejudice about research results, at the beginning of the study, the researcher explicated any assumptions that could influence data collection and analysis [ 32 ] (ex. participants will mostly have negative emotions while caring for patients without any preparation. Participants will be withdrawn from the social perspective because they are taking care of infected patients.) The other researcher reviewed data analysis to ensure that the researcher’s assumptions did not influence data interpretation.

2.6. Ethical Considerations

This study was approved by the Institutional Review Board of the researcher’s affiliated institution (HYUIRB-202009-009). Participants were informed about the purpose of the study, reporting of study results, and interview recordings. We obtained written informed consents from all participants before data collection. In addition, it was explained that even after consenting, participants could withdraw from the study at any time without any harm if they wished. All participants were provided with a small reward as appreciation for their participation in the study.

The essential structure of the phenomenon was identified as ‘Going beyond the double suffering tunnel of taking charge of infected patients into the future’. The essence of the phenomenon is presented as five theme clusters, and twelve themes emerged from analyzing nurses’ experiences with caring for COVID-19 patients: (1) nurses struggling under the weight of dealing with infectious disease, (2) challenges added to difficult caring, (3) double suffering from patient care, (4) support for caring, and (5) expectations for post-COVID-19 life ( Table 2 ).

Theme Clusters and Themes.

3.1. Nurses Struggling under the Weight of Dealing with Infectious Disease

Participants felt fear and anxiety while caring for COVID-19 patients, as they have remained unaware of any definitive treatments. Consumed by thoughts of contracting the disease, they reported feeling unable to remain calm and dutifully serve their patients. In particular, it was shocking, as well as saddening, for them to be unable to provide respectful end of life care toward patients who could not recover.

3.1.1. Anxiety and Fear Accompanying Patient Care

The anxiety and fear at the heart of the thought that they could also be infected became an invisible chain, binding the participants. According to them, nursing without being guaranteed safety was challenging. When facing the reality of nursing while fearing patients’ diseases, it felt unfamiliar for participants to worry about their own and their patients’ safety simultaneously, rather than completely immersing themselves in patients’ recovery. They were uncertain of whether their feelings were normal; although they tried their best to provide quality care, they found it challenging to do so while dealing with their persistent anxiety.

To be honest, that was the hardest for me. Since we were constantly exposed to the risk of infection, it was hard to care for patients due to anxiety rather than due to physical challenges while caring for the patient. (Participant J)

3.1.2. Dignity Ignored Due to the Fear of Infectious Diseases

Having to watch patients struggling alone and in isolation, without the support and comfort of their family members during their final moments, made participants feel extremely sorry and heartbroken. The most distressing aspect of caring for patients on their deathbed was that patients and nurses were faced with the reality that patients’ families would not be allowed to be with them during their moment of dying; the fact that they would pass away without receiving appropriate treatment was secondary. “Patients who died during the COVID-19 period were the most pitiful” does not just indicate the limitations of medical treatment. It highlights dignity, which is be protected even in the worst circumstances, but was disregarded due to the fear of contracting infectious diseases. Participants experienced unimaginable shock and ethical anguish as they witnessed patients being taken to crematoriums without being seen by their family members, with their bodies in bags without having their clothing changed. As these uncontrollable experiences kept repeating, participants made a paradoxical resolve to prevent patients from dying.

Patients who die while I work in the ward usually have their families come to see them and hold their hands. However, for those who die of COVID-19, families come and check their patients on the monitor. I think that’s the most heartbreaking and sad thing. (Participant L)

The post-death process was really shocking. I feel like it didn’t treat people like human beings. Thus, that hurt me the most. I think that’s hard while working in the ward. When patients die, I know how they will be treated. I am so sorry, and my heart hurts. That’s why I really want to discharge them. Seriously, I think I’m getting desperate for this kind of feeling. (Participant B)

3.2. Challenges Added to Difficult Caring

Participants struggled every day, and factors that made their lives more challenging are as follows: the personal protective equipment (PPE) that had to be worn for patient care, working in chaotic conditions without clear instructions, and being overburdened with tasks.

3.2.1. The Burden of Triple Distress for Everyone’s Safety; Wearing PPE

Participants had to endure a significant amount of pain and discomfort for safety purposes, especially while nursing patients in PPE. Less than 10 min after wearing them, the inside of the protective clothing would become warm and fill with sweat, and the eye goggles would become foggy. In these situations, participants experienced difficulties in certain activities, such as communicating with patients, securing intravenous (IV) lines, or drawing blood. Occasionally, they had to wear gloves that did not fit well due to a lack of proper supplies, making their practice more difficult.

I think the hardest thing was to wear Level D and go inside. At first, I did the intubation wearing protective clothing. At that time, my body became sluggish, and my vision became narrower because I was wearing goggles. So, even if I moved a little, it got too hot and I would sweat too much, and it was really hard to deal with something in there. Because it was too hot. (Participant D)

3.2.2. Work Loaded Solely on Nurses

To prevent the spread of COVID-19, hospitals implemented policies to minimize the number of family members and caregivers in contact with patients, which increased the burden of caregiving on participants. Blood collections and portable X-ray imaging that radiological technologists performed also became nurses’ duties. In addition, nurses had to prepare documents for the hospital transfers of patients, and were also responsible for checking, storing, and delivering parcels to patients. Nurses were gradually exhausted as most duties, especially those outside their purview, were delegated to them.

To be honest, there are not just nurses in the hospital. However, it’s a situation where we have to take on everything that other employees have done. I feel like they’re giving all their work to the nurses. We have to prepare everything that the radiology department had to do on their own before. For the meal distribution for COVID-19 patients, nurses have to do everything that the nutrition team previously did. For blood collection, we have to do all the things that the laboratory medicine department used to do. It’s overwhelming that nurses have to do most of the work. (Participant F)

3.2.3. Confusing and Uncertain Working Conditions

Participants’ routine caring for COVID-19 patients has been as uncertain as COVID-19 patients’ conditions. Due to the number of confirmed cases increasing daily and sudden confirmations of the infection in colleagues, situations such as the operation of additional negative pressure wards or temporary closures of wards occurred unexpectedly. Consequently, participants were frequently relocated, and their work schedules and wards were changed, creating confusion. In particular, unclear guidelines and insufficient training made their jobs more difficult.

It’s tough to get the work schedule on a weekly basis. Actually, I don’t know my work schedule for Tuesday even on Monday, so I don’t know which shift I will work on the next day. Hence, it’s really very stressful. (Participant E)

3.3. Double Suffering from Patient Care

Participants experienced not only physical difficulties but also mental and social challenges while caring for COVID-19 patients. They endured self-isolation along with their families, and were uncomfortable with causing their family members to experience isolation. In addition, unlike the usual positive public perception of nurses, participants felt a social disconnection from the negativity and stigma surrounding them, which was also hurtful and uncomfortable.

3.3.1. Self-Isolation: Anxiety Becomes a Reality

Participants contracted the virus while caring for patients or had to enter complete self-isolation due to coming in contact with infected colleagues. They endured the anxiety and fear of being infected and suddenly became subjects of self-isolation, leading to concerns about having their personal information exposed, and the social stigma of being confirmed COVID-19 patients. Those who tested negative felt “uncomfortable relief”, even as their colleagues were testing positive during self-isolation.

When being in self-isolation, as you know, I must contact my child’s school. I had to contact a homeroom teacher of my child. Actually I didn’t really do anything wrong, but I really, really felt bad. Wouldn’t the image appear strange to my child? Because of that thought, every time I thought about that, I thought if I should resign. (Participant N)

3.3.2. A Contrasting Perception of Nurses: Heroes of Society versus Subjects of Avoidance

Even with the “Thank you Challenge” campaign spreading among the public, to express gratitude and respect towards health care professionals who responded to COVID-19, nurses did not feel particularly gratified. In a pandemic, the true heroes fighting COVID-19 could only work efficiently in isolation from other people. Close neighbors viewed participants as dangerous sources of pollution or pathogens that threatened their safety. Unlike the warm gaze of the public to see the nurses, participants felt judged by those around them, which made their jobs more uncomfortable.

Above all, the most challenging thing is the social perspective of “these people are working in an isolation hospital now”. People close to me have this kind of perspective… When one of the nurses is reported on the news or the media as a confirmed patient, we also feel like cringing. Such social perspectives were very hard for us because we’ve become people that the public wants to avoid rather them feeling appreciation for us and thinking of us like we are working hard and trying our best. (Participant M)

3.4. Support for Caring

Sympathetic colleagues, and supportive and appreciative patients, encouraged participants to care for patients despite their difficulties. In addition, participants felt rewarded and proud of their care when they witnessed patients recovering, which further drove them to fulfill their duties.

3.4.1. Companionship and Sharing Difficulties

Participants endured difficult working routines with the support of colleagues, who best understood their struggles. In experiencing and sharing the same difficulties, participants found comfort with their colleagues. As nurses cannot quit, as that would mean additional pressures for their colleagues, they rely on each other for support.

To be honest, I think I’m being able to endure hard times thanks to my companionship. It’s hard for us all. And fortunately, all colleagues are friendly, and many colleagues are so considerate of each other. We’re not pushing each other to go in, but we are voluntarily working. Even though COVID-19 is hard for me, this companionship has helped me learn and endure with them until now. (Participant I)

3.4.2. Support and Appreciation from Patients and People

While struggling, words of support and appreciation from patients, family, and friends helped participants withstand their difficult situations.

A patient wrote a very long letter. “Thank you. Thank you so much for taking care of me, and I was moved by the hard work you did. And even in the heat, you never got annoyed”. Well, because the patient wrote a lot of appreciative words like this, I was really grateful. Somehow, apart from the money, I thought it was terrific to work. (Participant A)

3.4.3. A Sense of Satisfaction and Self-Esteem

The sense of satisfaction and self-esteem felt while caring for COVID-19 patients became an essential incentive for participants to remain in nursing. When patients hospitalized in severe conditions were able to recover, participants felt rewarded by their occupation, and their self-esteem was increased.

At first, the patient‘s condition was so bad. So, we thought the patient would actually die, but it turned out that the patient improved so much and was discharged later. We felt like we were being compensated for the hard work. I had pride that we did an excellent job in nursing. (Participant D)

3.5. Expectations for Post-COVID-19 Life

As COVID-19 keeps persisting in everyday life, expectations for life after COVID-19 are gradually blurring. Participants are unsure if there will ever be a time when they can care for their patients without protective clothing. Much of what participants wanted to accomplish after COVID-19 has been delayed for at least a year, but they have some expectations and are preparing for another future.

3.5.1. Restoring Everyday Life

Even in the current uncertain situation, participants have sincerely performed their nursing duties, while dreaming of restoring daily life. They recognized the importance of everyday social activities, such as eating together, watching movies, capturing bright smiles on camera, and realized that these activities were all they wished to do. Conversely, along with these wishes, there are also concerns about being able to return to the past sense of normalcy.

Returning to normality is what I want the most, and I think the next step is to think about it together with the management team and the government. I believe our request should be reviewed to combat physical exhaustion, and psychotherapists need to be involved and actively work on recovering. It’s not just that we get rest. Professional intervention is necessary. (Participant M)

3.5.2. Preparing for the Future

Participants encountered COVID-19, which occurred several years after the Middle East respiratory syndrome (MERS) epidemic, as another infectious disease that was able to threaten society at any time. In addition, chaotic situations in the hospital were not promptly managed, as the effects of the virus were so severe and fast that the experience of nursing MERS patients became insignificant. The MERS experience was inadequate in training healthcare providers to respond to similar future emergencies. Accordingly, efforts have been made to incorporate the vivid nursing experiences of COVID-19 into protocols against bracing for other diseases in the future.

That’s why even though I don’t know when the COVID-19 pandemic will end, once it’s over, I think the protocol needs to be more complete. Furthermore, I think we should regularly stockpile a certain amount of items for the future. And, we need to plan a little more neatly how to manage nursing staff systematically. (Participant K)

Since we don’t know when another infectious disease will afflict us, we have to prepare a lot for response training to infectious diseases, facilities and personnel of institutions, and locations for care facilities. To reduce certain mistakes, I think we should prepare well now. (Participant M)

4. Discussion

This study was conducted to understand the meanings and essence of the experiences of nurses who cared for COVID-19 patients, using a descriptive phenomenological method. As a result of this study, 5 theme clusters and 12 themes were extracted.

The first theme cluster indicated that the nurses struggled under the weight of dealing with infectious diseases. Participants expressed anxiety and fear in the absence of a definitive treatment for COVID-19. This is similar to the results of previous studies that reported that the lack of information and knowledge about unfamiliar diseases leads to ambiguity in nursing services, resulting in nurses feeling fearful and anxious [ 33 ]. The anxiety and fear accompanying patient care may be the result of rushing to the battlefield without any preparation [ 19 ]. In addition, participants appeared to have persistent fears of unintentional exposure and of transmitting the virus to co-workers [ 34 ]. Nurses who performed shift work during COVID-19 had a significantly increased association between COVID-19-related work stressors and anxiety disorder [ 24 ]. These physiological and psychological conditions are reported to create high stress and further lead to post-traumatic stress [ 35 ]. Hence, nurses caring for COVID-19 patients require continuous evaluation and management to sustain their mental wellbeing.

In the COVID-19 pandemic, nurses are experiencing ethical anguish in the face of unique situations that they have never experienced before. In particular, watching patients pass away alone, in isolation, without the support and comfort of family members, causes unimaginable shock and anguish. Moral distress between patient dignity and infection control is a similar experience to nurses in other countries, reported in previous studies. Nurses are known to experience contradictory feelings [ 18 ] as they experience the pressure of having to coordinate their responsibilities for the prevention of COVID-19 infection, along with other moral responsibilities [ 16 ].

Therefore, we need to create an ethically supportive environment [ 36 ], not just alleviate the ethical distress experienced by nurses [ 37 ]. In addition, it is necessary to find ways to guarantee both infection control and dignified death; for instance, family members can wear protective clothing and safely participate in their relatives’ end-of-life processes. Other measures to ensure a dignified death include minimal post-mortem medical interference, and respect for and adherence to cultural customs [ 38 ].

The second theme cluster was participants’ aggravated caring difficulties. Participants in this study were uncomfortable with the heat and sweat caused by wearing sealed PPE. This seems to be a slightly different experience than the Italian nurses who raised some concerns about the lack of PPE, the inadequacy of PPE, and the lack of guidelines for proper use [ 15 ]. In Korea, where resources, such as PPE, were relatively abundant since the COVID-19 pandemic declaration, wearing PPE acted as a triple pain burden on the safety of all people rather than the problem of lack of equipment.

It is similar to a previous study, demonstrating that these devices make it difficult to communicate with patients and perform basic tasks [ 34 ]. The appropriate wearing of PPE has been reported to protect medical staff from burnout [ 39 ]. However, continuous wearing of PPE can cause tissue damage or skin reactions, and prolonged wearing of goggles has been found to increase discomfort and fatigue due to abrasive straps and visual distortion [ 38 ]. Therefore, compliance with the PPE-wearing guidelines should be monitored and shift work should be assigned, taking into account the maximum period during which nurses are allowed to wear protective equipment.

It has also been found that medical workload has been excessively delegated to nurses taking care of COVID-19 patients. Policies to minimize social contact with patients have burdened nurses with extra tasks, causing exhaustion [ 40 ]. The excessive increase in work burden is in line with the results of qualitative research on the experience of nurses in other countries. A study by Liu et al. [ 34 ], in the early days of the COVID-19 pandemic, reported that nurses had done a lot of work. Recent studies also reported that COVID-19 caused a lot of work for nurses [ 20 ], and the treatment characterized by many isolated patients increased the work of nurses exponentially [ 14 ]. Nurses are constantly aware of new knowledge and skills associated with evolving pandemics and viruses, and receive new training, in preparation for adapting to the situation and providing care for suspected or identified patients [ 20 ]. In addition, frequent changes of working locations and wards, changes in work schedules, and confusion over working guidelines, have made nurses’ lives uncertain.

The final theme of the challenge with difficult care was the confusing and uncertain working conditions, partly related to nursing staffing [ 14 ]. However, it was more difficult for the participants in this study to be able to predict their work schedule, rather than the shortage of nursing personnel. This may be due to the difficulty in predicting the hospitalization rates of infected patients and the problems caused by frequent and rapid relocation of nurses, depending on the number of hospitalized patients. In this study, the uncertainty in working conditions is consistent with the report by Liang et al. [ 20 ], that there was uncertainty among nurses about being transferred to the areas where the epidemic was most serious. Moreover, the ambiguity surrounding COVID-19 and whether patients have contracted it have been shown to increase nurses’ stress [ 33 ]. Even in such situations, thoroughly preparing for and predicting potential emergency situations, based on comprehensive data analysis, knowledge accumulation, and education, can reduce the uncertainty and anxiety surrounding infectious diseases.

The third theme cluster was double suffering from patient care. Despite continuing to monitor self-health to avoid infecting others, nurses contracted the virus or had to self-isolate due co-workers’ positive diagnoses. Sabetian et al. [ 41 ] found that 273 out of a total of 4854 cases contracted the virus while caring for COVID-19 patients, of which 51.3% were nurses. The fear of self-reliance approaching reality is a reflection of the situation at the time, when nurses were not allowed to return home after cohort isolation for two weeks as their colleagues were diagnosed with COVID-19 [ 19 ].

Notably, participants felt that they were subjected to dual perceptions, both as national heroes and as contagions. In Korea, the “Thank You Challenge” campaign encouraged expressing gratitude and respect to medical staff. The Korean people were deeply impressed by the situation of nurses and care protection, as they knew that they could not care for patients infected with COVID-19 without the sacrifice and compassionate mission of the nurses [ 42 ]. However, nurses have reported preferring forms of recognition and support other than hero worship [ 37 ], indicating that the campaign alone was insufficient in improving their morale. Participants also felt that their community members wanted to avoid them and considered them as dangerous contagions, threatening public safety. Previous studies reported that nurses were treated as viruses [ 19 ] or suffered from stigma [ 20 ], and conversely, were motivated to work harder through public support [ 19 ]. However, there are few research reports that nurses experience double suffering from patient care due to the coexistence of such contrasting perceptions. These experiences corroborate previous findings that disease uncertainty and social anxiety have caused nurses to be perceived as carriers and spreaders of the virus [ 33 ].

The fourth theme cluster was supporting caring. Participants endured their situations because quitting would have overburdened their colleagues. While participants found it awkward to work with nurses from different wards at the beginning of the COVID-19 pandemic, their relationships improved and became encouraging and supportive [ 19 ]. It is worth noting that, even in situations of extreme stress and emotional exhaustion, support from colleagues and teams can positively impact recovery [ 43 ]. In addition, this study found that support and appreciation from patients and families encouraged participants to endure their difficult situations [ 19 , 35 ]. In previous studies, negative emotions, such as fatigue, helplessness, and fear of infections, prevailed in the early stages of COVID-19, but coping strategies were created with adaptation, support from others, and expressions of positive emotions [ 44 ]. International researchers reported that nurses dealt with and attempted to overcome their challenges and feelings and emotional responses by coping during the pandemic. Nurses in the United States [ 17 ] and India [ 45 ] used teamwork and peer support, and used personal coping strategies, such as relationship development, play, exercise, meditation, and distractions.

In the face of unknown diseases and unpredictable dangers, participants took responsibility and devoted themselves to their mission. Despite nurses and healthcare staff demonstrating professional devotion [ 33 , 34 ], a social atmosphere that demands sacrifice should be avoided to decrease their experiences of stress and fatigue.

The last theme cluster encompassed expectations for post-COVID-19 life. The participants had been doing their best to care for patients, while dreaming of returning to their regular lives, despite working in uncertain conditions. To instill a sense of normalcy in their lives, it is imperative to provide physical and mental health support to exhausted nurses. Even after the impact of COVID-19 has diminished, it is necessary to fully recognize the inherent stress and emotional burden experienced by nurses and support recovery with routine procedures and systems [ 44 ]. This aspect of the pandemic has been reported by Italian nurses to have obvious psychological trauma, which is quite similar to that reported in China [ 46 , 47 ]. As COVID-19 cases begin to decline, research into resilience, particularly post-traumatic stress syndrome in nursing staff, will be needed [ 48 ]. Although new epidemic outbreaks cannot be prevented, risk awareness can direct attention to emerging epidemics and promote capacity development toward disease management and control [ 19 , 49 ]. As seen from this study, experience alone did not prepare nursing staff to deal with novel disease outbreaks. Hence, specific protocols and standard operating procedures, targeting different disease risk scenarios, should be established to support nursing work, with ample resources.

Limitations of This Research

In this study, we applied a phenomenological approach to understanding nurses’ experiences of COVID-19 patient caring, and the participants were the nurses who involuntarily cared for COVID-19 patients. Accordingly, there is a limitation in that the nursing experience of the nurses who voluntarily participated in COVID-19 patient nursing could not be presented. We conducted online or face-to-face interviews, depending on the participants’ preferences, but the online interview had limitations, in that it did not fully grasp the vivid experiences contained in the non-verbal expressions of the participants and did not describe their experiences in more depth. Participants were in a vulnerable situation; not only were they at risk of infection, but were also responsible for covering the duty of their colleagues with confirmed COVID-19, and the work of other health care assistants because they were wearing PPE. Despite these limitations, it is significant that this study gained a deeper understanding of nurses’ experiences of caring for COVID-19 patients and came a little closer to the essence of nursing.

5. Conclusions

This study is significant as it explored and organized nurses’ experiences of caring for COVID-19 patients, using a descriptive phenomenological research method. The findings of this study are useful primary data for developing appropriate measures for health professionals’ wellbeing during outbreaks of infectious diseases.

A limitation of this study is that, because data were collected before the participants were vaccinated against COVID-19, negative emotional aspects, such as anxiety and fear about caring for patients, were drawn as the main results. In the future, it is necessary to balance this perspective by incorporating experiences of healthcare providers who have been vaccinated against COVID-19. In addition, as nurses in this study struggled with mental as well as physical difficulties, it is suggested that future studies develop and apply mental health recovery programs for them.

Author Contributions

H.-Y.J., J.-E.Y. and Y.-S.S. conceived and designed the study; H.-Y.J. acquired data; H.-Y.J. and Y.-S.S. analyzed the data; H.-Y.J. and J.-E.Y. wrote the first draft. All authors contributed to revisions of the manuscript and critical discussion. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board of Hanyang University (HYUIRB-202009-009-1, 30 September 2021).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

How to Write a Nursing Research Proposal Topics | Guide & Examples [Updated]

Rachel andel rn, bsn.

• July 24, 2023
• Nursing Writing Guides

Nursing research proposal topics can vary greatly, depending on the type of research you’re looking to conduct.

Whether you are interested in studying public health issues or improving patient care through innovative research methods, something on this list likely appeals to you.

Here’s a guide on writing a nursing research proposal and nursing research proposal topics , DNP research proposal topics, current nursing research proposal topics, and nursing research examples.

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How to Write a Nursing Research Proposal

A nursing research proposal serves as a blueprint for conducting studies that address important clinical questions, explore innovative interventions, and contribute to the overall body of nursing knowledge. 

To create a strong nursing research proposal, there are several key considerations that nursing students must take into account, which include;

• Defining a clear and concise research question addresses an important nursing knowledge gap.
• Selecting an appropriate research design and methodology that aligns with the research question and objectives.
• Ensuring ethical considerations are addressed and appropriate measures are in place to protect the rights and welfare of participants.
• Determining an appropriate sample size and recruitment strategy to ensure adequate statistical power and generalizability of findings.
• Developing a detailed data analysis plan that aligns with the research design and objectives.
• Consider dissemination and knowledge translation strategies to ensure research findings reach the intended audience and positively impact nursing practice.

Key components of a Nursing Research Proposa l

When creating a nursing research proposal, including all the components contributing to a comprehensive and well-structured document is crucial.

Understanding these components will ensure that your proposal is clear and organized and addresses the necessary aspects of your research endeavor. 

Problem Statement

• It should provide a clear description of a problem that will be solved.
• It shows the gap between the current situation and the future goal to improve it.

Research Question

• The research question forms the foundation of your nursing research proposal. It is a concise and focused statement that outlines the main objective of your research.
• Your research question should be specific, measurable, attainable, relevant, and time-bound (SMART), enabling you to address a particular problem or gap in the existing literature.

Study Design

• The study design section outlines the methodology and approach you will employ to conduct your research.
• It includes details on the type of study, such as quantitative, qualitative, or mixed methods, and explains how data will be collected, analyzed, and interpreted.
• The study design should align with your research question and ensure the validity and reliability of your findings.

Methodology

• The methodology component of your nursing research proposal describes the specific techniques and procedures you will use to gather data.
• This may include surveys, interviews, observations, or systematic reviews.
• Clearly outlining your methodology ensures transparency and allows others to reproduce your study if needed.

Sample Size Determination

• Determining an appropriate sample size is crucial in nursing research to ensure your findings’ statistical power and representativeness.
• This section will explain how you calculated the required sample size based on the research question, study design, and expected effect size.
• It is essential to consider factors such as the population size, confidence level, and desired margin of error.

Ethical Considerations

• Ethical considerations play a vital role in nursing research.
• This component addresses the protection and well-being of participants, safeguarding their privacy and confidentiality, and the potential risks and benefits associated with the study.
• Ethical considerations also involve obtaining informed consent from participants and ensuring compliance with institutional review boards or ethical committees.

Nursing Research Proposal Outline

List of nursing research proposal topics.

• Racial and ethnic disparities in nursing care
• The impact of technology on nursing care
• Prevalence and determinants of burnout in nurses
• Quality of life for people with chronic illnesses served by nurses
• Effectiveness of nurse-led interventions for short-term weight loss in adults
• Nursing home adjusted Living Experience Surveys: measuring resident satisfaction and quality of life
• Identification and characterization of health disparities among LGBT elders in long-term care facilities
• Role of nurses in the early detection and management of cancer diagnosis
• Effects of delegation on nurse burnout, patient safety, and coordination of care
• The use of technology in home health care: a study of patient and nurse perspectives11. The impact of nurse staffing on patient safety
• Effectiveness of Nurse-led interventions for promoting healthy physical Activity in hospitalized patients.
• The role of nurses in the development and implementation of evidence-based pain management guidelines
• Effectiveness of patient-centred communication interventions to reduce bed sores in nursing home residents
• Identification and characterization of best practices for providing hospice care
• Nurse-led stress reduction interventions for long-term care staff
• Nurses’ perceptions of work-life balance: a qualitative study
• Development and  evaluation of a web-based tool to support caregiver adherence to oral health care  guidelines among long-term care residents
• Effects of sleep deprivation on nurses’ cognitive performance, satisfaction with work, and daytime sleepiness
• A study exploring the  association between nurse  staffing levels and rates of infection in a university hospital setting
• A qualitative study exploring how  nurses manage  transitions from inpatient to outpatient settings
• The use of  social media by nurses in an acute hospital  setting
• Nurses’ experiences with burnout: a cross-sectional study
• Nurse preparedness for pandemic influenza: an examination of the role of  professional development
• The use of telehealth in long-term  care settings:  a study of nurses’ experiences
• Nurses’ experiences with  chronic pain:  a qualitative study
• The impact of the Affordable Care Act on the workforce and nursing
• Nursing care plans  for patients with dementia: a systematic review
• Implementation of evidence-based interventions for preventing  falls in older adults  living in long-term care facilities
• Nurse staffing and  quality of patient care:  a cross-sectional study
• Use of  social media  by nurses during preoperative assessment
• Nurses’ perceptions of resident safety in an acute hospital setting: a qualitative study
• The effects of nurse staffing on patient satisfaction and outcomes in an acute hospital setting
• A comparative study investigating the use of videoconferencing  among nurses  in different specialties
• A qualitative study exploring how  nurse educators use technology to engage students in online learning  environments
• Examining the effect on patient safety when using electronic health records to order medications on off-hours
• Nurse staffing, work demands, and burnout in neonatal intensive care units 38. Factors that predict nurses’ decision to leave their jobs
• Effects of nurse-led interventions to improve care for  veterans with chronic pain
• The use of wearable technology in hospitals: a systematic review
• Review and assessment of technologies used to support nurses during surgery
• Nursing care plans  for patients with cancer: a systematic review
• Nurse-led interventions to prevent falls in older adults living in  long-term care facilities:  a systematic review
• The use of electronic health records to  inform clinical  decision making: a systematic review
• Implementation of evidence-based interventions to  improve patient  safety in hospitals
• A qualitative study exploring how nurses use technology in the workplace
• Factors influencing  nurse satisfaction  with their work and workplace culture
• Identification and assessment of best practices for preoperative  patient communication in the surgical setting
• Effectiveness of nurse-led stress reduction interventions on nurses’ burnout
• Nurse staffing, workload, and burnout in intensive care units: a cross-sectional study
• There are many other nursing research proposal  topics that can be explored in order to improve patient care .

Some additional potential nursing research proposal topics include:

• Assessing the effectiveness of nurse-led interventions for reducing readmissions among hospitalized patients
• Evaluating the impact of nurse call patterns on patient safety
• Analyzing the influence of nurse staffing levels on patient outcomes
• Determining the best methods for measuring patient satisfaction with nurse care
• Studying the  factors influencing  nurse decision making
• Investigating the feasibility and  effectiveness of using remote patient monitoring technology to improve patient care

DNP Research proposal topics

There are countless  nursing research  proposal topics that could be explored in a doctoral or post-doctoral program. Below is a list of some DNP Research proposal topics consider:

• Investigating the feasibility and effectiveness of using remote patient monitoring technology to improve patient care
• The effect of sleep deprivation on nurses
• The use of technology in nursing care
• Investigating the relationship between patient satisfaction and nurse retention
• Studying nutrition-related issues in the context of nursing
• Assessing the impact  of patient satisfaction on nurse recruitment and retention
• The relationship between patient satisfaction and nurse retention
• Investigating the feasibility of using remote patient monitoring technology in healthcare settings
• Evaluating the impact of patient satisfaction on nurse retention
• Research the best methods for measuring patient satisfaction with nurse care
• Studying the feasibility of using remote patient monitoring technology in healthcare settings

Check out the additional DNP Research proposal topics as suggested by a Nursing Instructor

• Nursing research  on dementia care
• Nursing research on neonatal intensive care unit (NICU) management
• Nursing research on palliative care
• Nursing research on wound healing and reconstruction 5.  Nursing research on pediatric health  nursing
• Nursing research on geriatric care
• Nursing research on pharmacology for nursing
• Nursing research on infection control in the acute care setting
• Nursing research on nutrition for nursing
• The  Effect of Health Education on Patient Outcomes
• Development and Evaluation of Nursing Intervention  Programs
• Assessment of Patient Satisfaction with  Nursing Services
• Advocating for  Improved Patient-Nurse Communication
• Assessing the Effectiveness of Interventions to Address Nurses’ Burnout
• Investigating the Relationship between Nurse workload and Patient outcomes7. Evaluating the Impact of Technology on Nursing Care
• Investigating the Relationship between Professionalism and Patient Outcomes
• Studying Nutrition-Related Issues in the Context of Nursing
• Evaluating Patient-Nurse Interactions in the Context of Home Health Services

The list of DNP Research proposal topics above should guide you in creating a Research proposal.

Current Nursing research proposal topics

Nursing research proposal topics  can vary greatly, depending on the type of research you’re looking to conduct. Some common topics include:

• The effects of sleep deprivation on nurses
• The effect of patient communication skills on nurses’ outcomes
• How to improve patient safety in nursing care
• How to reduce readmissions among hospitalized patients
• Study the feasibility of using remote patient monitoring technology in healthcare settings
• Evaluate the impact of patient satisfaction on nurse recruitment and retention
• Evaluate the impact of nurse staffing levels on patient outcomes
• Research the feasibility of using remote patient monitoring technology in healthcare  settings
• Research the impact of patient satisfaction on nurse recruitment and retention
• Opioid use in the elderly
• Preterm birth and neonatal care
• Mobile health technology in nursing
• Nursing home  quality improvement
• The impact of social media on nursing

Nursing research proposal topics can vary greatly, so it’s important to select a  topic that is of interest to you and that will help you to improve patient care .

Nursing research proposal writing tips

When  preparing your nursing  research proposal, it’s important to keep the following tips in mind:

• Be organized

Planning and organizing your data will make your research proposal more concise and easier to read. Start by identifying the specific question you want to answer, and then list all the relevant sources that you consulted in order to reach your conclusions. Use headings and subheadings to help organize your information , and be sure to include detailed citations for all sources used.

• Use effective writing techniques

To produce a well-written research proposal, use effective writing techniques such as strong thesis statements , clear language, and well-organized data. You should also make use of persuasive arguments, vivid descriptions, and concrete  examples in order to make your case for the proposed study .

• Include references

In order for your nursing research proposal to be accepted, it  must include references  from reliable sources that support your findings. Always cite the source where you obtained the data presented in your proposal, as well as any other sourcesthat you used in order to support your arguments.

• Make sure your proposal is properly formatted

Your nursing research proposal should be properly formatted and error-free in order to be accepted for review. Always use the correct style and grammar when writing, and make sure all data is properly referenced. avoid using excessive jargon or acronyms, and try to keep your presentation as concise as possible.

• Submit your proposal well in advance of the deadline

The sooner you submit your proposal, the better chance you have of being accepted for review. Make sure to follow the submission guidelines outlined by the journal you are submitting to, as well as the submission system specific to that journal .

Nursing Research Proposal Examples

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• Evidence-Based Practice Project Proposal

In this article, we will provide you with some  ideas for nursing research proposal topics  that can be used in any discipline. Whether you are interested in studying public  health issues or improving patient care  through innovative research methods, there is likely something on this list that appeals to you. So get started on your Nursing Research Proposal now by  placing an order  with us.

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Best Nursing Research Topics for Students

What is a nursing research paper.

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

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

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

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

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

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

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

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

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

About Nursing Research Papers

When do nursing students write research papers.

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

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

Do Nursing Students Conduct Original Research?

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

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

Example Research Project Scenario:

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

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

What Does a Nursing Research Paper Include?

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

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

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

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

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

How to Choose a Nursing Research Topic

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

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

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

The Best Research Topics for Nursing Students

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

1. Clinical Nursing Research Topics

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

2. Community Health Nursing Research Topics

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

3. Nurse Education Research Topics

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

4. Mental Health Nursing Research Topics

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

5. Pediatric Nursing Research Topics

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

6. The Nursing Profession Research Topics

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

Tips for Writing a Nursing Research Paper

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

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

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

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

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

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

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

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

Helpful Nursing Research Writing Resources:

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

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

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

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

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

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

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Nurses play an important role in the healthcare industry. They are the ones that take care of the patients, administer medicines, keep a check on their vitals, and communicate with the doctors regarding the health of the patients. If you have chosen this noble profession you are going to become the backbone of the healthcare industry and have invested a lot in your education, especially with nursing research paper.

Nursing is a highly demanding career involving many roles and responsibilities. If you are pursuing a degree in nursing you will have to put in a lot of time and effort. As a part of your curriculum, you will have to submit a large number of projects and assignments including reports, thesis, essays, etc. You will also have to write a nursing research paper for each of your classes.

Writing a research paper helps you learn how to organize information, document research, manage your time and write professionally. Nurses need to learn how to communicate effectively while writing as they have to document a patient’s medical history.

A nursing research paper like any other research paper is used to assess your knowledge, research capabilities, and analytical skills. It can be argumentative, expository, or analytical and consists of an introduction, the body of the paper, and a conclusion.

Introduction of a Nursing Research Paper

The introduction of a research paper is important as a good introduction will encourage the reader to continue to the main parts of the research paper. A well-written introduction gives you the chance to make a good first impression. If the introduction is disorganized and filled with errors, the reader will feel disoriented and confused. 

Read on to find out how to write the best introduction for a nursing assessment research paper.

Before learning how to write an introduction, you need to understand what the introduction of your paper should accomplish. The introduction of your nursing research paper should fulfill the following responsibilities

• Grab the attention of your reader
• Introduce the topic
• State the theses
• Explain the relevance of the study
• Outline the main points of the research

Steps for writing the best introduction for a nursing research paper

1. Introducing the topic

When you start by introducing the topic of your research paper you need to tell your readers what the topic is and how it is important. You need to make your readers interested so that they are hooked to your paper. You can engage your audience by opening the introduction with a compelling story or a thought-provoking question. You can also include a quotation, a statistic, or an anecdote.

Though grabbing the attention is important, do not forget to convey the relevance of the topic while trying to make the introduction appear catchy. A simple way to emphasize the importance of your research is to highlight the benefits it has. This way the reader focuses on the positives of the research. 

2. Setting the background

The background will differ depending upon the nature of the research paper. If your research paper is empirical then you can provide an overview of relevant research already done on the topic and establish how your research differs from them.

While doing so you can also state the limitations or gaps in the previous research that you plan on filling. You can refer to the available literature for this but should refrain from the formal literature review in the introduction section. This will show your awareness of previous research as well. 

On the other hand, if your research paper is argumentative, you can just narrow down your topic and provide a general background to set the context. Remember this is only the introduction and if your paper needs more background information you can include it in the main body of the paper. 

3. Stating the research problem

The next step is establishing your research problem. You need to convince the reader how your work helps to address the research question. You can demonstrate how your research can fill gaps or limitations of any previous work on the same topic. The contribution your work can bring to the existing knowledge on the subject can be pointed out here. 

4. Specifying the objectives of the paper

Now you specify what you intend to achieve as a result of the research. You can either present a thesis statement or propose a research question with a hypothesis. A thesis statement should not be of more than one to two sentences and should only state your position on the topic with any specific arguments. 

5. Outlining the structure of the paper

The last part of the introduction is reserved for giving a brief overview of the research paper. Describing the structure of the paper makes it easier for the reader to understand the flow. You can also highlight the important points that you intend to make in the paper. If your paper strays away from the usual structure of introduction, body, and conclusion, providing an outline becomes important.

6. Citing the sources

If you have referred to any literature in the introduction section make sure to cite all the sources correctly. Missing out on giving credit or wrongly citing a source can land you in trouble. You can use the referencing style followed by your institute or any academically approved referencing style such as Chicago, APA, MLA, Harvard, etc.  TutorBin can provide you access to professionals who are experts in writing nursing research papers.

Though the introduction is at the beginning of every research, you can write it at the end or revisit it after completing the paper. This will make it more compelling and will be easier for you to write. 

Nursing paper help with TutorBin

Still, struggling with writing the perfect introduction for your nursing research paper? Just get in touch with TutorBin for high-quality assignment help with your research paper. These experts can write a brilliant introduction for your research paper on a variety of topics. The research writing service offered by TutorBin is sure to get you good grades, save time, and will fit your budget. 

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

A qualitative study of nursing student experiences of clinical practice

• Farkhondeh Sharif 1 &
• Sara Masoumi 2  

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

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

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

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

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

Peer Review reports

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

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

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

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

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

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

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

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

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

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

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

How do you feel about nursing in general?

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

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

Which clinical experiences did you find enjoyable?

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

What do nursing students worry about regarding clinical experiences?

How do you think clinical experiences can be improved?

What is your expectation of clinical experiences?

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

Data analysis

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

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

Listening to the tape and transcribing the content of the tape

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

Parts of words

Non-verbal communication, gestures and behavior...

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

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

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

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

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

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

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

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

Ethical considerations

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

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

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

Initial clinical anxiety

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

One of the students said:

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

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

One of the students expressed:

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

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

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

One of the students reported:

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

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

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

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

Theory-practice gap

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

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

Another student mentioned:

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

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

Clinical supervision

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

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

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

Another student added:

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

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

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

Professional role

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

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

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

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

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

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

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

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

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

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

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

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Acknowledgements

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

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

Farkhondeh Sharif

English Department, Shiraz University, Shiraz, Iran

Sara Masoumi

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

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

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Received : 10 June 2005

Accepted : 09 November 2005

Published : 09 November 2005

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

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King’s Conceptual System Theory in Nursing Research Paper

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Introduction

Conceptual systems, goal attainment, clinical quality problem, practice quality improvement initiative, quality committee employment of king’s theory, additional theory.

Various evidence-nursing theories are implemented in practice to define the nursing scope. King’s Conceptual System theory is one correlating to achieving set goals. Namely, the framework highlights that setting and achieving goals requires communication and a mutual objective between the nurse and the patient. Through interactions and communication, the care provider and the patient can find a common denominator regarding treatment objectives and put efforts toward obtaining the said goal. However, for the plans to coincide between those defined by the nurse and the patient, communication is critical. This will facilitate a better understanding of the factors that impact how the care receiver operates and what motivates them. In this paper, King’s Conceptual System Theory will be discussed from the perspective of its systems, its influence on goal attainment, employment in clinical quality circumstances, and additional theories to improve the quality of practice.

King’s theory implies the presence of a set of systems that impact behavior. Namely, the framework developed by Imogene King is based on the influences of the personal, interpersonal, and social systems (Smith & Parker, 2020). The personal system comprises the notions of perception, self, development, body image, learning, time, personal space, and coping. Perception defines how the patient interprets the given information. Self, on the other hand, relates to the definition the patient uses to define themselves as individuals. Development is the action that leads to self-perception. Body image highlights one’s reaction to their physical appearance, and learning is linked to the conceptualization of a state. Time and space correlate with duration and a comfortable distance, respectively. Last but not least, coping is the strategy for dealing with stress.

The interpersonal system goes beyond the “self” and comprises interactions with other people. Namely, the term highlights how the person communicates with other individuals, interacts in a social situation, the role that the care provider takes during said interaction, potential stress following the communication, and the interactive process in which the person connects with the environment (Song & Kim, 2023). Furthermore, the social system exceeds personal perceptions and interactions with others. The term is applied to exemplify the larger group linked to the patient or the goal. Namely, it comprises workplaces as well as healthcare, religious, or educational systems and authorities. Thus, the theory implies that goal attainment relates to one’s personal system, for example, one’s perception of self, interpersonal – comprised of family members, and social – comprised of coworkers.

King’s theory highlights the relationship between the care provider and the patient concerning achieving objectives. Namely, the framework is built with the consideration of the interconnection between the nurse and the individual requiring assistance (Fronczek, 2021). Namely, the nurse participates in the patient’s assessment, diagnosis, and evaluation of whether the health goals will be attained based on the previous analysis. Specifically, goal attainment starts during the assessment when the nurse uses communicative skills to inquire and learn about the patient’s personal, interpersonal, and social systems. Furthermore, the theory implies that nursing diagnosing is the following step in which the healthcare provider determines the challenges that the patient is willing to solve. Last but not least, the evaluation is the stage in which it is determined which goals will be attained by the patient and to what extent. The theory implies that the nurse is focused on providing patient-centered care as the goals of each individual patient are different and require an individualistic approach.

Various clinical quality problems can be identified as issues that negatively impact patient safety as well as the goals and values of the institution responsible for said patient. One of them is a high rate of occurrence of bed sores. Pressure ulcers are skin impairments that are linked to the patient’s limited mobility. However, through effective nursing diagnosis, which is one of the steps highlighted in King’s theory, injuries can be prevented (Wood et al., 2019). For example, the nurse communicates with the patient and determines that they lack physical activity, have had an injury that prevents them from being active, or have a sedentary lifestyle. As a result of said communication, the nurse can set a goal of presenting pressure ulcers both by monitoring the patient and providing care as well as by motivating the individual to be physically active if possible. Moreover, the goal correlates with the hospital’s objectives, as pressure ulcers are unsafe and lead to prolonged hospital stays (Wood et al., 2019). Thus, the goals of the nurse, which is to improve patient well-being, align with the goals of the patient who wants to avoid pain and correlate with the objective of the facility, which is to shorten hospital stays. As a result, it can be highlighted that King’s theory can, indeed, be applied when defining a clinical quality problem, such as a lack of safety mechanisms for pressure ulcer prevention and treatment.

Within the personal clinical practice, King’s theory can, indeed, be applied to improve specific quality improvement initiatives. Specifically, it appears that the goal attainment framework can be employed during the provision of discharge instructions. According to researchers, patients who have not been provided with enough information that they can retain and adhere to in regard to their conditions and prevention measures encounter more negative health outcomes (DeSai et al., 2021). The framework allows for the determination of the patient’s influences and, as a result, the goals that are more likely to be achieved. Thus, in care, the individual is to increase physical activity, and the nurse can determine in which ways said objective could be approached. Under the circumstances that the patient is, for example, a member of a church group, the nurse can provide instructions on the benefits of volunteering while walking or joining an activity with fellow church members. A patient who is more likely to be isolated may follow online exercises and workouts depending on the condition that is to be prevented or addressed. Similarly, a patient with body image issues may be motivated by physical activity linked to weight loss, which would similarly lead to goal attainment. On the other hand, discharge instructions may be provided to a spouse or caretaker in case the patient is more likely to be motivated by people close to them. This highlights that the theory aligns with patient-centered care as it accounts for individual cases and motivations that differ from person to person. A nurse would, therefore, be aware of the best possible measures that can be applied when preparing the patient for discharge.

The quality committee is responsible for monitoring both organizational processes and outcomes. One of the elements that are linked to the quality of care is patient-centered care (Oldland et al., 2020). Namely, the committee ensures that each patient is being approached based on personal wishes, cultural preferences, and needs. As highlighted prior, King’s goal attainment theory is, indeed, one of the approaches correlating with the principles of patient-centered care as it emphasizes the importance of communication (Park, 2021). The quality committee may exercise an assessment by seeking feedback on communication with nurses. For example, the circumstances that can be examined are whether the health goal was achieved. Since the facility’s goals are to ensure patient safety, be financially efficient, and establish regulatory measures that generate success, patient goal attainment aligns with all of the aforementioned values. Thus, the quality committee can align the outcomes with King’s Conceptual Model simply by determining whether the patient’s targets were reached as a result of treatment.

A variety of additional nursing theories can be applied to improve the quality of practice initiatives. Namely, the initiative mentioned previously, which is improved discharge instruction provision, can be addressed through Orem’s Self-Care Deficit Theory. The framework highlights that in order for a patient’s recovery to be successful, the patients themselves are to participate in it and have a level of independence over their efforts toward improved well-being (Smith & Parker, 2020). Thus, a patient who is able to perform certain tasks, such as hygiene or mobility actions, does not require the assistance of a nurse and would likely succeed without the involvement of care providers in each step of the recovery.

King’s Conceptual System Theory is the nursing theory in which the patient’s goals are exemplified based on the systems influencing them. Namely, each individual is bound to personal, interpersonal, and social circumstances that can either maximize or minimize health goal attainment. The goal of the nurse, on the other hand, is patient well-being, and it can be achieved by communicating and understanding the elements that lead to behavioral changes in said individual. The model can be applied to improve the quality of care as well as practice initiatives as it correlates with the value of patient-centered care and considers the differences between people’s needs and preferences. A framework that likewise can be applied to quality improvement is Orem’s Self-Care Deficit Theory which emphasizes the importance of patient participation in care.

DeSai, C., Janowiak, K., Secheli, B., Phelps, E., McDonald, S., Reed, G., & Blomkalns, A. (2021). Empowering patients: Simplifying discharge instructions . BMJ Open Quality , 10 (3). Web.

Fronczek, A. E. (2021). Ushering in a new era for King’s conceptual system and theory of goal attainment . Nursing Science Quarterly , 35 (1), 89–91. Web.

Oldland, E., Botti, M., Hutchinson, A. M., & Redley, B. (2020). A framework of nurses’ responsibilities for Quality Healthcare — exploration of content validity . Collegian , 27 (2), 150–163. Web.

Park, B. M. (2021). Effects of nurse-led intervention programs based on goal attainment theory: A systematic review and meta-analysis . Healthcare , 9 (6), 699. Web.

Smith, M. C., & Parker, M. E. (2020). Nursing theories and nursing practice (5th ed.). F.A. Davis.

Song, M. O., & Kim, S. (2023). The experience of patient safety error for nursing students in covid-19: Focusing on King’s conceptual system theory . International Journal of Environmental Research and Public Health , 20 (3), 2741. Web.

Wood, J., Brown, B., Bartley, A., Margarida Batista Custódio Cavaco, A., Roberts, A. P., Santon, K., & Cook, S. (2019). Reducing pressure ulcers across multiple care settings using a collaborative approach . BMJ Open Quality , 8 (3). Web.

• Essential Nursing Skills in a Patient-Centered Care Approach
• Family/Patient-Centered Care: A Letter
• The Patient-Centered Nursing: Application of Theory
• Change in Nursing Practice: Communicating with Stakeholders
• The Nurse-to-Patient Ratios in Acute Care Setting
• A Change Acton Plan: BayCare Case
• Organizational Change at BayCare Health System
• Discussion: Leadership in Nursing
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• Chicago (N-B)

IvyPanda. (2024, June 2). King’s Conceptual System Theory in Nursing. https://ivypanda.com/essays/kings-conceptual-system-theory-in-nursing/

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IvyPanda . 2024. "King’s Conceptual System Theory in Nursing." June 2, 2024. https://ivypanda.com/essays/kings-conceptual-system-theory-in-nursing/.

1. IvyPanda . "King’s Conceptual System Theory in Nursing." June 2, 2024. https://ivypanda.com/essays/kings-conceptual-system-theory-in-nursing/.

Bibliography

IvyPanda . "King’s Conceptual System Theory in Nursing." June 2, 2024. https://ivypanda.com/essays/kings-conceptual-system-theory-in-nursing/.