research about nursing course

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• Published: 16 May 2024

Competency gap among graduating nursing students: what they have achieved and what is expected of them

• Majid Purabdollah 1 , 2 ,
• Vahid Zamanzadeh 2 , 3 ,
• Akram Ghahramanian 2 , 4 ,
• Leila Valizadeh 2 , 5 ,
• Saeid Mousavi 2 , 6 &
• Mostafa Ghasempour 2 , 4  

BMC Medical Education volume  24 , Article number:  546 ( 2024 ) Cite this article

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Nurses’ professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good guide for nursing education institutions to improve their educational practices.

In a descriptive-comparative study, students’ perception of acquired competencies and expected competencies from the perspective of the Iranian nursing faculties were collected with two equivalent questionnaires consisting of 85 items covering 17 competencies across 5 domains. A cluster sampling technique was employed on 721 final-year nursing students and 365 Iranian nursing faculties. The data were analyzed using descriptive statistics and independent t-tests.

The results of the study showed that the highest scores for students’ acquired competencies and nursing faculties’ expected competencies were work readiness and professional development, with mean of 3.54 (SD = 0.39) and 4.30 (SD = 0.45), respectively. Also, the lowest score for both groups was evidence-based nursing care with mean of 2.74 (SD = 0.55) and 3.74 (SD = 0.57), respectively. The comparison of competencies, as viewed by both groups of the students and the faculties, showed that the difference between the two groups’ mean scores was significant in all 5 core-competencies and 17 sub-core competencies ( P  < .001). Evidence-based nursing care was the highest mean difference (mean diff = 1) and the professional nursing process with the lowest mean difference (mean diff = 0.70).

The results of the study highlight concerns about the gap between expected and achieved competencies in Iran. Further research is recommended to identify the reasons for the gap between the two and to plan how to reduce it. This will require greater collaboration between healthcare institutions and nursing schools.

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Introduction| Background

Nursing competence refers to a set of knowledge, skills, and behaviors that are necessary to successfully perform roles or responsibilities [ 1 ]. It is crucial for ensuring the safe and high-quality care of patients [ 2 , 3 , 4 , 5 ]. However, evaluating nursing competence is challenging due to the complex, dynamic, and multi factorial nature of the clinical environment [ 3 ]. The introduction of nursing competencies and their assessment as a standard measure of clinical performance at the professional level has been highlighted by the Association of American Colleges of Nursing [ 6 , 7 ]. As a result, AACN (2020) introduces competence assessment as an emerging concept in nursing education [ 7 ].

On the other hand, the main responsibility of nursing education is to prepare graduates who have the necessary competencies to provide safe and quality care [ 3 ]. Although it is believed that it is impossible to teach everything to students, acquiring some competencies requires entering a real clinical setting and gaining work experience [ 8 ]. However, nursing students are expected to be competent to ensure patient safety and quality of care after graduation [ 9 ]. To the extent that the World Health Organization (WHO), while expressing concern about the low quality of nursing education worldwide, has recommended investing in nursing education and considers that the future to require nurses who are theoretically and clinically competent [ 5 ]. Despite efforts, the inadequate preparation of newly graduated nursing students and doubts about the competencies acquired in line with expectations to provide safe care for entering the nursing setting have become a global concern [ 10 , 11 , 12 , 13 ]. The results of studies in this field are different. The results of Amsalu et al. showed that the competence of newly graduated nursing students to provide quality and safe care was not satisfactory [ 14 ]. Some studies have also highlighted shortcomings in students’ “soft” skills, such as technical competency, critical thinking, communication, teamwork, helping roles, and professionalism [ 15 ]. Additionally, prior research has indicated that several nursing students have an unrealistic perception of their acquired competencies before entering the clinical setting and they report a high level of competence [ 2 ]. In other study, Hickerson et al. showed that the lack of preparation of nursing students is associated with an increase in patient errors and poor patient outcomes [ 16 ]. Some studies also discussed nursing competencies separately; Such as patient safety [ 17 ], clinical reasoning [ 18 ], interpersonal communication [ 19 ], and evidence-based care competence [ 20 ].

On the other hand, the growing need for safe nursing care and the advent of new educational technologies, the emergence of infectious diseases has increased the necessity of nursing competence. As a result, the nursing profession must be educated to excellence more than ever before [ 5 , 21 , 22 ]. Therefore, the self-assessment of students’ competence levels as well as the evaluation of nursing managers about the competencies expected from them is an essential criterion for all healthcare stakeholders, educators, and nursing policymakers to ensure the delivery of safe, and effective nursing care [ 9 , 23 , 24 ].

However, studies of nurse managers’ perceptions of the competence of newly graduated nursing students are limited and mostly conducted at the national level. Hence, further investigation is needed in this field [ 25 , 26 ]. Some other studies have been carried out according to the context and the needs of societies [ 3 , 26 , 27 , 28 ]. The results of some other studies in the field of students’ self-assessment of perceived competencies and managers’ and academic staff’s assessment of expected competency levels are different and sometimes contradictory, and there is the “academic-clinical gap” between expected and achieved competencies [ 25 , 29 , 30 ]. A review of the literature showed that this gap has existed for four decades, and the current literature shows that it has not changed much over time. The academe and practice settings have also been criticized for training nurses who are not sufficiently prepared to fully engage in patient care [ 1 ]. Hence, nursing managers must understand the expected competencies of newly graduated students, because they have a more complete insight into the healthcare system and the challenges facing the nursing profession. Exploration of these gaps can reveal necessities regarding the work readiness of nursing graduates and help them develop their competencies to enter the clinical setting [ 1 , 25 ].

Although research has been carried out on this topic in other countries, the educational system in those countries varies from that of Iran’s nursing education [ 31 , 32 ]. Iran’s nursing curriculum has tried to prepare nurses who have the necessary competencies to meet the care needs of society. Despite the importance of proficiency in nursing education, many nursing graduates often report feeling unprepared to fulfill expected competencies and they have deficiencies in applying their knowledge and experience in practice [ 33 ]. Firstly, the failure to define and identify the expected competencies in the nursing curriculum of Iran led to the absence of precise and efficient educational objectives. Therefore, it is acknowledged that the traditional nursing curriculum of Iran focuses more on lessons organization than competencies [ 34 ]. Secondly, insufficient attention has been given to the scheduling, location, and level of competencies in the nursing curriculum across different semesters [ 35 ]. Thirdly, the large volume of content instead of focusing on expected competencies caused nursing graduates challenged to manage complex situations [ 36 ]. Therefore, we should not expect competencies such as critical thinking, clinical judgment, problem-solving, decision-making, management, and leadership from nursing students and graduates in Iran [ 37 ]. Limited research has been conducted in this field in Iran. Studies have explored the cultural competence of nursing students [ 38 ] and psychiatric nurses [ 39 ]. Additionally, the competence priorities of nurses in acute care have been investigated [ 40 ], as well as the competency dimensions of nurses [ 41 ].

In Iran, after receiving the diploma, the students participate in a national exam called Konkur. Based on the results of this exam, they enter the field of nursing without conducting an aptitude test interview and evaluating individual and social characteristics. The 4-year nursing curriculum in Iran has 130 units including 22 general, 54 specific, 15 basic sciences, and 39 internship units. In each semester, several workshops are held according to the syllabus [ 42 ]. Instead of the expected competencies, a list of general competencies is specified as learning outcomes in the program. Accepted students based on their rank in the exam and their choice in public and Islamic Azad Universities (non-profit), are trained with a common curriculum. Islamic Azad Universities are not supported by government funding and are managed autonomously, this problem limits the access to specialized human resources and sufficient educational fields, and the lower salaries of faculty members in Azad Universities compared to the government system, students face serious challenges. Islamic Azad Universities must pay exorbitant fees to medical universities for training students in clinical departments and medical training centers, doubling these Universities’ financial problems. In some smaller cities, these financial constraints cause students to train in more limited fields of clinical training and not experience much of what they have learned in the classroom in practice and the real world of nursing. The evaluation of learners in the courses according to the curriculum is based on formative and summative evaluation with teacher-made tests, checklists, clinical assignments, conferences, and logbooks. The accreditation process of nursing schools includes two stages internal evaluation, which is done by surveying students, professors and managers of educational groups, and external accreditation is done by the nursing board. After completing all their courses, to graduate, students must participate in an exam called “Final”, which is held by each faculty without the supervision of an accreditation institution, the country’s assessment organization or the Ministry of Health, and obtain at least a score of 10 out of 20 to graduate.

Therefore, we conducted this comprehensive study as the first study in Iran to investigate the difference between the expected and perceived competence levels of final year nursing students. The study’s theoretical framework is based on Patricia Benner’s “From Novice to Expert” model [ 43 ].

Materials and methods

The present study had the following three objectives:

Determining self-perceived competency levels from the perspective of final year nursing students in Iran.

Determining expected levels of competency from the perspective of nursing faculties in Iran.

To determine the difference between the expected competencies from the perspective of nursing faculties and the achieved competencies from the perspective of final-year nursing students.

This study is a descriptive-comparative study.

First, we obtained a list of all nursing schools in the provinces of Iran from the Ministry of Health ( n  = 31). From 208 Universities, 72 nursing schools were randomly selected using two-stage cluster sampling. Among the selected faculties, we chose 721 final-year nursing students and 365 nursing faculties who met the eligibility criteria for the study. Final-year nursing students who consented to participate in the study were selected. Full-time faculty members with at least 2 years of clinical experience and nurse managers with at least 5 years of clinical education experience were also included. In this study, nursing managers, in addition to their educational roles in colleges, also have managerial roles in the field of nursing. Some of these roles include nursing faculty management, nursing board member, curriculum development and review, planning and supervision of nursing education, evaluation, and continuous improvement of nursing education. The selection criteria were based on the significant role that managers play in nursing education and curriculum development [ 44 ]. Non-full-time faculty members and managers without clinical education experience were excluded from the study.

The instrument used in this study is a questionnaire developed and psychometrically tested in a doctoral nursing dissertation [ 45 ]. To design the tool, the competencies expected of undergraduate nursing students in Iran and worldwide were first identified through a scoping review using the methodology recommended by the Joanna Briggs Institute (JBI) and supported by the PAGER framework. Summative content analysis by Hsieh and Shannon (2005) was used for analysis, which included: counting and comparing keywords and content, followed by interpretation of textual meaning. In the second step, the results of the first step were used to create tool statements. Then the validity of the instrument was checked by face validity, content validity (determination of the ratio and index of content validity), and validity of known groups. Its reliability was also checked by internal consistency using Cronbach’s alpha method and stability using the test-retest method. The competency questionnaire comprises 85 items covering 17 competencies across 5 domains: “individualized care” (4 competencies with 21 items), “evidence-based nursing care” (2 competencies with 10 items), “professional nursing process” (3 competencies with 13 items), “nursing management” (2 competencies with 16 items), and “work readiness and professional development” (6 competencies with 25 items) [ 45 ]. “The Bondy Rating Scale was utilized to assess the competency items, with ratings ranging from 1 (Dependent) to 5 (Independent) on a 5-point Likert scale [ 46 ]. The first group (nursing students) was asked to indicate the extent to which they had acquired each competency. The second group (nursing faculties) was asked to specify the level to which they expected nursing students to achieve each competency.

Data collection

First, the researcher contacted the deans and managers of the selected nursing schools by email to obtain permission. After explaining the aims of the study and the sampling method, we obtained the telephone number of the representative of the group of final year nursing students and also the email of the faculty members. The representative of the student group was then asked to forward the link to the questionnaire to 10 students who were willing to participate in the research. Informed consent for students to participate in the online research was provided through the questionnaires, while nursing faculty members who met the eligibility criteria for the study received an informed consent form attached to the email questionnaire. The informed consent process clarified the study objectives and ensured anonymity of respondent participation in the research, voluntary agreement to participate and the right to revoke consent at any time. An electronic questionnaire was then sent to 900 final year nursing students and 664 nursing faculties (from 4 March 2023 to 11 July 2023). Reminder emails were sent to nursing faculty members three times at two-week intervals. The attrition rate in the student group was reported to be 0 (no incomplete questionnaires). However, four questionnaires from nursing faculty members were discarded because of incomplete responses. Of the 900 questionnaires sent to students and 664 sent to nursing faculties, 721 students and 365 nursing faculty members completed the questionnaire. The response rates were 79% and 66% respectively.

Data were analyzed using SPSS version 22. Frequencies and percentages were used to report categorical variables and mean and standard deviations were used for quantitative variables. The normality of the quantitative data was confirmed using the Shapiro-Wilk and Skewness tests. An independent t-test was used for differences between the two groups.

Data analysis revealed that out of 721 students, 441 (61.20%) was female. The mean and deviation of the students’ age was 22.50 (SD = 1.21). Most of the students 577 (80%) were in their final semester. Also, of the total 365 faculties, the majority were female 253 (69.31%) with a mean of age 44.06 (SD = 7.46) and an age range of 22–65. The academic rank of most nursing faculty members 156 (21.60%) was assistant professor (Table  1 ).

The results of the study showed that in both groups the highest scores achieved by the students and expected by the nursing faculty members were work readiness and professional development with a mean and standard deviation of 3.54 (0.39) and 4.30 (0.45) respectively. The lowest score for both groups was also evidence-based nursing care with a mean and standard deviation of 2.74 (0.55) for students and 3.74 (0.57) for nursing faculty members (Table  2 ).

Also, the result of the study showed that the highest expected competency score from the nursing faculty members’ point of view was the safety subscale. In other words, faculty members expected nursing students to acquire safety competencies at the highest level and to be able to provide safe care independently according to the rating scale (Mean = 4.51, SD = 0.45). The mean score of the competencies achieved by the students was not above 3.77 in any of the subscales and the highest level of competency achievement according to self-report of students was related to safety competencies (mean = 3.77, SD = 0.51), preventive health services (mean = 3.69, SD = 0.79), values and ethical codes (mean = 3.67, SD = 0.77), and procedural/clinical skills (mean = 3.67, SD = 0.71). The other competency subscales from the perspective of the two groups are presented in Table  3 , from highest to lowest score.

The analysis of core competencies achieved and expected from both students’ and nursing faculty members’ perspectives revealed that, firstly, there was a significant difference between the mean scores of the two groups in all five core competencies ( P  < .001) and that the highest mean difference was related to evidence-based care with mean diff = 1 and the lowest mean difference was related to professional care process with mean diff = 0.70 (Table  4 ).

Table  5 indicates that there was a significant difference between the mean scores achieved by students and nursing faculty members in all 5 core competencies and 17 sub-core Competencies ( p  < .001).

The study aimed to determine the difference between nursing students’ self-perceived level of competence and the level of competence expected of them by their nursing faculty members. The study results indicate that students scored highest in work readiness and professional development. However, they were not independent in this competency and required support. The National League for Nursing (NLN) recognizes nursing professional development as the goal of nursing education programs [ 47 ] However, Aguayo-Gonzalez [ 48 ] believes that the appropriate time for professional development is after entering a clinical setting. This theme includes personal characteristics, legality, clinical/ procedural skills, patient safety, preventive health services, and mentoring competence. Personality traits of nursing students are strong predictors of coping with nursing stress, as suggested by Imus [ 49 ]. These outcomes reflect changes in students’ individual characteristics during their nursing education. Personality changes, such as the need for patience and persistence in nursing care and understanding the nurse identity prepare students for the nursing profession, which is consistent with the studies of Neishabouri et al. [ 50 ]. Although the students demonstrated a higher level of competence in this theme, an examination of the items indicates that they can still not adapt to the challenges of bedside nursing and to use coping techniques. This presents a concerning issue that requires attention and resolution. Previous studies have shown that nursing education can be a very stressful experience [ 51 , 52 , 53 ].

Of course, there is no consensus on the definition of professionalism and the results of studies in this field are different. For example, Akhtar et al. (2013) identified common viewpoints about professionalism held by nursing faculty and students, and four viewpoints emerged humanists, portrayers, facilitators, and regulators [ 54 ]. The findings of another study showed that nursing students perceived vulnerability, symbolic representation, role modeling, discontent, and professional development are elements that show their professionalism [ 55 ]. The differences indicate that there may be numerous contextual variables that affect individuals’ perceptions of professionalism.

The legal aspects of nursing were the next item in this theme that students needed help with. The findings of studies regarding the legal competence of newly graduated nursing students are contradictory reported that only one-third of nurse managers were satisfied with the legal competence of newly graduated nursing students [ 56 , 57 ]. Whereas the other studies showed that legality was the highest acquired competence for newly graduated nursing students [ 58 , 59 ]. However, the results of this study indicated that legality may be a challenge for newly graduated nursing students. Benner [ 43 ] highlighted the significant change for new graduates in that they now have full legal and professional responsibility for the patient. Tong and Epeneter [ 60 ] also reported that facing an ethical dilemma is one of the most stressful factors for new graduates. Therefore, the inexperience of new graduates cannot reduce the standard of care that patients expect from them [ 60 ]. Legal disputes regarding the duties and responsibilities of nurses have increased with the expansion of their roles. This is also the case in Iran. Nurses are now held accountable by law for their actions and must be aware of their legal obligations. To provide safe healthcare services, it is essential to know of professional, ethical, and criminal laws related to nursing practice. The nursing profession is accountable for the quality of services delivered to patients from both professional and legal perspectives. Therefore, it is a valuable finding that nurse managers should support new graduates to better deal with ethical dilemmas. Strengthening ethical education in nursing schools necessitates integrating real cases and ethical dilemmas into the curriculum. Especially, Nursing laws are missing from Iran’s undergraduate nursing curriculum. By incorporating authentic case studies drawn from clinical practice, nursing schools provide students with opportunities to engage in critical reflection, ethical analysis, and moral deliberation. These real cases challenge students to apply ethical principles to complex and ambiguous situations, fostering the development of ethical competence and moral sensitivity. Furthermore, ethical reflection and debriefing sessions during clinical experiences enable students to discuss and process ethical challenges encountered in practice, promoting self-awareness, empathy, and professional growth. Overall, by combining theoretical instruction with practical application and the use of real cases, nursing schools can effectively prepare future nurses to navigate ethical dilemmas with integrity and compassion.

However, the theme of evidence-based nursing care was the lowest scoring, indicating that students need help with this theme. The findings from studies conducted in this field are varied. A limited number of studies reported that nursing students were competent to implement evidence-based care [ 61 ], while other researchers reported that nursing students’ attitudes toward evidence-based care to guide clinical decisions were largely negative [ 20 , 62 ]. The principal barriers to implementing evidence-based care are lack of authority to change patient care policy, slow dissemination of evidence and lack of time at the bedside to implement evidence [ 10 ], and lack of knowledge and awareness of the process of searching databases and evaluating research [ 63 ]. While the European Higher Education Area (EHEA) framework and the International Council of Nurses Code of Ethics introduce the ability to identify, critically appraise, and apply scientific information as expected learning outcomes for nursing students [ 64 , 65 ], the variation in findings highlights the complexity of the concept of competence and its assessment [ 23 ]. Evidence-Based Nursing (EBN) education for nursing students is most beneficial when it incorporates a multifaceted approach. Interactive workshops play a crucial role, providing students with opportunities to critically appraise research articles, identify evidence-based practices, and apply them to clinical scenarios. Simulation-based learning further enhances students’ skills by offering realistic clinical experiences in a safe environment. Additionally, clinical rotations offer invaluable opportunities for students to observe and participate in evidence-based practices under the guidance of experienced preceptors. Journal clubs foster a culture of critical thinking and ongoing learning, where students regularly review and discuss current research articles. Access to online resources such as databases and evidence-based practice guidelines allows students to stay updated on the latest evidence and best practices. To bridge the gap between clinical practice and academic theory, collaboration between nursing schools and healthcare institutions is essential. This collaboration can involve partnerships to create clinical learning environments that prioritize evidence-based practice, inter professional education activities to promote collaboration across disciplines, training and support for clinical preceptors, and continuing education opportunities for practicing nurses to strengthen their understanding and application of EBN [ 66 ]. By implementing these strategies, nursing education programs can effectively prepare students to become competent practitioners who integrate evidence-based principles into their clinical practice, ultimately improving patient outcomes.

The study’s findings regarding the second objective showed that nursing faculty members expected students to achieve the highest level of competence in work readiness and professional development, and the lowest in evidence-based nursing care competence. The results of the studies in this area revealed that there is a lack of clarity about the level of competence of newly graduated nursing students and that confusion about the competencies expected of them has become a major challenge [ 13 , 67 ]. Evidence of nurse managers’ perceptions of newly graduated nursing student’s competence is limited and rather fragmented. There is a clear need for rigorous empirical studies with comprehensive views of managers, highlighting the key role of managers in the evaluation of nurse competence [ 1 , 9 ]. Some findings also reported that nursing students lacked competence in primary and specialized care after entering a real clinical setting [ 68 ] and that nursing managers were dissatisfied with the competence of students [ 30 ].

The results of the present study on the third objective confirmed the gap between expected and achieved competence requirements. The highest average difference was related to evidence-based nursing care, and the lowest mean difference was related to the professional nursing process. The findings from studies in this field vary. For instance, Brown and Crookes [ 13 ] reported that newly graduated nursing students were not independent in at least 26 out of 30 competency domains. Similar studies have also indicated that nursing students need a structured program after graduation to be ready to enter clinical work [ 30 ]. It can be stated that the nursing profession does not have clear expectations of the competencies of newly graduated nursing students, and preparing them for entry into clinical practice is a major challenge for administrators [ 13 ]. These findings can be explained by the Duchscher transition shock [ 69 ]. It is necessary to support newly graduated nursing students to develop their competence and increase their self-confidence.

The interesting but worrying finding was the low expectations of faculty members and the low scores of students in the theme of evidence-based care. However, nursing students need to keep their competencies up to date to provide safe and high-quality care. The WHO also considers the core competencies of nurse educators to be the preparation of effective, efficient, and skilled nurses who can teach the evidence-based learning process and help students apply it clinically [ 44 ]. The teaching of evidence-based nursing care appears to vary across universities, and some clinical Faculties do not have sufficient knowledge to support students. In general, it can be stated that the results of the present study are in line with the context of Iran. Some of the problems identified include a lack of attention to students’ academic talent, a lack of a competency-based curriculum, a gap between theory and clinical practice, and challenges in teaching and evaluating the achieved competencies [ 42 ].

Strengths and limitations

The study was conducted on a national level with a sizable sample. It is one of the first studies in Iran to address the gap between students’ self-perceived competence levels and nursing faculty members’ expected competency levels. Nevertheless, one of the limitations of the study is the self-report nature of the questionnaire, which may lead to social desirability bias. In addition, the COVID-19 pandemic coinciding with the student’s first and second years could potentially impact their educational quality and competencies. The limitations established during the outbreak negatively affected the nursing education of students worldwide.

Acquiring nursing competencies is the final product of nursing education. The current study’s findings suggest the existence of an academic-practice gap, highlighting the need for educators, faculty members, and nursing managers to collaborate in bridging the potential gap between theory and practice. While nursing students were able to meet some expectations, such as value and ethical codes, there is still a distance between expectations and reality. Especially, evidence-based care was identified as one of the weaknesses of nursing students. It is recommended that future research investigates the best teaching strategies and more objective assessments of competencies. The findings of this study can be used as a guide for the revision of undergraduate nursing education curricula, as well as a guide for curriculum development based on the development of competencies expected of nursing students. Nursing managers can identify existing gaps and plan to fill them and use them for the professionalization of students. This requires the design of educational content and objective assessment tools to address these competencies at different levels throughout the academic semester. This significant issue necessitates enhanced cooperation between healthcare institutions and nursing schools. Enhancing nursing education requires the implementation of concrete pedagogical strategies to bridge the gap between theoretical knowledge and practical skills. Simulation-based learning emerges as a pivotal approach, offering students immersive experiences in realistic clinical scenarios using high-fidelity simulators [ 70 ]. Interprofessional education (IPE) is also instrumental, in fostering collaboration among healthcare professionals and promoting holistic patient care. Strengthening clinical preceptorship programs is essential, with a focus on providing preceptors with formal training and ongoing support to facilitate students’ clinical experiences and transition to professional practice [ 71 ]. Integrating evidence-based practice (EBP) principles throughout the curriculum cultivates critical thinking and inquiry skills among students, while technology-enhanced learning platforms offer innovative ways to engage students and support self-directed learning [ 72 ]. Diverse and comprehensive clinical experiences across various healthcare settings ensure students are prepared for the complexities of modern healthcare delivery. By implementing these practical suggestions, nursing education programs can effectively prepare students to become competent and compassionate healthcare professionals.

Data availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Acknowledgements

The authors extend their gratitude to all the nursing students and faculties who took part in this study.

This article is part of research approved with the financial support of the deputy of research and technology of Tabriz University of Medical Sciences.

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Department of Nursing, Khoy University of Medical Sciences, Khoy, Iran

Majid Purabdollah

Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran

Majid Purabdollah, Vahid Zamanzadeh, Akram Ghahramanian, Leila Valizadeh, Saeid Mousavi & Mostafa Ghasempour

Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Vahid Zamanzadeh

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Akram Ghahramanian & Mostafa Ghasempour

Department of Pediatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran

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M P: conceptualized the study, data collection, analysis and interpretation, drafting of manuscript; V Z: conceptualized the study, analysis and interpretation, drafting of manuscript; LV: conceptualized the study, data collection and analysis, manuscript revision; A Gh: conceptualized the study, data collection, analysis, and drafting of manuscript; S M: conceptualized the study, analysis, and drafting of manuscript; M Gh: data collection, analysis, and interpretation, drafting of manuscript; All authors read and approved the final manuscript.

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Purabdollah, M., Zamanzadeh, V., Ghahramanian, A. et al. Competency gap among graduating nursing students: what they have achieved and what is expected of them. BMC Med Educ 24 , 546 (2024). https://doi.org/10.1186/s12909-024-05532-w

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Received : 23 November 2023

Accepted : 07 May 2024

Published : 16 May 2024

DOI : https://doi.org/10.1186/s12909-024-05532-w

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• Preventing Unethical Research: 9 Universal Interventions 05:57 min Preventing Unethical Research: 9 Universal Interventions 3  quiz questions Preventing Unethical Research: 9 Universal Interventions 0 Concept Pages
• Preventing Unethical Research: Lessons Learned from the Holocaust 04:22 min Preventing Unethical Research: Lessons Learned from the Holocaust 1  quiz question Preventing Unethical Research: Lessons Learned from the Holocaust 0 Concept Pages
• The Difference between Research and Social Media 08:49 min The Difference between Research and Social Media 4  quiz questions The Difference between Research and Social Media 0 Concept Pages
• The Tuskegee Syphilis Study 04:04 min The Tuskegee Syphilis Study 2  quiz questions The Tuskegee Syphilis Study 0 Concept Pages
• Preventing Unethical Research: Purpose of the Institutional Review Board (IRB) 05:11 min Preventing Unethical Research: Purpose of the Institutional Review Board (IRB) 3  quiz questions Preventing Unethical Research: Purpose of the Institutional Review Board (IRB) 0 Concept Pages
• Preventing Unethical Research: Nuremberg Code, Declaration of Helsinki, and Belmont Report 03:01 min Preventing Unethical Research: Nuremberg Code, Declaration of Helsinki, and Belmont Report 1  quiz question Preventing Unethical Research: Nuremberg Code, Declaration of Helsinki, and Belmont Report 0 Concept Pages
• Introduction to Research Methodology 09:18 min Introduction to Research Methodology 5  quiz questions Introduction to Research Methodology 0 Concept Pages
• Healthcare Research: Generalizability 05:37 min Healthcare Research: Generalizability 5  quiz questions Healthcare Research: Generalizability 0 Concept Pages

Your Educators of course Introduction to Nursing Research and Evidence-based Practice (EBP)

Rhonda Lawes, PhD, RN

Dr. Rhonda Lawes is a Certified Nurse Educator (CNE), and an Assistant Professor at the University of Oklahoma College of Nursing in Oklahoma, USA. She obtained her PhD in Educational Psychology from Oklahoma State University in 2016. Due to her achievements, she has earned numerous teaching awards. She teaches nursing students how to use the science of cognitive learning to maximize their study effectiveness. Within Lecturio, Dr. Lawes is the Director of Nursing Education Programs, and teaches courses on Pharmacology (Nursing), Medical Surgical Nursing and Pathophysiology.

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NURS 7950 - Theoretical Foundations and Research Methods for Advanced Practice Nursing

Home / Nursing Careers & Specialties / Research Nurse

Research Nurse

What does a research nurse do, becoming a research nurse, where do research nurses work, research nurse salary & employment, helpful organizations, societies, and agencies.

What Is a Research Nurse?

Research nurses conduct scientific research into various aspects of health, including illnesses, treatment plans, pharmaceuticals and healthcare methods, with the ultimate goals of improving healthcare services and patient outcomes. Also known as nurse researchers, research nurses design and implement scientific studies, analyze data and report their findings to other nurses, doctors and medical researchers. A career path that requires an advanced degree and additional training in research methodology and tools, research nurses play a critical role in developing new, potentially life-saving medical treatments and practices.

A highly specialized career path, becoming a nurse researcher requires an advanced degree and training in informatics and research methodology and tools. Often, research nurses enter the field as research assistants or clinical research coordinators. The first step for these individuals, or for any aspiring advanced practice nurse, is to earn a Bachelor of Science in Nursing degree and pass the NCLEX-RN exam. Once a nurse has completed their degree and attained an RN license, the next step in becoming a research nurse is to complete a Master's of Science in Nursing program with a focus on research and writing. MSN-level courses best prepare nurses for a career in research, and usually include coursework in statistics, research for evidence-based practice, design and coordination of clinical trials, and advanced research methodology.

A typical job posting for a research nurse position would likely include the following qualifications, among others specific to the type of employer and location:

• MSN degree and valid RN license
• Experience conducting clinical research, including enrolling patients in research studies, implementing research protocol and presenting findings
• Excellent attention to detail required in collecting and analyzing data
• Strong written and verbal communication skills for interacting with patients and reporting research findings
• Experience in grant writing a plus

To search and apply for current nurse researcher positions, visit our job boards .

What Are the Education Requirements for Research Nurses?

The majority of nurse researchers have an advanced nursing degree, usually an MSN and occasionally a PhD in Nursing . In addition to earning an RN license, research nurses need to obtain specialized training in informatics, data collection, scientific research and research equipment as well as experience writing grant proposals, research reports and scholarly articles. Earning a PhD is optional for most positions as a research nurse, but might be required to conduct certain types of research.

Are Any Certifications or Credentials Needed?

Aside from a higher nursing degree, such as an MSN or PhD in Nursing, and an active RN license, additional certifications are often not required for work as a research nurse. However, some nurse researcher positions prefer candidates who have earned the Certified Clinical Research Professional (CCRP) certification offered by the Society for Clinical Research Associates . In order to be eligible for this certification, candidates must have a minimum of two years' experience working in clinical research. The Association of Clinical Research Professionals also offers several certifications in clinical research, including the Clinical Research Associate Certification, the Clinical Research Coordinator Certification and the Association of Clinical Research Professionals – Certified Professional Credential. These certifications have varying eligibility requirements but generally include a number of hours of professional experience in clinical research and an active RN license.

Nurse researchers work in a variety of settings, including:

• Medical research organizations
• Research laboratories
• Universities
• Pharmaceutical companies

A research nurse studies various aspects of the healthcare industry with the ultimate goal of improving patient outcomes. Nurse researchers have specialized knowledge of informatics, scientific research and data collection and analysis, in addition to their standard nursing training and RN license. Nurse researchers often design their own studies, secure funding, implement their research and collect and analyze their findings. They may also assist in the recruitment of study participants and provide direct patient care for participants while conducting their research. Once a research project has been completed, nurse researchers report their findings to other nurses, doctors and medical researchers through written articles, research reports and/or industry speaking opportunities.

What Are the Roles and Duties of a Research Nurse?

• Design and implement research studies
• Observe patient care of treatment or procedures, and collect and analyze data, including managing databases
• Report findings of research, which may include presenting findings at industry conferences, meetings and other speaking engagements
• Write grant applications to secure funding for studies
• Write articles and research reports in nursing or medical professional journals or other publications
• Assist in the recruitment of participants for studies and provide direct patient care for participants

The Society of Clinical Research Associates reported a median salary for research nurses of $72,009 in their SoCRA 2015 Salary Survey , one of the highest-paying nursing specializations in the field. Salary levels for nurse researchers can vary based on the type of employer, geographic location and the nurse's education and experience level. Healthcare research is a growing field, so the career outlook is bright for RNs interested in pursuing an advanced degree and a career in research.

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Research in Nursing

This graduate research course is designed to develop the role of the advanced practice nurse, midwife, educator, administrator, or informatics specialist as a competent research consumer. An evidence-based practice paradigm is used to promote acquisition of information literacy and critical appraisal skills which, combined with clinical judgment and patient preferences, support evidence-based decision making.

Nurse Researcher Career Overview

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Job outlook, average earning potential, what does a nurse researcher do.

Nurse researcher jobs involve designing and carrying out research studies, either through new data that they create or from existing research. The following is a list of nurse researcher responsibilities:

Primary Responsibilities

• Designing nursing research studies
• Carrying out research
• Documenting that their research protects any human or animal subjects involved
• Publishing findings in peer-reviewed journals or books
• Presenting at conferences
• Keeping up with professional literature

Career Traits

• Strengths in analysis, observation, and written communication
• Ethical in publishing studies and the treatment of human or animal subjects

Credit: JGI/Tom Grill / Getty Images

Where Do Nurse Researchers Work?

Nurse researchers work in academic medical centers, government agencies, and other healthcare providers.

Academic Medical Centers

Nurse researchers in academic medical centers conduct research, publish results, and teach undergraduate or graduate students.

Government Agencies

In government agencies, these professionals perform research, share findings, and publish results internally or externally.

Nurse researchers working in publishing select articles for publication, review methodology and validity, and edit articles in collaboration with authors.

Why Should I Become a Nurse Researcher?

Research nurse jobs add to professional knowledge and help nurses to do their jobs with evidence-based research, improving healthcare outcomes. Nursing research doesn’t include the same physical demands as clinical nursing and offers more predictable schedules. However, nurse research jobs typically do not pay as much as clinical nursing roles.

Advantages To Becoming a Nurse Researcher

Disadvantages to becoming a nurse researcher, how to become a nurse researcher.

Becoming a nurse researcher requires developing skills in research methodology, informatics, statistics, and nursing itself.

Graduate with a bachelor of science in nursing (BSN) or an associate degree in nursing (ADN).

Pass the nclex-rn exam to receive registered nurse (rn) licensure., begin research., apply to an accredited msn, doctor of nursing practice (dnp), or doctor of philosophy in nursing (ph.d.) program., earn an msn, dnp, or ph.d., apply for certification., how much do nurse researchers make.

The annual median research nurse salary is $81,500 . Generally, nurse researchers with doctoral degrees earn more than those with master’s-level education. Some research nurse professionals in academia qualify for tenure. In general, clinical research associates earn a median salary of $66,930 , while certified clinical research professionals earn an average salary of $72,430 . However, because of the RN credential, nurse researchers with these certifications generally earn above the average or median for those positions.

Frequently Asked Questions

How long does it take to become a nurse researcher.

Nurse researcher careers require a significant time investment. It takes at least six years of education to earn an MSN and seven years for a doctorate. In addition, most MSN and doctoral programs require at least two years of experience as an RN.

Why is nursing research important?

Nursing research finds the most effective approaches to nursing and improves the outcomes for nurses, patients, and healthcare organizations. It builds the body of knowledge for nurse education.

What are some examples of responsibilities nurse researchers may have?

Professional responsibilities include protecting human or animal subjects in their research, designing studies that produce valid results, accurately reporting results, and sharing findings through publishing.

What opportunities for advancement are available to nurse researchers?

Research nurse jobs offer opportunities for advancement in the academic or research field, such as becoming primary investigator on studies of increasing scope and importance, advancement in administration, or receiving tenure as a professor or college instructor.

Resources for Nurse Researchers

International association of clinical research nurses, national institute of nursing research, the association of clinical research professionals, society of clinical research associates, related pages.

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Reviewed by:

Nicole Galan, RN, MSN

Nicole Galan is a registered nurse who earned a master’s degree in nursing education from Capella University and currently works as a full-time freelance writer. Throughout her nursing career, Galan worked in a general medical/surgical care unit and then in infertility care. She has also worked for over 13 years as a freelance writer specializing in consumer health sites and educational materials for nursing students.

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SOCRA has implemented an online component to the already robust array of educational opportunities. These online courses offer affordable, convenient access to quality education.

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How to Become a Research Nurse

What is a research nurse.

• Career Outlook

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

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

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

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

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What does a research nurse do.

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

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

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

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

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Research Nurse Salary

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

Research Nurse Salary by Years of Experience

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

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

Via Payscale

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

Step 1: Attend Nursing School

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

Step 2: Pass the NCLEX-RN

Become a Registered Nurse by passing the NCLEX examination.

Step 3: Gain Experience at the Bedside

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

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

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

Step 5: Earn Your Certification

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

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

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

CCRA Certification

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

What’s on the Exam?

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

Exam Information

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

CCRC Certification

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

Where Do Research Nurses Work?

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

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

What is the Career Outlook for a Research Nurse?

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

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

What are the Continuing Education Requirements for a Research Nurse?

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

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

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

Where Can I Learn More About Becoming a Research Nurse?

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

Research Nurse FAQs

What is the role of a research nurse.

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

What makes a good Research Nurse?

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

How much does a Research Nurse make?

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

What is it like being a Research Nurse?

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

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Clinical Research Training For Nurses: A Guide to Becoming a Clinical Research Nurse

Clinical research training for nurses, guide to becoming a clinical research nurse, what is clinical nursing research.

Nurses are known for providing direct care for patients. However, nurses may take up roles that are completely new to them within the world of clinical research. These roles include clinical research coordinator , educator and manager. They can also take up less traditional role like regulatory specialist, study monitor and IRB (institutional board review) admin.

Regulatory specialist: their activities relate mainly with preparing regulatory documents and communicating with regulatory bodies. Nurses can work as a regulatory affairs specialist, a regulatory operation coordinator, or a regulatory coordinator . They can work within government agencies, pharmaceutical companies, academic medical centers.

Study monitor: they monitor clinical research practices and make sure that it complies with necessary research protocols and regulations. They tend work at government agencies, biotechnology companies, pharmaceutical companies, contract research organizations, device manufacturers etc. Aspiring study monitors can enhance their qualifications with a Pharmacovigilance Certification .

Institutional Review Board (IRB) administrator: they are the professionals in charge of overseeing, administrating, implementing and managing IRB activities, like policies and procedures that relates to protecting human welfare. They can work at all IRBs: local, commercial or central IRB.

Nurses that have developed interest in the field of clinical research can join professional organizations. This provides them with the opportunity to network and continue their education through mediums like conferences, webinars, discussion groups, publications and online resources. These avenues serve as part of their clinical research training .

Certification is often a parameter used to measure professional expertise. This is based on criterion that reflects skill, knowledge, educational preparation, ability, and competence that are developed from experience in that area of specialization. Nurses that developed an interest in clinical research and have taken a clinical research training program have an opportunity to be certified through the:

Society for Clinical Research Professionals, Inc. (Certified Clinical Research Professionals)

Association for Clinical Research Professionals (Certified Clinical Research Associate or Certified Clinical Research Coordinator)

This field of clinical research gives nurses a chance, an opportunity to advance themselves professionally in a field that might not have been explored by them before. The benefits of having a registered nurse cover letter are insurmountable. This also provides a career path that can show family members the benefits of working in the medical field.

Nurses that have gone through the clinical research for nurses , otherwise called research nurse can carry out research on the various aspects of the human health, such as illness, pharmaceutical and health care methods and treatment plans. The main aim of this research is to improve the quality of health care service delivery. Helping patients and their family in a healthcare facility also brings a level of joy that is hard to find in many other career paths.

Roles of Research Nurses

They are responsible for designing and implementing research studies.

They observe procedures for treatment, collect and analyze data.

They report their research results to appropriate quarters.

They write articles and report their research findings in nursing or medical professional publications and journals.

They help in recruiting participants for studies and are involved in providing direct care for the participants.

Clinical research nurse salary can make use of their communication skills as well as their critical thinking skills gotten from their knowledge and experience in healthcare to further their career in this exciting way.

Know that future CRNs can speak to our 24/7 chat and phone advisors to request information on partial scholarships and payment plans for nurses.

2. Clinical Research Nurse Salary

The average pay for a Clinical Research Nurse is $31.28 per hour.

MD Anderson Cancer Center  Clinical Research Nurse salaries  - $71,503/yr

Northwestern University  Clinical Research Nurse salaries  - $75,005/yr

NIH  Clinical Research Nurse salaries  - $77,331/yr

CLINICAL RESEARCH NURSE JOB Description

A clinical research nurse conducts scientific research on different aspects of human health like illnesses, pharmaceuticals, treatment plans and healthcare methods. Their major goal is to improve the quality of healthcare services that are administered to the patients.

Source: Payscale

3. How do I get Clinical Research Nurse Experience?

Experience don’t just jump on you, you have to get it by practice. CCRPS affords you an opportunity to acquire knowledge in clinical research , and not just knowledge but experience as well. Registering for the appropriate course will boost your knowledge base and as well you get experience of clinical research first hand.

As a clinical research nurse, you will be at the forefront of new medical discoveries, and help develop breakthrough cures and medical treatments. The work that you do during your career can help some patients live longer or better quality of life. You may be responsible for studying diseases and disorders, as well as developing new treatment plans. You will also help test new treatments and medications that could possibly change the way a disease or disorder is perceived.

The field of clinical research can be very rewarding and fulfilling. A good research nurse is dedicated to their work and ready to take on everything that the profession throws their way. If you’re looking to pursue a research nursing career, you should have an excellent understanding of the research process as well as the specialty area that you’re studying.

Excellent communication skills are also a must. You must be able to effectively communicate with scientists, physicians, researchers, patients, and corporate executives.

4. What Does a Clinical Research Nurse Do?

The duties of a research nurse will typically depend on their employer and role. Some research nurses may be responsible for studying diseases, while others may help create and improve new medications and other treatments.

clinical research nursing scope and Standards of Practice

Clinical research nurses can take up clinical research jobs in institutions like research organizations, pharmaceutical companies, universities, research laboratories, government agencies and teaching hospitals.

The work that a research nurse does is quite exhaustive and it includes;

They use their knowledge of the basics of clinical research in designing and implementation of research studies.

Observation of the procedures for patient treatment, collection and analyzing of data.

They report their research findings to the relevant authorities. They may also have to present their results at health conferences and publish them in journals.

They write grant applications in order to secure funds to carry out the research.

They render assistance in the process of recruiting study subjects.

They provide direct treatment for research participants.

Research nurses that study diseases and illnesses will often perform a great deal of research, both by studying previous findings and observing patients. They may be required to examine medical journals, for instance, as well as observe, study, and care for patients suffering from a particular disease.

They make decisions based on the observations made as to which patients are the best candidates for certain clinical trials. During clinical trials , the research nurse will administer medications or perform other treatment procedures, During this process, research nurses must closely monitor each patient’s progress. This includes documenting side effects, drug interactions, and the overall efficiency of the medication.

Aside from caring for patients, documenting and recording information during clinical trials are the most important responsibility that a research nurse has. The information and data gathered during the research must be compiled into reports and handed over to senior clinical researchers or specialists.

5. How Do I Become a Research Nurse?

Don’t expect to become a research nurse overnight. It's a lot of work and you are expected to undergo years of training and experience.

The clinical research nurse job is a competitive one and certificates are not just handed out to anybody. The conditions to be eligible to take the certificate exam is that you must be an experienced registered nurse and your experience must include having thousands of hours of experience in the area of clinical research.

How to Become a Registered Nurse (RN) in 2020 that contains everything a person pursuing a nursing job should know - responsibilities, education, salaries and more.

The first step toward becoming a research nurse is to obtain a proper education. You can start with a bachelor’s degree in nursing, although many employers prefer that their research nurses have master’s degrees or even doctoral degrees in their chosen specialty. During your schooling, classes in research and statistics are a must and are courses in your chosen area of expertise.

According to clinical research job websites , many research nurses have a MSN degree and some have a PhD in nursing. Many of them attain these degrees of education in order to give them an edge on getting clinical research positions . While studying, courses in statistics and research are mandatory.

There are two main certifications that clinical research nurses can get from the Association of Clinical Research Professionals (ACRP). You can get certification to become a certified clinical research associate or you can choose to become a certified clinical research coordinator.

Take courses from CCRPS and learn more on how to become a clinical research nurse.

Discover more from Clinical Research Training | Certified Clinical Research Professionals Course

6. Clinical Research Nurse Requirements and Certifications & Nursing Cover Letter

A bachelor's degree in nursing does meet licensure requirements for graduates to become registered nurses (RNs), which qualifies individuals for the specialized certification. Bridge programs, such as an RN-to-Bachelor of Science in Nursing (BSN), require previous nursing education for admission. Nursing students complete traditional classroom courses, laboratory experiences, and a clinical practicum in a medical setting, which includes a hospital, assisted living facility, and long term care center.

For specific education in clinical research , trained RNs enroll in graduate certificate and degree programs. There students are introduced to case studies, ethical research practices, and financial matters affecting the design, implementation, and funding of clinical research trials. In a master's program, studies in research ethics point students towards ethical research practices, including a discussion on human rights, misconduct, and conflicts of interest. Graduate programs will also include quantitative research and a capstone project.

All RN-to-BSN programs will require an RN license to enroll. Master's and graduate certificates will need a bachelor's degree with sufficient prerequisite coursework in the field. In addition, they will need letters of recommendation or reference, a personal statement, and GRE scores.

Becoming a nurse researcher which is a highly specialized career requires an advanced degree and training in informatics and research methodology and tools. The initial step for these individuals, or for any aspiring advanced practice nurse, is to earn a Bachelor of Science in Nursing degree and pass the NCLEX-RN exam. Once a nurse has completed their degree and attained an RN license, the next step is to complete a Master's of Science (MSN) in Nursing program with a focus on research and writing. MSN courses prepare nurses for a career in research and usually include coursework in statistics, research for evidence-based practice, design and coordination of clinical trials , and advanced research methodology.

A TYPICAL JOB POSTING FOR A RESEARCH NURSE POSITION WOULD LIKELY INCLUDE THE FOLLOWING QUALIFICATIONS, AMONG OTHERS SPECIFIC TO THE TYPE OF EMPLOYER AND LOCATION:

MSN degree and valid RN license.

Experience conducting clinical research, including enrolling patients in research studies, Implementing research protocol and presenting findings.

Excellent attention to detail required in collecting and analyzing data.

Strong written and verbal communication skills for interacting with patients and reporting research findings.

For a person to practice nursing legally, acquiring of nursing credentials and certifications is very important. For instance, some nurses who achieve a master's degree (MSN) leave the patient care aspect of nursing, and practice in a more managerial role.

CRA JOB OPPORTUNITIES

If you choose to become a Clinical Research Associate (CRA), you will have a key role in the success of clinical trials. Most CRAs have a nursing background, like yours. You will be the primary contact and support for trial sites, ensuring that the study is conducted according to the protocol, ICH-GCP, regulatory requirements and standard operating procedures (SOPs).

The Clinical Research Associates also offers you the unique opportunity to have an exciting career in the research of drug and medical device development while making a difference in the lives of those around them.

Take courses from CCRPS and learn more on how to become a clinical research professional.

Speak to our 24/7 chat and phone advisors to request information on partial scholarships and payment plans for nurses.

About CCRPS

How much is a clinical research coordinator’s salary.

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Institute of Medicine (US) Division of Health Care Services. Nursing and Nursing Education: Public Policies and Private Actions. Washington (DC): National Academies Press (US); 1983.

Nursing and Nursing Education: Public Policies and Private Actions.

• Hardcopy Version at National Academies Press

Appendix 8 Nursing Research: Definitions and Directions

In order to provide further insight into the need for, philosophy, and scope of nursing research this appendix presents a position statement issued by the Commission on Nursing Research of the American Nurses' Association. It is quoted here in its entirety: 1

Recent years have seen a growing awareness among the public that valuable resources are finite and their use must be carefully considered. In this context, increasing attention is being given to the relative cost of various strategies for utilizing health care resources to meet the present and emerging needs of the nation. Concurrently, nurses are assuming increased decision-making responsibility for the delivery of health care, and they can be expected to continue to assume greater responsibility in the future. Therefore, the timeliness and desirability of identifying directions for nursing research that should receive priority in funding and effort in the 1980s is apparent.

The priorities identified below were developed by the Commission on Nursing Research of the American Nurses' Association, a nine-member group of nurses actively engaged in research whose backgrounds represent considerable diversity in preparation and experience. The priorities represent the consensus of the commissioners, developed through a process of thoughtful discussion and careful deliberation with colleagues.

Accountability to the public for the humane use of knowledge in providing effective and high quality services is the hallmark of a profession. Thus, the preeminent goal of scientific inquiry by nurses is the ongoing development of knowledge for use in the practice of nursing; priorities are stated in that context. Other guiding considerations were the present and anticipated health problems of the population; a historic appreciation of the circumstances in which nursing action has been most beneficial; nursing's philosophical orientation, in which emphasis is on a synthesis of psychosocial and biomedical phenomena to the end of promoting health and effective functioning; and projections regarding the types of decisions nurses will be making in the last decades of the twentieth century. New, unanticipated problems will undoubtedly confront the health care resources of the country; yet it is clear that many of the problems of the future are already manifest today. New knowledge is essential to bring about effective solutions. Nursing research directed to clinical needs can contribute in a significant way to development of those solutions.

• Definition of Nursing Research

Nursing research develops knowledge about health and the promotion of health over the full lifespan, care of persons with health problems and disabilities, and nursing actions to enhance the ability of individuals to respond effectively to actual or potential health problems.

These foci of nursing research complement those of biomedical research, which is primarily concerned with causes and treatments of disease. Advancements in biomedical research have resulted in increased life expectancies, including life expectancies of those with serious injury and those with chronic or terminal disease. These biomedical advances have thus led to growth in the numbers of those who require nursing care to live with health problems, such as the frail elderly, the chronically ill, and the terminally ill.

Research conducted by nurses includes various types of studies in order to derive clinical interventions to assist those who require nursing care. The complexity of nursing research and its broad scope often require scientific underpinning from several disciplines. Hence, nursing research cuts across traditional research lines, and draws its methods from several fields.

• Directions for Research

Priority should be given to nursing research that would generate knowledge to guide practice in:

Promoting health, well-being, and competency for personal care among all age groups;

Preventing health problems throughout the life span that have the potential to reduce productivity and satisfaction;

Decreasing the negative impact of health problems on coping abilities, productivity, and life satisfaction of individuals and families;

Ensuring that the care needs of particularly vulnerable groups are met through appropriate strategies;

Designing and developing health care systems that are cost-effective in meeting the nursing needs of the population.

Examples of research consistent with these priorities include the following:

• Identification of determinants (personal and environmental, including social support networks) of wellness and health functioning in individuals and families, e.g. avoidance of abusive behaviors such as alcoholism and drug use, successful adaptation to chronic illness, and coping with the last days of life.
• Identification of phenomena that negatively influence the course of recovery and that may be alleviated by nursing practice, such as, for example, anorexia, diarrhea, sleep deprivation, deficiencies in nutrients, electrolyte imbalances, and infections.
• Development and testing of care strategies to do the following: Facilitate individuals' ability to adopt and maintain health enhancing behaviors (e.g. alterations in diet and exercise). Enhance patients' ability to manage acute and chronic illness in such a way as to minimize or eliminate the necessity of institutionalization and to maximize well-being. Reduce stressful responses associated with the medical management of patients (e.g. surgical procedures, intrusive examination procedures, or use of extensive monitoring devices). Provide more effective care to high-risk populations (e.g. maternal and child care service to vulnerable mothers and infants, family planning services to young teenagers, services designed to enhance self-care in the chronically ill and the very old). Enhance the care of clients culturally different from the majority (e.g. Black Americans, Mexican-Americans, Native Americans) and clients with special problems (e.g. teenagers, prisoners, and the mentally ill), and the underserved (the elderly, the poor, and the rural).
• Design and assessment, in terms of effectiveness and cost, of models for delivering nursing care strategies found to be effective in clinical studies.

All of the foregoing are directly related to the priority of developing the knowledge and information needed for improvement of the practice of nursing.

While priority should be given to this form of clinical research, there is no intent to discourage other forms of nursing research. These would include such investigations as those utilizing historical and philosophical modes of inquiry, and studies of manpower for nursing education, practice, and research, as well as studies of quality assurance for nursing and those for establishment of criterion measures for practice and education.

American Nurses' Association. Research priorities for the 1980s: Generating a scientific basis for nursing practice (Publication No. D-68). Kansas City, Mo.: American Nurses' Association, 1981.

• Cite this Page Institute of Medicine (US) Division of Health Care Services. Nursing and Nursing Education: Public Policies and Private Actions. Washington (DC): National Academies Press (US); 1983. Appendix 8, Nursing Research: Definitions and Directions.
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