Does being involved in a research project enhance the postgraduate taught student experience: A qualitative research case study

Abstract

Background

Postgraduate taught nursing students face many challenges, including lack of confidence in their own knowledge and skills which might create anxiety and impact on the development of research expertise. Therefore, to address and support the development and acquisition of student understanding it is important to explore and be cognizant of the student’s experience. This will facilitate enhancement of the curriculum, whilst improving future career aspirations and the provision of evidence-based care in practice.

Aim

To evaluate the participation of a postgraduate taught nursing student in a research project.

Design

Case study methodology was used to explore the lived experience of participating in a research project.

Methods

Mixed qualitative methods were used which included a semi-structured interview and photo-elicitation whereby the participant provided a significant photograph for discussion during the semi-structured interview.

Results

Analysis revealed 2 superordinate themes which focused on 1) The Impact of learning and 2) The Workplace Environment.

Conclusions

The participation in living research, as part of a collaborative team has the potential to nurture the confidence of the student in their own abilities to generate new knowledge which can inform the provision of care. The workplace needs to be invested in this journey with leadership valuing the contribution that participation in research can make to the delivery of care. Leaders of postgraduate taught programmes should consider ways which would benefit students to reflect participation in ongoing research.