{"title":"Nursing student reflections on a research internship: A reflective discussion following the Gibbs' reflective cycle","authors":"Francine Antoinette Ocampo , Brianne Genevieve McIntyre , Debbie Massey , Rosemary Saunders","doi":"10.1016/j.nedt.2024.106481","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic.</div></div><div><h3>Aim</h3><div>To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership.</div></div><div><h3>Design</h3><div>A reflective discussion following the six stages of the Gibbs' Reflective Cycle.</div></div><div><h3>Settings</h3><div>A two-month research internship at an Australian University was held over the summer.</div></div><div><h3>Participants</h3><div>Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program.</div></div><div><h3>Methods</h3><div>Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed.</div></div><div><h3>Results</h3><div>The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement.</div></div><div><h3>Conclusions</h3><div>Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"145 ","pages":"Article 106481"},"PeriodicalIF":3.6000,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724003915","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic.
Aim
To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership.
Design
A reflective discussion following the six stages of the Gibbs' Reflective Cycle.
Settings
A two-month research internship at an Australian University was held over the summer.
Participants
Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program.
Methods
Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed.
Results
The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement.
Conclusions
Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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