Importance of Nursing Research

The Importance of Nursing Research
Martha S. Tingen, PhD, APRN, BC [Professor], Anna H. Burnett, BSN, RN, Rachel B.
Murchison, BSN, RN, and Haidong Zhu, PhD, MD [Assistant Professor]
Medical College of Georgia, Georgia Prevention Institute, Ms. Murchison is Staff Nurse, MCG
Health Inc., Shock Trauma ICU, Augusta, and Ms. Burnett is Staff Nurse, Children's Healthcare of
Atlanta, Neonatal ICU, Atlanta, Georgia.
Abstract
Nursing research has a tremendous influence on current and future professional nursing practice,
thus rendering it an essential component of the educational process. This article chronicles the
learning experiences of two undergraduate nursing students who were provided with the
opportunity to become team members in a study funded by the National Institute of Nursing
Research. The application process, the various learning opportunities and responsibilities
performed by the students, and the benefits and outcomes of the experience are described. The
authors hope that by sharing their learning experiences, more students will be given similar
opportunities using the strategies presented in this article. Nursing research is critical to the
nursing profession and is necessary for continuing advancements that promote optimal nursing
care.
Throughout the 21st century, the role of nurse has evolved significantly. Nurses work in a
variety of settings, including the hospital, the classroom, the community health department,
the business sector, home health care, and the laboratory. Although each role carries
different responsibilities, the primary goal of a professional nurse remains the same: to be
the client's advocate and provide optimal care on the basis of evidence obtained through
research.
Baccalaureate programs in the United States prepare students for entry-level nursing
positions. The focus is to care for individuals throughout the human life span. Knowledge is
acquired from textbooks, classroom and Web-based instruction, simulation, and clinical
experiences. The goal of all programs is for students to graduate as safe, entry-level
professionals, having received a well-rounded exposure to the nursing field. Students are
exposed to evidence-based nursing practice throughout their curriculum; however, the
allocated time for nursing research is often limited. Many programs require only one 3-
credit hour course for nursing research. This amount of time is limited, despite the broad
spectrum of nursing research and its influence on current and future nursing care.
Research is typically not among the traditional responsibilities of an entry-level nurse. Many
nurses are involved in either direct patient care or administrative aspects of health care.
Nursing research is a growing field in which individuals within the profession can contribute
a variety of skills and experiences to the science of nursing care. There are frequent
misconceptions as to what nursing research is. Some individuals do not even know how to
begin to define nursing research. According to Polit and Beck (2006), nursing research is:
Address correspondence to Martha S. Tingen, PhD, APRN, BC, Professor, Medical College of Georgia, Georgia Prevention Institute,
HS-1755, Augusta, GA 30912; [email protected]..
NIH Public Access
Author Manuscript
J Nurs Educ. Author manuscript; available in PMC 2013 June 10.
Published in final edited form as:
J Nurs Educ. 2009 March ; 48(3): 167–170.
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systematic inquiry designed to develop knowledge about issues of importance to
nurses, including nursing practice, nursing education, and nursing administration.
(p. 4)
Nursing research is vital to the practice of professional nursing, and the importance of its
inclusion during undergraduate instruction cannot be overemphasized. Only with exposure
and experience can students begin to understand the concept and importance of nursing
research.
The purpose of this article is to describe undergraduate students’ experiences of becoming
aware of and participating in a federally funded research study from the National Institute of
Nursing Research. As a part of funding for the study, which was an AREA award
(Academic Research Enhancement Award, R15 mechanism), there were designated
opportunities for student involvement. The primary aim of the research study was to
investigate the effects of gene-environment interactions on risk factors of preclinical
cardiovascular disease in a cohort of 585 young adults who all had a positive family history
of cardiovascular disease (i.e., essential hypertension or premature myocardial infarction at
age 55 or younger in one or both biological parents or in one or more grandparents), verified
in the medical record. Specific genes examined included cytochrome P-450, family 1,
subfamily A, polypeptide 1; cytochrome P-450 2A; glutathione S-transferase mu 1; and
glutathione S-transferase theta 1. Cardiovascular-dependent measures were diastolic blood
pressure, endothelium-dependent arterial vasodilation, left ventricular mass indexed for
body size, systolic blood pressure, and total peripheral resistance. The effects of ethnicity
and gender were also explored.
Learning Opportunity
The learning process began with the principal investigator (M.S.T.) of the study visiting the
junior class (class of 2007) of baccalaureate students at the Medical College of Georgia.
This particular student group was chosen due to their academic standing because they would
have the chance to take full advantage of learning directly from a nurse researcher for one
full year before graduation. The principal investigator briefly presented and discussed the
growing field of nursing research, the advancements made by nursing research, and the
critical role of nursing research to nursing practice. The principal investigator also presented
an overview of the funded research study and extended an invitation to students to apply for
two part-time positions on the grant that were designed specifically for nursing student
involvement. Students recognized the excellent opportunity and were intrigued with the
future possibilities. They understood this option was unique and appeared to be a great
pathway for becoming an active participant in learning the nursing research process through
involvement in an official nursing research study.
The principal investigator established objective criteria for the application process. The
criteria included writing a maximum 1-page essay sharing the reasons why the students
wanted to join the research project as a team member and also sharing their personal and
professional goals for involvement in the study. Many students were interested; thus, it was
a very competitive process. The principal investigator reviewed the essays and selected
approximately 10 prospective individuals for an interview. The interview was an extension
of the essay. At the interview, the principal investigator further described the positions,
provided a detailed overview of the grant, and had the opportunity to gain a better
understanding of the student candidates. The students were encouraged to ask questions to
further understand the expectations of the prospective opportunity. The interview also
provided the students with increased exposure to the study's goal and more familiarization
with the expectations of the funded positions.
Tingen et al. Page 2
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After the interview process was completed, two individuals were selected, per the grant
specifications. The selected individuals described the interview process as a positive
experience that helped solidify their desire to become involved in the research study. The
principal investigator emphasized that this job opportunity was designed to be a learning
experience in which the students would be guided through the entire research study process
and become members of a multidisciplinary team. Time responsibilities for each student
included approximately 6 hours per week. The principal investigator communicated clearly
that the nursing baccalaureate program was the first priority for the students, and thus
provided a flexible work schedule.
Research Study Experience
The students began working in early april 2006. The first step in the work experience
included 6 weeks of funded orientation. This was their first exposure to the research process;
thus, it was important for the students to be provided with a strong foundation. Orientation
included attending a team meeting and being introduced to the members of the
multidisciplinary team (i.e., biostatistician, cardiologist, geneticists, nurse researcher, and
psychologist, all of whom served as co-investigators, and the genetic laboratory personnel);
reviewing the grant application; completing the Collaborative Institutional Training
Initiative (CITI) (2000); completing the Roche educational program on genetics; and touring
the worksite facilities. Reviewing the grant gave the students a better understanding of the
specific aims and objectives of the study and the intended procedures of the genetic
laboratory work in which the students would be involved. The complexity of the grant
required the principal investigator to further explain and clarify specific details. The CITI
training, which is required by the institution's Office of Human Research Protection, was
completed online and took approximately 5.5 hours. The CITI program was presented in a
tutorial format, and satisfactory completion of numerous quizzes was required. The task was
tedious and time consuming, but valuable and essential, as it increased the awareness of the
established codes of conduct for research. At the conclusion of the CITI training, the
students understood the necessary policies and procedures for maintaining security and
confidentiality of human subjects, the legal and ethical issues regarding the research process,
and the essential procedures for research conduct.
Although the students had a basic understanding of genetics, they completed the Roche
Genetics Education Program (2004) to gain a deeper understanding. The program was direct
and easy to navigate and was excellent for all learning styles, as it contained both visual and
auditory explanations. The explanations covered both basic and complex genetic concepts.
Through the use of the genetics program, the students were able to comprehend abstract
genetic details and to further understand the importance and influence of genetics on
personal health. To conclude the orientation process, students were taught basic laboratory
procedures, such as polymerase chain reaction and restrictive enzyme digestion, which were
used to perform genotyping for the study. After these procedures had been observed several
times, the students were given the opportunity to acquire hands-on experience with these
laboratory techniques. Each of these components of the orientation process provided the
students with the needed foundation for becoming involved in the research study.
After approximately 2 months of orientation, the students were ready to begin working in
the genetics laboratory. One of the primary responsibilities of the students would be to
further learn and become confident with genotyping techniques. The laboratory was shared
among research personnel of several funded studies, with various research experiments
being conducted concurrently. The students, under the supervision of the principal
investigator and geneticist (H.Z.), also worked with experienced research assistants to
perform the genotyping. The students maintained a daily log describing the laboratory
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genotyping procedures and experiments, and these logs were reviewed at team meetings.
Although the actual procedure for polymerase chain reaction seemed straightforward, the
students quickly learned that quality control must be used. Sometimes during genotyping,
the DNA samples did not produce results. The students discovered that there are numerous
contributing factors to successful polymerase chain reaction, such as quality of DNA
templates, primer specifications, temperature settings, gel conditions, pipette measuring
accuracy, and general laboratory techniques. Even the slightest error could result in
permanent DNA sample loss, major experiment failure, or DNA sample contamination.
The students met with the research team members frequently to discuss and troubleshoot
potential solutions and problem solve techniques that would foster improving the success
rate and productivity of the genotyping. From the laboratory experience, the students learned
that every detail must be considered and addressed precisely and meticulously when
conducting experiments. Sometimes the process became frustrating, but the students soon
discovered that patience and persistence were the most important attributes for a laboratory
researcher to possess. The laboratory experience was an excellent hands-on learning
opportunity. The students no longer viewed research as strictly information gathered from a
journal or textbook, but rather as a physical act that required extreme concentration,
dedication, and determination.
After spending numerous months in the laboratory performing the required genotyping, the
students had the opportunity to be exposed to another role of a nurse researcher. They
performed literature reviews regarding the study. Although the students had written papers
in their nursing school program that required literature citations, they were not familiar with
all of the library resources available to them. In no time, the students learned which library
and online resources had the most validity and what would be the most relevant to their
study. The literature search results provided the students and principal investigator with
information on new studies that had been conducted on gene-environment interactions
regarding tobacco smoke exposure and cardiovascular disease. From the literature review
experience, the students learned the importance of being selective and time efficient. Often
when a search was first begun, thousands of articles were listed, but the students learned the
importance of narrowing the searches to the specific areas of focus. After the students
completed their searches, they met with the principal investigator, who provided direction
on the articles identified as the most relevant to the study.
The students continued working with the principal investigator during data review, analysis,
and preparation of dissemination of the results (i.e., the publishing process). They helped to
prepare an abstract submission of the study presented at an international meeting (Tingen et
al., 2007). They also helped with the preparation of manuscripts of the study results. By the
conclusion of their work experience, the students will have been exposed to and participated
in the entire research process.
Benefits and Outcomes
From the students’ perspectives, this opportunity was extremely beneficial. Prior to this
experience, the students were not familiar with nursing research. Their original perception of
research was that it was conducted by people with chemistry, biology, biochemistry, and
genetic degrees in laboratories at major universities. They now realize that nursing and
research can be combined and that optimal nursing care is dependent on the latest research
findings. In addition, the students believe this opportunity has been beneficial in learning
that nurse researchers are valuable to nurses in other settings. For example, one of the long-
term goals of this research study is to develop appropriate interventions for children who are
more susceptible to and at risk for the harmful effects of tobacco smoke due to their genetic
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heritage. The information obtained by a nurse researcher can be disseminated to nurses who
work directly with the individuals to whom the research applies. Practice that has shown to
be effective through research allows nurses to better advocate for patients and provide the
best possible care. Although the majority of nurses who provide patient care will be
consumers of nursing research, implementing evidence-based nursing practice is crucial to
provide optimal nursing care. Information from nursing research has the potential to directly
impact the care provided to patients in all health care settings.
Now that the students have had the opportunity to become more familiar with nursing
research through involvement as team members, they recognize that their future professional
possibilities are endless. Nursing research is an emerging and growing field in which
individuals can apply their nursing education to discover new advancements that promote
evidence-based care. They learned the research process and the important roles that each
team member plays during the study phases of conception, design, implementation, analysis,
and dissemination. Each aspect of the research process is important and contributes to the
overall success of the study.
The students also discovered the benefit of trying new things. Prior to this experience, they
had little exposure to the research process and nursing research. Consequently, they had to
be receptive to learning and recognize that acquiring new knowledge was a gradual process.
At times, the students felt anxious because all aspects were new, but they realized that
without trying, they would never advance and feel comfortable with the research process. As
the students reflected, they thought this was an excellent growing experience professionally,
scholastically, and personally. In addition, this opportunity benefited the students’ peers
through discussions and their sharing of work responsibilities, the research process, and the
importance of evidence-based practice. As future nurses, the students are strong proponents
of nursing research, and this experience has also broadened their horizons regarding future
professional growth and opportunities. In addition, they have a better understanding of the
importance of scientific evidence to support their clinical practice. As a result, the students
thought that a stronger emphasis should be placed on nursing research in undergraduate
baccalaureate education and that more students should have the opportunity to participate as
team members in nursing research studies.
Conclusion
The students were almost one full year into nursing school and thought they had learned
about all of the possibilities for their futures when they were first presented with this
learning opportunity. They knew their future options were numerous and included working
in acute care and community settings. They also realized they could further their education
and pursue graduate degrees to include a master's degree and become an administrator,
educator, clinical nurse specialist, nurse anesthetist, or nurse practitioner, or potentially
pursue a doctorate. They did not know there was an emerging and growing field in which
their nursing education could be applied and furthered—the area of research and the role of
becoming a nurse researcher. Prior to this experience, students perceived their possibilities
for a professional career in nursing were tremendous. Now by being involved in the entire
process of conducting a federally funded research study, they realized their future
professional possibilities are limitless.
The authors of this paper hope that by sharing their experience, they will encourage both
nursing faculty and nursing students to not only introduce the research process into the
nursing curriculum, but also to consider making nursing research a tangible and more
integrated process. They think that a more beneficial approach to the introduction of
research may be achieved through incorporating research-related content into each nursing
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course throughout the educational process. This could be conducted in addition to the
current curriculum plan of many schools of nursing that require a single and concentrated 3-
hour research course with a goal of research becoming a positive experience for students
that is enthusiastically received as a new learning opportunity. In addition, students who are
involved as team members in a funded research study may be provided with scheduled
classroom opportunities for making progress reports to their peers. Also, the students could
field questions regarding the research project and their experiences. These activities may
foster increased learning and interest about research among the students’ classmates.
As nursing students are the future members of the nursing profession, and for the profession
to continue to advance, nursing research must be the foundation of comprehensive,
evidence-based clinical practice. This may only occur with increased exposure to nursing
research. Therefore, it is critical that the future members of the nursing profession be
exposed to, develop an appreciation for, and become more involved in nursing research, and
thus incorporate its outcomes into the delivery of optimal professional nursing practice.
Acknowledgments
The lead author was awarded a grant (NR008871) from the National Institutes of Health, National Institute of
Nursing Research.
References
Collaborative Institutional Training Initiative. [April 14, 2006] Office of Human Research Protection.
The Medical College of Georgia. 2000. from http://www.mcg.edu/Research/ohrp/training/citi.html
Polit, DF.; Beck, CT. Essentials of nursing research: Methods, appraisal, and utilization. 6th ed..
Lippincott Williams & Wilkins; Philadelphia: 2006.
Roche Genetics Education Program. [May 10, 2006] Education. 2004. from http://www.roche.com/
research_and_development_r_d_overview/education.htm
Tingen, MS.; Ludwig, DA.; Dong, Y.; Zhu, H.; Andrews, JO.; Burnett, AH., et al. Tobacco smoke
exposure and genetics: Youth at risk for cardiovascular disease.. Proceedings of the 13th Annual
Meeting of the Society for Research on Nicotine and Tobacco; 2007. p. 39
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