“I notice, I’m wondering”: Demystifying the research process for nurses

Nurses are drawn to their career by being curious about people and their condition. Specifically, nurses are committed to improving the physical and social well-being of people and various populations. Throughout the rigorous means of qualifying for admission to and completion of a nursing program, nurses reveal the power to accumulate and apply scientific knowledge. Nevertheless, in relation to actively engaging in nursing research, too often nursing professionals shrink back from it.

That is an interesting phenomenon, considering that nurses are naturally curious and progressive people. We depend on our ability to unravel problems and artistic solutions to difficult situations. We also depend heavily on evolving scientific knowledge to underpin our clinical practice. And most significantly, we care. We’re committed to empowering people and communities to do what’s best for them. So where is the disagreement in relation to engaging nurses in conversations about research?

Considering of research as “methodized curiosity.”

As an instructional, I can inform you that it might start with how we conduct research activities in nursing school. The syllabi for these courses normally contain large texts with unclear terminology and sophisticated formulas. While research language and data evaluation are necessary in investigative investigations, entering the research realm can actually be much easier.

While I used to be within the Doctor of Nursing program on the University of California, San Francisco (UCSF), my daughter was in kindergarten. Sitting in a circle, five-year-olds answered the discussion query: “I notice, I’m wondering.” I actually enjoyed fascinated about how the circle time dynamics reflected the research process we discussed in my doctoral classes. “I noticed, I’m wondering” is a terrific basis for posing a research query. Ultimately, the research process is solely methodical curiosity.

Clinical nurse or researcher, but rarely each.

Nurses’ disconnection from research might also be on account of the way in which the health care industry is organized. Although “nurse researcher” positions exist, most frequently in large organizations, you’re typically identified as a clinical nurse or researcher.

These classifications establish a false dichotomy because all nurses implement research evidence and all nurses routinely collect data to evaluate the cause and effect of patient outcomes.

The one thing really missing from this scenario is a proper research project. Taking the following step in designing and implementing research projects is a logical extension of our care practices. It also can’t be overemphasized that because nurses are so deeply immersed within the experiences of patients and the lives of individuals in society, we have now excellent access to necessary questions and relevant data.

Division of the research process into comprehensible stages.

It was a terrific pleasure for me to work with my colleagues on the project Nursing research: step-by-step series w American journal of nursing. On this series, we have now tried to demystify the research process by providing key information in regards to the process in digestible bite-sized pieces. We also emphasize that nurses can engage in research in some ways, including interpreting and applying evidence, implementing quality improvement projects, conducting research, and dealing in interdisciplinary research teams.

Working on this series has energized me to design my next project as I ask myself, “I notice, I’m wondering,” as I look after my clients and work with students. I hope it did the identical for you. We would love to listen to from you and study your next research project.

Alexa Colgrove Curtis, PhD, MPH, FNP-BC, PMHNP-BC, FAANP, is associate dean of graduate nursing and director of the MPH–DNP dual degree program on the University of San Francisco School of Nursing and Health Professions.