sample of nursing research paper

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Sample APA Paper

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Writing a Nursing Research Paper that Meets Professor's Requirements

As a nursing student, you will spend much time researching, reading, and writing papers. Many students find the entire process of writing research papers challenging.

Imagine on top of spending many hours in clinical practice shifts only to find yourself sparing more time researching and writing, not to mention the overwhelming information condensed in a few hours of in-class lecture sessions. Working shifts and studying while having family duties and obligations worsens it, and when done in a rush, you end up with subpar papers and average grades.

Even though many student nurses find writing research papers tricky and daunting, you can write a perfect paper that ticks all the checkboxes your professor uses to mark them and be sure to get an A+ grade on your nursing paper.

Our expert nursing research writers, who have written thousands of BSN, MSN, DNP, and Ph.D. papers, have compiled this comprehensive guide to help you write a strong nursing research paper that leaves a lasting impression on your professor.

Having marked many papers and supervised many theses, capstone projects, and dissertations, you can trust that the information herein is valuable and timely in your pursuit of nursing career success.

What is a Nursing Research Paper?

A nursing research paper is a scholarly and thesis-driven paper that a nursing student (at ADN, BSN, MSN, DNP, or Ph.D. level) writes to comprehensively explore a specific nursing research topic either of their choice or one that the professor assigns.

To write a perfect research paper, the student has to provide concrete, reliable, and trustworthy evidence. In most cases, even professionals such as RNs undertaking clinical practice, nursing education training, clinical studies and evaluations, and nursing research can also write research papers published in journals or conferences to advance and disseminate nursing knowledge. The typical length of most nursing papers ranges from 5 pages to 20 pages, depending mainly on the complexity of the subject, the word count limits, and the requirements. Nurses and nursing students write research papers to share their insights as they learn more about nursing processes and practices. Nursing research papers are used to: document research, organize information, advance nursing scholarship, and improve the writing skills of nurses. Students in the USA, Australia, Japan, and Canada write their research papers in the American Psychological Association (APA) format, while those in Australia and the UK write them in Harvard formats. The research papers fall under three main categories:

• Analytical research papers. These papers present an analysis of the topic using evidence, facts, and examples.
• Argumentative research papers. These research papers are analytical but with a twist where the writer uses evidence to reinforce their opinion and persuade the reader.
• Expository research papers. This category of nursing research papers explains the subject matter using credible evidence such as examples, facts, statistics, and other pieces of evidence.

Structure and Format of a Nursing Research Paper

A simple nursing research paper, especially an expository or informative type, can have 5 paragraphs, like a typical essay. However, longer research papers have additional sections.

Scientific Nursing Research Paper Structure

Here is a breakdown of how a well-formatted and scientific nursing research paper should look like.

• Title Page. The title page comprises the research paper title, details of the student or professional writer, course details, details of the school or institution, and the date. The cover page is the first contact point with the reader. It is brief.
• Abstract. The abstract summarizes the nursing research paper. It is 200-250 words long and should be focused on what the reader expects. It is a condensed version of the paper, which is critical to help professors know what your paper is about. It should not have acronyms. Note that the word count of the abstract is not considered part of the research paper.
• The Introduction. The introduction should have an attention-getter or a hook that can be a statement, statistic, or fact. It should be 10% of the entire word count. It also has background information that details the nursing issue or topic you are exploring. It also comprises a well-thought-out thesis statement related to the topic. If you have a long paper, ensure that your problem and purpose statements are part of the introduction. It should also list your PICOT question .
• Literature Review. This is a critical section of the research paper. Here, you should explore other nursing scholars' thoughts and scholarly findings. Focus on peer-reviewed scholarly articles that address the same issue as your thesis statement or topic. Explore your topic's theories, theoretical frameworks, and other facts. Do it so well that your professor marvels at your research, organization, and writing prowess. Consider the levels of evidence as you choose selection criteria for the papers to include in your nursing literature review.
• Research Methodology. This section of the research paper details the data collection methods, such as ethnographic studies, secondary data collection, literature review, quasi-experimental research, correlational studies, descriptive research, ethnography, phenomenology, grounded theory, meta-analyses, systematic reviews, or experiments. Ensure that you state and give a rationale for your research design (qualitative, quantitative, or mixed-methods). If you are writing a quantitative paper, explain how you tested the hypotheses. Also, report the sampling frame and the sampling strategy.
• Results and Discussion. This section of the paper presents the findings. You can use visual aids such as charts and graphs for a quantitative research paper. If you are writing a qualitative research paper, present the evidence chronologically. When presenting the findings, avoid making definitive facts. Instead, ensure that the results suggest something is true or false, even when testing a hypothesis.
• Conclusion and Recommendations. The conclusion should be 10% of the entire word count. You should restate the thesis and give a summary of your entire paper. Explore the recommendations for future research on the topic.
• Ensure that your reference list is arranged alphabetically. The list should adhere to the formatting requirements (Harvard, ASA, or APA formats). Only use scholarly peer-reviewed references.

Format for a General Nursing Research Paper

If you are writing a non-scientific nursing research paper, you will only have three sections as follows:

• Introduction. The introduction paragraph should introduce the topic by providing an attention-getter, background information, and a thesis statement.
• Body of the paper . The body paragraphs should have strong topic sentences, supporting details (examples, evidence, and explanation), and concluding sentences. It should also portray a good use of transition words. You should analyze the topic and use evidence to support the arguments, and give enough explanation. Use in-text citations within the body paragraphs.
• Conclusion. End the paper by recapping the main points, reasserting the thesis statement, and signaling the end of the paper to give your readers good closure.

An excellent nursing research paper follows this structure as long as it is not research-based. The three-part approach is super recommended if you did not conduct any study. In most cases, when assigned to write those 5-12 pages of nursing school research papers, you will be using this format.

So, what are the steps for writing a good nursing research paper? Let’s find out in the next section.

The 6 Main Steps for Writing a Nursing Research Paper

Writing assignments are an essential training aspect for nursing students. No wonder professors will stress that you write essays, discussion posts, responses, or proposals well. They are doing so to prepare you for research roles somewhere in your nursing career.

According to our most successful research paper writers, writing a top-grade research paper involves decoding the instructions, selecting a good topic, planning, researching, writing, and polishing the paper.

Here is a breakdown of each step for clarity and deeper understanding.

Step #1: Understand the Prompt or Instructions

You can only perfect what you know! Therefore, you can begin the research writing process by reading, analyzing, and understanding the instructions. It is an essential pre-writing stage process where you carefully read the instructions.

Although it sounds obvious, most nursing students who write off-topic and subpar research papers jump into writing without reading to understand the instructions.

You need to skim through the instructions on the first attempt, then read keenly and critically as you take note of the scope of the assignment, the topic, and other things you must fulfill in the paper. Take note of the:

• The number of words.
• Type of research paper (argumentative, analytical, exploratory, or persuasive).
• The structure of the paper (thesis-driven or research/study-based (scientific) research paper.
• The deadline.
• Whether you need to draft an outline.
• Reading materials.
• Whether you need external sources.
• Which sources to use and how many?
• The theoretical constructions or conceptual frameworks.
• The age limit of the scholarly sources.

If you need further clarification, ensure that you ask your peers, professor, or a professional writer in time.

Step #2: Select a Good Nursing Research Topic

Compared to average students, top nursing students always remember to select a research topic they are comfortable handling. When you are confident with a topic, you can develop it without procrastinating.

Sometimes you are given a list of nursing research paper topics, issues, and ideas to consider. Other times, you come up with the topic and consult your professor/educator for approval.  

Choose topics related to patient safety, nursing processes, nurse staffing, nursing policies, nurse privileges, nursing legislations, nursing ethics, mental health, health promotion, chronic disease management, healthcare systems, health informatics, changes in healthcare, and working conditions.

Choose any nursing topic that resonates with your specialization interests. It should be manageable, relevant, and explorable.

Related Readings:

• Nursing informatics research topics
• Capstone project ideas and topics for BSN, MSN, and DNP students
• Mental health nursing topics
• Epidemiology nursing topics
• List of the best nursing research paper topics
• Evidence-based nursing topics and ideas
• Nursing ethical dilemmas

Step #3: Plan your Paper

Create a thesis statement for your research paper if it is thesis-driven rather than study-based or scientific (experimental). After writing the thesis, like any of our nursing assignment slayers, write a good outline using Roman numbers and numbers.

List the ideas you wish to have in your paper in chronological order, starting with the introduction, body, and concluding paragraphs. As you outline, do some preliminary research so that you develop arguments the right way.

Include the in-text citations in your nursing research paper outline to simplify the writing process.

Step #4: Research and Organize Resources

Doing in-depth research as you refine the draft would be appropriate because you know what you want the paper to look like. Use scholarly nursing databases for research and limit yourself to topic-related scholarly articles published within the last 5 years.

You can read the abstracts of the articles to determine if they are fit to use in your paper. If you find the best articles, list them using online citation management tools such as RefWorks, Zotero, EndNote, Citefast, or any of your choice.

Ensure to list them in the most appropriate formatting styles. Take notes and list the points and ideas in your outline. Do your research meticulously and ensure that you organize the process to avoid any confusion.

Step #5: Write the First Draft

With the research, synthesis, and outline, you are now left with the chance to put rubber on the road. Use the Pomodoro technique, where you spend stretches of 25 minutes of focused work and have minor 5-minute breaks.

Ensure you cover as much ground in your research paper as possible before three-quarters of the deadline. When writing the paper, and considering that you have the outline, you can start chronologically from the introduction to the appendices.

Most research paper writing pros prefer working on the body section and conclusion before writing the introduction and finalizing the abstract. Whatever works best for you, adopt it. When writing the first draft, focus on piecing together the information rather than perfection.

Ensure you research lightly as you write and assert your voice while giving the right in-text citations for every idea you paraphrase from a source to avoid plagiarism. Each body paragraph should only have one idea.

Step #6: Edit, Proofread, and Polish the Paper

The final step towards completing your nursing research paper is ensuring everything is in its rightful place. A polished research paper scores 90% and above, which is an A. Begin by reading the paper aloud to identify areas that do not make sense.

If there is a need, do not hesitate to rewrite an entire section so that you have the right flow of information.

Check the grammatical, spelling, and syntax errors and make necessary corrections. You should also check the tenses used in the paper. If you feel like polishing the essay is too much work, you are better off hiring a nursing paper proofreader/editor.

When you receive feedback from your educator or professor, address the changes and resend the paper for grading.

Related Reading: How to write an evidence-based nursing paper.

Valuable Tips to Consider as You Write Your Nursing Research Paper

Nursing schools and educators have their standards and guidelines for writing a research paper. Therefore, ensure that before everything else, you familiarize yourself and adhere to these instructions, which include word count and citation styles.

Do not assume anything when writing a paper. You should also access and understand suggestions from your school’s writing lab. Apart from these essential tips, also ensure that you follow the insights we give below:

• Write your paper using a formal tone. Do not use passive voice when writing the paper. Instead, use active voice.
• Your paper should have a good organization from the introduction to the conclusion.
• Whenever you borrow ideas from a scholarly source, ensure you cite them correctly.
• Have a well-thought-out thesis statement that clarifies your arguments.
• Create a complete outline during the early stages of writing. It gives you a roadmap to follow as you write the paper. Organize the ideas chronologically based on their strength and weaknesses.
• Have a plan and schedule to trace your progress with the paper.
• If you have a more extended deadline, contribute to your research paper daily.
• When writing the paper, start with the body, the conclusion, and the introduction last.
• If you are writing a study-based research paper, include the literature review, methodology, discussion, and conclusion sections per the IMRAD format. A general nursing research paper follows the essay structure: introduction, body section, and conclusion.
• Use peer-reviewed scholarly sources from CINAHL, PubMed, Nursing Reference Center, Cochrane Library, MEDLINE, and other nursing research databases with peer-reviewed articles. Credible sources mean your research paper has rigor since you have strong points.
• Proofread and edit the paper thoroughly to remove any mistakes to signal your seriousness to your professor. If possible, use professional editing services.
• Have a compelling conclusion that is elaborate, clear, and concise.
• Read your paper aloud to identify mistakes.
• Revise the paper, and do not fear rewriting an entire section.

When writing a research paper, adhere to the writing conventions. You should also read well and understand how to communicate through academic writing effectively. Your paper should document evidence that supports your arguments and topic.

Write concisely, coherently, and accurately. It is not all in vain; you are training for your future role as a nurse when you will write conference papers, white papers, essays, policy documents, letters, blog posts, and professional nursing articles.

Checklist for a Great Research Paper in Nursing

Now that you have written your paper, you must align a few things to make it the best your professor will read. Most nursing classes, especially at the graduate levels (MSN, DNP, and Ph.D. levels), have small class sizes, and the professors spend time reading the papers from start to end. This means that you should leave nothing to chance.

Nursing research asserts professional identity, ensures accountability in nursing decision-making, and expands nursing practice. You have to be meticulous when writing a research paper in nursing.

A good research paper demonstrates a complete understanding of nursing knowledge, topic exploration, advanced organization, proper formatting, and mature academic writing skills. The following checklist enlists some main aspects to countercheck before hitting the submit button.

• Have I followed all the instructions outlined in the assignment prompt or rubric?
• Does my paper have the right title page?
• Does the paper have a written title that resonates with the thesis and the research question?
• Is the introduction presenting an attention grabber, background information, and a signpost of the ideas in the paper?
• Is the thesis statement well-thought-out, clear, concise, and elaborate?
• Is the problem statement clearly stated?
• If it is a PICOT-based research paper, is the PICO question well-outlined?
• Does the paper touch well on the nursing issue that the topic needs it to address?
• Is there a logical flow of the paragraphs?
• Are the words in each paragraph balanced?
• Does the paper have correctly formatted headings and subheadings?
• Are the in-text citations done correctly and consistently?
• Does every paragraph in the body of the paper build on the thesis?
• Does the paper demonstrate a mature choice of words and uses nursing lingo?
• Is the literature review section comprehensive? Does it have a theoretical and conceptual framework or constructs?
• Are the data and information presented in the literature review current?
• Has the methodology section listed the sample, sampling strategy, data collection and analyses, and rationale for each?
• Does the discussion section interlink the concepts from the literature review with the findings?
• Does the conclusion offer good closure to the readers? Does it restate the thesis? Does it summarize the recommendations?
• Is the entire paper formatted correctly? Does it follow the formatting guidelines?
• Is the paper devoid of spelling, syntax, and mechanical mistakes?

If your answer to all these questions is a resounding YES, you are sure it will fetch your professor a good grade. Our nursing writers, most of whom are alumni from top nursing universities and colleges such as Chamberlain, Capella, Herzing, Vanderbilt, SFU, Rutgers, Yale, Duke, NYU, UCLA, University of Pennsylvania, University of Toronto, McGill, Ottawa, Queens, and other best colleges in the USA, UK, Canada, and many other places. Besides, they are nursing educators in different capacities, and a couple are nursing professors with big titles; you can trust the checklist to guarantee you an excellent grade.

Where to Get Help When Writing Research Paper

As a nursing student, writing a research paper is something you will most likely enjoy doing. However, unforeseen things happen, prompting you to search the internet for sites to help you do your nursing research paper. NurseMyGrade.com is one such place to pay a nursing writer to do your paper.

Expect a paper that meets all the requirements, is written by a human rather than AI software, and is uniquely tailored to your requirements.  Our rates are affordable, and our writers cover diverse fields. Apart from offering advice about research, writing, and formatting papers, we have resourceful writers whom we allow you to communicate directly with via our platform.

We also maintain high levels of secrecy because we care more about your privacy and confidentiality of your details. Not even your professor can tell you got help from our website because we advise on specific strategies to use the paper. We have assisted students in various levels of nursing education with their writing, and we can do yours too.

Get affordable, well-researched, formatted, and organized nursing research papers done for you today by filling out the order form. Nursing research papers are a chance to stand out. Let our professionals help you achieve your nursing school goals.

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A Comprehensive Guide to Writing a Nursing Research Paper: A Step-by-step guide

Writing a nursing research paper is an essential skill for nursing students and professionals alike. It serves as a platform to contribute to the ever-expanding body of knowledge in the field, fostering evidence-based practice and promoting advancements in healthcare. This comprehensive guide aims to provide step-by-step instructions on how to craft a well-structured and impactful nursing research paper.

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The Research Paper Outline

Here are the steps to writing a research nursing paper

1. Choosing a Relevant Topic

Selecting a pertinent and engaging topic is the first crucial step in writing a nursing research paper. Consider the following factors when choosing a topic:

• Personal Interest : Opt for a subject that sparks your interest or relates to your clinical experiences. For example, if you have a passion for pediatric nursing, you might choose a topic related to childhood obesity interventions.
• Relevance : Ensure the topic addresses current issues or gaps in knowledge within the nursing field. This could involve exploring emerging healthcare technologies, examining disparities in healthcare access, or evaluating the effectiveness of nursing interventions in specific patient populations.
• Feasibility: Assess the availability of resources and data needed to conduct a thorough investigation. Consider factors such as access to patient populations , research facilities, and funding opportunities when evaluating the feasibility of your chosen topic.

2. Conducting a Literature Review:

Before delving into your research, it is essential to review existing literature to identify gaps and establish the context for your study.

• Utilize academic databases: Search platforms like PubMed, CINAHL, and others to gather relevant articles.
• Critically analyze literature: Evaluate the strengths and weaknesses of previous studies to identify areas for further exploration. Look for patterns, inconsistencies, or gaps in the existing research that your study can address.
• Synthesize findings: Summarize key themes, methodologies, and gaps in the literature to guide your research question. This synthesis serves as the foundation for framing the significance of your study within the broader context of nursing research.

3. Formulating a Clear Research Question or Hypothesis:

A well-defined research question or hypothesis provides direction for your study and guides the development of your nursing research paper.

Clarity and specificity: Clearly state the problem you aim to address and be specific in your research question or hypothesis. For instance, if your topic revolves around improving patient adherence to medication regimens, your research question might be, “What factors influence medication adherence among patients with chronic illnesses?”

Align with literature: Ensure your research question builds upon existing knowledge and addresses identified gaps. Reference the findings from your literature review to demonstrate the relevance of your study and its potential contributions to the field.

4. Designing the Research Methodology:

Selecting an appropriate research methodology is crucial to gather valid and reliable data. Consider methodologies such as:

a. Quantitative or qualitative: Decide whether your study will involve quantitative measurements, qualitative analysis, or a combination of both. If your research question involves exploring patient experiences, qualitative methods such as interviews or focus groups may be appropriate.

b. Sampling: Define your target population and choose a representative sample size. Consider factors like age, gender, and medical history that align with your research objectives.

c. Data collection: Outline the methods and tools you will use to collect data, ensuring they align with your research question. Whether it’s surveys, interviews, observations, or a review of medical records, justify your choices based on the nature of your study.

5. Ethical Considerations:

Nursing research must adhere to ethical standards to protect participants and maintain the integrity of the study.

Informed consent: Clearly explain the study to participants and obtain their informed consent. Clearly outline the purpose, procedures, potential risks, and benefits of participation.

Confidentiality: Ensure the privacy and anonymity of participants throughout the research process. Safeguarding their identities and sensitive information is crucial to maintain trust and ethical standards.

6. Data Analysis and Interpretation:

Once data collection is complete, analyze the information using appropriate statistical or qualitative methods. a. Statistical analysis: Use statistical software to analyze quantitative data and draw meaningful conclusions. b. Thematic analysis: Identify themes and patterns in qualitative data, providing rich insights into your research question.

7. Writing the Nursing Research Paper:

Structure your paper following the typical components of a scientific research paper.

In nursing research papers, we usually use APA or Harvard formats because they are scientific. The title page is super important because it helps your professor quickly understand your paper. If it’s not done well, you might lose marks. T he title page , also called the cover page, should have your paper’s title, your names, course code and name, university names, your professor’s name, and the date of submission. Check out our examples to see how to set up this important part of your research paper.

The abstract is a short summary of your nursing research paper. It’s important, just like the title page, because it gives readers a quick overview. Keep it short, around 200-250 words, and focus on the main points. Don’t use acronyms or citations. Follow the guidelines for APA or Harvard formatting. It doesn’t count in the word limit unless the Rubric says it does. Include the purpose, contents, results, conclusions, and recommendations.

Introduction

The introduction is the first part of your nursing research paper, taking up about 10% of the word count. Start with an interesting hook for your topic. Provide background information, talk about the nursing issue, and state the main aim or thesis. Clearly outline what your paper will cover, and if it’s a PICO research paper, introduce the PICOT question here.

Literature Review

This section explores what other nursing scholars have said about your thesis statement or topic. Look at various sources about nursing theory, frameworks, and concepts. Develop your paragraphs well, cite ideas, and approach this section critically. For example, if your paper is about managing obesity, you can discuss how the Theory of Planned Behavior is used in interventions. Show good research, organization, and writing skills.

Research Methodology

Here, explain the methods you used to collect data, like qualitative, quantitative, or mixed-methods approaches. For qualitative research in nursing, consider ethnography, historical research, phenomenology, symbiotic interactionism, or grounded theory. Quantitative research involves crunching numbers. If you used secondary sources, mention them and explain your inclusion/exclusion criteria. If it’s a statistical paper, detail your analyses and the tools used (like R or SPSS).

Results and Discussion

Present your findings in this section without making definitive statements. The results should suggest whether something is true or not, especially when testing hypotheses. Discuss your findings using concepts and information from your literature review. Mention any limitations and include graphs, tables, or concept maps.

Conclusions and Recommendations

Summarize the research problem, methodology, and findings. Restate the thesis differently from the introduction. This part should be about 10% of the total word count. Connect your findings to the literature review and suggest future research directions.

Organize your references alphabetically in A-Z format following APA or Harvard guidelines. Make sure each reference is scholarly and used in your paper. Include links if needed. Double-check everything to meet the Rubric requirements.

8. Revision and Peer Review:

Before submitting your nursing research paper, thoroughly review and revise the content for clarity, coherence, and accuracy. Share your draft with peers, mentors, or colleagues to gather constructive feedback. Address any feedback received and revise your paper for clarity, grammar, and style.

9. Submission and Publication:

Once satisfied with the final draft, submit your nursing research paper to a reputable journal or conference for peer review and potential publication.

Source Links

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50 Potential Nursing Research Topics

• The impact of nurse-patient communication on patient satisfaction and outcomes.
• Exploring the effectiveness of telehealth in nursing care delivery.
• Assessing the prevalence and management of nurse burnout in different healthcare settings.
• The role of advanced practice nurses in improving primary care access and outcomes.
• Examining the effectiveness of simulation-based training in nursing education.
• Investigating the influence of cultural competence on patient care and health disparities.
• Exploring the use of artificial intelligence in nursing practice and patient care.
• Assessing the impact of nurse-led interventions on chronic disease management.
• Examining the challenges and opportunities of transitioning from paper to electronic health records in nursing.
• The role of mindfulness-based interventions in reducing stress among nursing professionals.
• Investigating the relationship between nurse staffing levels and patient outcomes.
• Assessing the effectiveness of pain management protocols in postoperative care.
• Exploring the experiences and challenges of male nurses in the nursing profession.
• The impact of continuing education on nursing practice and patient outcomes.
• Examining the role of nurses in promoting vaccination and preventing infectious diseases.
• Investigating the factors influencing nurse retention and turnover in healthcare organizations.
• The effectiveness of nursing interventions in managing patients with mental health disorders.
• Exploring the role of nurses in promoting healthy lifestyles and preventing chronic diseases.
• Assessing the implementation and outcomes of evidence-based practice in nursing.
• Investigating the ethical challenges in end-of-life care decision-making by nurses.
• The role of nursing in addressing the opioid epidemic and substance abuse.
• Examining the impact of nurse-led clinics on community health and access to care.
• Assessing the effectiveness of nurse-managed programs in improving maternal and child health.
• Exploring the perceptions and experiences of patients receiving care from nurse practitioners.
• Investigating the effectiveness of nurse-led interventions in preventing hospital-acquired infections.
• The impact of interprofessional collaboration on patient outcomes in healthcare.
• Examining the relationship between nurse leadership styles and organizational culture.
• Assessing the effectiveness of nursing interventions in reducing falls among elderly patients.
• Exploring the challenges and opportunities of nursing care in rural and underserved communities.
• Investigating the role of nursing in promoting mental health and well-being.
• The impact of technology on communication and collaboration among nursing teams.
• Assessing the knowledge and attitudes of nurses towards LGBTQ+ patients in healthcare.
• Examining the role of nursing in disaster preparedness and response.
• Investigating the effectiveness of nursing interventions in preventing pressure ulcers.
• Exploring the impact of nurse empowerment on patient safety and quality of care.
• Assessing the use of patient-centered care models in nursing practice.
• The role of nursing in addressing health disparities among diverse populations.
• Examining the impact of nurse-led health promotion programs in schools.
• Investigating the role of nurses in promoting ethical decision-making in healthcare.
• Assessing the effectiveness of nursing interventions in managing chronic pain.
• Exploring the impact of nurse-led education programs on patient outcomes.
• The role of nursing in addressing the mental health needs of pediatric patients.
• Examining the effectiveness of nurse-managed transitional care programs.
• Assessing the impact of cultural competence training on nursing practice.
• Investigating the relationship between nurse staffing ratios and medication errors.
• The role of nursing in promoting a culture of safety in healthcare organizations.
• Exploring the experiences of immigrant nurses in the healthcare workforce.
• Assessing the impact of nurse-led interventions in promoting healthy aging.
• Examining the effectiveness of nursing interventions in preventing hospital readmissions.
• Investigating the role of nursing in promoting health equity and social justice.

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Nursing: How to Write a Literature Review

• Traditional or Narrative Literature Review

Getting started

1. start with your research question, 2. search the literature, 3. read & evaluate, 4. finalize results, 5. write & revise, brainfuse online tutoring and writing review.

• RESEARCH HELP

The best way to approach your literature review is to break it down into steps.  Remember, research is an iterative process, not a linear one.  You will revisit steps and revise along the way.  Get started with the handout, information, and tips from various university Writing Centers below that provides an excellent overview.  Then move on to the specific steps recommended on this page.

• UNC- Chapel Hill Writing Center Literature Review Handout, from the University of North Carolina at Chapel Hill.
• University of Wisconsin-Madison Writing Center Learn how to write a review of literature, from the University of Wisconsin-Madison.
• University of Toronto-- Writing Advice The Literature Review: A few tips on conducting it, from the University of Toronto.
• Begin with a topic.
• Understand the topic. 
• Familiarize yourself with the terminology.  Note what words are being used and keep track of these for use as database search keywords. 
• See what research has been done on this topic before you commit to the topic.  Review articles can be helpful to understand what research has been done .
• Develop your research question.  (see handout below)
• How comprehensive should it be? 
• Is it for a course assignment or a dissertation? 
• How many years should it cover?
• Developing a good nursing research question Handout. Reviews PICO method and provides search tips.

Your next step is to construct a search strategy and then locate & retrieve articles.

•  There are often 2-4 key concepts in a research question.
• Search for primary sources (original research articles.)
• These are based on the key concepts in your research question.
• Remember to consider synonyms and related terms.
• Which databases to search?
• What limiters should be applied (peer-reviewed, publication date, geographic location, etc.)?

Review articles (secondary sources)

Use to identify literature on your topic, the way you would use a bibliography.  Then locate and retrieve the original studies discussed in the review article. Review articles are considered secondary sources.

• Once you have some relevant articles, review reference lists to see if there are any useful articles.
• Which articles were written later and have cited some of your useful articles?  Are these, in turn, articles that will be useful to you? 
• Keep track of what terms you used and what databases you searched. 
• Use database tools such as save search history in EBSCO to help.
• Keep track of the citations for the articles you will be using in your literature review. 
• Use RefWorks or another method of tracking this information. 
• Database Search Strategy Worksheet Handout. How to construct a search.
• TUTORIAL: How to do a search based on your research question This is a self-paced, interactive tutorial that reviews how to construct and perform a database search in CINAHL.

The next step is to read, review, and understand the articles.

• Start by reviewing abstracts. 
• Make sure you are selecting primary sources (original research articles).
• Note any keywords authors report using when searching for prior studies.
• You will need to evaluate and critique them and write a synthesis related to your research question.
• Consider using a matrix to organize and compare and contrast the articles . 
• Which authors are conducting research in this area?  Search by author.  
• Are there certain authors’ whose work is cited in many of your articles?  Did they write an early, seminal article that is often cited?
• Searching is a cyclical process where you will run searches, review results, modify searches, run again, review again, etc. 
• Critique articles.  Keep or exclude based on whether they are relevant to your research question.
• When you have done a thorough search using several databases plus Google Scholar, using appropriate keywords or subject terms, plus author’s names, and you begin to find the same articles over and over.
• Remember to consider the scope of your project and the length of your paper.  A dissertation will have a more exhaustive literature review than an 8 page paper, for example.
• What are common findings among each group or where do they disagree? 
• Identify common themes. Identify controversial or problematic areas in the research. 
• Use your matrix to organize this.
• Once you have read and re-read your articles and organized your findings, you are ready to begin the process of writing the literature review.

2. Synthesize.  (see handout below)

• Include a synthesis of the articles you have chosen for your literature review.
• A literature review is NOT a list or a summary of what has been written on a particular topic. 
• It analyzes the articles in terms of how they relate to your research question. 
• While reading, look for similarities and differences (compare and contrast) among the articles.  You will create your synthesis from this.
• Synthesis Examples Handout. Sample excerpts that illustrate synthesis.

Regis Online students have access to Brainfuse. Brainfuse is an online tutoring service available through a link in Moodle. Meet with a tutor in a live session or submit your paper for review.

• Brainfuse Tutoring and Writing Assistance for Regis Online Students by Tricia Reinhart Last Updated Oct 26, 2023 81 views this year
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Digital Commons @ USF > College of Nursing > Theses and Dissertations

Nursing Theses and Dissertations

Theses/dissertations from 2023 2023.

Psychological Distress, Resilience, and the Impact on Quality of Life in Breast Cancer Survivors With Taxane-Induced Peripheral Neuropathy , Lauren Schwab

Theses/Dissertations from 2022 2022

Medication-Assisted Treatment Versus 12-Step Group Therapy: A Comparative Analysis of Adherence and Abstinence In Patients With Opioid Use Disorder , Derrick C. Glymph

Theses/Dissertations from 2021 2021

Quality of Life of Older Adults with Complicated Grief Receiving Accelerated Resolution Therapy: A Mixed Methods Study , Tina M. Mason

Theses/Dissertations from 2020 2020

In Post-Extubated Patients What are the Preferred Methods of Communication During Their Experience of Endotracheal Intubation with Mechanical Ventilation , Lanette Dumas

The Effect of Hope on the Relationship between Personal and Disease Characteristics and Anxiety and Depression in Adolescents and Young Adults with Cancer , Sharon B. McNeil

Predictors of Nonadherence to Radiation Therapy Schedules Among Head and Neck Cancer Patients , Jennifer Lynn Miller

Theses/Dissertations from 2019 2019

Perceived Discrimination and Cardiovascular Outcomes in Blacks: A Secondary Data Analysis of the Heart SCORE Study , Marilyn Aluoch

Exploration of Gratitude in Cardiovascular Health: Mediators, Medication Adherence and Psychometrics , Lakeshia A. Cousin

Theses/Dissertations from 2018 2018

Fatigue-related Symptom Clusters and their Relationship with Depression, and Functional Status in Older Adults Hospice Patients with Cancer. , Suzan Fouad Abduljawad

Genetic Moderation of Pain and Fatigue Symptoms Resulting from the Mindfulness-Based Stress Reduction for Breast Cancer Program , Carissa Bea Alinat

The Moderating Effect of Religion on Death Distress and Quality of Life between Christian Cancer patients in the United States with Muslim cancer patients in Saudi Arabia , Doaa Almostadi

Prevention of Post Intensive Care Syndrome-Family with Sensation Awareness Focused Training Intervention: A Randomized Controlled Trial Pilot Study , Paula L. Cairns

Assessing Abstinence in Infants Greater Than 28 Days Old , Genieveve J. Cline

The Relationship Between Sleep Quality and Motor Function in Hospitalized Older Adult Survivors of Critical Illness , Maya N. Elías

The Role of Migration-Related Stress in Depression Among Haitian Immigrants in Florida: A Mixed Method Sequential Explanatory Approach , Dany Amanda C. Fanfan

The Effect of Depression, Inflammation and Sleep Quality on Risk for Cardiovascular Disease , Catherine L. O'Neil

Adapting SafeMedicate (Medication Dosage Calculation Skills software) For Use In Brazil , Samia Valeria Ozorio Dutra

Theses/Dissertations from 2017 2017

The Relationship Between Total Neuropathy Score-reduced, Neuropathy Symptoms and Function. , Ashraf Abulhaija

Validation of the Electronic Kids Dietary Index (E-KINDEX) Screening Tool for Early Identification of Risk for Overweight/Obesity (OW/OB) in a Pediatric Population: Associations with Quality of Life Perceptions , Patricia A. Hall

Theses/Dissertations from 2016 2016

The Effectiveness of an Intervention Designed to Improve Chlorhexidine (CHG) Bathing Technique in Adults Hospitalized in Medical Surgical Units , Janette Echemendia Denny

Levels of Distress Among Women Veterans Attending a Women’s Health Specialty Clinic in the VA Healthcare System , Debbie T. Devine

Examination of the Use of Accelerated Resolution Therapy (ART) in the Treatment of Symptoms of PTSD and Sleep Dysfunction in Veterans and Civilians , Marian Jevone Hardwick

Investigating the Mutual Effects of Depression and Spiritual Well-being on Quality of Life in Hospice Patients with Cancer and Family Caregivers Using the Actor-Partner Interdependence Model , Li-Ting Huang

The Change in Nutritional Status in Traumatic Brain Injury Patients: A Retrospective Descriptive A Retrospective Descriptive Study , Dina A. Masha'al

Exploring the Relationship Between Severity of Illness and Human Milk Volume in Very Low Birth Weight and Extremely Low Birth Weight Infants Over Six Weeks , Shannon Leigh Morse

Cardiovascular Disease Risk Scores and Novel Risk Factors in Relation to Race and Gender , Johanna Wilson

Theses/Dissertations from 2015 2015

A Comparative Evaluation of the Learner Centered Grading Debriefing Method in Nursing Education , Marisa J. Belote

Sleep, Depressive Symptoms and Cognition in Older Adults and Caregivers of Persons with Dementia , Glenna Shemida Brewster

The Relationship between Hearing Status and Cognitive Performance and the Influence of Depressive Symptoms in the Older Adult , Julie A. Daugherty

Basal Salivary Oxytocin and Skin to Skin Contact among Lactating Mothers of Premature Infants , Jessica Marie Gordon

The Relationship Between Nurses' Emotional Intelligence and Patient Outcomes , Mary Kutash

Sexual Functioning and Body Image in Younger Breast Cancer Survivors , Carly Lynn Paterson

Cognitive Load of Registered Nurses During Medication Administration , Sarah Faith Perron

A Comparison of Quality of Life between Intense and Non-Intense Treatment for Patients with Acute Myeloid Leukemia and High-Risk Myelodysplastic Syndrome , Sara Marie Tinsley

Theses/Dissertations from 2014 2014

Acculturation, Self-Efficacy and Breastfeeding Behavior in a Sample of Hispanic Women , Ivonne F. Hernandez

Knowledge and Acceptance of HPV and the HPV Vaccine in Young Men and Their Intention to be Vaccinated , Brenda Renee Jasper

The Relationships Between Sleep Disturbances, Depression, Inflammatory Markers, and Sexual Trauma in Female Veterans , Ellen Marcolongo

Examination of Possible Protective Effect of Rhesus D Positive Blood Factor on Toxoplasma-related Depressive Symptoms in Pregnancy , Lisa Lynn Parnell

Knowledge, Attitudes, and Practice of Primary Care Nurse Practitioners Regarding Skin Cancer Assessmnets: Validity and Reliability of a New Instrument , Debra Michelle Shelby

Theses/Dissertations from 2013 2013

Knowledge and Practice of Reproductive Health among Mothers and their Impact on Fetal Birth Outcomes: A Case of Eritrea , Winta Negusse Araya

Race/Ethnicity, Subjective and Objective Sleep Quality, Physical and Psychological Symptoms in Breast Cancer Survivors , Pinky H. Budhrani

Factors Predicting Pap Smear Adherence in HIV-infected Women: Using the Health Belief Model , Crystal L. Chapman Lambert

The Relationship Between Socioeconomic Status and Body Mass Index on Vitamin D Levels in African American Women with and without Diabetes Living in Areas with Abundant Sunshine , Shani Vann Davis

Predictors of Quality of Life in Patients with Cutaneous T cell Lymphoma , Darcie Marie Deaver

Relationship between dysphoric moods, risk-taking behaviors, and Toxoplasma gondii antibody titers in female veterans , Allyson Radford Duffy

Prenatal Stress, Depression, and Herpes Viral Titers , Pao-Chu Hsu

Factors Associated with Fear of Breast Cancer Recurrence Among Survivors , Jean Marie Lucas

Sickle Cell Disease: The Role of Self-Care Management , Nadine Matthie

Factors Influencing Vaccination Decisions in African American Mothers of Preschool Age Children , Chauntel Mckenzie Mcnair

The Strong Black Woman, Depression, and Emotional Eating , Michelle Renee Offutt

Development of an Investigator-designed Questionnaire Concerning Childbirth Delivery Options based on the Theory of Planned Behavior , Chun-Yi Tai

Theses/Dissertations from 2012 2012

The Mediating Effect of Distress Caused by Constipation on Predictors of Quality of Life of Hospice Patients with Cancer. , Abdel Alkhalouf

Testing a Model of Bacterial Vaginosis among Black Women , Jessica Brumley

The Effect of Tight Glycemic Control on Surgical Site Infection Rates in Patients Undergoing Open Heart Surgery , Sierra Gower

Development of a Tool for Pressure Ulcer Risk Assessment and Preventive Interventions in Ancillary Services Patients , Monica Shutts Messer

Hospice Nurses- Attitudes and Knowledge about Pain Management , Amie Jacqueline Miller

Theses/Dissertations from 2011 2011

Literacy and Hazard Communication Comprehension of Employees Presenting to an Occupational Health Clinic , Christine Bouchard

A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students , Ruth Wilmer Gallagher

Relationship Between Cancer-Related Fatigue and Depression: A Pilot Study , Gloria Michelle Guess

A Comparison of Oncology and Non-Oncology Nurses in Their Knowledge of Cancer Pain Management , Nicole Houle

Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain , Eric Bartholomew Jackson

Bone Marrow Transplant Nurses' Attitudes about Caring for Patients Who are Near the End of Life: A Quality Improvement Project , Leslie Lauersdorf

Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States , Mulubrhan Fisseha Mogos

Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes , Jacqueline Cecilia Munro

The Relationship of Mid-Pregnancy Levels of Cytokines, Stress, and Depression with Gestational Age at Delivery , Melissa Molinari Shelton

Prophylactic, Risk-Reducing Surgery in Unaffected BRCA-Positive Women: Quality Of Life, Sexual Functioning and Psychological Well-Being , Sharon Tollin

Theses/Dissertations from 2010 2010

The Relationship Between FAM5C SNP (rs10920501) Variability, Metabolic Syndrome, and Inflammation, in Women with Coronary Heart Disease , Jennifer L. Cline

Women’s Perceptions of Postpartum Stress: A Narrative Analysis , Nancy Gilbert Crist

Lived Experience: Near-Fatal Adolescent Suicide Attempt , Phyllis Ann Dougherty

Exploring the Relationships among Work-Related Stress, Quality of Life, Job Satisfaction, and Anticipated Turnover on Nursing Units with Clinical Nurse Leaders , Mary Kohler

A Comparative Study of Knowledge of Pain Management in Certified and Non-Certified Oncology Nurses , Sherrie A. LaLande

Evaluating Knowledge and Attitudes of Undergraduate Nursing Students Regarding Pain Management , Jessica Latchman

Evaluation of Oncology Nurses' Knowledge, Practice Behaviors, and Confidence Specific to Chemotherapy Induced Peripheral Neuropathy , Rebecca Denise McAllister

Moderating the Effectiveness of Messages to Promote Physical Activity in Type 2 Diabetes , Rachel E. Myers

Factors Affecting the Process of Clinical Decision-Making in Pediatric Pain Management by Emergency Department Nurses , Teresa A. Russo

The Correlation Between Neuropathy Limitations and Depression in Chemotherapy Patients , Melissa Thebeau

Theses/Dissertations from 2009 2009

Fatigue Symptom Distress and Its Relationship with Quality Of Life in Adult Stem Cell Transplant Survivors , Suzan Fouad Abduljawad R.N., B.S.N.

Nursing Advocacy and the Accuracy of Intravenous to Oral Opioid Conversion at Discharge in the Cancer Patient , Maria L. Gallo R.N., O.C.N.

Transitional Care for Adolescents with HIV: Characteristics and Current Practices of the Adolescent Trials Network Systems of Care , Patricia Gilliam

The Effect of Ethical Ideology and Professional Values on Registered Nurses’ Intentions to Act Accountably , Susan R. Hartranft

Falls in Bone Marrow Transplant Patients: A Retrospective Study , Lura Henderson R.N., B.S.N.

Predictors of cancer caregiver depression symptomatology , Henry R. Rivera

Psychosocial outcomes of weight stigma among college students , Sabrina Joann Robinson

The Experience of Fatigue and Quality of Life in Patients with Advanced Lung Cancer , Andrea Shaffer

The Relationship Between Uncertainty in Illness and Anxiety in Patients With Cancer , Naima Vera

Shifting Paradigms: The Development of Nursing Identity in Foreign-Educated Physicians Retrained as Nurses Practicing in the United States , Liwliwa Reyes Villagomeza

Theses/Dissertations from 2008 2008

Prostate Cancer Screening Intention Among African American Men: An Instrument Development Study , Susan Anita Baker

The Geriatric Cancer Experience in End of Life: Model Adaptation and Testing , Harleah G. Buck

Communication Systems and HIV/AIDS Sexual Decision Making in Older Adolescent and Young Adult Females , Rasheeta D. Chandler MS, ARNP, FNP-BC

Relationship of Anger Trait and Anger Expression to C-Reactive Protein in Post-Menopausal Women , Rosalyn Gross

Identifying Patients with Cancer at Risk of Experiencing a Fall While Hospitalized , Joann M. Heaton

Modulation of Monocyte-Derived Dendritic Cell Maturation and Function by Cigarette Smoke Condensate in a Bronchial Epithelial Cell Co-Culture Model , Alison J. Montpetit

Cancer Patients with Pain: Examination of the Role of the Spouse/Partner Relationship In Mediating Quality of Life Outcomes for the Couple , Mary Ann Morgan

Development of an Ecological Model to Predict Risk for Acquisition of Clostridium difficile -Associated Diarrhea During Acute Care Hospitalization , Susan Elaine Steele

Development and Psychometric Evaluation of the Chemotherapy Induced Peripheral Neuropathy Assessment Tool , Cindy S. Tofthagen

Health Decision Behaviors: Appropriateness of Dietary Choice , Daryle Hermelin Wane

Theses/Dissertations from 2007 2007

The Relationship Between Sleep-Wake Disturbance and Pain in Cancer Patients Admitted to Hospice Home Care , Marjorie Acierno

Wheelchair Positioning and Pulmonary Function in Children with Cerebral Palsy , Lee Barks

Structural Equation Model of Exercise in Women Utilizing the Theory of Unpleasant Symptoms and Social Cognitive Variables , Sarah Elizabeth Cobb

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Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

Plus, get exclusive access to discounts for nurses, stay informed on the latest nurse news, and learn how to take the next steps in your career.

By clicking “Join Now”, you agree to receive email newsletters and special offers from Nurse.org. We will not sell or distribute your email address to any third party, and you may unsubscribe at any time by using the unsubscribe link, found at the bottom of every email.

• Research article
• Open access
• Published: 09 November 2005

A qualitative study of nursing student experiences of clinical practice

• Farkhondeh Sharif 1 &
• Sara Masoumi 2  

BMC Nursing volume  4 , Article number:  6 ( 2005 ) Cite this article

358k Accesses

167 Citations

9 Altmetric

Metrics details

Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice.

Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis.

Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience.

The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety as a result of feeling incompetent and lack of professional nursing skills and knowledge to take care of various patients in the clinical setting.

Peer Review reports

Clinical experience has been always an integral part of nursing education. It prepares student nurses to be able of "doing" as well as "knowing" the clinical principles in practice. The clinical practice stimulates students to use their critical thinking skills for problem solving [ 1 ]

Awareness of the existence of stress in nursing students by nurse educators and responding to it will help to diminish student nurses experience of stress. [ 2 ]

Clinical experience is one of the most anxiety producing components of the nursing program which has been identified by nursing students. In a descriptive correlational study by Beck and Srivastava 94 second, third and fourth year nursing students reported that clinical experience was the most stressful part of the nursing program[ 3 ]. Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. In study done by Hart and Rotem stressful events for nursing students during clinical practice have been studied. They found that the initial clinical experience was the most anxiety producing part of their clinical experience [ 4 ]. The sources of stress during clinical practice have been studied by many researchers [ 5 – 10 ] and [ 11 ].

The researcher came to realize that nursing students have a great deal of anxiety when they begin their clinical practice in the second year. It is hoped that an investigation of the student's view on their clinical experience can help to develop an effective clinical teaching strategy in nursing education.

A focus group design was used to investigate the nursing student's view about the clinical practice. Focus group involves organized discussion with a selected group of individuals to gain information about their views and experiences of a topic and is particularly suited for obtaining several perspectives about the same topic. Focus groups are widely used as a data collection technique. The purpose of using focus group is to obtain information of a qualitative nature from a predetermined and limited number of people [ 12 , 13 ].

Using focus group in qualitative research concentrates on words and observations to express reality and attempts to describe people in natural situations [ 14 ].

The group interview is essentially a qualitative data gathering technique [ 13 ]. It can be used at any point in a research program and one of the common uses of it is to obtain general background information about a topic of interest [ 14 ].

Focus groups interviews are essential in the evaluation process as part of a need assessment, during a program, at the end of the program or months after the completion of a program to gather perceptions on the outcome of that program [ 15 , 16 ]. Kruegger (1988) stated focus group data can be used before, during and after programs in order to provide valuable data for decision making [ 12 ].

The participants from which the sample was drawn consisted of 90 baccalaureate nursing students from two hundred nursing students (30 students from the second year and 30 from the third and 30 from the fourth year) at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery). The second year nursing students already started their clinical experience. They were arranged in nine groups of ten students. Initially, the topics developed included 9 open-ended questions that were related to their nursing clinical experience. The topics were used to stimulate discussion.

The following topics were used to stimulate discussion regarding clinical experience in the focus groups.

How do you feel about being a student in nursing education?

How do you feel about nursing in general?

Is there any thing about the clinical field that might cause you to feel anxious about it?

Would you like to talk about those clinical experiences which you found most anxiety producing?

Which clinical experiences did you find enjoyable?

What are the best and worst things do you think can happen during the clinical experience?

What do nursing students worry about regarding clinical experiences?

How do you think clinical experiences can be improved?

What is your expectation of clinical experiences?

The first two questions were general questions which were used as ice breakers to stimulate discussion and put participants at ease encouraging them to interact in a normal manner with the facilitator.

Data analysis

The following steps were undertaken in the focus group data analysis.

Immediate debriefing after each focus group with the observer and debriefing notes were made. Debriefing notes included comments about the focus group process and the significance of data

Listening to the tape and transcribing the content of the tape

Checking the content of the tape with the observer noting and considering any non-verbal behavior. The benefit of transcription and checking the contents with the observer was in picking up the following:

Parts of words

Non-verbal communication, gestures and behavior...

The researcher facilitated the groups. The observer was a public health graduate who attended all focus groups and helped the researcher by taking notes and observing students' on non-verbal behavior during the focus group sessions. Observer was not known to students and researcher

The methods used to code and categorise focus group data were adapted from approaches to qualitative content analysis discussed by Graneheim and Lundman [ 17 ] and focus group data analysis by Stewart and Shamdasani [ 14 ] For coding the transcript it was necessary to go through the transcripts line by line and paragraph by paragraph, looking for significant statements and codes according to the topics addressed. The researcher compared the various codes based on differences and similarities and sorted into categories and finally the categories was formulated into a 4 themes.

The researcher was guided to use and three levels of coding [ 17 , 18 ]. Three levels of coding selected as appropriate for coding the data.

Level 1 coding examined the data line by line and making codes which were taken from the language of the subjects who attended the focus groups.

Level 2 coding which is a comparing of coded data with other data and the creation of categories. Categories are simply coded data that seem to cluster together and may result from condensing of level 1 code [ 17 , 19 ].

Level 3 coding which describes the Basic Social Psychological Process which is the title given to the central themes that emerge from the categories.

Table 1 shows the three level codes for one of the theme

The documents were submitted to two assessors for validation. This action provides an opportunity to determine the reliability of the coding [ 14 , 15 ]. Following a review of the codes and categories there was agreement on the classification.

Ethical considerations

The study was conducted after approval has been obtained from Shiraz university vice-chancellor for research and in addition permission to conduct the study was obtained from Dean of the Faculty of Nursing and Midwifery. All participants were informed of the objective and design of the study and a written consent received from the participants for interviews and they were free to leave focus group if they wish.

Most of the students were females (%94) and single (% 86) with age between 18–25.

The qualitative analysis led to the emergence of the four themes from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap", clinical supervision"," professional role", was considered as important factors in clinical experience.

Initial clinical anxiety

This theme emerged from all focus group discussion where students described the difficulties experienced at the beginning of placement. Almost all of the students had identified feeling anxious in their initial clinical placement. Worrying about giving the wrong information to the patient was one of the issues brought up by students.

One of the students said:

On the first day I was so anxious about giving the wrong information to the patient. I remember one of the patients asked me what my diagnosis is. ' I said 'I do not know', she said 'you do not know? How can you look after me if you do not know what my diagnosis is?'

From all the focus group sessions, the students stated that the first month of their training in clinical placement was anxiety producing for them.

One of the students expressed:

The most stressful situation is when we make the next step. I mean ... clinical placement and we don't have enough clinical experience to accomplish the task, and do our nursing duties .

Almost all of the fourth year students in the focus group sessions felt that their stress reduced as their training and experience progressed.

Another cause of student's anxiety in initial clinical experience was the students' concern about the possibility of harming a patient through their lack of knowledge in the second year.

One of the students reported:

In the first day of clinical placement two patients were assigned to me. One of them had IV fluid. When I introduced myself to her, I noticed her IV was running out. I was really scared and I did not know what to do and I called my instructor .

Fear of failure and making mistakes concerning nursing procedures was expressed by another student. She said:

I was so anxious when I had to change the colostomy dressing of my 24 years old patient. It took me 45 minutes to change the dressing. I went ten times to the clinic to bring the stuff. My heart rate was increasing and my hand was shaking. I was very embarrassed in front of my patient and instructor. I will never forget that day .

Sellek researched anxiety-creating incidents for nursing students. He suggested that the ward is the best place to learn but very few of the learner's needs are met in this setting. Incidents such as evaluation by others on initial clinical experience and total patient care, as well as interpersonal relations with staff, quality of care and procedures are anxiety producing [ 11 ].

Theory-practice gap

The category theory-practice gap emerged from all focus discussion where almost every student in the focus group sessions described in some way the lack of integration of theory into clinical practice.

I have learnt so many things in the class, but there is not much more chance to do them in actual settings .

Another student mentioned:

When I just learned theory for example about a disease such as diabetic mellitus and then I go on the ward and see the real patient with diabetic mellitus, I relate it back to what I learned in class and that way it will remain in my mind. It is not happen sometimes .

The literature suggests that there is a gap between theory and practice. It has been identified by Allmark and Tolly [ 20 , 21 ]. The development of practice theory, theory which is developed from practice, for practice, is one way of reducing the theory-practice gap [ 21 ]. Rolfe suggests that by reconsidering the relationship between theory and practise the gap can be closed. He suggests facilitating reflection on the realities of clinical life by nursing theorists will reduce the theory-practice gap. The theory- practice gap is felt most acutely by student nurses. They find themselves torn between the demands of their tutor and practising nurses in real clinical situations. They were faced with different real clinical situations and are unable to generalise from what they learnt in theory [ 22 ].

Clinical supervision

Clinical supervision is recognised as a developmental opportunity to develop clinical leadership. Working with the practitioners through the milieu of clinical supervision is a powerful way of enabling them to realize desirable practice [ 23 ]. Clinical nursing supervision is an ongoing systematic process that encourages and supports improved professional practice. According to Berggren and Severinsson the clinical nurse supervisors' ethical value system is involved in her/his process of decision making. [ 24 , 25 ]

Clinical Supervision by Head Nurse (Nursing Unit Manager) and Staff Nurses was another issue discussed by the students in the focus group sessions. One of the students said:

Sometimes we are taught mostly by the Head Nurse or other Nursing staff. The ward staff are not concerned about what students learn, they are busy with their duties and they are unable to have both an educational and a service role

Another student added:

Some of the nursing staff have good interaction with nursing students and they are interested in helping students in the clinical placement but they are not aware of the skills and strategies which are necessary in clinical education and are not prepared for their role to act as an instructor in the clinical placement

The students mostly mentioned their instructor's role as an evaluative person. The majority of students had the perception that their instructors have a more evaluative role than a teaching role.

The literature suggests that the clinical nurse supervisors should expressed their existence as a role model for the supervisees [ 24 ]

Professional role

One view that was frequently expressed by student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

We just do basic nursing care, very basic . ... You know ... giving bed baths, keeping patients clean and making their beds. Anyone can do it. We spend four years studying nursing but we do not feel we are doing a professional job .

The role of the professional nurse and nursing auxiliaries was another issue discussed by one of the students:

The role of auxiliaries such as registered practical nurse and Nurses Aids are the same as the role of the professional nurse. We spend four years and we have learned that nursing is a professional job and it requires training and skills and knowledge, but when we see that Nurses Aids are doing the same things, it can not be considered a professional job .

The result of student's views toward clinical experience showed that they were not satisfied with the clinical component of their education. Four themes of concern for students were 'initial clinical anxiety', 'theory-practice gap', 'clinical supervision', and 'professional role'.

The nursing students clearly identified that the initial clinical experience is very stressful for them. Students in the second year experienced more anxiety compared with third and fourth year students. This was similar to the finding of Bell and Ruth who found that nursing students have a higher level of anxiety in second year [ 26 , 27 ]. Neary identified three main categories of concern for students which are the fear of doing harm to patients, the sense of not belonging to the nursing team and of not being fully competent on registration [ 28 ] which are similar to what our students mentioned in the focus group discussions. Jinks and Patmon also found that students felt they had an insufficiency in clinical skills upon completion of pre-registration program [ 29 ].

Initial clinical experience was the most anxiety producing part of student clinical experience. In this study fear of making mistake (fear of failure) and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. This finding is supported by Hart and Rotem [ 4 ] and Stephens [ 30 ]. Developing confidence is an important component of clinical nursing practice [ 31 ]. Development of confidence should be facilitated by the process of nursing education; as a result students become competent and confident. Differences between actual and expected behaviour in the clinical placement creates conflicts in nursing students. Nursing students receive instructions which are different to what they have been taught in the classroom. Students feel anxious and this anxiety has effect on their performance [ 32 ]. The existence of theory-practice gap in nursing has been an issue of concern for many years as it has been shown to delay student learning. All the students in this study clearly demonstrated that there is a gap between theory and practice. This finding is supported by other studies such as Ferguson and Jinks [ 33 ] and Hewison and Wildman [ 34 ] and Bjork [ 35 ]. Discrepancy between theory and practice has long been a source of concern to teachers, practitioners and learners. It deeply rooted in the history of nurse education. Theory-practice gap has been recognised for over 50 years in nursing. This issue is said to have caused the movement of nurse education into higher education sector [ 34 ].

Clinical supervision was one of the main themes in this study. According to participant, instructor role in assisting student nurses to reach professional excellence is very important. In this study, the majority of students had the perception that their instructors have a more evaluative role than a teaching role. About half of the students mentioned that some of the head Nurse (Nursing Unit Manager) and Staff Nurses are very good in supervising us in the clinical area. The clinical instructor or mentors can play an important role in student nurses' self-confidence, promote role socialization, and encourage independence which leads to clinical competency [ 36 ]. A supportive and socialising role was identified by the students as the mentor's function. This finding is similar to the finding of Earnshaw [ 37 ]. According to Begat and Severinsson supporting nurses by clinical nurse specialist reported that they may have a positive effect on their perceptions of well-being and less anxiety and physical symptoms [ 25 ].

The students identified factors that influence their professional socialisation. Professional role and hierarchy of occupation were factors which were frequently expressed by the students. Self-evaluation of professional knowledge, values and skills contribute to the professional's self-concept [ 38 ]. The professional role encompasses skills, knowledge and behaviour learned through professional socialisation [ 39 ]. The acquisition of career attitudes, values and motives which are held by society are important stages in the socialisation process [ 40 ]. According to Corwin autonomy, independence, decision-making and innovation are achieved through professional self-concept 41 . Lengacher (1994) discussed the importance of faculty staff in the socialisation process of students and in preparing them for reality in practice. Maintenance and/or nurturance of the student's self-esteem play an important role for facilitation of socialisation process 42 .

One view that was expressed by second and third year student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

The finding of this study and the literature support the need to rethink about the clinical skills training in nursing education. It is clear that all themes mentioned by the students play an important role in student learning and nursing education in general. There were some similarities between the results of this study with other reported studies and confirmed that some of the factors are universal in nursing education. Nursing students expressed their views and mentioned their worry about the initial clinical anxiety, theory-practice gap, professional role and clinical supervision. They mentioned that integration of both theory and practice with good clinical supervision enabling them to feel that they are enough competent to take care of the patients. The result of this study would help us as educators to design strategies for more effective clinical teaching. The results of this study should be considered by nursing education and nursing practice professionals. Faculties of nursing need to be concerned about solving student problems in education and clinical practice. The findings support the need for Faculty of Nursing to plan nursing curriculum in a way that nursing students be involved actively in their education.

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An overview of the qualitative descriptive design within nursing research

Louise doyle.

Associate Professor in Mental Health Nursing, School of Nursing and Midwifery, Trinity College Dublin, Ireland

Catherine McCabe

Associate Professor in General Nursing, School of Nursing and Midwifery, Trinity College Dublin, Ireland

Brian Keogh

Assistant Professor in Mental Health Nursing, School of Nursing and Midwifery, Trinity College Dublin, Ireland

Annemarie Brady

Chair of Nursing and Chronic Illness, School of Nursing and Midwifery, Trinity College Dublin, Ireland

Qualitative descriptive designs are common in nursing and healthcare research due to their inherent simplicity, flexibility and utility in diverse healthcare contexts. However, the application of descriptive research is sometimes critiqued in terms of scientific rigor. Inconsistency in decision making within the research process coupled with a lack of transparency has created issues of credibility for this type of approach. It can be difficult to clearly differentiate what constitutes a descriptive research design from the range of other methodologies at the disposal of qualitative researchers.

This paper provides an overview of qualitative descriptive research, orientates to the underlying philosophical perspectives and key characteristics that define this approach and identifies the implications for healthcare practice and policy.

Methods and results

Using real-world examples from healthcare research, the paper provides insight to the practical application of descriptive research at all stages of the design process and identifies the critical elements that should be explicit when applying this approach.

Conclusions

By adding to the existing knowledge base, this paper enhances the information available to researchers who wish to use the qualitative descriptive approach, influencing the standard of how this approach is employed in healthcare research.

Introduction

Qualitative descriptive approaches to nursing and healthcare research provide a broad insight into particular phenomena and can be used in a variety of ways including as a standalone research design, as a precursor to larger qualitative studies and commonly as the qualitative component in mixed-methods studies. Despite the widespread use of descriptive approaches within nursing research, there is limited methodological guidance about this type of design in research texts or papers. The lack of adequate representation in research texts has at times resulted in novice researchers using other more complex qualitative designs including grounded theory or phenomenology without meeting the requirements of these approaches ( Lambert and Lambert, 2012 ), or having an appropriate rationale for use of these approaches. This suggests there is a need to have more discussion about how and why descriptive approaches to qualitative research are used. This serves to not only provide information and guidance for researchers, but to ensure acceptable standards in how this approach is applied in healthcare research.

Rationale for qualitative descriptive research

The selection of an appropriate approach to answer research questions is one of the most important stages of the research process; consequently, there is a requirement that researchers can clearly articulate and defend their selection. Those who wish to undertake qualitative research have a range of approaches available to them including grounded theory, phenomenology and ethnography. However, these designs may not be the most suitable for studies that do not require a deeply theoretical context and aim to stay close to and describe participants’ experiences. The most frequently proposed rationale for the use of a descriptive approach to is to provide straightforward descriptions of experiences and perceptions ( Sandelowski, 2010 ), particularly in areas where little is known about the topic under investigation. A qualitative descriptive design may be deemed most appropriate as it recognises the subjective nature of the problem, the different experiences participants have and will present the findings in a way that directly reflects or closely resembles the terminology used in the initial research question ( Bradshaw et al., 2017 ). This is particularly relevant in nursing and healthcare research, which is commonly concerned with how patients experience illness and associated healthcare interventions. The utilisation of a qualitative descriptive approach is often encouraged in Master’s level nurse education programmes as it enables novice clinical nurse researchers explore important healthcare questions that have direct implications and impact for their specific healthcare setting (Colorafi and Evans, 2016). As a Master’s level project is often the first piece of primary research undertaken by nurses, the use of a qualitative descriptive design provides an excellent method to address important clinical issues where the focus is not on increasing theoretical or conceptual understanding, but rather contributing to change and quality improvement in the practice setting ( Chafe, 2017 ).

This design is also frequently used within mixed-methods studies where qualitative data can explain quantitative findings in explanatory studies, be used for questionnaire development in exploratory studies and validate and corroborate findings in convergent studies ( Doyle et al., 2016 ). There has also been an increase in the use of qualitative descriptive research embedded in large-scale healthcare intervention studies, which can serve a number of purposes including identifying participants’ perceptions of why an intervention worked or, just as importantly, did not work and how the intervention might be improved ( Doyle et al., 2016 ). Using qualitative descriptive research in this manner can help to make the findings of intervention studies more clinically meaningful.

Philosophical and theoretical influences

Qualitative descriptive research generates data that describe the ‘who, what, and where of events or experiences’ from a subjective perspective ( Kim et al., 2017 , p. 23). From a philosophical perspective, this approach to research is best aligned with constructionism and critical theories that use interpretative and naturalistic methods ( Lincoln et al., 2017 ). These philosophical perspectives represent the view that reality exists within various contexts that are dynamic and perceived differently depending on the subject, therefore, reality is multiple and subjective ( Lincoln et al., 2017 ). In qualitative descriptive research, this translates into researchers being concerned with understanding the individual human experience in its unique context. This type of inquiry requires flexible research processes that are inductive and dynamic but do not transform the data beyond recognition from the phenomenon being studied ( Ormston et al., 2014 ; Sandelwoski 2010). Descriptive qualitative research has also been aligned with pragmatism ( Neergaard et al., 2009 ) where decisions are made about how the research should be conducted based on the aims or objectives and context of the study ( Ormston et al., 2014 ). The pragmatist researcher is not aligned to one particular view of knowledge generation or one particular methodology. Instead they look to the concepts or phenomena being studied to guide decision making in the research process, facilitating the selection of the most appropriate methods to answer the research question ( Bishop, 2015 ).

Perhaps linked to the practical application of pragmatism to research, that is, applying the best methods to answer the research question, is the classification of qualitative descriptive research by Sandelowski ( 2010 , p. 82) into a ‘distributed residual category’. This recognises and incorporates uncertainty about the phenomena being studied and the research methods used to study them. For researchers, it permits the use of one or more different types of inquiry, which is essential when acknowledging and exploring different realities and subjective experiences in relation to phenomena ( Long et al., 2018 ). Clarity, in terms of the rationale for the phenomenon being studied and the methods used by the researcher, emerges from the qualitative descriptive approach because the data gathered continue to remain close to the phenomenon throughout the study ( Sandelowski, 2010 ). For this to happen a flexible approach is required and this is evident in the practice of ‘borrowing’ elements of other qualitative methodologies such as grounded theory, phenomenology and ethnography ( Vaismoradi et al., 2013 ).

Regarded as a positive aspect by many researchers who are interested in studying human nature and phenomenon, others believe this flexibility leads to inconsistency across studies and in some cases complacency by researchers. This can result in vague or unexplained decision making around the research process and subsequent lack of credibility. Accordingly, nurse researchers need to be reflexive, that is, clear about their role and position in terms of the phenomena being studied, the context, the theoretical framework and all decision-making processes used in a qualitative descriptive study. This adds credibility to both the study and qualitative descriptive research.

Methods in qualitative descriptive research

As with any research study, the application of descriptive methods will emerge in response to the aims and objectives, which will influence the sampling, data collection and analysis phases of the study.

Most qualitative research aligns itself with non-probability sampling and descriptive research is no different. Descriptive research generally uses purposive sampling and a range of purposive sampling techniques have been described ( Palinkas et al., 2015 ). Many researchers use a combination of approaches such as convenience, opportunistic or snowball sampling as part of the sampling framework, which is determined by the desired sample and the phenomena being studied.

Purposive sampling refers to selecting research participants that can speak to the research aims and who have knowledge and experience of the phenomenon under scrutiny ( Ritchie et al., 2014 ). When purposive sampling is used in a study it delimits and narrows the study population; however, researchers need to remember that other characteristics of the sample will also affect the population, such as the location of the researcher and their flexibility to recruit participants from beyond their base. In addition, the heterogeneity of the population will need to be considered and how this might influence sampling and subsequent data collection and analysis ( Palinkas et al ., 2015 ). Take, for example, conducting research on the experience of caring for people with Alzheimer’s disease (AD). For the most part AD is a condition that affects older people and experiences of participants caring for older people will ultimately dominate the sample. However, AD also affects younger people and how this will impact on sampling needs to be considered before recruitment as both groups will have very different experiences, although there will be overlap. Teddlie and Fu (2007) suggest that although some purposive sampling techniques generate representative cases, most result in describing contrasting cases, which they argue are at the heart of qualitative analysis. To achieve this, Sandelowski (2010) suggests that maximum variation sampling is particularly useful in qualitative descriptive research, which may acknowledge the range of experiences that exist especially in healthcare research. Palinkas et al . (2015) describe maximum variation sampling as identifying shared patterns that emerge from heterogeneity. In other words, researchers attempt to include a wide range of participants and experiences when collecting data. This may be more difficult to achieve in areas where little is known about the substantive area and may depend on the researcher’s knowledge and immersion within the subject area.

Sample size will also need to be considered and although small sample sizes are common in qualitative descriptive research, researchers need to be careful they have enough data collected to meet the study aims ( Ritchie et al., 2014 ). Pre-determining the sample size prior to data collection may stifle the analytic process, resulting in too much or too little data. Traditionally, the gold standard for sample size in qualitative research is data saturation, which differs depending on the research design and the size of the population ( Fusch and Ness, 2015 ). Data saturation is reached ‘when there is enough information to replicate the study, when the ability to obtain additional new information has been attained, and when further coding is no longer feasible’ ( Fusch and Ness, 2015 , p. 1408). However, some argue that although saturation is often reported, it is rarely demonstrated in qualitative descriptive research reports ( Caelli et al., 2003 ; Malterud et al., 2016 ). If data saturation is used to determine sample size, it is suggested that greater emphasis be placed on demonstrating how saturation was reached and at what level to provide more credibility to sample sizes ( Caelli et al., 2003 ). Sample size calculation should be an estimate until saturation has been achieved through the concurrent processes of data collection and analysis. Where saturation has not been achieved, or where sample size has been predetermined for resource reasons, this should be clearly acknowledged. However, there is also a movement away from the reliance on data saturation as a measure of sample size in qualitative research ( Malterud et al., 2016 ). O’Reilly and Parker (2012) question the appropriateness of the rigid application of saturation as a sample size measure arguing that outside of Grounded Theory, its use is inconsistent and at times questionable. Malterud et al. (2016) focus instead on the concept of ‘information power’ to determine sample size. Here, they suggest sample size is determined by the amount of information the sample holds relevant to the actual study rather than the number of participants ( Malterud et al., 2016 ). Some guidance on specific sample size depending on research design has been provided in the literature; however, these are sometimes conflicting and in some cases lack evidence to support their claims ( Guest et al., 2006 ). This is further complicated by the range of qualitative designs and data collection approaches available.

Data collection

Data collection methods in qualitative descriptive research are diverse and aim to discover the who, what and where of phenomena ( Sandelowski, 2000 ). Although semi-structured individual face-to-face interviews are the most commonly used data collection approaches ( Kim et al ., 2017 ), focus groups, telephone interviews and online approaches are also used.

Focus groups involve people with similar characteristics coming together in a relaxed and permissive environment to share their thoughts, experiences and insights ( Krueger and Casey, 2009 ). Participants share their own views and experiences, but also listen to and reflect on the experiences of other group members. It is this synergistic process of interacting with other group members that refines individuals’ viewpoints to a deeper and more considered level and produces data and insights that would not be accessible without the interaction found in a group (Finch et al., 2014). Telephone interviews and online approaches are gaining more traction as they offer greater flexibility and reduced costs for researchers and ease of access for participants. In addition, they may help to achieve maximum variation sampling or examine experiences from a national or international perspective. Face-to-face interviews are often perceived as more appropriate than telephone interviews; however, this assumption has been challenged as evidence to support the use of telephone interviews emerges ( Ward et al., 2015 ). Online data collection also offers the opportunity to collect synchronous and asynchronous data using instant messaging and other online media ( Hooley et al., 2011 ). Online interviews or focus groups conducted via Skype or other media may overcome some of the limitations of telephone interviews, although observation of non-verbal communication may be more difficult to achieve ( Janghorban et al., 2014 ). Open-ended free-text responses in surveys have also been identified as useful data sources in qualitative descriptive studies ( Kim et al . , 2017 ) and in particular the use of online open-ended questions, which can have a large geographical reach ( Seixas et al., 2018 ). Observation is also cited as an approach to data collection in qualitative descriptive research ( Sandelowski, 2000 ; Lambert and Lambert, 2012 ); however, in a systematic review examining the characteristics of qualitative research studies, observation was cited as an additional source of data and was not used as a primary source of data collection ( Kim et al. , 2017 ).

Data analysis and interpretation

According to Lambert and Lambert (2012) , data analysis in qualitative descriptive research is data driven and does not use an approach that has emerged from a pre-existing philosophical or epistemological perspective. Within qualitative descriptive research, it is important analysis is kept at a level at which those to whom the research pertains are easily able to understand and so can use the findings in healthcare practice ( Chafe, 2017 ). The approach to analysis is dictated by the aims of the research and as qualitative descriptive research is generally explorative, inductive approaches will commonly need to be applied although deductive approaches can also be used ( Kim et al . , 2017 ).

Content and thematic analyses are the most commonly used data analysis techniques in qualitative descriptive research. Vaismoradi et al . (2013) argue that content and thematic analysis, although poorly understood and unevenly applied, offer legitimate ways of a lower level of interpretation that is often required in qualitative descriptive research. Sandelowski (2000) indicated that qualitative content analysis is the approach of choice in descriptive research; however, confusion exists between content and thematic analysis, which sometimes means researchers use a combination of the two. Vaismoradi et al. (2013) argue there are differences between the two and that content analysis allows the researchers to analyse the data qualitatively as well as being able to quantify the data whereas thematic analysis provides a purely qualitative account of the data that is richer and more detailed. Decisions to use one over the other will depend on the aims of the study, which will dictate the depth of analysis required. Although there is a range of analysis guidelines available, they share some characteristics and an overview of these, derived from some key texts ( Sandleowski, 2010 ; Braun and Clark, 2006 ; Newell and Burnard, 2006), is presented in Table 1 . Central to these guidelines is an attempt by the researcher to immerse themselves in the data and the ability to demonstrate a consistent and systematic approach to the analysis.

Common characteristics of descriptive qualitative analysis.

Coding in qualitative descriptive research can be inductive and emerge from the data, or a priori where they are based on a pre-determined template as in template analysis. Inductive codes can be ‘in vivo’ where the researcher uses the words or concepts as stated by the participants ( Howitt, 2019 ), or can be named by the researcher and grouped together to form emerging themes or categories through an iterative systematic process until the final themes emerge. Template analysis involves designing a coding template, which is designed inductively from a subset of the data and then applied to all the data and refined as appropriate ( King, 2012 ). It offers a standardised approach that may be useful when several researchers are involved in the analysis process.

Within qualitative research studies generally, the analysis of data and subsequent presentation of research findings can range from studies with a relatively minimal amount of interpretation to those with high levels of interpretation ( Sandelowski and Barroso, 2003 ). The degree of interpretation required in qualitative descriptive research is contentious. Sandelowski (2010) argues that although descriptive research produces findings that are ‘data-near’, they are nevertheless interpretative. Sandelowski (2010) reports that a common misconception in qualitative descriptive designs is that researchers do not need to include any level of analysis and interpretation and can rely solely on indiscriminately selecting direct quotations from participants to answer the research question(s). Although it is important to ensure those familiar with the topic under investigation can recognise their experiences in the description of it ( Kim et al . , 2017 ), this is not to say that there should be no transformation of data. Researchers using a qualitative descriptive design need to, through data analysis, move from un-interpreted participant quotations to interpreted research findings, which can still remain ‘data-near’ ( Sandeklwoski, 2010 ). Willis et al. (2016) suggest that researchers using the qualitative descriptive method might report a comprehensive thematic summary as findings, which moves beyond individual participant reports by developing an interpretation of a common theme. The extent of description and/or interpretation in a qualitative descriptive study is ultimately determined by the focus of the study (Neergard et al ., 2009).

As with any research design, ensuring the rigor or trustworthiness of findings from a qualitative descriptive study is crucial. For a more detailed consideration of the quality criteria in qualitative studies, readers are referred to the seminal work of Lincoln and Guba (1985) in which the four key criteria of credibility, dependability, confirmability and transferability are discussed. At the very least, researchers need to be clear about the methodological decisions taken during the study so readers can judge the trustworthiness of the study and ultimately the findings ( Hallberg, 2013 ). Being aware of personal assumptions and the role they play in the research process is also an important quality criterion (Colorafi and Evans, 2016) and these assumptions can be made explicit through the use of researcher reflexivity in the study ( Bradshaw et al., 2017 ).

Challenges in using a qualitative descriptive design

One of the challenges of utilising a qualitative descriptive design is responding to the charge that many qualitative designs have historically encountered, which is that qualitative designs lack the scientific rigor associated with quantitative approaches ( Vaismoradi et al . , 2013 ). The descriptive design faces further critique in this regard as, unlike other qualitative approaches such as phenomenology or grounded theory, it is not theory driven or oriented ( Neergaard et al ., 2009 ). However, it is suggested that this perceived limitation of qualitative descriptive research only holds true if it is used for the wrong purposes and not primarily for describing the phenomenon ( Neergaard et al ., 2009 ). Kahlke (2014) argues that rather than being atheoretical, qualitative descriptive approaches require researchers to consider to what extent theory will inform the study and are sufficiently flexible to leave space for researchers to utilise theoretical frameworks that are relevant and inform individual research studies. Kim et al. (2017) reported that most descriptive studies reviewed did not identify a theoretical or philosophical framework, but those that did used it to inform the development of either the interview guide or the data analysis framework, thereby identifying the potential use of theory in descriptive designs.

Another challenge around the use of qualitative descriptive research is that it can erroneously be seen as a ‘quick fix’ for researchers who want to employ qualitative methods, but perhaps lack the expertise or familiarity with qualitative research ( Sandelowski, 2010 ). Kim et al. (2017) report how in their review fewer than half of qualitative descriptive papers explicitly identified a rationale for choosing this design, suggesting that in some cases the rationale behind its use was ill considered. Providing a justification for choosing a particular research design is an important part of the research process and, in the case of qualitative descriptive research, a clear justification can offset concerns that a descriptive design was an expedient rather than a measured choice. For studies exploring participants’ experiences, which could be addressed using other qualitative designs, it also helps to clearly make a distinction as to why a descriptive design was the best choice for the research study ( Kim et al ., 2017 ). Similarly, there is a perception that the data analysis techniques most commonly associated with descriptive research – thematic and content analysis are the ‘easiest’ approaches to qualitative analysis; however, as Vaismoradi et al . (2013) suggest, this does not mean they produce low-quality research findings.

As previously identified, a further challenge with the use of qualitative descriptive methods is that as a research design it has limited visibility in research texts and methodological papers ( Kim et al ., 2017 ). This means that novice qualitative researchers have little guidance on how to design and implement a descriptive study as there is a lack of a ‘methodological rulebook’ to guide researchers ( Kahlke, 2014 ). It is also suggested that this lack of strict boundaries and rules around qualitative descriptive research also offers researchers flexibility to design a study using a variety of data collection and analysis approaches that best answer the research question ( Kahlke, 2014 ; Kim et al . , 2017 ). However, should researchers choose to integrate methods ‘borrowed’ from other qualitative designs such as phenomenology or grounded theory, they should do so with the caveat that they do not claim they are using designs they are not actually using ( Neergaard et al . , 2009 ).

Examples of the use of qualitative descriptive research in healthcare

Findings from qualitative descriptive studies within healthcare have the potential to describe the experiences of patients, families and health providers, inform the development of health interventions and policy and promote health and quality of life ( Neergaard et al ., 2009 ; Willis et al ., 2016 ). The examples provided here demonstrate different ways qualitative descriptive methods can be used in a range of healthcare settings.

Simon et al. (2015) used a qualitative descriptive design to identify the perspectives of seriously ill, older patients and their families on the barriers and facilitators to advance care planning. The authors provided a rationale for using a descriptive design, which was to gain a deeper understanding of the phenomenon under investigation. Data were gathered through nine open-ended questions on a researcher-administered questionnaire. Responses to all questions were recorded verbatim and transcribed. Using descriptive, interpretative and explanatory coding that transformed raw data recorded from 278 patients and 225 family members to more abstract ideas and concepts ( Simon et al. , 2015 ), a deeper understanding of the barriers and facilitators to advance care planning was developed. Three categories were developed that identified personal beliefs, access to doctors and interaction with doctors as the central barriers and facilitators to advance care planning. The use of a qualitative descriptive design facilitated the development of a schematic based on these three themes, which provides a framework for use by clinicians to guide improvement in advance care planning.

Focus group interviews are a common data collection method in qualitative descriptive studies and were the method of choice in a study by Pelentsov et al. (2015), which sought to identify the supportive care needs of parents whose child has a rare disease. The rationale provided for using a qualitative descriptive design was to obtain a ‘straight description of the phenomena’ and to provide analysis and interpretation of the findings that remained data-near and representative of the responses of participants. In this study, four semi-structured focus group interviews were conducted with 23 parents. The data from these focus groups were then subjected to a form of thematic analysis during which emerging theories and inferences were identified and organised into a series of thematic networks and ultimately into three global themes. These themes identified that a number of factors including social isolation and lack of knowledge on behalf of healthcare professionals significantly affected how supported parents felt. Identifying key areas of the supportive needs of parents using qualitative description provides direction to health professionals on how best to respond to and support parents of children with a rare disease.

The potential for findings from a qualitative descriptive study to impact on policy was identified in a study by Syme et al. (2016) , who noted a lack of guidance and policies around sexual expression management of residents in long-term care settings. In this study, 20 directors of nursing from long-term care settings were interviewed with a view to identifying challenges in addressing sexual expression in these settings and elicit their recommendations for addressing these challenges in practice and policy. Following thematic analysis, findings relating to what directors of nursing believed to be important components of policy to address sexual expression were identified. These included providing educational resources, having a person-centred care delivery model when responding to sexual expression and providing guidance when working with families. Findings from this qualitative descriptive study provide recommendations that can then feed in to a broader policy on sexual expression in long-term care settings.

The final example of the use of a qualitative descriptive study comes from a mixed-methods study comprising a randomised control trial and a qualitative process evaluation. He et al. (2015) sought to determine the effects of a play intervention for children on parental perioperative anxiety and to explore parents’ perceptions of the intervention. Parents who had children going for surgery were assigned to a control group or an intervention group. The intervention group took part in a 1-hour play therapy session with their child whereas the control group received usual care. Quantitative findings identified there was no difference in parents’ anxiety levels between the intervention and control group. However, qualitative findings identified that parents found the intervention helpful in preparing both themselves and their child for surgery and perceived a reduction in their anxiety about the procedure thereby capturing findings that were not captured by the quantitative measures. In addition, in the qualitative interviews, parents made suggestions about how the play group could be improved, which provides important data for the further development of the intervention.

These examples across a range of healthcare settings provide evidence of the way findings from qualitative descriptive research can be directly used to more fully understand the experiences and perspectives of patients, their families and healthcare providers in addition to guiding future healthcare practice and informing further research.

Qualitative research designs have made significant contributions to the development of nursing and healthcare practices and policy. The utilisation of qualitative descriptive research is common within nursing research and is gaining popularity with other healthcare professions. This paper has identified that the utilisation of this design can be particularly relevant to nursing and healthcare professionals undertaking a primary piece of research and provides an excellent method to address issues that are of real clinical significance to them and their practice setting. However, the conundrum facing researchers who wish to use this approach is its lack of visibility and transparency within methodological papers and texts, resulting in a deficit of available information to researchers when designing such studies. By adding to the existing knowledge base, this paper enhances the information available to researchers who wish to use the qualitative descriptive approach, thus influencing the standard in how this approach is employed in healthcare research. We highlight the need for researchers using this research approach to clearly outline the context, theoretical framework and concepts underpinning it and the decision-making process that informed the design of their qualitative descriptive study including chosen research methods, and how these contribute to the achievement of the study’s aims and objectives. Failure to describe these issues may have a negative impact on study credibility. As seen in our paper, qualitative descriptive studies have a role in healthcare research providing insight into service users and providers’ perceptions and experiences of a particular phenomenon, which can inform healthcare service provision.

Key points for policy, practice and/or research

• Despite its widespread use, there is little methodological guidance to orientate novice nurse researchers when using the qualitative descriptive design. This paper provides this guidance and champions the qualitative descriptive design as appropriate to explore research questions that require accessible and understandable findings directly relevant to healthcare practice and policy.
• This paper identifies how the use of a qualitative descriptive design gives direct voice to participants including patients and healthcare staff, allowing exploration of issues of real and immediate importance in the practice area.
• This paper reports how within qualitative descriptive research, the analysis of data and presentation of findings in a way that is easily understood and recognised is important to contribute to the utilisation of research findings in nursing practice.
• As this design is often overlooked in research texts despite its suitability to exploring many healthcare questions, this paper adds to the limited methodological guidance and has utility for researchers who wish to defend their rationale for the use of the qualitative descriptive design in nursing and healthcare research.

Louise Doyle (PhD, MSc, BNS, RNT, RPN) is an Associate Professor in Mental Health Nursing at the School of Nursing and Midwifery, Trinity College Dublin. Her research interests are in the area of self-harm and suicide and she has a particular interest and expertise in mixed-methods and qualitative research designs.

Catherine McCabe (PhD, MSc, BNS, RNT, RGN) is an Associate Professor in General Nursing at the School of Nursing and Midwifery, Trinity College Dublin. Her research interests and expertise are in the areas of digital health (chronic disease self-management and social/cultural wellbeing), cancer, dementia, arts and health and systematic reviews.

Brian Keogh (PhD, MSc, BNS, RNT, RPN) is an Assistant Professor in Mental Health Nursing at the School of Nursing and Midwifery, Trinity College Dublin. His main area of research interest is mental health recovery and he specialises in qualitative research approaches with a particular emphasis on grounded theory.

Annemarie Brady (PhD, MSc, BNS, RNT, RPN) is Chair of Nursing and Chronic Illness and Head of School of Nursing and Midwifery at Trinity College Dublin. Her research work has focused on the development of healthcare systems and workforce solutions to respond to increased chronic illness demands within healthcare. She has conducted a range of mixed-method research studies in collaboration with health service providers to examine issues around patient-related outcomes measures, workload measurement, work conditions, practice development, patient safety and competency among healthcare workers.

Margaret McCann (PhD, MSc, BNS, RNT, RGN) is an Assistant Professor in General Nursing at the School of Nursing and Midwifery, Trinity College Dublin. Research interests are focused on chronic illness management, the use of digital health and smart technology in supporting patient/client education, self-management and independence. Other research interests include conducting systematic reviews, infection prevention and control and exploring patient outcomes linked to chronic kidney disease.

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Ethical approval was not required for this paper as it is a methodological paper and does not report on participant data.

The author(s) received no financial support for the research, authorship and/or publication of this article.

Louise Doyle https://orcid.org/0000-0002-0153-8326

Margaret McCann https://orcid.org/0000-0002-7925-6396

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How to Write a Nursing Research Proposal Topics | Guide & Examples [Updated]

• Dr. Rachel Andel
• July 24, 2023
• Nursing Writing Guides

Nursing research proposal topics can vary greatly, depending on the type of research you’re looking to conduct.

Whether you are interested in studying public health issues or improving patient care through innovative research methods, something on this list likely appeals to you.

Here’s a guide on writing a nursing research proposal and nursing research proposal topics , DNP research proposal topics, current nursing research proposal topics, and nursing research examples.

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How to Write a Nursing Research Proposal

A nursing research proposal serves as a blueprint for conducting studies that address important clinical questions, explore innovative interventions, and contribute to the overall body of nursing knowledge. 

To create a strong nursing research proposal, there are several key considerations that nursing students must take into account, which include;

• Defining a clear and concise research question addresses an important nursing knowledge gap.
• Selecting an appropriate research design and methodology that aligns with the research question and objectives.
• Ensuring ethical considerations are addressed and appropriate measures are in place to protect the rights and welfare of participants.
• Determining an appropriate sample size and recruitment strategy to ensure adequate statistical power and generalizability of findings.
• Developing a detailed data analysis plan that aligns with the research design and objectives.
• Consider dissemination and knowledge translation strategies to ensure research findings reach the intended audience and positively impact nursing practice.

Key components of a Nursing Research Proposa l

When creating a nursing research proposal, including all the components contributing to a comprehensive and well-structured document is crucial.

Understanding these components will ensure that your proposal is clear and organized and addresses the necessary aspects of your research endeavor. 

Problem Statement

• It should provide a clear description of a problem that will be solved.
• It shows the gap between the current situation and the future goal to improve it.

Research Question

• The research question forms the foundation of your nursing research proposal. It is a concise and focused statement that outlines the main objective of your research.
• Your research question should be specific, measurable, attainable, relevant, and time-bound (SMART), enabling you to address a particular problem or gap in the existing literature.

Study Design

• The study design section outlines the methodology and approach you will employ to conduct your research.
• It includes details on the type of study, such as quantitative, qualitative, or mixed methods, and explains how data will be collected, analyzed, and interpreted.
• The study design should align with your research question and ensure the validity and reliability of your findings.

Methodology

• The methodology component of your nursing research proposal describes the specific techniques and procedures you will use to gather data.
• This may include surveys, interviews, observations, or systematic reviews.
• Clearly outlining your methodology ensures transparency and allows others to reproduce your study if needed.

Sample Size Determination

• Determining an appropriate sample size is crucial in nursing research to ensure your findings’ statistical power and representativeness.
• This section will explain how you calculated the required sample size based on the research question, study design, and expected effect size.
• It is essential to consider factors such as the population size, confidence level, and desired margin of error.

Ethical Considerations

• Ethical considerations play a vital role in nursing research.
• This component addresses the protection and well-being of participants, safeguarding their privacy and confidentiality, and the potential risks and benefits associated with the study.
• Ethical considerations also involve obtaining informed consent from participants and ensuring compliance with institutional review boards or ethical committees.

Nursing Research Proposal Outline

List of nursing research proposal topics.

• Racial and ethnic disparities in nursing care
• The impact of technology on nursing care
• Prevalence and determinants of burnout in nurses
• Quality of life for people with chronic illnesses served by nurses
• Effectiveness of nurse-led interventions for short-term weight loss in adults
• Nursing home adjusted Living Experience Surveys: measuring resident satisfaction and quality of life
• Identification and characterization of health disparities among LGBT elders in long-term care facilities
• Role of nurses in the early detection and management of cancer diagnosis
• Effects of delegation on nurse burnout, patient safety, and coordination of care
• The use of technology in home health care: a study of patient and nurse perspectives11. The impact of nurse staffing on patient safety
• Effectiveness of Nurse-led interventions for promoting healthy physical Activity in hospitalized patients.
• The role of nurses in the development and implementation of evidence-based pain management guidelines
• Effectiveness of patient-centred communication interventions to reduce bed sores in nursing home residents
• Identification and characterization of best practices for providing hospice care
• Nurse-led stress reduction interventions for long-term care staff
• Nurses’ perceptions of work-life balance: a qualitative study
• Development and  evaluation of a web-based tool to support caregiver adherence to oral health care  guidelines among long-term care residents
• Effects of sleep deprivation on nurses’ cognitive performance, satisfaction with work, and daytime sleepiness
• A study exploring the  association between nurse  staffing levels and rates of infection in a university hospital setting
• A qualitative study exploring how  nurses manage  transitions from inpatient to outpatient settings
• The use of  social media by nurses in an acute hospital  setting
• Nurses’ experiences with burnout: a cross-sectional study
• Nurse preparedness for pandemic influenza: an examination of the role of  professional development
• The use of telehealth in long-term  care settings:  a study of nurses’ experiences
• Nurses’ experiences with  chronic pain:  a qualitative study
• The impact of the Affordable Care Act on the workforce and nursing
• Nursing care plans  for patients with dementia: a systematic review
• Implementation of evidence-based interventions for preventing  falls in older adults  living in long-term care facilities
• Nurse staffing and  quality of patient care:  a cross-sectional study
• Use of  social media  by nurses during preoperative assessment
• Nurses’ perceptions of resident safety in an acute hospital setting: a qualitative study
• The effects of nurse staffing on patient satisfaction and outcomes in an acute hospital setting
• A comparative study investigating the use of videoconferencing  among nurses  in different specialties
• A qualitative study exploring how  nurse educators use technology to engage students in online learning  environments
• Examining the effect on patient safety when using electronic health records to order medications on off-hours
• Nurse staffing, work demands, and burnout in neonatal intensive care units 38. Factors that predict nurses’ decision to leave their jobs
• Effects of nurse-led interventions to improve care for  veterans with chronic pain
• The use of wearable technology in hospitals: a systematic review
• Review and assessment of technologies used to support nurses during surgery
• Nursing care plans  for patients with cancer: a systematic review
• Nurse-led interventions to prevent falls in older adults living in  long-term care facilities:  a systematic review
• The use of electronic health records to  inform clinical  decision making: a systematic review
• Implementation of evidence-based interventions to  improve patient  safety in hospitals
• A qualitative study exploring how nurses use technology in the workplace
• Factors influencing  nurse satisfaction  with their work and workplace culture
• Identification and assessment of best practices for preoperative  patient communication in the surgical setting
• Effectiveness of nurse-led stress reduction interventions on nurses’ burnout
• Nurse staffing, workload, and burnout in intensive care units: a cross-sectional study
• There are many other nursing research proposal  topics that can be explored in order to improve patient care .

Some additional potential nursing research proposal topics include:

• Assessing the effectiveness of nurse-led interventions for reducing readmissions among hospitalized patients
• Evaluating the impact of nurse call patterns on patient safety
• Analyzing the influence of nurse staffing levels on patient outcomes
• Determining the best methods for measuring patient satisfaction with nurse care
• Studying the  factors influencing  nurse decision making
• Investigating the feasibility and  effectiveness of using remote patient monitoring technology to improve patient care

DNP Research proposal topics

There are countless  nursing research  proposal topics that could be explored in a doctoral or post-doctoral program. Below is a list of some DNP Research proposal topics consider:

• Investigating the feasibility and effectiveness of using remote patient monitoring technology to improve patient care
• The effect of sleep deprivation on nurses
• The use of technology in nursing care
• Investigating the relationship between patient satisfaction and nurse retention
• Studying nutrition-related issues in the context of nursing
• Assessing the impact  of patient satisfaction on nurse recruitment and retention
• The relationship between patient satisfaction and nurse retention
• Investigating the feasibility of using remote patient monitoring technology in healthcare settings
• Evaluating the impact of patient satisfaction on nurse retention
• Research the best methods for measuring patient satisfaction with nurse care
• Studying the feasibility of using remote patient monitoring technology in healthcare settings

Check out the additional DNP Research proposal topics as suggested by a Nursing Instructor

• Nursing research  on dementia care
• Nursing research on neonatal intensive care unit (NICU) management
• Nursing research on palliative care
• Nursing research on wound healing and reconstruction 5.  Nursing research on pediatric health  nursing
• Nursing research on geriatric care
• Nursing research on pharmacology for nursing
• Nursing research on infection control in the acute care setting
• Nursing research on nutrition for nursing
• The  Effect of Health Education on Patient Outcomes
• Development and Evaluation of Nursing Intervention  Programs
• Assessment of Patient Satisfaction with  Nursing Services
• Advocating for  Improved Patient-Nurse Communication
• Assessing the Effectiveness of Interventions to Address Nurses’ Burnout
• Investigating the Relationship between Nurse workload and Patient outcomes7. Evaluating the Impact of Technology on Nursing Care
• Investigating the Relationship between Professionalism and Patient Outcomes
• Studying Nutrition-Related Issues in the Context of Nursing
• Evaluating Patient-Nurse Interactions in the Context of Home Health Services

The list of DNP Research proposal topics above should guide you in creating a Research proposal.

Current Nursing research proposal topics

Nursing research proposal topics  can vary greatly, depending on the type of research you’re looking to conduct. Some common topics include:

• The effects of sleep deprivation on nurses
• The effect of patient communication skills on nurses’ outcomes
• How to improve patient safety in nursing care
• How to reduce readmissions among hospitalized patients
• Study the feasibility of using remote patient monitoring technology in healthcare settings
• Evaluate the impact of patient satisfaction on nurse recruitment and retention
• Evaluate the impact of nurse staffing levels on patient outcomes
• Research the feasibility of using remote patient monitoring technology in healthcare  settings
• Research the impact of patient satisfaction on nurse recruitment and retention
• Opioid use in the elderly
• Preterm birth and neonatal care
• Mobile health technology in nursing
• Nursing home  quality improvement
• The impact of social media on nursing

Nursing research proposal topics can vary greatly, so it’s important to select a  topic that is of interest to you and that will help you to improve patient care .

Nursing research proposal writing tips

When  preparing your nursing  research proposal, it’s important to keep the following tips in mind:

• Be organized

Planning and organizing your data will make your research proposal more concise and easier to read. Start by identifying the specific question you want to answer, and then list all the relevant sources that you consulted in order to reach your conclusions. Use headings and subheadings to help organize your information , and be sure to include detailed citations for all sources used.

• Use effective writing techniques

To produce a well-written research proposal, use effective writing techniques such as strong thesis statements , clear language, and well-organized data. You should also make use of persuasive arguments, vivid descriptions, and concrete  examples in order to make your case for the proposed study .

• Include references

In order for your nursing research proposal to be accepted, it  must include references  from reliable sources that support your findings. Always cite the source where you obtained the data presented in your proposal, as well as any other sourcesthat you used in order to support your arguments.

• Make sure your proposal is properly formatted

Your nursing research proposal should be properly formatted and error-free in order to be accepted for review. Always use the correct style and grammar when writing, and make sure all data is properly referenced. avoid using excessive jargon or acronyms, and try to keep your presentation as concise as possible.

• Submit your proposal well in advance of the deadline

The sooner you submit your proposal, the better chance you have of being accepted for review. Make sure to follow the submission guidelines outlined by the journal you are submitting to, as well as the submission system specific to that journal .

Nursing Research Proposal Examples

• Evidence-Based Practice Project Proposal Research Design Comparison
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• Draft Proposal Development 1 Part 2 of Chapter 1
• Evidence-Based Practice Proposal – Complete Proposal – Sample Project
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• Evidence Based Practice Proposal: Implementation Plan – Solved Essay
• Evidence-Based Proposal – Solved Essay
• Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal Example – Solved Essay
• Evidence-Based Practice Project Proposal

In this article, we will provide you with some  ideas for nursing research proposal topics  that can be used in any discipline. Whether you are interested in studying public  health issues or improving patient care  through innovative research methods, there is likely something on this list that appeals to you. So get started on your Nursing Research Proposal now by  placing an order  with us.

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Barker J, Linsley P, Kane R, 3rd edn. London: Sage; 2016

Ethical guidelines for educational research. 2018; https://tinyurl.com/c84jm5rt

Bowling A Research methods in health, 4th edn. Maidenhead: Open University Press/McGraw-Hill Education; 2014

Gliner JA, Morgan GAMahwah (NJ): Lawrence Erlbaum Associates; 2000

Critical Skills Appraisal Programme checklists. 2021; https://casp-uk.net/casp-tools-checklists

Cresswell J, 4th edn. London: Sage; 2013

Grainger A Principles of temperature monitoring. Nurs Stand. 2013; 27:(50)48-55 https://doi.org/10.7748/ns2013.08.27.50.48.e7242

Jupp VLondon: Sage; 2006

Continuing professional development (CPD). 2021; http://www.hcpc-uk.org/cpd

London: NHS England; 2017 http://www.hee.nhs.uk/our-work/advanced-clinical-practice

Kennedy M, Burnett E Hand hygiene knowledge and attitudes: comparisons between student nurses. Journal of Infection Prevention. 2011; 12:(6)246-250 https://doi.org/10.1177/1757177411411124

Lindsay-Smith G, O'Sullivan G, Eime R, Harvey J, van Ufflen JGZ A mixed methods case study exploring the impact of membership of a multi-activity, multi-centre community group on the social wellbeing of older adults. BMC Geriatrics. 2018; 18 https://bmcgeriatr.biomedcentral.com/track/pdf/10.1186/s12877-018-0913-1.pdf

Morse JM, Pooler C, Vann-Ward T Awaiting diagnosis of breast cancer: strategies of enduring for preserving self. Oncology Nursing Forum. 2014; 41:(4)350-359 https://doi.org/10.1188/14.ONF.350-359

Revalidation. 2019; http://revalidation.nmc.org.uk

Parahoo K Nursing research, principles, processes and issues, 3rd edn. Basingstoke: Palgrave Macmillan; 2014

Polit DF, Beck CT Nursing research, 10th edn. Philadelphia (PA): Wolters Kluwer; 2017

Critiquing a published healthcare research paper

Angela Grainger

Nurse Lecturer/Scholarship Lead, BPP University, and editorial board member

View articles · Email Angela

Research is defined as a ‘systematic inquiry using orderly disciplined methods to answer questions or to solve problems' ( Polit and Beck, 2017 :743). Research requires academic discipline coupled with specific research competencies so that an appropriate study is designed and conducted, leading to the drawing of relevant conclusions relating to the explicit aim/s of the study.

Relevance of research to nursing and health care

For those embarking on a higher degree such as a master's, taught doctorate, or a doctor of philosophy, the relationship between research, knowledge production and knowledge utilisation becomes clear during their research tuition and guidance from their research supervisor. But why should other busy practitioners juggling a work/home life balance find time to be interested in healthcare research? The answer lies in the relationship between the outcomes of research and its relationship to the determination of evidence-based practice (EBP).

The Health and Care Professions Council (HCPC) and the Nursing and Midwifery Council (NMC) require registered practitioners to keep their knowledge and skills up to date. This requirement incorporates being aware of the current EBP relevant to the registrant's field of practice, and to consider its application in relation to the decisions made in the delivery of patient care.

Advanced clinical practitioners (ACPs) are required to be involved in aspects of research activities ( Health Education England, 2017 ). It is for this reason that practitioners need to know how EBP is influenced by research findings and, moreover, need to be able to read and interpret a research study that relates to a particular evidence base. Reading professional peer-reviewed journals that have an impact factor (the yearly average number of citations of papers published in a previous 2-year period in a given journal is calculated by a scientometric index giving an impact factor) is evidence of continuing professional development (CPD).

CPD fulfils part of the HCPC's and the NMC's required professional revalidation process ( HCPC, 2021 ; NMC, 2019 ). For CPD in relation to revalidation, practitioners can give the publication details of a research paper, along with a critique of that paper, highlighting the relevance of the paper's findings to the registrant's field of practice.

Defining evidence-based practice

According to Barker et al (2016:4.1) EBP is the integration of research evidence and knowledge to current clinical practice and is to be used at a local level to ensure that patients receive the best quality care available. Because patients are at the receiving end of EBP it is important that the research evidence is credible. This is why a research study has to be designed and undertaken rigorously in accordance with academic and scientific discipline.

The elements of EBP

EBP comprises three elements ( Figure 1 ). The key element is research evidence, followed by the expert knowledge and professional opinion of the practitioner, which is important especially when there is no research evidence—for example, the most appropriate way to assist a patient out of bed, or perform a bed bath. Last, but in no way of least importance, is the patient's preference for a particular procedure. An example of this is the continued use of thermal screening dots for measuring a child's temperature on the forehead, or in the armpit because children find these options more acceptable than other temperature measuring devices, which, it is argued, might give a more accurate reading ( Grainger, 2013 ).

Understanding key research principles

To interpret a published research study requires an understanding of key research principles. Research authors use specific research terms in their publications to describe and to explain what they have done and why. So without an awareness of the research principles underpinning the study, how can readers know if what they are reading is credible?

Validity and reliability have long been the two pillars on which the quality of a research study has been judged ( Gliner and Morgan, 2000 ). Validity refers to how accurately a method measures what it is intended to measure. If a research study has a high validity, it means that it produces results that correspond to real properties, characteristics, and variations in the part of the physical or social world that is being studied ( Jupp, 2006 ).

Reliability is the extent to which a measuring instrument, for example, a survey using closed questions, gives the same consistent results when that survey is repeated. The measurement is considered reliable if the same result can be consistently achieved by using the same methods under the same circumstances ( Parahoo, 2014 ).

The research topic is known as the phenomenon in a singular sense, or phenomena if what is to be researched is plural. It is a key principle of research that it is the nature of the phenomenon, in association with the study's explicit research aim/s, that determines the research design. The research design refers to the overall structure or plan of the research ( Bowling, 2014 :166).

Methodology means the philosophy underpinning how the research will be conducted. It is essential for the study's research design that an appropriate methodology for the conduct and execution of the study is selected, otherwise the research will not meet the requirements of being valid and reliable. The research methods will include the design for data sampling, how recruitment into the study will be undertaken, the method/s used for the actual data collection, and the subsequent data analysis from which conclusions will be drawn (see Figure 2 ).

Quantitative, qualitative, and mixed-methods studies

A quantitative methodology is where the phenomenon lends itself to an investigation of data that can be numerically analysed using an appropriate statistical test/s. Quantitative research rests on the philosophical view that science has to be neutral and value-free, which is why precise measurement instruments are required ( Box 1 ). Quantitative research is influenced by the physical sciences such as mathematics, physics, and chemistry. The purpose of quantitative studies is to identify whether there are any causal relationships between variables present in the phenomenon. In short, a variable is an attribute that can vary and take on different values, such as the body temperature or the heart rate ( Polit and Beck, 2017 :748).

Quantitative studies can sometimes have a hypothesis. A hypothesis is a prediction of the study's outcome, and the aim of the study is to show either that the hypothesis is demonstrated as proven, or that it is not proven. Often a hypothesis is about a predicted relationship between variables. There are two types of variables, independent and dependent. An independent variable causes a change in the specific phenomenon being studied, while a dependent variable is the change in that phenomenon. The first example in Box 1 might help to clarify the difference.

An example of a hypothesis would be that older people who have a history of falls have a reduction in the incidence of falls due to exercise therapy. The causal relationship is between the independent variable— the exercise therapy—and the dependent variable—a falls reduction.

A qualitative methodology aims to explore a phenomenon with the aim of understanding the experience of the phenomenon from the perspective of those affected by it. Qualitative research is influenced by the social and not the physical sciences. Concepts and themes arise from the researcher/s interpretation of the data gained from observations and interviews. The collected data are non-numerical and this is the distinction from a quantitative study. The data collected are coded in accordance with the type of method being used in the research study, for example, discourse analysis; phenomenology; grounded theory. The researcher identifies themes from the data descriptions, and from the data analysis a theoretical understanding is seen to emerge.

A qualitative methodology rests on the philosophical view that science cannot be neutral and value-free because the researcher and the participants are part of the world that the research study aims to explore.

Unlike quantitative studies, the results of which can often be generalised due to the preciseness of the measuring instruments, qualitative studies are not usually generalisable. However, knowledge comparisons can be made between studies that have some similarity of focus. For example, the uncovering of causative or aggravating factors leading to the experiences of pain management for oncology patients, and for patients who have rheumatoid arthritis, or another long-term health problem for which pain is a characteristic feature. The validity of a qualitative study relates to the accurate representation of the data collected and analysed, and which shows that data has been saturated, meaning no new data or analysed findings are forthcoming. This is demonstrated in a clear data audit trail, and the study's findings are therefore seen as credible (see the second example in Box 1 ).

Box 1.Research study examples

• An example of a quantitative research study Kennedy and Burnett (2011) conducted a survey to determine whether there were any discernible differences in knowledge and attitudes between second- and third-year pre-registration nursing students toward hand-hygiene practices. The collected data and its subsequent analysis is presented in numerical tables and graphs, but these are supported by text explaining the research findings and how these were ascertained. For full details, see 10.1177/1757177411411124
• 2. An example of a qualitative research study Morse et al (2014) undertook an exploratory study to see what coping strategies were used by women awaiting a possible diagnosis of breast cancer. Direct quotes from the study participants appeared in the writing up of the research because it is a requirement of qualitative research that there be a transparent data audit trail. The research showed two things, both essential requirements of qualitative research. First, how the collected data were saturated to ensure that no data had been left inadequately explored, or that the data coding had been prematurely closed and, second, having captured the breadth and depth of the data findings, the researchers showed how the direct quotes were thematically coded to reveal the women's coping strategies. For full details, see 10.1188/14.ONF.350-359
• 3. An example of a mixed-methods study Lindsay-Smith et al (2018) investigated and explored the impact on elderly people's social wellbeing when they were members of a community that provided multi-activities. The study combined a quantitative survey that recorded participants' sociodemographic characteristics and measured participation in activities with a focus group study to gauge participants' perceptions of the benefits of taking part in the activities. For full details, see https://bmcgeriatr.biomedcentral.com/track/pdf/10.1186/s12877-018-0913-1.pdf

Sometimes a study cannot meet its stated research aims by using solely a quantitative or a qualitative methodology, so a mixed-methods approach combining both quantitative and qualitative methods for the collection and analysis of data are used. Cresswell (2013) explains that, depending on the aim and purpose of the study, it is possible to collect either the quantitative data first and analyse these, followed by the qualitative data and their analysis. This is an explanatory/exploratory sequence. Or the qualitative data may be collected first and analysed, followed by the quantitative; an exploratory/explanatory process. Whichever approach is used, the cumulative data analyses have to be synthesised to give a clear picture of the overall findings ( Box 1 ).

The issue of bias

Bias is a negative feature of research because it relates to either an error in the conceptualisation of the study due to the researcher/s adopting a skewed or idiosyncratic perspective, or to errors in the data analysis. Bias will affect the validity and reliability of a study, so it is important that any bias is eliminated in quantitative studies, or minimised and accounted for in qualitative studies.

Scientific and ethical approval

It should be noted that, before any research study proceeds, the research proposal for that study must have been reviewed and agreed to by a scientific and ethics committee. The purpose of a scientific and ethics committee is to see that those recruited into a study are not harmed or damaged, and that the study will contribute to the advancement of knowledge. The committee pays particular attention to whether any bias might have been introduced to a study. The researchers will have detailed the reason why the study is required, the explicit aim/s and purpose of the study, the methodology of the study, and its subsequent design, including the chosen research methods for the collection of the data (sampling and study recruitment), and what method/s will be used for data analysis.

A literature review is undertaken and the established (published) international literature on the research topic is summarised to highlight what is already known on the topic and/or to show any topic gaps that have not yet been researched. The British Educational Research Association (BERA) (2018) also gives guidance for research proposals that are deemed to be educational evaluation studies, including ‘close-practice’ research studies. Any ethical issues such as how people will be recruited into the study, the gaining of informed voluntary consent, any conflict of interest between the researcher/s and the proposed research topic, and whether the research is being funded or financially supported by a particular source will also have been considered.

Critiquing a published research paper

It is important to remember that a published paper is not the research report. It is a sample of the research report. The research author/s are presenting their research findings as a succinct summary. Only a passing mention might be made that ethical approval and voluntary informed consent were obtained. However, readers can be assured that all publications in leading journals with a good reputation are subject to an external peer review process. Any concerns about a paper's content will have been ironed out prior to publication.

It will be apparent that there are several particular research designs. The Critical Skills Appraisal Programme (CASP) provides online information to help the interpretation of each type of study, and does this by providing questions to help the reader consider and critique the paper ( CASP, 2021 ).

General points for critiquing a paper include the following:

• The paper should be readable and have explicit statements on the purpose of the research, its chosen methodology and design
• Read the paper thoroughly to get a feel for what the paper is saying
• Consider what the researcher/s says about any ethical issues and how these have been handled
• Look at how the data were collected and analysed. Are the explanations for these aspects clear? In a quantitative study, are any graphs or charts easy to understand and is there supporting text to aid the interpretation of the data? In a qualitative study, are direct quotes from the research participants included, and do the researcher/s show how data collected from interviews and observations were coded into data categories and themes?
• In a mixed-method study, how are the quantitative and qualitative analyses synthesised?
• Do the conclusions seem to fit the handling of the data's analysis?
• An important test of validity is whether the study's title relates well to the content of the paper and, conversely, whether the content reflect a corresponding match to the study's title.

Finally, remember that the research study could have been conducted using a different methodological design provided the research aims would still have been met, but a critique of the paper relates to what has been published and not what otherwise might have been done.