Development of a blended emergent research training program for clinical nurses (part 1)

Qirong Chen,Chongmei Huang,Siyuan Tang,Zeen Li,Jinnan Xiao,Aimee R Castro,Shan Jiang,Chuyi Zhou

doi:10.1186/s12912-021-00786-x

Qirong Chen, Chongmei Huang + Show 6 more

Open Access

https://doi.org/10.1186/s12912-021-00786-x

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Abstract

BackgroundNursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method.MethodsThis intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching.ResultsFollowing the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching.ConclusionsThis study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

Highlights

Nursing research training is important for improving the nursing research competencies of clinical nurses
nursing research competence (NRC) is crucial for nursing research capacity building, as it is a prerequisite for contextual factors to play a role in nurturing the group/ organization/discipline’s overall nursing research capacity [1, 5, 6]
Based on the corresponding solutions, a blended emergent research training for clinical nurses based on the needs assessment and related theoretical framework was proposed as a potentially effective way to improve the research competence of clinical nurses

Summary

Introduction

Nursing research training is important for improving the nursing research competencies of clinical nurses. With the development of the nursing discipline and evidence-based nursing practice, NRC is an increasingly important competency for clinical nurses [7, 8]. Clinical nurses have rich bedside experiences that can inspire numerous research questions that are highly relevant to clinical practice [9]. These nurses have advantageous positions for participant recruitment and data collection. Contextual supports (e.g, time, resources, funding, supportive institutional culture, etc.) are necessary to successfully conduct high-quality nursing clinical studies and evidence-based nursing practice [10], but NRC of clinical nurses is a prerequisite for contextual supports to play their supportive roles [1]

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