Research in nursing education is challenged by a paucity of research dollars, a faculty shortage, workload and a lack of differentiation between evidence based practice and evidence based teaching. A shared focus on the Quality and Safety Education for Nurses (QSEN) competencies can serve as a stimulus for nursing research and collaboration among nurse educators. In 2017, 14 members of the QSEN Academic Task Force from 11 academic settings nationwide collaborated on a multi-site study to examine a QSEN-framed teaching strategy. Following this successful collaboration, the investigators participated in an introspective qualitative study to examine the lived experience of nurse educators conducting research as part of multi-site study, across academic settings without funding and support. The research question guiding this study was: What is the experience of nurse educators participating in an academic focused multi-site research study.
Methods:
Following IRB approval an autoethnographic reflexive approach was used to explore the lived experiences of 15 nurse educators who participated in some or all of the original study ‘Constructive Feedback Teaching Strategy: A Multi-site Study of its Effectiveness’. The team used guided reflective questions based on Kim’s Critical Reflective Inquiry Model for self-reflection. A detailed treatment fidelity plan was followed. Data was collected and de-identified by an additional co-PI nurse educator not involved in the original study. An ad hoc team used Colaizzi’s Phenomenological Reduction to identify themes and subthemes. A member check was conducted with all participants to verify the identified themes.
Results:
Demographic data revealed the researchers came from varied educational backgrounds and experiences as nurse researchers and educators. Qualitative data analysis revealed eight major themes 1) Strong leadership is essential for success, 2) Participants valued the teamwork, 3) Learning and mentoring occurred concurrently, 4) Evolving confidence as researchers, 5) Treatment fidelity plan provided clarity and guided the work, 6) Motivated by common purpose, 7) Joy in work, and 8) Multi-site research creates challenges.
Conclusion:
Historically, high quality nursing education research has been challenged by inadequate funding and limited opportunities to work across academic settings. Cooperative work within the Academic Task Force based on quality and safety nursing education practices provides novel opportunities for scholarship and collaboration. The shared interest in supporting the work of QSEN served as a driving factor for discovery and the development of new knowledge. The results of this study suggest strong leadership, a commitment to teamwork and collaboration, and a shared interest can support nursing faculty in the work of conducting successful national studies across academic settings. Multi-site projects provide opportunity for novice and expert researchers to engage, learn, build camaraderie, and advance nursing science.