Nurse researcher · 2026
Lessons learned through transitioning into a clinical research nurse role: a reflective practice account.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Hood Ben
Аннотация
BACKGROUND: Clinical research nurses (CRNs) play a key role in delivering safe and ethical research within healthcare systems. However, the role remains variably understood, and nurses transitioning from ward-based practice may encounter role ambiguity, inconsistent induction and challenges to professional identity.
AIM: To critically reflect on the transition from ward-based nursing into clinical research nursing and to identify implications for workforce support and professional development.
DISCUSSION: A reflective practice approach was used, drawing on professional experience across respiratory and oncology research settings, including progression to a senior CRN leadership role. Reflection was informed by relevant literature on induction, professional identity and workforce development. Transition into CRN roles involved increased autonomy, altered working patterns and sustained patient relationships. Limited structured induction and mentorship affected early confidence, while organisational support and leadership visibility influenced role consolidation. Core nursing values remained central across settings.
CONCLUSION: Clinical research nursing is an evolving clinical pathway requiring greater visibility within nursing education and workforce planning. Structured induction, mentorship and improved awareness of research delivery roles are important to support transition and sustain research-active practice.
IMPLICATIONS FOR PRACTICE: Healthcare organisations and educators should strengthen support mechanisms and increase exposure to CRN roles to enhance recruitment, retention and professional development.
AIM: To critically reflect on the transition from ward-based nursing into clinical research nursing and to identify implications for workforce support and professional development.
DISCUSSION: A reflective practice approach was used, drawing on professional experience across respiratory and oncology research settings, including progression to a senior CRN leadership role. Reflection was informed by relevant literature on induction, professional identity and workforce development. Transition into CRN roles involved increased autonomy, altered working patterns and sustained patient relationships. Limited structured induction and mentorship affected early confidence, while organisational support and leadership visibility influenced role consolidation. Core nursing values remained central across settings.
CONCLUSION: Clinical research nursing is an evolving clinical pathway requiring greater visibility within nursing education and workforce planning. Structured induction, mentorship and improved awareness of research delivery roles are important to support transition and sustain research-active practice.
IMPLICATIONS FOR PRACTICE: Healthcare organisations and educators should strengthen support mechanisms and increase exposure to CRN roles to enhance recruitment, retention and professional development.