Aprendizajes de estudiantes de enfermería involucrados en proyectos de investigación: revisión integrativa de la literature

Loura, David de Sousa; Bernardes, Rafael Alves; Baixinho, Cristina Lavareda; Henriques, Helga Rafael; Félix, Isa Brito; Guerreiro, Mara Pereira

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Revista Brasileira de Enfermagem

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Sumário

REVIEW • Rev. Bras. Enferm. 75 (1) • 2022 • https://doi.org/10.1590/0034-7167-2021-0053 copiar

Aprendizajes de estudiantes de enfermería involucrados en proyectos de investigación: revisión integrativa de la literature

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivo:

Identificar aprendizajes y competencias desarrollados por estudiantes de Licenciatura en Enfermería involucrados en proyectos de investigación.

Métodos:

Revisión integrativa de la literatura, partiendo de un protocolo de investigación en las bases de datos CINAHL Complete; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; Cochrane Methodology Register; MedicLatina; MEDLINE; Scopus y JBI, habiéndose incluido estudios primarios y secundarios publicados entre 2015 y 2020.

Resultados:

Se incluyeron cinco artículos heterogéneos, categorizados según el Modelo de Kirkpatrick (adaptado). Se identificaron diecisiete resultados de aprendizajes adquiridos por la participación en proyectos de investigación, desde el aprendizaje de nuevos conocimientos y competencias al desarrollo de nuevas actitudes y conductas.

Consideraciones Finales:

La participación de estudiantes de Licenciatura en Enfermería en proyectos de investigación se inscribe como de suma importancia para su desarrollo profesional. La inversión futura en investigación sobre esta temática podrá contribuir a cimentar el potencial de esta participación.

Descriptores:
Práctica Clínica Basada en la Evidencia; Aprendizaje; Estudiantes; Enfermaría; Investigación

	Inclusion criteria	Exclusion criteria
Study	Primary studies: quantitative, qualitative or quali-quantitative studies; Secondary studies: Systematic literature reviews; Integrative literature reviews; Scoping review; Published in Portuguese and/or English; Available in full and in open access; published between 2015 and 2020.	Opinion articles, editorials, experience reports
Participants	Undergraduate nursing students	Graduate students (master's and PhD)
Phenomenon of interest	Learning outcomes and skills developed by students based on their involvement in research projects	Opinions, opportunities and other theoretical-practical constructs that stemmed from their involvement in research projects
Context	Higher education institutions with a nursing program	Graduate training institutes for professionals; Vocational training centers

Titles	Year Countries	Design / number of participants and level of evidence (LE)⁽¹³13 Souza MT, Silva MD, Carvalho R. Integrative review: what is it? how to do it? Einstein. 2010;8(1):102-6. https://doi.org/10.1590/s1679-45082010rw1134. https://doi.org/10.1590/s1679-45082010rw... ⁾	Interventions	Outcomes
Student nurses' learning outcomes through participation in a clínical nursing research project: A qualitative study⁽¹⁷17 Børsting TE, Kristensen N, Hanssen I. Student nurses' learning outcomes through participation in a clínical nursing research project: a qualitative study. Nurs Educ Practice. 2020;43(2020):102727. https://doi.org/10.1016/j.nepr.2020.102727 https://doi.org/10.1016/j.nepr.2020.1027... ⁾	2020 Norway	Cross-sectional qualitative study N = 12 LE = 4	To examine the learning experiences of nursing students after participating in a clinical research project.	The authors suggested that students develop communication and relationship skills with patients (K2), as well as translation and application of theoretical knowledge to practice (K3), within the scope of clinical evaluation and observation. The optimization of time management (K3) and the increase of self-confidence (K3) were also mentioned, as well as the improvement in the interpretation of research articles (K2).
Role of Students and Supervisors' Interaction in Research Projects: Expectations and Evaluations⁽¹⁸18 Moskvichena N, Bordovskaia N, DarinsKaya L. Role of students and supervisors' interaction in research projects: expectations and evaluations. Procedia Soc Behav Sci. 2015;171(2015):576-83. https://doi.org/10.1016/j.sbspro.2015.01.163 https://doi.org/10.1016/j.sbspro.2015.01... ⁾	2015 Russia	Mixed design: quantitative (cross-sectional observational) and qualitative N=40 LE = 4	To identify the students' expectations of participating in research, and to compare the subjective supervisors' estimates of students' research abilities with students' research abilities measured by objective indicators.	Analysis of student expectations suggested that supervisor support may be one of the most important factors to motivate students from all study cycles to participate in research projects (K1). There were gains in theoretical knowledge and research skills (K2), and the presence of the supervisor was indicated to be a contributing factor to the students' development in all phases of research (K4).
Involving Undergraduate Nursing Students in Participatory Health Research: Implications from the Netherlands ⁽¹⁹19 Jong G, Meijer E, Schout G, Abma T. Involving undergraduate nursing students in participatory health research: implications from the Netherlands. J Prof Nurs. 2018;34(6):507-13. https://doi.org/10.1016/j.profnurs.2018.04.001 https://doi.org/10.1016/j.profnurs.2018.... ⁾	2018 Netherlands	Retrospective observational quali- quantitative study N=70 LE = 4	To describe how the inclusion of final year undergraduate nursing students as co-researchers in participatory health studies was processed; to illustrate the value of these activities to the development of students' role as co-researchers.	Students gained knowledge about nursing research methods and competencies in the area (K2). The self-efficacy of students in applying these skills to their practice was apparently increased as a result of involvement (K3). Participation is presented as a way to help the student transfer theoretical knowledge to practice, applying it in each context and gaining specific knowledge of each area. (K3)
Nursing students' longitudinal learning outcomes after participation in a research project in a hospital ⁽⁷7 Einarsen KA, Giske T. Nursing students' longitudinal learning outcomes after participation in a research project in a hospital. IPDJ. 2019;9(1):a4. https://doi.org/10.19043/ipdj.91.004 https://doi.org/10.19043/ipdj.91.004... ⁾	2019 Norway	Cross-sectional qualitative study N = 52 LE = 4	To understand the long-term outcomes after active participation in research during the second year of a nursing program and its influence on learning outcomes.	Four categories of learning outcomes emerged through the perceptions of the students involved: Increased awareness and attention in practice (K3); Constructively critical of clinical practice (K2); Increased awareness of the context of their actions aligned with the organizational culture (K2); Becoming an initiated researcher (knowledge, enthusiasm, attitude) (K2).
An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles ⁽⁸8 Slattery MJ, Logan BL, Mudge B, Secore K, von Reyn LJ, Maue RA. An Undergraduate research fellowship program to prepare nursing students for future workforce roles. J Prof Nurs. 2016;32(6):412-20. https://doi.org/10.1016/j.profnurs.2016.03.008 https://doi.org/10.1016/j.profnurs.2016.... ⁾	2016 USA	Quali-quantitative longitudinal observational study N = 20 LE = 4	To evaluate a program that involved nursing students in a research project (translational and clinical research)	Participating in the project allowed the development of skills in the different roles involved in the research, which potentially helped students to: Learn to work in interdisciplinary teams (K2); Develop data analysis and project implementation Skills (K2); Deepen their knowledge about the phenomenon under study (K2).

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[1] Corresponding author: David de Sousa Loura. E-mail: davidsloura@gmail.com