Learning in research projects in nursing undergraduate education: integrative literature review

Introduction: The development of research and the evidence-based practice paradigm require the pursuit of critical thinking, problem solving and clinical reasoning in nursing education. The active participation in research projects and the interaction with other disciplines during the undergraduate degree can reduce the translational gap and foster research learning. Goal: To identify what nursing students learn from being involved in research projects during their undergraduate degree. Methods: Integrative review, carried out according to a six-phase protocol, including a search strategy and eligibility criteria informed by PICo (e.g. inclusion of primary studies and literature reviews concerning undergraduate nursing students only). Data sources were searched using EBSCO, JBI and Scopus. Extracted data were synthesised qualitatively. Results: Five heterogeneous non-experimental studies, mainly with a quantitative design (n=4), were included. Studies offered evidence of students’ involvement in all phases of the research process. Regardless of the involvement modality, the main outcomes identified were gaining research knowledge and skills, as well as perceived self efficacy in translating knowledge into clinical practice. Increased awareness and attention in clinical practice, along with constructive criticism and the ability to work with interdisciplinary teams, were also highlighted. Students’ participation increased their motivation to conduct research and contributed to the development of a role as researchers. Other benefits identified were optimization of communication, evaluation, clinical observation, data analysis and project implementation skills. The role of the supervisor in guiding students in research projects was described as central. Conclusions: Participating in research projects during the undergraduate nursing degree seems to contribute to significant learning, with an apparent impact on future professional competences. The curriculum should offer other strategies than classroom education to develop research knowledge, skills and attitudes. Further research with sounder designs is required to support these findings.