what is research proposal in nursing

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Writing Research Proposals

Chapter 28 Writing Research Proposals   http://evolve.elsevier.com/Grove/practice/ With a background in the quantitative, qualitative, outcomes, and intervention research methodologies, you are ready to propose a study. A research proposal is a written plan that identifies the major elements of a study, such as the research problem, purpose, and framework, and outlines the methods and procedures to conduct the proposed study. A proposal is a formal way to communicate ideas about a study to seek approval to conduct the study and obtain funding. Researchers who are seeking approval to conduct a study submit the proposal to a select group for review and, in many situations, verbally defend the proposal. Receiving approval to conduct research has become more complicated because of the increasing complexity of nursing studies, the difficulty involved in recruiting study participants, and increasing concerns over legal and ethical issues. In many large hospitals and healthcare corporations, both the lawyer and the institutional review board (IRB) evaluate the research proposals. The expanded number of healthcare studies being conducted has led to conflict among investigators over who has the right to recruit potential research participants. The increased number of proposed studies has resulted in greater difficulty in obtaining funding. Researchers need to develop a quality study proposal to facilitate university and clinical agency IRB approval, obtain funding, and conduct the study successfully. This chapter focuses on writing a research proposal and seeking approval to conduct a study. Chapter 29 presents the process of seeking funding for research. Writing a Research Proposal A well-written proposal communicates a significant, carefully planned research project; shows the qualifications of the researchers; and generates support for the project. Conducting research requires precision and rigorous attention to detail. Reviewers often judge a researcher’s ability to conduct a study by the quality of the proposal. A quality study proposal is clear, concise, and complete. Writing a quality proposal involves (1) developing ideas logically, (2) determining the depth or detail of the content of the proposal, (3) identifying critical points in the proposal, and (4) developing an esthetically appealing copy ( Martin & Fleming, 2010 ; Merrill, 2011 ; Offredy & Vickers, 2010 ). Developing Ideas Logically The ideas in a research proposal must logically build on each other to justify or defend a study, just as a lawyer would logically organize information in the defense of a client. The researcher builds a case to justify why a problem should be studied and proposes the appropriate methodology for conducting the study. Each step in the research proposal builds on the problem statement to give a clear picture of the study and its merit ( Merrill, 2011 ). Universities, medical centers, federal funding agencies, and grant writing consultants have developed websites to help researchers write successful proposals for quantitative, qualitative, outcomes, and intervention research. For example, the University of Michigan provides an online guide for proposal development ( http://www.drda.umich.edu/proposals/PWG/pwgcomplete.html ). The National Institute of Nursing Research (NINR, 2012 ) provides online training for developing nurse scientists at http://www.ninr.nih.gov/Training/OnlineDevelopingNurseScientists/ . You can use a search engine of your choice, such as Google, and search for research proposal development training; proposal writing tips; courses on proposal development; and proposal guidelines for different universities, medical centers, and government agencies. In addition, various publications have been developed to help individuals improve their scientific writing skills ( American Psychological Association [APA], 2010 ; Offredy & Vickers, 2010 ; Turabian, Booth, Colomb, & Williams, 2007 ; University of Chicago Press Staff, 2010 ). Determining the Depth of a Proposal The depth or detail of the content of a proposal is determined by guidelines developed by colleges or schools of nursing, funding agencies, and institutions where research is conducted. Guidelines provide specific directions for the development of a proposal and should be followed explicitly. Omission or misinterpretation of a guideline is frequently the basis for rejection or requiring revision. In addition to following the guidelines, you need to determine the amount of information necessary to describe each step of your study clearly. Often the reviewers of your proposal have varied expertise in the area of your study. The content in a proposal needs to be detailed enough to inform different types of readers yet concise enough to be interesting and easily reviewed ( Martin & Fleming, 2010 ). The guidelines often stipulate a page limit, which determines the depth of the proposal. The relevant content of a research proposal is discussed later in this chapter and varies based on the purpose of the proposal. Identifying Critical Points The key or critical points in a proposal must be evident, even to a hasty reader. You might highlight your critical points with bold or italicized type. Sometimes researchers create headings to emphasize critical content, or they may organize the content into tables or graphs. It is critical in a proposal to detail the background and significance of the research problem and purpose, study methodology, and research production plans (data collection and analysis plan, personnel, schedule, and budget) ( APA, 2010 ; Offredy & Vickers, 2010 ; Turabian et al., 2007 ). Developing an Esthetically Appealing Copy An esthetically appealing copy is typed without spelling, punctuation, or grammatical errors. A proposal with excellent content that is poorly typed or formatted is not likely to receive the full attention or respect of the reviewers. The format used in typing the proposal should follow the guidelines developed by the reviewers or organization. If no particular format is requested, researchers commonly follow APA (2010) format. An appealing copy is legible (the print is dark enough to be read) with appropriate tables and figures to communicate essential information. You need to submit the proposal by the means requested as a mailed hard copy, an email attachment, or uploaded file. Content of a Research Proposal The content of a proposal is written with the interest and expertise of the reviewers in mind. Proposals are typically reviewed by faculty, clinical agency IRB members, and representatives of funding institutions. The content of a proposal varies with the reviewers, the guidelines developed for the review, and the type of study (quantitative or qualitative) proposed. This section addresses the content of (1) a student proposal for both quantitative and qualitative studies, (2) condensed research proposals, and (3) preproposals. Content of a Student Proposal Student researchers develop proposals to communicate their research projects to the faculty and members of university and agency IRBs (see Chapter 9 for details on IRB membership and the approval process). Student proposals are written to satisfy requirements for a degree and are usually developed according to guidelines outlined by the faculty. The faculty member who will be assisting with the research project (the chair of the student’s thesis or dissertation committee) generally reviews these guidelines with the student. Each faculty member has a unique way of interpreting and emphasizing aspects of the guidelines. In addition, a student needs to evaluate the faculty member’s background regarding a research topic of interest and determine whether a productive working relationship can be developed. Faculty members who are actively involved in their own research have extensive knowledge and expertise that can be helpful to a novice researcher. Both the student and the faculty member benefit when a student becomes involved in an aspect of the faculty member’s research. This collaborative relationship can lead to the development of essential knowledge for providing evidenced-based nursing practice ( Brown, 2009 ; Craig & Smyth, 2012 ; Melnyk & Fineout-Overholt, 2011 ). The content of a student proposal usually requires greater detail than a proposal developed for an agency or funding organization. The proposal is often the first three or four chapters of the student’s thesis or dissertation, and the proposed study is discussed in the future tense—that is, what the student will do in conducting the research. A student research proposal usually includes a title page with the title of the proposal, the name and credentials of the investigator, university name, and the date. You need to devote time to developing the title so that it accurately reflects the scope and content of the proposed study ( Martin & Fleming, 2010 ). Content of a Quantitative Research Proposal A quantitative research proposal usually includes a table of contents that reflects the following chapters or sections: (1) introduction, (2) review of relevant literature, (3) framework, and (4) methods and procedures. Some graduate schools require in-depth development of these sections, whereas others require a condensed version of the same content. Another approach is that proposals for theses and dissertations be written in a format that can be transformed into a publication. Table 28-1 outlines the content often covered in the chapters of a student quantitative research proposal. TABLE 28-1 Quantitative Research Proposal Guidelines for Students Chapter I Introduction   A. Background and significance of the problem   B. Statement of the problem   C. Statement of the purpose Chapter II Review of Relevant Literature   A. Review of theoretical literature   B. Review of relevant research   C. Summary Chapter III Framework   A. Development of a framework   (Develop a map of the study framework, define concepts in the map, describe relationships or propositions in the map, indicate the focus of the study, and link concepts to study variables)   B. Formulation of objectives, questions, or hypotheses   C. Definitions (conceptual and operational) of study variables   D. Definition of relevant terms Chapter IV Methods and Procedures A. Description of the research design (Model of the design, strengths and weaknesses of the design validity) B. Identification of the population and sample (Sample size, use of power analysis, sample criteria, and sampling method including strengths and weaknesses) C. Selection of a setting (Strengths and weaknesses of the setting) D. Presentation of ethical considerations (Protection of subjects’ rights and university and healthcare agency review processes) E. Description of the intervention if appropriate for the type of study (Provide a protocol for implementing the intervention, detail who will implement the intervention, and describe how intervention fidelity is ensured) F. Selection of measurement methods (Reliability, validity, scoring, and level of measurement of the instruments as well as plans for examining reliability and validity of the instruments in the present study; precision and accuracy of physiological measures) G. Plan for data collection (Data collection process, training of data collectors if appropriate, schedule, data collection forms, and management of data) H. Plan for data analysis (Analysis of demographic data; analyses for research objectives, questions, or hypotheses; level of significance if appropriate; and other analysis techniques) I. Identification of limitations (Methodological and theoretical limitations) J. Discussion of communication of findings References Include references cited in the proposal and follow APA (2010) format Appendices Presentation of a study budget and timetable Introduction The introductory chapter identifies the research topic and problem and discusses their significance and background. The significance of the problem addresses its importance in nursing practice and the expected generalizability of the findings. The magnitude of a problem is partly determined by the interest of nurses; other healthcare professionals; policy makers; and healthcare consumers at the local, state, national, or international level. You can document this interest with sources from the literature. The background describes how the problem was identified and historically links the problem to nursing practice. Your background information might also include one or two major studies conducted to resolve the problem, some key theoretical ideas related to the problem, and possible solutions to the problem. The background and significance form the basis for your problem statement, which identifies what is not known and the need for further research. Follow your problem statement with a succinct statement of the research purpose or the goal of the study (see Chapter 5 ) ( Martin & Fleming, 2010 ; Merrill, 2011 ). Review of Relevant Literature The review of relevant literature provides an overview of the essential information that will guide you as you develop your study and includes relevant theoretical and empirical literature (see Table 28-1 ). Theoretical literature provides a background for defining and interrelating relevant study concepts, whereas empirical literature includes a summary and critical appraisal of previous studies. Here you will discuss the recommendations made by other researchers, such as changing or expanding a study, in relation to the proposed study. The depth of the literature review varies; it might include only recent studies and theorists’ works, or it might be extensive and include a description and critical appraisal of many past and current studies and an in-depth discussion of theorists’ works. The literature review might be presented in a narrative format or in a pinch table that summarizes relevant studies (see Chapter 6 ) ( Pinch, 1995 ). The literature review shows that you have a command of the current empirical and theoretical knowledge regarding the proposed problem ( Merrill, 2011 ; Offredy & Vickers, 2010 ). This chapter concludes with a summary. The summary includes a synthesis of the theoretical literature and findings from previous research that describe the current knowledge of a problem ( Merrill, 2011 ). Gaps in the knowledge base are also identified, with a description of how the proposed study is expected to contribute to the nursing knowledge needed for evidence-based practice. Framework A framework provides the basis for generating and refining the research problem and purpose and linking them to the relevant theoretical knowledge in nursing or related fields. The framework includes concepts and relationships among concepts or propositions, which are sometimes represented in a model or a map (see Chapter 7 ). Middle-range theories from nursing and other disciplines are frequently used as frameworks for quantitative studies, and the proposition or propositions to be tested from the theory need to be identified ( Smith & Liehr, 2008 ). The framework needs to include the concepts to be examined in the study, their definitions, and their link to the study variables (see Table 28-1 ). If you use another theorist’s or researcher’s model from a journal article or book, letters documenting permission to use this model from the publisher and the theorist or researcher need to be included in your proposal appendices. In some studies, research objectives, questions, or hypotheses are developed to direct the study (see Chapter 8 ). The objectives, questions, or hypotheses evolve from the research purpose and study framework, in particular the proposition to be tested, and identify the study variables. The variables are conceptually defined to show the link to the framework, and they are operationally defined to describe the procedures for manipulating or measuring the study variables. You also will need to define any relevant terms and to identify assumptions that provide a basis for your study. Methods and Procedures The researcher describes the design or general strategy for conducting the study, sometimes including a diagram of the design (see Chapter 11 ). Designs for descriptive and correlational studies are flexible and can be unique to the study being conducted ( Kerlinger & Lee, 2000 ). Because of this uniqueness, the descriptions need to include the design’s strengths and weaknesses. Presenting designs for quasi-experimental and experimental studies involves (1) describing how the research situation will be structured; (2) detailing the treatment to be implemented ( Chlan, Guttormson, & Savik, 2011 ); (3) explaining how the effect of the treatment will be measured; (4) specifying the variables to be controlled and the methods for controlling them; (5) identifying uncontrolled extraneous variables and determining their impact on the findings; (6) describing the methods for assigning subjects to the treatment group, comparison or control group, or placebo group; and (7) exploring the strengths and weaknesses of the design ( Shadish, Cook, & Campbell, 2002 ). The design needs to account for all the objectives, questions, or hypotheses identified in the proposal. If a pilot study is planned, the design should include the procedure for conducting the pilot and for incorporating the results into the proposed study (see Table 28-1 ). Your proposal should identify the target population to which your study findings will be generalized and the accessible population from which the sample will be selected. You need to outline the inclusion and exclusion criteria you will use to select a study participant or subject and present the rationale for these sample criteria. For example, a participant might be selected according to the following sample criteria: female, age 18 to 60 years, hospitalized, and 1 day status post abdominal surgery. The rationale for these criteria might be that the researcher wants to examine the effects of a selected pain management intervention on women who have recently undergone hospitalization and abdominal surgery. The sampling method and the approximate sample size are discussed in terms of their adequacy and limitations in investigating the research purpose ( Thompson, 2002 ). A power analysis usually is conducted to determine an adequate sample size to identify significant relationships and differences in studies (see Chapter 15 ) ( Aberson, 2010 ). A proposal includes a description of the proposed study setting, which frequently includes the name of the agency and the structure of the units or sites where the study is to be conducted. The specific setting is often identified in the proposal but not in the final research report. The agency you select should have the potential to generate the type and size of sample required for the study. Your proposal might include the number of individuals who meet the sample criteria and are cared for by the agency in a given time period. In addition, the structure and activities in the agency need to be able to accommodate the proposed design of the study. If you are not affiliated with this agency, it would be helpful if you had a letter of support for your study from the agency. Ethical considerations in a proposal include the rights of the subjects and the rights of the agency where the study is to be conducted. Describe how you plan to protect subjects’ rights as well as the risks and potential benefits of your study. Also, address the steps you will take to reduce any risks that the study might present. Many agencies require a written consent form, and that form is often included in the appendices of the proposal. With the implementation of the Health Insurance Portability and Accountability Act (HIPAA), healthcare agencies and providers must have a signed authorization form from patients to release their health information for research. You must also address the risks and potential benefits of the study for the institution ( Martin & Fleming, 2010 ; Offredy & Vickers, 2010 ). If your study places the agency at risk, outline the steps you will take to reduce or eliminate these risks. It is also necessary for you to state that the proposal will be reviewed by the thesis or dissertation committee, university IRB, and agency IRB. Some quantitative studies are focused on testing the effectiveness of an intervention, such as quasi-experimental studies or randomized controlled trials. In these types of studies, the elements of the intervention and the process for implementing the intervention must be detailed ( Bulecheck, Butcher, & Dochterman, 2008 ). You need to develop a protocol that details the elements of the intervention and the process for implementing them (see Chapter 14 and the example quasi-experimental study proposal at the end of this chapter). Intervention fidelity needs to be ensured during a study so that the intervention is consistently implemented to designated study participants ( Chlan et al., 2011 ; Santacroce, Maccarelli, & Grey, 2004 ). Describe the methods you will use to measure study variables, including each instrument’s reliability, validity, methods of scoring, and level of measurement (see Chapter 16 ). A plan for examining the reliability and validity of the instruments in the present study needs to be addressed. If an instrument has no reported reliability and validity, you may need to conduct a pilot study to examine these qualities. If the intent of the proposed study is to develop an instrument, describe the process of instrument development ( Waltz, Strickland, & Lenz, 2010 ). If physiological measures are used, address the accuracy, precision, sensitivity, selectivity, and error rate of the instrument ( Ryan-Wenger, 2010 ). A copy of the interview questions, questionnaires, scales, physiological measures, or other tools to be used in the study is usually included in the proposal appendices (see Chapter 17 ). You must obtain permission from the authors to use copyrighted instruments, and letters documenting that permission has been obtained must be included in the proposal appendices. The data collection plan clarifies what data are to be collected and the process for collecting the data. In this plan you will identify the data collectors, describe the data collection procedures, and present a schedule for data collection activities. If more than one person will be involved in data collection, it is important to describe methods used to train your data collectors to ensure consistency. The method of recording data is often described, and sample data recording sheets are placed in the proposal appendices. Also, discuss any special equipment you will use or develop to collect data for the study, and address data security, including the methods of data storage (see Chapter 20 ). The plan for data analysis identifies the analysis techniques that will be used to summarize the demographic data and answer the research objectives, questions, or hypotheses. The analysis section is best organized by the study objectives, questions, or hypotheses. The analysis techniques identified need to be appropriate for the type of data collected ( Grove, 2007 ). For example, if an associative hypothesis is developed, correlational analysis is planned. If a researcher plans to determine differences among groups, the analysis techniques might include a t -test or analysis of variance (ANOVA) ( Munro, 2005 ). A level of significance (α = 0.05, 0.01, or 0.001) is also identified (see Chapters 21 through 25 ). Often, a researcher projects the type of results that will be generated from data analysis. Dummy tables, graphs, and charts can be developed to present these results and are included in the proposal appendices if required by the guidelines. The researcher might project possible findings for a study and indicate what support or nonsupport of a proposed hypothesis would mean in light of the study framework and previous research findings. The methods and procedures chapter of a proposal usually concludes with a discussion of the study’s limitations and a plan for communication of the findings. Both methodological and theoretical limitations are addressed. Methodological limitations might include areas of weakness in the design, sampling method, sample size, measurement tools, data collection procedures, or data analysis techniques; theoretical limitations set boundaries for the generalization of study findings. The accuracy with which the conceptual definitions and relational statements in a theory reflect reality has a direct impact on the generalization of study findings. Theory that has withstood frequent testing through research provides a stronger framework for the interpretation and generalization of findings. A plan is included for communicating the research through presentations to audiences of nurses, other health professionals, policy makers, and healthcare consumers and publication (see Chapter 27 ). A budget and timetable are frequently included in the proposal appendices. The budget projects the expenses for the study, which might include the cost for data collection tools and procedures; special equipment; consultants for data analysis; computer time; travel related to data collection and analysis; typing; copying; and developing, presenting, and publishing the final report. Study budgets requesting external funding for researchers’ time include investigators’ salaries and secretarial costs. You need a timetable to direct the steps of your research project and increase the chance that you will complete the project on schedule. A timetable identifies the tasks to be done, who will accomplish these tasks, and when these tasks will be completed. An example proposal for a quasi-experimental study is presented at the end of this chapter to guide you in developing your study proposal. Content of a Qualitative Research Proposal Qualitative research proposal guidelines are unique for the development of knowledge and theories using various qualitative research methods. A qualitative proposal usually includes the following content areas: (1) introduction; (2) research philosophy and general method; (3) applied method of inquiry; and (4) current knowledge, limitations, and plans for communication of the study findings ( Marshall & Rossman, 2011 ; Munhall, 2012 ; Patton, 2002 ; Sandelowski, Davis, & Harris, 1989 ). Guidelines are presented in Table 28-2 to assist you in developing a qualitative research proposal. TABLE 28-2 Qualitative Research Proposal Guidelines for Students Chapter I Introduction   A. Identify the phenomenon to be studied   B. Identify the study purpose or aim and its significance   C. State the study questions or objectives   D. Describe the evolution of the study    1. Provide a rationale for conducting study    2. Place the study in context historically    3. Discuss the researcher’s experience with phenomenon    4. Discuss the relevance of the study to nursing Chapter II Philosophical and Conceptual Foundation and General Method for the Proposed Study   A. Identify the type of qualitative research (phenomenological research, grounded theory research, ethnographic research, exploratory-descriptive qualitative research, and historical research) to be conducted   B. Describe the philosophical and theoretical basis for the research method   C. Explain the research assumptions   D. Discuss the general steps, procedures, and outcomes for this method   E. Translation of concepts or terms Chapter III Method of Inquiry   A. Demonstrate the researcher’s credentials for conducting this qualitative study   B. Select a site and population   C. Describe the plan for the researcher’s role in the following    1. Entry into the site and approval to collect data    2. Selection of study participants    3. Ethical considerations   D. Describe the plan for data collection    1. Data to be collected    2. Procedures for data collection    3. Procedures for recording data during data collection   E. Describe the plan for data analysis conducted with data collection    1. Steps for coding information    2. Use of specific data analysis procedures advanced in the specific research method (phenomenology research, grounded theory research, ethnography research, exploratory-descriptive qualitative research, and historical research)    3. Steps to be taken to verify the information Chapter IV Current Knowledge, Limitations, and Plans for Communication of the Study A. Summarize and reference relevant literature as appropriate for the type of qualitative study B. Disclose anticipated findings, hypotheses, and hunches C. Discuss procedures to remain open to unexpected information D. Discuss limitations of the study E. Identify plans for communication of findings ( Marshall & Rossman, 2011 ; Munhall, 2012 ) References Include references cited in the proposal and follow APA (2010) format Appendices Present the study budget and timetable Introduction The introduction usually provides a general background for the proposed study by identifying the phenomenon, clinical problem, issue, or situation to be investigated and linking it to nursing knowledge. The general aim or purpose of the study is identified and provides the focus for the qualitative study to be conducted. The study purpose might be followed by research questions that direct the investigation ( Munhall, 2012 ; Offredy & Vickers, 2010 ). For example, a possible aim or purpose for an ethnographic study might be to “describe the coping processes of Mexican American adults with type 2 diabetes receiving care in a federally funded clinic.” The research questions might focus on the influences of real-world problems, cultural elements, and the clinic environment on the coping processes of these adults. Thus, the study questions might include any of the following: How do Mexican American adults respond to a new diagnosis of type 2 diabetes? What is the impact of type 2 diabetes on Mexican American adults and their families over time? What community, clinic, and family types of support exist for Mexican American adults with type 2 diabetes? What does it mean to Mexican American adults to have their diabetes under control? The introduction also includes the evolution of the study and its significance to nursing practice, patients, the healthcare system, and health policy. The discussion of the evolution of the study often includes how the problem developed (historical context), who or what is affected by the problem, and the researcher’s experience with the problem (experiential context). Whenever possible, the significance and evolution of the study purpose needs to be documented from the literature ( Munhall, 2012 ). The significance of a study may include the number of people affected, how this phenomenon affects health and quality of life, and the consequences of not understanding this phenomenon. Marshall and Rossman (2011) identified the following questions to assess the significance of a study: (1) Who has an interest in this domain of inquiry? (2) What do we already know about the topic? (3) What has not been answered adequately in previous research and practice? (4) How will this research add to knowledge, practice, and policy in this area? The introduction section concludes with an overview of the remaining sections that are covered in the proposal. Philosophical and Conceptual Foundation and General Methods for the Proposed Study This section introduces the philosophical and conceptual foundation for the qualitative research method (phenomenological research, ethnographic research, grounded theory research, exploratory-descriptive qualitative research, or historical research) selected for the proposed study. The researcher provides a rationale for the qualitative method selected and discusses its ability to generate the knowledge needed in nursing (see Table 28-1 ). The investigator introduces the philosophy, essential elements of the philosophy, and the assumptions for the specific type of qualitative research to be conducted. The philosophy varies for the different types of qualitative research and guides the conduct of the study. For example, a proposal for a phenomenological study might indicate the purpose of the study is to understand the experience of young and middle-aged women receiving news about a family BRCA 1/2 genetic mutation. “The specific study aims are to (a) describe the experiences of women learning about a family BRCA 1/2 mutation, (b) describe the meaning of genetic risk to female biologic relatives of BRCA 1/2 mutation carriers, and (3) gain an understanding of practical knowledge used in living with risk” ( Crotser & Dickerson, 2010 , p. 367). Genetic testing has determined that 5% to 10% of breast cancers are caused by inherited gene mutations such as BRCA 1 or BRCA 2 . “Heideggerian hermeneutic phenomenology was selected to guide this study.… By listening to the stories of women who lived the experience, HCPs [healthcare providers] will understand the meaning of living with risk through the language used to express their life view ( Heidegger, 1975 )” ( Crotser & Dickerson, 2010 , p. 358). Assumptions about the nature of the knowledge and the reality that underlie the type of qualitative research to be conducted are also identified. The assumptions and philosophy provide a theoretical perspective for the study that influences the focus of the study, data collection and analysis, and articulation of the findings. Method of Inquiry Developing and implementing the methodology of qualitative research require an expertise that some believe can be obtained only through a mentorship relationship with an experienced qualitative researcher. The role of the researcher and the intricate techniques of data collection and analysis are thought to be best communicated through a one-to-one relationship. Thus, planning the methods of a qualitative study requires knowledge of relevant sources that describe the different qualitative research techniques and procedures ( Marshall & Rossman, 2011 ; Miles & Huberman, 1994 ; Munhall, 2012 ; Patton, 2002 ), in addition to requiring interaction with a qualitative researcher. The proposal needs to reflect the researcher’s credentials for conducting the particular type of qualitative study proposed (see Chapter 12 for details on qualitative research methods). Identifying the methods for conducting a qualitative study is a difficult task because sometimes the specifics of the study design emerge during the study. In contrast to quantitative research, in which the design is a fixed blueprint for a study, the design in qualitative research emerges or evolves as the study is conducted. You must document the logic and appropriateness of the qualitative method and develop a tentative plan for conducting your study. Because this plan is tentative, researchers reserve the right to modify or change the plan as needed during the conduct of the study ( Sandelowski et al., 1989 ). However, the design or plan must be (1) consistent with the philosophical approach, study purpose, and specific research aims or questions; (2) be well conceived; and (3) address prior criticism, as appropriate ( Fawcett & Garity, 2009 ). The tentative plan describes the process for selecting a site and population and the initial steps taken to gain access to the site. Having access to the site includes establishing relationships that facilitate recruitment of the participants necessary to address the research purpose and answer the research questions. For the research question, “How do Mexican American adults cope with a new diagnosis of type 2 diabetes while receiving care in federally funded clinics?” the participants might be identified in a specific clinic or by contacting particular healthcare providers. Although initial contact might be made through a clinic, the interviews and observations might occur in the community, at family gatherings, or in the participants’ homes. The researcher must gain entry into the setting, develop a rapport with the participants that will facilitate the detailed data collection process, and protect the rights of the participants ( Marshall & Rossman, 2011 ; Sandelowski et al., 1989 ). You need to address the following questions in describing the researcher’s role: (1) What is the best setting for the study? (2) How will I ease my entry into the research site? (3) How will I gain access to the participants? (4) What actions will I take to encourage the participants to cooperate? (5) What precautions will I take to protect the rights of the participants and to prevent the setting and the participants from being harmed? You need to describe the process you will follow to obtain informed consent and the actions you will take to decrease study risks. The sensitive nature of some qualitative studies increases the risk for participants, which makes ethical concerns and decisions a major focus of the proposal ( Munhall, 2012 ; Patton, 2002 ). The primary data collection techniques used in qualitative research are observation and in-depth interviewing. Observations can range from highly detailed, structured notations of behaviors to ambiguous descriptions of behaviors or events. The interview can range from structured, closed-ended questions to unstructured, open-ended questions ( Marshall & Rossman, 2011 ; Munhall, 2012 ). You need to address the following questions when describing the proposed data collection process: (1) What data will be collected? For example, will the data be field notes from memory, audio recordings of interviews, transcripts of conversations, DVDs of events, or examination of existing documents? (2) What techniques or procedures will the research team use to collect the data? For example, if interviews are to be conducted, will a list of the proposed questions be included in the appendix? (3) Who will collect data and provide any training required for the data collectors? (4) Where will sources of data be located? In historical research, data are collected through an exhaustive review of published and unpublished literature. (5) How will the data be recorded and stored? The methods section also needs to address how you will document the research process. For example, you might keep a research journal or diary during the course of the study. These notes can document the day-to-day activities, methodological events, decision-making procedures, and personal notes about the informants. This information becomes part of the audit trail that you can provide to ensure the quality of the study ( Miles & Huberman, 1994 ; Munhall, 2012 ; Patton, 2002 ). The methods section of the proposal also includes the analysis techniques and the steps for conducting these techniques. In qualitative research, data collection and analysis often occur simultaneously. The data are usually in the form of notes, digital files, audio recordings, DVDs, and other material obtained from observation, interviews, and completing questionnaires. Through qualitative analysis techniques, these data are organized to promote understanding and determine meaning (see Chapter 12 ) ( Patton, 2002 ). Researchers also need to identify software programs they plan to use for data analysis. Current Knowledge Base, Limitations, and Plans for Communication of the Study This section of the proposal summarizes and documents all relevant literature that was reviewed for the study. Similar to quantitative research, qualitative studies require a literature review to provide a basis for the study purpose and to clarify how this study will expand nursing knowledge ( Marshall & Rossman, 2011 ; Munhall, 2012 ). This initial literature review is often conducted to establish the significance of the study and to develop research questions to guide the study. In phenomenological and grounded theory research, an additional literature review is usually conducted toward the end of the research project. The findings from a phenomenological study are compared and combined with findings from the literature to contribute to the current knowledge of the phenomenon. In grounded theory research, the literature is used to explain, support, and extend the theory generated in the study ( Glaser & Strauss, 1965 ). In all types of qualitative studies, the findings obtained are examined in light of the existing literature (see Chapter 4 ). You need to describe how the literature reviewed has influenced your proposed research methods. Biases and previous experience with the research problem need to be addressed, as does their potential impact on the proposed study. Often, anticipated findings, hypotheses, and hunches are identified before the study is conducted, followed by a discussion of the procedures that might be used to remain open to new information. You will also need to address the limitations of your proposed study in the context of limitations of similar studies. Conclude your proposal by describing how you plan to communicate your findings to various audiences through presentations and publications. Often, a realistic budget and timetable are provided in the appendix. A qualitative study budget is similar to a quantitative study budget and includes costs for data collection tools, software, and recording devices; consultants for data analysis; travel related to data collection and analysis; transcription of recordings; copying related to data collection and analysis; and developing, presenting, and publishing the final report. However, one of the greatest expenditures in qualitative research is the researcher’s time. Develop a timetable to project how long the study will take; often a period of 2 years or more is designated for data collection and analysis ( Marshall & Rossman, 2011 ; Munhall, 2012 ; Patton, 2002 ). You can use your budget and timetable to make decisions regarding the need for funding. Excellent websites have been developed to assist novice researchers in identifying an idea for qualitative study and developing a qualitative research proposal and reports (see www.nova.edu/ssss/QR/qualres.html ). The Office of Behavior and Social Sciences Research within the National Institutes of Health has a website to assist researchers in developing qualitative and quantitative research proposals for funding ( http://grants.nih.gov/grants/writing_application.htm ). You can use these websites and other publications to promote the quality of your qualitative research proposal. The quality of a proposal is based on the potential scientific contribution of the research to nursing knowledge; the research philosophy guiding the study; the research methods; and the knowledge, skills, and resources available to the investigators ( Marshall & Rossman, 2011 ; Munhall, 2012 ; Patton, 2002 ).

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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

Prevent plagiarism. Run a free check.

Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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NURS 3750 - Nursing Honors Project: Research Proposals

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Nursing Research Proposals

What is a Research Proposal? 

The goal of a research proposal is to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting the research are governed by standards within the predominant discipline in which the problem resides, so guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study's completion.

Adapted from:   Krathwohl, David R.  How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.

Your professor may assign the task of writing a research proposal for the following reasons:

• Develop your skills in thinking about and designing a comprehensive research study;
• Learn how to conduct a comprehensive review of the literature to ensure a research problem has not already been answered [or you may determine the problem has been answered ineffectively] and, in so doing, become better at locating scholarship related to your topic;
• Improve your general research and writing skills;
• Practice identifying the logical steps that must be taken to accomplish one's research goals;
• Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in the process of doing scholarly research.

A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those results. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your writing is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish? Be clear and succinct in defining the research problem and what it is you are proposing to research.
• Why do you want to do it? In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of study. Be sure to answer the "So What?" question.
• How are you going to do it? Be sure that what you propose is doable. If you're having trouble formulating a research problem to propose investigating,  go here .

Common Mistakes to Avoid

• Failure to be concise; being "all over the map" without a clear sense of purpose.
• Failure to cite landmark works in your literature review.
• Failure to delimit the contextual boundaries of your research [e.g., time, place, people, etc.].
• Failure to develop a coherent and persuasive argument for the proposed research.
• Failure to stay focused on the research problem; going off on unrelated tangents.
• Sloppy or imprecise writing, or poor grammar.
• Too much detail on minor issues, but not enough detail on major issues.

Adapted from: Procter, Margaret.  The Academic Proposal .  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith.  Information for Students: Writing a Research Proposal . Baylor University; Wong, Paul T. P.  How to Write a Research Proposal . International Network on Personal Meaning. Trinity Western University;  Writing Academic Proposals: Conferences, Articles, and Books . The Writing Lab and The OWL. Purdue University;  Writing a Research Proposal . University Library. University of Illinois at Urbana-Champaign. Adapted text found on:  https://libguides.usc.edu/writingguide/researchproposal

Carrie Forbes, MLS

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• Last Updated: Jan 12, 2024 10:05 AM
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How to Write a Nursing Research Proposal

Overview of research proposal writing.

Table of Contents

When it comes to advancing in your nursing career, research plays a crucial role in expanding knowledge and improving patient care. One of the essential tools in conducting research is a well-written research proposal. In this article, we will define what a research proposal is and outline the steps involved in creating one.

Definition of a Research Proposal

A research proposal is a document that outlines the objectives, methodology, and expected outcomes of a research study. It serves as a roadmap for researchers, providing a clear plan of action and justifying the importance of the study. A well-crafted research proposal also helps secure funding and gain ethical approval for the research project.

Key components of a research proposal include:

• Title: A concise and descriptive title that reflects the essence of the study.
• Introduction: An overview of the problem or issue being addressed, its significance, and gaps in current knowledge.
• Research Questions or Objectives: Clearly defined questions or objectives that guide the study.
• Literature Review: A comprehensive review of existing literature and studies related to the research topic.
• Methodology: A detailed explanation of the study design, sample selection, data collection methods, and data analysis techniques.
• Ethical Considerations: A discussion on how the research will adhere to ethical guidelines and protect participants’ rights.
• Expected Results and Implications: Anticipated findings and how they will contribute to nursing practice or healthcare outcomes.
• Budget: A breakdown of the estimated costs involved in conducting the research.
• Timeline: A proposed timeline for the various stages of the research project.

Steps in Creating a Research Proposal

The process of creating a research proposal involves several important steps. By following these steps, you can ensure that your proposal is well-structured and compelling:

• Identify a Research Topic: Select a research topic that aligns with your interests, expertise, and addresses a gap in knowledge within the nursing field.
• Conduct a Literature Review: Review existing literature to understand the current state of knowledge on the chosen topic and identify research gaps.
• Develop Research Questions or Objectives: Formulate specific research questions or objectives that will guide your study and contribute to addressing the identified gap.
• Create a Research Plan: Outline the study design, including the methodology, data collection methods, and analysis techniques that will be employed.
• Consider Ethical Considerations: Address any ethical considerations associated with your research, such as obtaining informed consent from participants or ensuring privacy and confidentiality.
• Estimate the Budget: Determine the resources required for your research project, including funding for equipment, participant recruitment, and data analysis.
• Develop a Timeline: Create a realistic timeline that outlines key milestones and deadlines for each stage of the research project.
• Write and Revise: Begin writing your research proposal, ensuring that it is clear, concise, and well-organized. Seek feedback from mentors or colleagues and revise accordingly.
• Submit and Seek Approval: Submit your research proposal to the appropriate funding agency or institutional review board (IRB) for ethical approval, if required.

Remember, a well-crafted research proposal is essential for gaining support and approval for your study. Take the time to thoroughly plan and refine your proposal, ensuring that it demonstrates the significance and feasibility of your research.

For further guidance on research proposal writing, you can refer to resources such as the National Institutes of Health (NIH) guide or the Journal of Advanced Nursing’s article on research proposal development.

By following these guidelines and investing time in creating a well-structured research proposal, you will increase your chances of conducting impactful research that contributes to the advancement of nursing practice and patient care.

II. Selecting a Topic for the Research Proposal

A. identifying an area of interest.

Choosing a topic for your research proposal in the nursing field can be an exciting yet challenging task. It is important to select an area of interest that aligns with your passion and career goals. Here are some steps to help you identify an area of interest:

• Reflect on your personal experiences as a nurse or any issues you have encountered in your practice.
• Consider areas of nursing that you find intriguing or have always wanted to explore further.
• Read nursing journals, research articles, and attend conferences to stay updated on the latest advancements and current topics in the field.
• Talk to experienced nurses or nursing educators who can provide insights into emerging areas of interest.

B. Narrowing Down the Topic and Formulating an Idea

Once you have identified an area of interest, it is essential to narrow down your topic and formulate a clear research idea. Here are some tips to help you through this process:

• Review the existing literature on your chosen area of interest to understand what has already been studied and what gaps exist.
• Consider the feasibility and practicality of your research idea. Ensure that it is achievable within the resources and timeframe available to you.
• Brainstorm possible research questions or hypotheses that align with your area of interest. These will serve as a foundation for your research proposal.
• Consult with your academic advisor or research mentor to refine your research idea and receive guidance on its suitability.

C. Choosing a Specific Area to Research

After narrowing down your topic and formulating a research idea, it is time to choose a specific area within your broader topic. This will help you focus your research and make it more manageable. Consider the following steps:

• Identify subtopics or specific aspects within your broader topic that you find particularly interesting or relevant.
• Consider the potential impact and significance of researching a specific area within your chosen topic.
• Assess the availability of resources, data, and research participants for your chosen specific area.
• Ensure that the specific area you choose aligns with your research goals and objectives.

Selecting a topic for your research proposal in nursing requires careful consideration and thought. By following these steps, you can identify an area of interest, narrow down your topic, and choose a specific area to research. Remember to consult with your academic advisor or research mentor throughout the process for guidance and support.

Developing the Research Proposal Content

Collecting data from literature review and analysis.

Before embarking on any research project, it is crucial to conduct a comprehensive literature review to gather existing knowledge and insights. This process involves searching for relevant articles, books, journals, and other sources that provide valuable information related to your research topic.

When collecting data from the literature review, consider the following:

• Identify key concepts and terms related to your research question.
• Use reputable databases such as PubMed, CINAHL, or Cochrane Library to search for relevant articles.
• Read abstracts and summaries to determine the relevance of each source.
• Take notes and organize the information in a systematic manner.

By conducting a thorough literature review, you can gain a solid understanding of existing research and identify any gaps that your proposed project aims to address.

Outlining the Purpose, Background, and Significance of the Proposed Project

Clearly articulating the purpose, background, and significance of your research proposal is essential in garnering support and funding for your project. This section should provide a compelling rationale for why your research is necessary and relevant.

Consider including the following information:

• The specific problem or issue your research aims to investigate.
• The background context that gives rise to this problem.
• The potential impact or benefits of addressing this problem.
• The relevance of your research to current healthcare practices or policies.

By outlining these aspects, you can effectively communicate the importance of your research and its potential contributions to the nursing field.

Establishing Research Objectives and Hypothesis

Research objectives and hypotheses provide a clear direction for your study. Objectives are specific goals you aim to achieve, while hypotheses are testable statements that predict the relationship between variables.

Consider the following when establishing research objectives and hypotheses:

• Ensure that your objectives are measurable and attainable.
• Frame your hypotheses based on existing literature or theories.
• Clearly state the variables you will be studying and their expected relationships.
• Keep your objectives and hypotheses focused and concise.

By establishing clear objectives and hypotheses, you can guide your research efforts and evaluate the outcomes effectively.

Describing Methods for Data Collection and Analysis

The methods section of your research proposal outlines how you plan to collect and analyze data to answer your research question. This section should provide enough detail for others to replicate your study.

• The type of study design you will use (e.g., quantitative, qualitative, mixed-methods).
• The target population or sample size you will recruit for your study.
• The data collection methods, such as surveys, interviews, or observations.
• The data analysis techniques or statistical tests you will employ.

Additionally, ensure that ethical considerations, such as obtaining informed consent and maintaining participant confidentiality, are addressed in this section.

By describing your methods for data collection and analysis, you provide transparency and credibility to your research proposal.

Remember, developing a comprehensive research proposal is crucial for successful nursing research. By collecting data from a literature review, outlining the purpose and significance, establishing research objectives and hypotheses, and describing methods for data collection and analysis, you lay a strong foundation for your research project.

For further information on developing research proposals, you may refer to the following resources:

• Cochrane Library
• American Nurses Association – Research Toolkit

Preparing the Final Draft of the Research Proposal

Formatting the document according to requirements.

When it comes to preparing the final draft of your research proposal, following the required formatting guidelines is crucial. These guidelines ensure that your proposal is presented in a professional and organized manner. Here are some key points to consider:

– Use a clear and legible font, such as Times New Roman or Arial, with a font size of 12. – Set your margins to one inch on all sides of the document. – Include a title page that clearly states the title of your research proposal, your name, and any other relevant information required by your institution. – Number all pages of your proposal, starting from the title page. – Double-space your entire document, including the executive summary and reference list. – Use appropriate headings and subheadings to structure your proposal and make it easy to navigate.

Writing an Executive Summary that Outlines Key Points about Your Proposal

The executive summary is a brief overview of your research proposal that highlights its main points. It is typically written after completing the entire proposal. Here are some tips for writing an effective executive summary:

– Keep it concise: Aim for a length of around 250-300 words. – Start with a clear statement of the problem or research question you are addressing. – Summarize the objectives of your study and briefly outline your methodology. – Highlight the significance of your research and its potential impact on nursing practice or patient outcomes. – Include a brief summary of your findings or expected results. – Conclude with a strong statement that emphasizes the importance of your study and its relevance to the nursing field.

Remember, the executive summary should provide enough information for readers to understand the essence of your proposal without having to read the entire document. Make it engaging and compelling to capture their interest.

Editing and Proofreading for Accuracy and Clarity

Editing and proofreading are essential steps in the final draft preparation process. They ensure that your research proposal is free from errors, both grammatical and factual. Here are some strategies to help you edit and proofread effectively:

– Read your proposal aloud to identify any awkward sentences or unclear passages. – Check for consistency in language and style throughout the document. – Verify the accuracy of all data, statistics, and references cited in your proposal. – Use grammar and spell-check tools, but also manually review your proposal for any overlooked errors. – Consider seeking feedback from a colleague or mentor to gain fresh perspectives and identify areas for improvement.

Taking the time to thoroughly edit and proofread your proposal demonstrates professionalism and attention to detail. It enhances the overall quality of your work and increases the chances of it being well-received by reviewers.

In conclusion, formatting your research proposal according to requirements, writing a compelling executive summary, and editing for accuracy and clarity are crucial steps in preparing the final draft. Following these guidelines will help you present a polished and well-structured proposal that showcases your research abilities. Good luck with your research endeavors!

For more information on research proposal writing, you may find the following resources helpful: – OWL Purdue – Writing Research Proposals – NCBI – How to Write a Research Proposal

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Nursing research proposal: writing guide.

There are a few key points to remember when writing a nursing research proposal. First and foremost, your proposal must be clear and concise. You must first identify the problem or question you wish to investigate and the purpose of your research.

It is also essential to explain how your research will help solve the problem or answer the question. You must also describe the methods you will use to collect and analyze data. You may feel overwhelmed if you are tasked with writing a nursing research proposal. But don’t worry; we are here to help you!

What is a nursing research proposal?

A nursing research proposal is a written plan for a research project that will be done by a nurse or a team of nurses.

Nursing research proposal: writing guide

Here are some guidelines to help you draft a nursing research proposal:

• Identify the research question

Start by stating the research question that your proposal will attempt to answer. This query should be precise, understandable, and pertinent to the nursing industry. Also, it must be subject to research and have empirical questions that may be answered.

• Review the literature

Perform a thorough analysis of the knowledge already published on the subject. You can use this to find research gaps and develop a solid argument for your proposed study.

• Create a research design

Decide which research design is best for your project. Your study question and the kind of data you intend to gather will determine this. Randomized controlled trials, observational studies, and qualitative research are standard study designs in nursing.

• Define the sample

You intend to recruit for your study by defining the sample of people. This should include information about the inclusion and exclusion criteria, recruitment procedures , and sample size.

• Outline the data collection methods

Explain the techniques you plan to employ to collect data in your outline of the data collection procedures. Surveys, interviews, observations, and evaluations of medical records may all fall under this category. Be sure to clarify the rationale behind your method selection and how it relates to your research topic.

• Plan the data analysis

Prepare your data analysis strategy by outlining how to examine the information you get. This should cover the statistical techniques you’ll employ and any tools or software you intend to use for data analysis.

• Consider ethical issues

Consider moral concerns; specify how you’ll approach them in your research. This should involve acquiring participants’ consent after providing information, safeguarding their privacy and confidentiality, and ensuring the study won’t hurt them.

• Develop a budget

Create a budget by estimating your study’s costs, including those for staff, equipment, and other expenses. Make sure to take into account any potential funding sources.

• Write the proposal

Once the stages mentioned above have been finished, draft the proposal. Ensure your proposal complies with the requirements of the funding agency or organization by adhering to their guidelines.

• Revise and refine

After finishing your initial draft, revise and improve your proposal. To do this, ask your coworkers or mentors for input, then make the necessary adjustments in response to their advice.

Components of nursing research proposal

A nursing research proposal usually has a few essential parts that help outline the proposed research study. These parts may be different depending on what the research proposal needs. Here are some of the most common components of the nursing research proposal you will find:

A concise and descriptive title that communicates the study’s subject effectively.

A concise overview of the proposed research, including the research topic, methods, and anticipated results.

• Introduction

A brief review of the research issue and background information that explains why the proposed study is necessary.

• Literature review

 A thorough examination of current literature relevant to the research issue, including theories and research findings utilized to inform the study.

• Research question/hypothesis

A clear statement of the research issue or hypothesis driving the investigation is required.

• Methodology

 A description of the research strategy, data gathering, and analysis procedures, including sample size, recruiting process, data collection tools, and statistical analysis plan.

 Examining the ethical issues raised by the planned research, such as informed permission, privacy, confidentiality, and potential dangers or benefits.

A proposal for the research study’s timeframe, including significant milestones and deadlines.

A breakdown of the research study’s expected costs, including staff, equipment, and other expenses.

A list of sources used in the proposal, such as academic articles, books, and other materials.

Nursing research proposal ideas

Here are some nursing research proposal ideas:

• The effects of mindfulness-based therapies on nurses’ levels of anxiety, stress, and depression
• The impact of technology-based interventions on nursing care outcomes for patients
• In acute care settings, examining the connection between nurse staffing levels and patient outcomes
• The application of non-pharmacological pain treatment techniques to hospitalized patients
• The success of patient-centered care in enhancing patient outcomes and satisfaction in primary care settings
• The incidence and effects of compassion fatigue in nursing staff working in critical care environments
• The application of telehealth to increase underserved communities’ access to healthcare
• The efficiency of nurse-led discharge planning in lowering readmissions to hospitals
• How a patient’s family can help improve their care at the end of life
• The effects of a stress-reduction program based on mindfulness on how stressed and burned-out nurses feel
• Exploring how music therapy can be used to help kids with pain and anxiety
• How training in cultural competence helps nurses take better care of LGBTQ+ patients
• Studying the link between the number of nurses on staff and how safe patients are in long-term care facilities
• Finding out what it’s like for nurses to care for people with dementia in acute care settings
• How a nutrition program led by a nurse helps patients who are malnourished get better
• Finding out how well nurse-led programs help people stop smoking work in primary care settings
• Finding out if preoperative education helps patients feel less anxious before surgery
• How well do nurse-led interventions help people with long-term conditions take their medicines as prescribed

How to write a problem statement nursing

Are you wondering how to write a problem statement nursing, follow these steps:

• Determine the issue

Choose the issue you wish to address first. This may be a problem with patient care, staff education, communication, or any other nursing-related component.

• Identify the issue

 Clearly state the issue and how it affects nursing practice or patient outcomes. Provide clear evidence or information to back up your claims.

• Describe the problem

Determine the problem’s extent by identifying the impacted patients or nursing staff and the environment in which the issue occurs.

• Find the root causes

Determine the root causes of the issue. This may involve problems with personnel, instruction, coordination, or policies and procedures.

• Discuss possible answers

 Finally, talk about possible fixes for the issue. This could involve adjusting the policies and processes, educating or training the staff, or making other interventions.

• Provide proof

Use data, statistics, or research studies to support your problem statement. This will help to strengthen and strengthen your argument.

• Determine the significance of the problem

 Discuss why the issue is important and how it affects patient care or nursing practice. This will help to highlight the importance of finding a solution.

• Discuss the feasibility of the proposed solution

Include the resources needed, the likelihood of success, and potential risks or challenges. This will assist in ensuring that the proposed solution is feasible and achievable.

• Identify potential ethical considerations

Identify potential ethical considerations for the problem and the proposed solution, such as patient autonomy, confidentiality, and informed consent. This will ensure the proposed solution is honest and adheres to professional nursing standards.

Public health research proposal

A public health research proposal describes a research effort focusing on enhancing the health of a particular group or community. A proposal typically includes a problem statement, potential research questions or hypotheses, literature evaluation, research methodology and data collection procedures, timeline, and budget.

Ideas for public health research may focus on expanding access to healthcare, analyzing the origins and risk factors of a health problem, or assessing a public health program or solution. The proposal should strongly argue why the research is essential and clearly outline the project’s aims, methodologies, and anticipated results.

How to write a problem statement for a research proposal

A problem statement concisely describes the issue or gap you want to address in your nursing research proposal. It should clearly state the problem and its significance and explain why conducting research on this topic is essential.

Here are some steps to help you how to write a problem statement for a research proposal:

• Identify the problem

The first step in drafting a problem statement is identifying the problem. This could be a research gap or an issue in your field that needs to be addressed.

• Present the research question

When you’ve described the problem, state the research question you’d like to solve. This should be a clear and straightforward statement explaining your research topic.

• Describe the importance of the study

Finally, explain why conducting a study on this topic is critical. What are the possible outcomes of your research? What impact will your results have on the field?

• Make it clear

 Your problem statement needs to be precise and narrowly targeted. Steer clear of ideas that are too general or vague to give your research a clear direction.

• Use data and evidence

 It’s crucial to use data and evidence showing how severe and essential the issue is to support your claim. You can use data, research studies, or examples from your area of expertise to keep your argument.

• Think about your audience

Consider who will read your research proposal and adjust the problem statement accordingly. You should emphasize the importance of the issue and its potential impact on society.

• Keep it brief

 Your problem statement must be clear and to the point but must also include enough detail and context. Refrain from confusing your readers with unnecessary technical terms or jargon in your writing.

• Link the problem to current literature

It’s crucial to demonstrate that you are aware of existing research on the topic and to tie your problem statement to this literature. This shows that your research builds on current knowledge and fills a field gap.

• Provide a solution

Finally, propose a solution or hypothesis you intend to investigate further through your research. This is not a definitive answer but a suggestion for approaching the problem.

• Be realistic

Check to see if your research question(s) are realistic and achievable within the time frame and resources you have available. Set realistic expectations and only attempt to solve a problem that is narrow enough for your research project.

Writing a nursing research proposal might seem complicated, but remember; it is only a starting point. Its goal is to convince your audience that your research is essential. You can write a persuasive research proposal that will help you get the approval you need by following the advice in this blog.

Consider working with our nursing research proposal experts at onlinenursingexams.com if you find the entire process challenging or time-consuming. We’re available to help you with your writing. You can also get a nursing research proposal sample upon request.

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How to write a nursing research proposal [10 EBP & Research Proposal Examples]

• Bob Johnson
• August 18, 2023
• Academic Writing Guides

Nursing research is an important aspect of nursing practice, and it’s important to know how to write a research proposal in order to fund your studies. This article will provide tips on how to write a research proposal for Nursing and provide examples of nursing research proposals.

If you’re looking for more specific information or help with writing your own nursing research proposal, msnstudy.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order  with us and you’ll have the complete research proposal when you need it.

What is a nursing research proposal?

A nursing research proposal is a document that outlines your proposed study and the rationale for conducting it. It is important to include information about the population you will be studying, the objectives of the study, and the proposed methods of data collection. Additionally, a nursing research proposal should outline the research methodology you will use, as well as the sources of funding you will need to complete the study.

Types of nursing research proposals

There are three types of research proposals: descriptive, analytical, and experimental. Descriptive research focuses on gathering data about a nursing issue or problem. Analytical research aims to develop a hypothesis or theory about a nursing issue. Experimental research investigates the effects of a new intervention on nursing outcomes.

Some tips for writing successful nursing research proposals include:

• Include a clearly written Executive Summary that succinctly explains the purpose of the study and how it will help improve patient care.
• Be clear about what type of data you want to collect and how you will use it.
• Make sure your hypotheses are grounded in evidence from previous studies.
• Clearly state the criteria by which your study will be judged and describe how you will meet those criteria.
• Provide details about the funding sources you will use and any other logistical considerations such as timelines.
• Include a full description of the participants you will interview, the settings in which the study will be conducted, and the tools you will use.
• Clearly state the hypotheses you will test and the data you will use to support them.
• Describe how your study will be blinded or randomized so that participants cannot know which treatment they are receiving.
• Include a full description of the statistical methods you will use.
• Present your findings in a clear, concise manner.
• Make sure to include a References section that includes all the research you used to reach your conclusions.

Nursing research proposals can be difficult to write and require meticulous attention to detail, but if done correctly, they can provide crucial information about how best to care for patients.

How to write a nursing research proposal

Nursing research proposals can be difficult to write, but with the right guidance, they can be a breeze. In this blog post, we will discuss some tips for writing a nursing research proposal.

Draft your proposal in advance

Before you even start writing your proposal, it is important to have a solid idea of what you want to achieve. That means drafting it out in advance. This will help you stay organized and keep your thoughts clear while you are writing. Additionally, it will allow you to see any potential holes or areas that need further clarification.

Know where your research is going and why it is important

Once you have drafted your proposal, it is time to think about why you are doing the research and what the benefits could be for patients and nurses. Convince readers that this research is necessary and worth their time and money. Remember to focus on the patient perspective as much as possible when making your case for funding.

Clearly outline your methodology and data collection methods

Your methodology section should clearly outline how you plan on collecting the data you need for your study. This includes discussing how you will collect data from participants, how you will analyze the data, and how you will report your findings. It is also important to include a description of any blinding or randomization methods you will use.

Summarize your findings in a concise way

Your results section should summarize your study’s findings in a clear, concise manner. This includes discussing the overall findings, as well as any specific findings that stood out. In addition, it is important to provide information about the implications of your research for patient care.

Include a References section

Finally, include a References section at the end of your proposal that includes all the research you used to reach your conclusions. This includes articles, books, journal articles, and other sources of information. Including a References section is essential for demonstrating credibility and rigor of your research.

Formatting a nursing research proposal or EBP Proposal Examples

There are a few things to keep in mind when formatting a nursing research proposal. The goal is to make the proposal easy to read and understand, while still being professional.

The following tips can help:

• Use a concise and organized format. The proposal should be divided into sections that are easy to read and follow.
• Use headings to organize your ideas. For example, you might have one heading for “Background” followed by “Objective,” “Scope of Research,” and so on. This will help readers easily see what the proposal is about and where it is going.
• Keep your language simple and clear. Use words that people can understand, without using too many fancy terms or acronyms.
• Use graphics sparingly, if at all. Unless they are essential for making your points, graphics can be distracting and take away from the reading experience. Stick to charts, graphs, pictures, or other visuals that support your argument rather than taking up space on the page itself.
• Proofread carefully before submitting the proposal to make sure it is error-free and meets all requirements laid out by the funding organization.

10 Nursing Research Proposals Examples (EBP Proposal Examples)

• Expert Answer to Benchmark Capstone Project Change Proposal NRS 493 Best Solution
• project proposal
• Benchmark – Evidence-Based Practice Proposal Paper Example
• NUR-590 Evidence-Based Practice Proposal – Section F: Evaluation of Process Essay
• Healthcare Policy Proposal – H.R. 987: Strengthening Health Care and Lowering Prescription Drug Costs Act
• NUR 550 Evidence-Based Practice Project Proposal: PICOT Assignment
• A Change Of Nursing Management Proposal
• Module Pre-assessment: Change management proposal
• Community Teaching Plan Community Teaching Work Plan Proposal
• NRS 493 Benchmark – Capstone Project Change Proposal

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The Components of a Nursing Research Proposal

When writing a nursing research proposal, it is important to remember that not all proposals are the same. There are many different components that make up a nursing research proposal, and it is important to identify which component will be the most effective for your project. This section will discuss each of the components of a nursing research proposal and how to identify which one will be best for your project.

The Purpose of the Project: The first component of a nursing research proposal is the purpose of the project. This section should state what the main goals of the project are and why they are important. It is also important to explain how the proposed study will contribute to advancing knowledge in nursing.

Research Design: The second component of a nursing research proposal is the research design. This section should describe how the proposed study will be conducted and include information on sample size, margin of error, and other relevant details. It is also important to include a justification for using a particular type of research design and whether it is appropriate for this particular study.

• Methods: The third component of a nursing research proposal is the methods section. This section should describe how data will be collected and analyzed and include information on participant recruitment, survey design, and other methodological details. It is also important to include a justification for using the chosen methods and why they are appropriate for this study.
• Results: The fourth component of a nursing research proposal is the results section. This section should describe how the data has been analyzed and what findings have been found. Results should be presented in a clear and concise manner, and any relevant findings should be highlighted.
• Implications for Practice: The fifth and final component of a nursing research proposal is the implications for practice section. This section should provide short summaries of the main findings and discuss how they could impact patient care. It is also important to highlight any potential future research projects that could be conducted based on the findings of the proposed study.

There are many types of nursing research proposals, but the most common outlines are descriptive and explanatory.

• A descriptive proposal is designed to give the reader an understanding of the project and its goals.
• An explanatory proposal will detail what is to be researched and how it will be done.

It is important to have a clear idea of your objectives before beginning a research project. It is also helpful to have a rough timetable for completing the study. Include information about the sample size you plan to obtain, the time period you will cover, and the resources you will need.

When writing your methodology section, be sure to include information about your study design, sampling methodologies, data collection tools, and statistical analysis methods. Be as specific as possible so that readers can understand how you plan to collect data.

The results section should provide readers with information about your findings and conclusions. This section should include a discussion of the strengths and weaknesses of your study, as well as any recommendations you have for further research.

Methods: The third component of a nursing research proposal is the methods section. This section should describe how data will be collected and analyzed and include information on participant recruitment, surveydesign, and other methodological details.

Results: The fourth component of a nursing research proposal is the results section. This section should discuss the findings of the study and include any recommendations for further research.

Conclusion: The fifth and final component of a nursing research proposal is the conclusion section. This section should provide a summary of the main points made in the rest of the document and highlight any important implications of the findings.

There are a number of different ways to write a nursing research proposal. The most important thing is to be clear about your objectives and goals for the project, as well as the specific components that will be included in the final document.

If you’re considering a career in nursing research, it’s important to have a solid understanding of the process. This guide will teach you how to write a nursing research proposal, from beginning to end. By following these steps, you’ll be on your way to submitting an outstanding proposal that will help you gain access to funding for your studies.

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Writing a Nursing Proposal: A Comprehensive Guide for Success

As a nursing professional, there will come a time when you need to write a nursing proposal. Whether you’re aiming to secure funding for a research project, implement a new practice or intervention, or advocate for policy changes, a well-crafted proposal is essential. However, the task of writing a nursing proposal can be daunting if you’re unfamiliar with the process. Fear not! This comprehensive guide will walk you through the essential steps to write a successful nursing proposal.

1. Understand the Purpose and Scope of the Nursing Proposal

To begin writing a nursing proposal, it is crucial to have a clear understanding of its purpose and scope. This involves asking yourself some important questions:

What problem or issue does the proposal aim to address? Clearly define the specific problem or gap in knowledge that your proposal seeks to fill.

What are the specific objectives or outcomes you hope to achieve? Clearly state the goals and outcomes you want to accomplish through your proposed project or intervention.

Who is the intended audience for the proposal? Determine the key stakeholders who will be reading and evaluating your proposal, such as funding agencies, healthcare organizations, or policymakers.

What resources or funding will be required? Estimate the resources, personnel, and funding needed to successfully execute your proposal.

By clarifying these aspects, you can effectively tailor your proposal to meet the needs of your audience and clearly convey your intentions.

2. Conduct Thorough Research

A well-researched nursing proposal holds significant weight. Before diving into the writing process, it is essential to familiarize yourself with the existing literature, best practices, and relevant guidelines pertaining to your proposal topic. Conduct a comprehensive literature review to understand the current state of knowledge, identify any gaps, and gather evidence to support the need for your proposed project or intervention. This research will not only enhance the credibility of your proposal but also demonstrate your knowledge and understanding of the subject matter.

3. Structure Your Proposal

To ensure clarity and coherence, organize your nursing proposal using a logical structure. While the specific sections may vary depending on the requirements, consider including the following elements:

• Introduction: Provide an overview of the problem or issue, its significance, and the purpose of the proposal. Clearly state the objectives of your proposal.
• Background and Literature Review: Summarize relevant literature and previous studies that support the need for your proposed intervention or research project. Highlight key findings, evidence-based practices, and gaps in knowledge.
• Objectives and Hypotheses: Clearly state the specific objectives you aim to achieve and any hypotheses you will test. Make sure your objectives are measurable and aligned with the overall purpose of your proposal.
• Methods: Describe the methodology, study design, data collection, and analysis procedures you plan to employ. Clearly outline the steps you will take to address the problem or achieve your objectives.
• Timelines and Budget: Provide a realistic timeline for the project’s completion and a detailed budget outlining the required resources and expenses. Include information on how you will allocate resources and manage potential risks or challenges.
• Evaluation and Outcomes: Explain how you will assess the success of your project and the expected outcomes. Describe the evaluation methods and metrics you will use to measure the impact of your proposal.
• Conclusion: Summarize the main points and reiterate the significance of your proposal. Emphasize the potential benefits and contributions your project can make to nursing practice, research, or patient care.

By structuring your proposal in a clear and organized manner, you make it easier for readers to follow your thought process and understand the value of your proposal.

4. Write with Clarity and Precision

When writing your nursing proposal, strive for clarity and precision. Use clear and concise language to convey your ideas effectively. Avoid jargon or technical terms that may confuse or alienate readers who may not be familiar with your specific field of nursing. Explain any complex concepts or terminology in a way that is easily understood. Ensure that your ideas flow logically, providing smooth transitions between sections. Use headings and subheadings to guide the reader through your proposal. Additionally, pay close attention to grammar, spelling, and punctuation to maintain a professional tone and enhance readability.

5. Tailor the Proposal to Your Audience

Consider the specific needs and preferences of your audience when crafting your nursing proposal. If your proposal targets a funding agency, emphasize the potential benefits and impacts of your project on healthcare delivery or patient outcomes. Clearly outline how the proposed funding will be utilized and the potential return on investment . If your proposal is geared toward implementing a new practice or intervention within your organization, focus on the practical aspects and address any potential concerns or barriers that may arise. Highlight the alignment of your proposal with the organization’s mission, values, and strategic goals.

By understanding your audience and tailoring your proposal to their needs, you increase the chances of gaining their support and approval.

6. Collaborate and Seek Feedback

Writing a nursing proposal can benefit greatly from collaboration. Seek input and feedback from colleagues, mentors, or experts in the field. They can provide valuable insights, suggest improvements, and help refine your proposal. Engage in discussions, attend conferences or seminars, and seek opportunities to share your ideas with others. By incorporating diverse perspectives, you strengthen the credibility and quality of your work.

7. Revise and Edit

Once you have completed the initial draft of your nursing proposal, set it aside for a while before revisiting it with a fresh perspective. Review and revise the proposal to ensure clarity, coherence, and logical flow. Pay attention to the formatting, referencing style, and adherence to any specific guidelines provided by the target recipient or institution. Consider the feedback you received from collaborators and incorporate their suggestions where appropriate. Ensure that your proposal is well-organized, free of redundancies, and focused on the main objectives.

8. Proofread Carefully

Before submitting your nursing proposal, proofread it meticulously. Look for any spelling or grammatical errors, inconsistencies, or unclear statements. Read your proposal aloud to identify any awkward phrasing or areas that require further refinement. Consider enlisting the help of a trusted colleague or professional editor to ensure a thorough review. Fresh eyes can often catch mistakes or areas that you may have overlooked.

Writing a nursing proposal can be a challenging task, but with careful planning, thorough research, and clear communication, you can create a compelling and persuasive document. By understanding the purpose and scope, conducting thorough research, structuring your proposal effectively, writing with clarity and precision, tailoring it to your audience, seeking feedback, and revising and proofreading diligently, you can increase the chances of success for your nursing proposal. So, roll up your sleeves, embrace the process, and put your best foot forward in advancing nursing practice, research, and patient care through a well-crafted nursing proposal. Remember, a well-written and persuasive proposal has the power to make a significant impact in the field of nursing.

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What (Exactly) Is A Research Proposal?

A simple explainer with examples + free template.

By: Derek Jansen (MBA) | Reviewed By: Dr Eunice Rautenbach | June 2020 (Updated April 2023)

Whether you’re nearing the end of your degree and your dissertation is on the horizon, or you’re planning to apply for a PhD program, chances are you’ll need to craft a convincing research proposal . If you’re on this page, you’re probably unsure exactly what the research proposal is all about. Well, you’ve come to the right place.

Overview: Research Proposal Basics

• What a research proposal is
• What a research proposal needs to cover
• How to structure your research proposal
• Example /sample proposals
• Proposal writing FAQs
• Key takeaways & additional resources

What is a research proposal?

Simply put, a research proposal is a structured, formal document that explains what you plan to research (your research topic), why it’s worth researching (your justification), and how  you plan to investigate it (your methodology). 

The purpose of the research proposal (its job, so to speak) is to convince  your research supervisor, committee or university that your research is  suitable  (for the requirements of the degree program) and  manageable  (given the time and resource constraints you will face). 

The most important word here is “ convince ” – in other words, your research proposal needs to  sell  your research idea (to whoever is going to approve it). If it doesn’t convince them (of its suitability and manageability), you’ll need to revise and resubmit . This will cost you valuable time, which will either delay the start of your research or eat into its time allowance (which is bad news). 

What goes into a research proposal?

A good dissertation or thesis proposal needs to cover the “ what “, “ why ” and” how ” of the proposed study. Let’s look at each of these attributes in a little more detail:

Your proposal needs to clearly articulate your research topic . This needs to be specific and unambiguous . Your research topic should make it clear exactly what you plan to research and in what context. Here’s an example of a well-articulated research topic:

An investigation into the factors which impact female Generation Y consumer’s likelihood to promote a specific makeup brand to their peers: a British context

As you can see, this topic is extremely clear. From this one line we can see exactly:

• What’s being investigated – factors that make people promote or advocate for a brand of a specific makeup brand
• Who it involves – female Gen-Y consumers
• In what context – the United Kingdom

So, make sure that your research proposal provides a detailed explanation of your research topic . If possible, also briefly outline your research aims and objectives , and perhaps even your research questions (although in some cases you’ll only develop these at a later stage). Needless to say, don’t start writing your proposal until you have a clear topic in mind , or you’ll end up waffling and your research proposal will suffer as a result of this.

Need a helping hand?

As we touched on earlier, it’s not good enough to simply propose a research topic – you need to justify why your topic is original . In other words, what makes it  unique ? What gap in the current literature does it fill? If it’s simply a rehash of the existing research, it’s probably not going to get approval – it needs to be fresh.

But,  originality  alone is not enough. Once you’ve ticked that box, you also need to justify why your proposed topic is  important . In other words, what value will it add to the world if you achieve your research aims?

As an example, let’s look at the sample research topic we mentioned earlier (factors impacting brand advocacy). In this case, if the research could uncover relevant factors, these findings would be very useful to marketers in the cosmetics industry, and would, therefore, have commercial value . That is a clear justification for the research.

So, when you’re crafting your research proposal, remember that it’s not enough for a topic to simply be unique. It needs to be useful and value-creating – and you need to convey that value in your proposal. If you’re struggling to find a research topic that makes the cut, watch  our video covering how to find a research topic .

It’s all good and well to have a great topic that’s original and valuable, but you’re not going to convince anyone to approve it without discussing the practicalities – in other words:

• How will you actually undertake your research (i.e., your methodology)?
• Is your research methodology appropriate given your research aims?
• Is your approach manageable given your constraints (time, money, etc.)?

While it’s generally not expected that you’ll have a fully fleshed-out methodology at the proposal stage, you’ll likely still need to provide a high-level overview of your research methodology . Here are some important questions you’ll need to address in your research proposal:

• Will you take a qualitative , quantitative or mixed -method approach?
• What sampling strategy will you adopt?
• How will you collect your data (e.g., interviews, surveys, etc)?
• How will you analyse your data (e.g., descriptive and inferential statistics , content analysis, discourse analysis, etc, .)?
• What potential limitations will your methodology carry?

So, be sure to give some thought to the practicalities of your research and have at least a basic methodological plan before you start writing up your proposal. If this all sounds rather intimidating, the video below provides a good introduction to research methodology and the key choices you’ll need to make.

How To Structure A Research Proposal

Now that we’ve covered the key points that need to be addressed in a proposal, you may be wondering, “ But how is a research proposal structured? “.

While the exact structure and format required for a research proposal differs from university to university, there are four “essential ingredients” that commonly make up the structure of a research proposal:

• A rich introduction and background to the proposed research
• An initial literature review covering the existing research
• An overview of the proposed research methodology
• A discussion regarding the practicalities (project plans, timelines, etc.)

In the video below, we unpack each of these four sections, step by step.

Research Proposal Examples/Samples

In the video below, we provide a detailed walkthrough of two successful research proposals (Master’s and PhD-level), as well as our popular free proposal template.

Proposal Writing FAQs

How long should a research proposal be.

This varies tremendously, depending on the university, the field of study (e.g., social sciences vs natural sciences), and the level of the degree (e.g. undergraduate, Masters or PhD) – so it’s always best to check with your university what their specific requirements are before you start planning your proposal.

As a rough guide, a formal research proposal at Masters-level often ranges between 2000-3000 words, while a PhD-level proposal can be far more detailed, ranging from 5000-8000 words. In some cases, a rough outline of the topic is all that’s needed, while in other cases, universities expect a very detailed proposal that essentially forms the first three chapters of the dissertation or thesis.

The takeaway – be sure to check with your institution before you start writing.

How do I choose a topic for my research proposal?

Finding a good research topic is a process that involves multiple steps. We cover the topic ideation process in this video post.

How do I write a literature review for my proposal?

While you typically won’t need a comprehensive literature review at the proposal stage, you still need to demonstrate that you’re familiar with the key literature and are able to synthesise it. We explain the literature review process here.

How do I create a timeline and budget for my proposal?

We explain how to craft a project plan/timeline and budget in Research Proposal Bootcamp .

Which referencing format should I use in my research proposal?

The expectations and requirements regarding formatting and referencing vary from institution to institution. Therefore, you’ll need to check this information with your university.

What common proposal writing mistakes do I need to look out for?

We’ve create a video post about some of the most common mistakes students make when writing a proposal – you can access that here . If you’re short on time, here’s a quick summary:

• The research topic is too broad (or just poorly articulated).
• The research aims, objectives and questions don’t align.
• The research topic is not well justified.
• The study has a weak theoretical foundation.
• The research design is not well articulated well enough.
• Poor writing and sloppy presentation.
• Poor project planning and risk management.
• Not following the university’s specific criteria.

Key Takeaways & Additional Resources

As you write up your research proposal, remember the all-important core purpose:  to convince . Your research proposal needs to sell your study in terms of suitability and viability. So, focus on crafting a convincing narrative to ensure a strong proposal.

At the same time, pay close attention to your university’s requirements. While we’ve covered the essentials here, every institution has its own set of expectations and it’s essential that you follow these to maximise your chances of approval.

By the way, we’ve got plenty more resources to help you fast-track your research proposal. Here are some of our most popular resources to get you started:

• Proposal Writing 101 : A Introductory Webinar
• Research Proposal Bootcamp : The Ultimate Online Course
• Template : A basic template to help you craft your proposal

If you’re looking for 1-on-1 support with your research proposal, be sure to check out our private coaching service , where we hold your hand through the proposal development process (and the entire research journey), step by step.

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This post is an extract from our bestselling Udemy Course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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51 Comments

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You’re most welcome. We don’t have any research proposals that we can share (the students own the intellectual property), but you might find our research proposal template useful: https://gradcoach.com/research-proposal-template/

Cheruiyot Moses Kipyegon

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Thank you. This is a great insight. I am a student preparing for a PhD program. I am requested to write my Research Proposal as part of what I am required to submit before my unconditional admission. I am grateful having listened to this video which will go a long way in helping me to actually choose a topic of interest and not just any topic as well as to narrow down the topic and be specific about it. I indeed need more of this especially as am trying to choose a topic suitable for a DBA am about embarking on. Thank you once more. The video is indeed helpful.

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Hi. For my MSc medical education research, please evaluate this topic for me: Training Needs Assessment of Faculty in Medical Training Institutions in Kericho and Bomet Counties

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Thank you very much. I an now assist my students effectively.

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I need any research proposal

Thank you for these videos. I will need chapter by chapter assistance in writing my MSc dissertation

Very helpfull

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This article was most informative and easy to understand. I now have a good idea of how to write my research proposal.

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thank you for the video but i need a written example

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Research/Clinical/Student Project Proposal Guidelines

Download the 2016 application.  All materials must be formatted using APA format.

I. Quantitative Research Proposal

1. Title and Abstract A 200-word abstract are to accompany the proposal. The abstract should include the study aim, significance, the population and sample description and a statement of the design and analysis.

2. Proposal Outline (1,500 word limit) The following areas are to be included in the proposal, as appropriate.

A. The Problem a) Statement of the problem or research question. b) Hypotheses. c) Definitions of variables. Theoretical and operational definitions (instruments). d) Theoretical framework and population. e) Critique of the most salient elements of the pertinent literature. f) Significance to nursing science.

B. Methodology a) Design b) Instrument reliability and validity. c) Data collection procedure. Include official human subjects reviews if conducted and a consent form. d) Sample, size and sampling procedure. e) Method of analysis.

C. References and Appendices a) Reference list

II. Qualitative Research Proposal

A. Title and 200-word Abstract

B. Proposal (1,500 word limit)     a) A clear statement that specifies the phenomenon to be studied;     b) Documentation of a need for study and significance of the study for nursing;     c) Identification of the qualitative approach with a rationale for its selection;     d) Specification of the design with attention to:         - what data are sought         - how and when those data will be solicited         - how relationships with research participants will be initiated, maintained and terminated         - how data will be managed         - how data will be analyzed and related to pre-existing knowledge         - how findings will be reported     e) References and Appendices

III. Clinical Project – 1500 word limit A clinical project is defined as a professional nursing project that addresses a common or significant health concern in a creative and evidence-based manner.  The project should go beyond the applicant’s usual academic or employment requirements. 

A. Aims - State clearly the clinical significance of the project including how it will identify/test/demonstrate nursing interventions and/or care delivery models that provide the most beneficial outcomes for patients. State concisely and realistically the expected clinical impact of this project, i.e., what the clinical project is intended to accomplish and/or demonstrate. 

B. Significance & Background - Briefly describe the clinical significance of the project. Be clear what is being demonstrated. Provide a synthesis of the literature in the field(s) that is pertinent to the proposed project. Summarize the rationale or theoretical/conceptual underpinnings for the work. State clearly the relationship of this project to an overall program of clinical scholarship.

C. Method - Discuss in detail the methods to be used to accomplish the aims. Describe the potential limitations of the methods and approaches you will use to minimize these limitations. Delineate measures to be used to assess the effect of the project.

D. Dissemination & Translation – Describe the audiences that would benefit from knowing and adopting the findings of this work. Outline a dissemination plan.

E. Time Frame - Provide a timeline for the main steps of the project, including anticipated start and completion dates. 

IV. Student Project – 1500 word limit A student project is defined as project that addresses a common or significant health concern in a creative and evidence-based manner. It may include activities associated with Masters, PhD or DNP work.

A. Aims - State clearly the clinical or research significance of the project including how it will identify/test/demonstrate nursing interventions and/or care delivery models that provide the most beneficial outcomes for patients. State concisely and realistically the expected clinical impact of this project, i.e., what the clinical project is intended to accomplish and/or demonstrate. 

B. Significance & Background - Briefly describe the clinical or research significance of the project. Be clear what is being demonstrated. Provide a synthesis of the literature in the field(s) that is pertinent to the proposed project. Summarize the rationale or theoretical/conceptual underpinnings for the work. State clearly the relationship of this project to an overall program of scholarship. 

C. Method - Discuss in detail the methods to be used to accomplish the aims. Describe the potential limitations of the methods and approaches you will use to minimize these limitations. Delineate measures to be used to assess the effect of the project. 

E. Time Frame - Provide a timeline for the main steps of the project, including anticipated start and completion dates.

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• Volume 24, Issue 2
• Five tips for developing useful literature summary tables for writing review articles
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• http://orcid.org/0000-0003-0157-5319 Ahtisham Younas 1 , 2 ,
• http://orcid.org/0000-0002-7839-8130 Parveen Ali 3 , 4
• 1 Memorial University of Newfoundland , St John's , Newfoundland , Canada
• 2 Swat College of Nursing , Pakistan
• 3 School of Nursing and Midwifery , University of Sheffield , Sheffield , South Yorkshire , UK
• 4 Sheffield University Interpersonal Violence Research Group , Sheffield University , Sheffield , UK
• Correspondence to Ahtisham Younas, Memorial University of Newfoundland, St John's, NL A1C 5C4, Canada; ay6133{at}mun.ca

https://doi.org/10.1136/ebnurs-2021-103417

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Introduction

Literature reviews offer a critical synthesis of empirical and theoretical literature to assess the strength of evidence, develop guidelines for practice and policymaking, and identify areas for future research. 1 It is often essential and usually the first task in any research endeavour, particularly in masters or doctoral level education. For effective data extraction and rigorous synthesis in reviews, the use of literature summary tables is of utmost importance. A literature summary table provides a synopsis of an included article. It succinctly presents its purpose, methods, findings and other relevant information pertinent to the review. The aim of developing these literature summary tables is to provide the reader with the information at one glance. Since there are multiple types of reviews (eg, systematic, integrative, scoping, critical and mixed methods) with distinct purposes and techniques, 2 there could be various approaches for developing literature summary tables making it a complex task specialty for the novice researchers or reviewers. Here, we offer five tips for authors of the review articles, relevant to all types of reviews, for creating useful and relevant literature summary tables. We also provide examples from our published reviews to illustrate how useful literature summary tables can be developed and what sort of information should be provided.

Tip 1: provide detailed information about frameworks and methods

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Tabular literature summaries from a scoping review. Source: Rasheed et al . 3

The provision of information about conceptual and theoretical frameworks and methods is useful for several reasons. First, in quantitative (reviews synthesising the results of quantitative studies) and mixed reviews (reviews synthesising the results of both qualitative and quantitative studies to address a mixed review question), it allows the readers to assess the congruence of the core findings and methods with the adapted framework and tested assumptions. In qualitative reviews (reviews synthesising results of qualitative studies), this information is beneficial for readers to recognise the underlying philosophical and paradigmatic stance of the authors of the included articles. For example, imagine the authors of an article, included in a review, used phenomenological inquiry for their research. In that case, the review authors and the readers of the review need to know what kind of (transcendental or hermeneutic) philosophical stance guided the inquiry. Review authors should, therefore, include the philosophical stance in their literature summary for the particular article. Second, information about frameworks and methods enables review authors and readers to judge the quality of the research, which allows for discerning the strengths and limitations of the article. For example, if authors of an included article intended to develop a new scale and test its psychometric properties. To achieve this aim, they used a convenience sample of 150 participants and performed exploratory (EFA) and confirmatory factor analysis (CFA) on the same sample. Such an approach would indicate a flawed methodology because EFA and CFA should not be conducted on the same sample. The review authors must include this information in their summary table. Omitting this information from a summary could lead to the inclusion of a flawed article in the review, thereby jeopardising the review’s rigour.

Tip 2: include strengths and limitations for each article

Critical appraisal of individual articles included in a review is crucial for increasing the rigour of the review. Despite using various templates for critical appraisal, authors often do not provide detailed information about each reviewed article’s strengths and limitations. Merely noting the quality score based on standardised critical appraisal templates is not adequate because the readers should be able to identify the reasons for assigning a weak or moderate rating. Many recent critical appraisal checklists (eg, Mixed Methods Appraisal Tool) discourage review authors from assigning a quality score and recommend noting the main strengths and limitations of included studies. It is also vital that methodological and conceptual limitations and strengths of the articles included in the review are provided because not all review articles include empirical research papers. Rather some review synthesises the theoretical aspects of articles. Providing information about conceptual limitations is also important for readers to judge the quality of foundations of the research. For example, if you included a mixed-methods study in the review, reporting the methodological and conceptual limitations about ‘integration’ is critical for evaluating the study’s strength. Suppose the authors only collected qualitative and quantitative data and did not state the intent and timing of integration. In that case, the strength of the study is weak. Integration only occurred at the levels of data collection. However, integration may not have occurred at the analysis, interpretation and reporting levels.

Tip 3: write conceptual contribution of each reviewed article

While reading and evaluating review papers, we have observed that many review authors only provide core results of the article included in a review and do not explain the conceptual contribution offered by the included article. We refer to conceptual contribution as a description of how the article’s key results contribute towards the development of potential codes, themes or subthemes, or emerging patterns that are reported as the review findings. For example, the authors of a review article noted that one of the research articles included in their review demonstrated the usefulness of case studies and reflective logs as strategies for fostering compassion in nursing students. The conceptual contribution of this research article could be that experiential learning is one way to teach compassion to nursing students, as supported by case studies and reflective logs. This conceptual contribution of the article should be mentioned in the literature summary table. Delineating each reviewed article’s conceptual contribution is particularly beneficial in qualitative reviews, mixed-methods reviews, and critical reviews that often focus on developing models and describing or explaining various phenomena. Figure 2 offers an example of a literature summary table. 4

Tabular literature summaries from a critical review. Source: Younas and Maddigan. 4

Tip 4: compose potential themes from each article during summary writing

While developing literature summary tables, many authors use themes or subthemes reported in the given articles as the key results of their own review. Such an approach prevents the review authors from understanding the article’s conceptual contribution, developing rigorous synthesis and drawing reasonable interpretations of results from an individual article. Ultimately, it affects the generation of novel review findings. For example, one of the articles about women’s healthcare-seeking behaviours in developing countries reported a theme ‘social-cultural determinants of health as precursors of delays’. Instead of using this theme as one of the review findings, the reviewers should read and interpret beyond the given description in an article, compare and contrast themes, findings from one article with findings and themes from another article to find similarities and differences and to understand and explain bigger picture for their readers. Therefore, while developing literature summary tables, think twice before using the predeveloped themes. Including your themes in the summary tables (see figure 1 ) demonstrates to the readers that a robust method of data extraction and synthesis has been followed.

Tip 5: create your personalised template for literature summaries

Often templates are available for data extraction and development of literature summary tables. The available templates may be in the form of a table, chart or a structured framework that extracts some essential information about every article. The commonly used information may include authors, purpose, methods, key results and quality scores. While extracting all relevant information is important, such templates should be tailored to meet the needs of the individuals’ review. For example, for a review about the effectiveness of healthcare interventions, a literature summary table must include information about the intervention, its type, content timing, duration, setting, effectiveness, negative consequences, and receivers and implementers’ experiences of its usage. Similarly, literature summary tables for articles included in a meta-synthesis must include information about the participants’ characteristics, research context and conceptual contribution of each reviewed article so as to help the reader make an informed decision about the usefulness or lack of usefulness of the individual article in the review and the whole review.

In conclusion, narrative or systematic reviews are almost always conducted as a part of any educational project (thesis or dissertation) or academic or clinical research. Literature reviews are the foundation of research on a given topic. Robust and high-quality reviews play an instrumental role in guiding research, practice and policymaking. However, the quality of reviews is also contingent on rigorous data extraction and synthesis, which require developing literature summaries. We have outlined five tips that could enhance the quality of the data extraction and synthesis process by developing useful literature summaries.

• Aromataris E ,
• Rasheed SP ,

Twitter @Ahtisham04, @parveenazamali

Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

Competing interests None declared.

Patient consent for publication Not required.

Provenance and peer review Not commissioned; externally peer reviewed.

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The Importance of Nursing Research

Nursing research has a tremendous influence on current and future professional nursing practice, thus rendering it an essential component of the educational process. This article chronicles the learning experiences of two undergraduate nursing students who were provided with the opportunity to become team members in a study funded by the National Institute of Nursing Research. The application process, the various learning opportunities and responsibilities performed by the students, and the benefits and outcomes of the experience are described. The authors hope that by sharing their learning experiences, more students will be given similar opportunities using the strategies presented in this article. Nursing research is critical to the nursing profession and is necessary for continuing advancements that promote optimal nursing care.

Throughout the 21st century, the role of nurse has evolved significantly. Nurses work in a variety of settings, including the hospital, the classroom, the community health department, the business sector, home health care, and the laboratory. Although each role carries different responsibilities, the primary goal of a professional nurse remains the same: to be the client's advocate and provide optimal care on the basis of evidence obtained through research.

Baccalaureate programs in the United States prepare students for entry-level nursing positions. The focus is to care for individuals throughout the human life span. Knowledge is acquired from textbooks, classroom and Web-based instruction, simulation, and clinical experiences. The goal of all programs is for students to graduate as safe, entry-level professionals, having received a well-rounded exposure to the nursing field. Students are exposed to evidence-based nursing practice throughout their curriculum; however, the allocated time for nursing research is often limited. Many programs require only one 3-credit hour course for nursing research. This amount of time is limited, despite the broad spectrum of nursing research and its influence on current and future nursing care.

Research is typically not among the traditional responsibilities of an entry-level nurse. Many nurses are involved in either direct patient care or administrative aspects of health care. Nursing research is a growing field in which individuals within the profession can contribute a variety of skills and experiences to the science of nursing care. There are frequent misconceptions as to what nursing research is. Some individuals do not even know how to begin to define nursing research. According to Polit and Beck (2006) , nursing research is:

systematic inquiry designed to develop knowledge about issues of importance to nurses, including nursing practice, nursing education, and nursing administration. (p. 4)

Nursing research is vital to the practice of professional nursing, and the importance of its inclusion during undergraduate instruction cannot be overemphasized. Only with exposure and experience can students begin to understand the concept and importance of nursing research.

The purpose of this article is to describe undergraduate students’ experiences of becoming aware of and participating in a federally funded research study from the National Institute of Nursing Research. As a part of funding for the study, which was an AREA award ( A cademic R esearch E nhancement A ward, R15 mechanism), there were designated opportunities for student involvement. The primary aim of the research study was to investigate the effects of gene-environment interactions on risk factors of preclinical cardiovascular disease in a cohort of 585 young adults who all had a positive family history of cardiovascular disease (i.e., essential hypertension or premature myocardial infarction at age 55 or younger in one or both biological parents or in one or more grandparents), verified in the medical record. Specific genes examined included cytochrome P-450, family 1, subfamily A, polypeptide 1; cytochrome P-450 2A; glutathione S-transferase mu 1; and glutathione S-transferase theta 1. Cardiovascular-dependent measures were diastolic blood pressure, endothelium-dependent arterial vasodilation, left ventricular mass indexed for body size, systolic blood pressure, and total peripheral resistance. The effects of ethnicity and gender were also explored.

Learning Opportunity

The learning process began with the principal investigator (M.S.T.) of the study visiting the junior class (class of 2007) of baccalaureate students at the Medical College of Georgia. This particular student group was chosen due to their academic standing because they would have the chance to take full advantage of learning directly from a nurse researcher for one full year before graduation. The principal investigator briefly presented and discussed the growing field of nursing research, the advancements made by nursing research, and the critical role of nursing research to nursing practice. The principal investigator also presented an overview of the funded research study and extended an invitation to students to apply for two part-time positions on the grant that were designed specifically for nursing student involvement. Students recognized the excellent opportunity and were intrigued with the future possibilities. They understood this option was unique and appeared to be a great pathway for becoming an active participant in learning the nursing research process through involvement in an official nursing research study.

The principal investigator established objective criteria for the application process. The criteria included writing a maximum 1-page essay sharing the reasons why the students wanted to join the research project as a team member and also sharing their personal and professional goals for involvement in the study. Many students were interested; thus, it was a very competitive process. The principal investigator reviewed the essays and selected approximately 10 prospective individuals for an interview. The interview was an extension of the essay. At the interview, the principal investigator further described the positions, provided a detailed overview of the grant, and had the opportunity to gain a better understanding of the student candidates. The students were encouraged to ask questions to further understand the expectations of the prospective opportunity. The interview also provided the students with increased exposure to the study's goal and more familiarization with the expectations of the funded positions.

After the interview process was completed, two individuals were selected, per the grant specifications. The selected individuals described the interview process as a positive experience that helped solidify their desire to become involved in the research study. The principal investigator emphasized that this job opportunity was designed to be a learning experience in which the students would be guided through the entire research study process and become members of a multidisciplinary team. Time responsibilities for each student included approximately 6 hours per week. The principal investigator communicated clearly that the nursing baccalaureate program was the first priority for the students, and thus provided a flexible work schedule.

Research Study Experience

The students began working in early april 2006. The first step in the work experience included 6 weeks of funded orientation. This was their first exposure to the research process; thus, it was important for the students to be provided with a strong foundation. Orientation included attending a team meeting and being introduced to the members of the multidisciplinary team (i.e., biostatistician, cardiologist, geneticists, nurse researcher, and psychologist, all of whom served as co-investigators, and the genetic laboratory personnel); reviewing the grant application; completing the Collaborative Institutional Training Initiative (CITI) (2000) ; completing the Roche educational program on genetics; and touring the worksite facilities. Reviewing the grant gave the students a better understanding of the specific aims and objectives of the study and the intended procedures of the genetic laboratory work in which the students would be involved. The complexity of the grant required the principal investigator to further explain and clarify specific details. The CITI training, which is required by the institution's Office of Human Research Protection, was completed online and took approximately 5.5 hours. The CITI program was presented in a tutorial format, and satisfactory completion of numerous quizzes was required. The task was tedious and time consuming, but valuable and essential, as it increased the awareness of the established codes of conduct for research. At the conclusion of the CITI training, the students understood the necessary policies and procedures for maintaining security and confidentiality of human subjects, the legal and ethical issues regarding the research process, and the essential procedures for research conduct.

Although the students had a basic understanding of genetics, they completed the Roche Genetics Education Program (2004) to gain a deeper understanding. The program was direct and easy to navigate and was excellent for all learning styles, as it contained both visual and auditory explanations. The explanations covered both basic and complex genetic concepts. Through the use of the genetics program, the students were able to comprehend abstract genetic details and to further understand the importance and influence of genetics on personal health. To conclude the orientation process, students were taught basic laboratory procedures, such as polymerase chain reaction and restrictive enzyme digestion, which were used to perform genotyping for the study. After these procedures had been observed several times, the students were given the opportunity to acquire hands-on experience with these laboratory techniques. Each of these components of the orientation process provided the students with the needed foundation for becoming involved in the research study.

After approximately 2 months of orientation, the students were ready to begin working in the genetics laboratory. One of the primary responsibilities of the students would be to further learn and become confident with genotyping techniques. The laboratory was shared among research personnel of several funded studies, with various research experiments being conducted concurrently. The students, under the supervision of the principal investigator and geneticist (H.Z.), also worked with experienced research assistants to perform the genotyping. The students maintained a daily log describing the laboratory genotyping procedures and experiments, and these logs were reviewed at team meetings. Although the actual procedure for polymerase chain reaction seemed straightforward, the students quickly learned that quality control must be used. Sometimes during genotyping, the DNA samples did not produce results. The students discovered that there are numerous contributing factors to successful polymerase chain reaction, such as quality of DNA templates, primer specifications, temperature settings, gel conditions, pipette measuring accuracy, and general laboratory techniques. Even the slightest error could result in permanent DNA sample loss, major experiment failure, or DNA sample contamination.

The students met with the research team members frequently to discuss and troubleshoot potential solutions and problem solve techniques that would foster improving the success rate and productivity of the genotyping. From the laboratory experience, the students learned that every detail must be considered and addressed precisely and meticulously when conducting experiments. Sometimes the process became frustrating, but the students soon discovered that patience and persistence were the most important attributes for a laboratory researcher to possess. The laboratory experience was an excellent hands-on learning opportunity. The students no longer viewed research as strictly information gathered from a journal or textbook, but rather as a physical act that required extreme concentration, dedication, and determination.

After spending numerous months in the laboratory performing the required genotyping, the students had the opportunity to be exposed to another role of a nurse researcher. They performed literature reviews regarding the study. Although the students had written papers in their nursing school program that required literature citations, they were not familiar with all of the library resources available to them. In no time, the students learned which library and online resources had the most validity and what would be the most relevant to their study. The literature search results provided the students and principal investigator with information on new studies that had been conducted on gene-environment interactions regarding tobacco smoke exposure and cardiovascular disease. From the literature review experience, the students learned the importance of being selective and time efficient. Often when a search was first begun, thousands of articles were listed, but the students learned the importance of narrowing the searches to the specific areas of focus. After the students completed their searches, they met with the principal investigator, who provided direction on the articles identified as the most relevant to the study.

The students continued working with the principal investigator during data review, analysis, and preparation of dissemination of the results (i.e., the publishing process). They helped to prepare an abstract submission of the study presented at an international meeting ( Tingen et al., 2007 ). They also helped with the preparation of manuscripts of the study results. By the conclusion of their work experience, the students will have been exposed to and participated in the entire research process.

Benefits and Outcomes

From the students’ perspectives, this opportunity was extremely beneficial. Prior to this experience, the students were not familiar with nursing research. Their original perception of research was that it was conducted by people with chemistry, biology, biochemistry, and genetic degrees in laboratories at major universities. They now realize that nursing and research can be combined and that optimal nursing care is dependent on the latest research findings. In addition, the students believe this opportunity has been beneficial in learning that nurse researchers are valuable to nurses in other settings. For example, one of the long-term goals of this research study is to develop appropriate interventions for children who are more susceptible to and at risk for the harmful effects of tobacco smoke due to their genetic heritage. The information obtained by a nurse researcher can be disseminated to nurses who work directly with the individuals to whom the research applies. Practice that has shown to be effective through research allows nurses to better advocate for patients and provide the best possible care. Although the majority of nurses who provide patient care will be consumers of nursing research, implementing evidence-based nursing practice is crucial to provide optimal nursing care. Information from nursing research has the potential to directly impact the care provided to patients in all health care settings.

Now that the students have had the opportunity to become more familiar with nursing research through involvement as team members, they recognize that their future professional possibilities are endless. Nursing research is an emerging and growing field in which individuals can apply their nursing education to discover new advancements that promote evidence-based care. They learned the research process and the important roles that each team member plays during the study phases of conception, design, implementation, analysis, and dissemination. Each aspect of the research process is important and contributes to the overall success of the study.

The students also discovered the benefit of trying new things. Prior to this experience, they had little exposure to the research process and nursing research. Consequently, they had to be receptive to learning and recognize that acquiring new knowledge was a gradual process. At times, the students felt anxious because all aspects were new, but they realized that without trying, they would never advance and feel comfortable with the research process. As the students reflected, they thought this was an excellent growing experience professionally, scholastically, and personally. In addition, this opportunity benefited the students’ peers through discussions and their sharing of work responsibilities, the research process, and the importance of evidence-based practice. As future nurses, the students are strong proponents of nursing research, and this experience has also broadened their horizons regarding future professional growth and opportunities. In addition, they have a better understanding of the importance of scientific evidence to support their clinical practice. As a result, the students thought that a stronger emphasis should be placed on nursing research in undergraduate baccalaureate education and that more students should have the opportunity to participate as team members in nursing research studies.

The students were almost one full year into nursing school and thought they had learned about all of the possibilities for their futures when they were first presented with this learning opportunity. They knew their future options were numerous and included working in acute care and community settings. They also realized they could further their education and pursue graduate degrees to include a master's degree and become an administrator, educator, clinical nurse specialist, nurse anesthetist, or nurse practitioner, or potentially pursue a doctorate. They did not know there was an emerging and growing field in which their nursing education could be applied and furthered—the area of research and the role of becoming a nurse researcher. Prior to this experience, students perceived their possibilities for a professional career in nursing were tremendous. Now by being involved in the entire process of conducting a federally funded research study, they realized their future professional possibilities are limitless.

The authors of this paper hope that by sharing their experience, they will encourage both nursing faculty and nursing students to not only introduce the research process into the nursing curriculum, but also to consider making nursing research a tangible and more integrated process. They think that a more beneficial approach to the introduction of research may be achieved through incorporating research-related content into each nursing course throughout the educational process. This could be conducted in addition to the current curriculum plan of many schools of nursing that require a single and concentrated 3-hour research course with a goal of research becoming a positive experience for students that is enthusiastically received as a new learning opportunity. In addition, students who are involved as team members in a funded research study may be provided with scheduled classroom opportunities for making progress reports to their peers. Also, the students could field questions regarding the research project and their experiences. These activities may foster increased learning and interest about research among the students’ classmates.

As nursing students are the future members of the nursing profession, and for the profession to continue to advance, nursing research must be the foundation of comprehensive, evidence-based clinical practice. This may only occur with increased exposure to nursing research. Therefore, it is critical that the future members of the nursing profession be exposed to, develop an appreciation for, and become more involved in nursing research, and thus incorporate its outcomes into the delivery of optimal professional nursing practice.

Acknowledgments

The lead author was awarded a grant (NR008871) from the National Institutes of Health, National Institute of Nursing Research.

• Collaborative Institutional Training Initiative [April 14, 2006]; Office of Human Research Protection. The Medical College of Georgia. 2000 from http://www.mcg.edu/Research/ohrp/training/citi.html .
• Polit DF, Beck CT. Essentials of nursing research: Methods, appraisal, and utilization. 6th ed. Lippincott Williams & Wilkins; Philadelphia: 2006. [ Google Scholar ]
• Roche Genetics Education Program [May 10, 2006]; Education. 2004 from http://www.roche.com/research_and_development_r_d_overview/education.htm .
• Tingen MS, Ludwig DA, Dong Y, Zhu H, Andrews JO, Burnett AH, et al. Tobacco smoke exposure and genetics: Youth at risk for cardiovascular disease.. Proceedings of the 13th Annual Meeting of the Society for Research on Nicotine and Tobacco.2007. p. 39. [ Google Scholar ]

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Did you mean..., diploma of arts and social sciences, art/science collaboration wins waterhouse natural science art prize, unit of study nurs5016 nursing research (2025).

Future students: T: 1800 626 481 E: Email your enquiry here

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Unit snapshot.

PG Coursework Unit

Credit points

Faculty & college.

Faculty of Health

Pre-requisites

NURS6001 - Clinical Nursing II

Unit description

Examines a range of research methodologies that can be ethically and responsibly utilised in clinical practice environments. These methodologies are considered within the context of critically appraising the quality and appropriateness of published research findings for translation into nursing knowledge and practice. Students will have an opportunity to apply research and inquiry methods to independently scope, plan and report on an original project proposal. The proposal must address a quality, sustainability or safety improvement initiative related to practice or sustainable development goals.  

Unit content

• Human research ethics
• Clinical research
• Appraising and utilising research
• Research methodologies
• Quality improvement and safety projects
• Integrating evidence in practice

Availabilities

2025 unit offering information will be available in November 2024

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes . The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

communicate to others the key human ethics considerations and components of a quality improvement initiative or clinical research utilising appropriate strategies

critically analyse research philosophies, methodologies and principles relevant to nursing practice

develop a research question and problem statement to guide critical examination of an area of interest, located within a health, social, or community care setting

apply research skills to plan, develop and disseminate a project proposal for a quality, sustainability or safety practice initiative related to the discipline of nursing

Fee information

Commonwealth Supported courses For information regarding Student Contribution Amounts please visit the Student Contribution Amounts .

Fee paying courses For postgraduate or undergraduate full-fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees .

International

Please check the international course and fee list to determine the relevant fees.

Courses that offer this unit

Master of nursing (graduate entry) (2025), master of nursing (graduate entry) (2024), any questions we'd love to help.

Research study participation opportunity for undergraduate students

The School of Nursing has been asked by PhD student at Marquette University to share an opportunity to participate in a research study that aims to explore students’ perceptions of sense of belonging and likelihood of involvement in their nursing programs. The lead researcher is recruiting prelicensure nursing students who identify as belonging to an ethnically or culturally minoritized group to better understand their lived experiences of the nursing program environment.

It is not an expectation that you participate in this study. This is something you can do if you wish. Participation involves completing an online anonymous survey that is expected to take approximately  20-30 minutes to complete. There is also an option to participate in an interview after completing the survey. Survey responses and interviewee information will not be connected and will be de-identified.

Faculty and leaders at the UW-Madison School of Nursing will not know who decides to participate.

If you are interested in participating, the survey is available here: https://marquette.az1.qualtrics.com/jfe/form/SV_9RXM3ufXRlwfz0y

A study information sheet and recruitment flyer is also attached to this announcement for more information.

If you have questions regarding the study, please contact the study lead: Maria Peña (email: [email protected] ).

Recruitment Flyer – Maria Pena Dissertation Study Participant Information Sheet – Maria Pena Dissertation Study

This post was authored by Linsey Steege on 04/08/2024.