Nursing students gain tools for knowledge utilisation through a work and research integrated learning assignment – a qualitative study

Albert Westergren, Ellinor Edfors


Background: By integrating education, research and collaboration with society, in a learning assignment, the level of nursing students learning can be enhanced.

Aim: The purpose of this study was to explore nursing students’ experiences of participating in a work and research integrated learning assignment during their clinical practice courses.

Methods: At the end of their nursing training, in their sixth semester, five nursing students were recruited to the study and interviewed after which the texts of interviews were analysed using content analysis. The participants had been involved in two studies, one during their second semester, where the risk of falling was assessed, and one during their sixth semester where the risk for under nutrition was assessed.

Results: The students experienced that the two assignments enhanced their learning in how to work as a foreman/supervisor, how to inform and engage in dialogue, about using risk assessment, and further, gave them the opportunity to meet the people behind the diagnosis. Through assignments they could also identify the need for knowledge within the study focus, for instance, the risks for falling or the risk of undernourishment. Further, they described how they tried to live up to the ethical standards and that they had learned about using a scientific approach in their work.

Conclusion: It is possible to integrate Research, Education and Collaboration in a learning assignment during Nursing education (RECN-assignment) by allowing nursing students to participate in an actual research project during their work integrated learning courses. Such an approach enhances nursing students learning about research and the area being studied in the actual research project.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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