Nursing Research Proposal Example | Topics and Well Written Essays - 4250 words

Nursing - Research Proposal ExampleCompetence in practice for nurses and doctors ar now prescribed to be occurring as a result of interprofessional and collaborative practice in the clinical ara. Literature suggests collaborative education provides better eruditeness, but collaboration is a matter to learn. This learning tail assembly be initiated while doctors and nurses atomic number 18 twain students in the clinical area, but research involving interprofessional learning for both nurse and doctor students is lacking. By questionnaire survey method developed by focus group psychoanalysis and pilot studies, groups of doctor students and nurse students will be trained in the clinical area, and at the halt of the training, questionnaires will be responded by them. The responses will be analysed to examine the hypothesis, and if proved, this would serve as the future example for further research.Introduction Active orientation and professional development while in service for nurses is a deprecative element of a delivery system that sets up high standards for quality of care delivery. Professional nurses are in the scenario of continuous learning, and therefore, they are responsible for their own continuing education. This generates personal and professional growths to the nurse and is a known incentive for persuasion of a higher academic degree. Continuing education is supposed to work on acquired knowledge, attitudes, and skills, where the nurse as a professional would be lifelong learners. Lifelong learning is inbred to career development and competency achievement in nursing practice that builds on the scientific buns for academic learning in nursing. This consists of competencies, attitude development, eye for evidence, and over all, biomedical knowledge. Additional competencies in collaboration, coordination, interdisciplinary and interprofessional practice activities also serve as media of exchanging knowledge and techniques, and these are cr itical to modern day health care delivery by the nurses as opposed to single, discipline-specific method of educating the nurses (Mathews, MB., 2003). Therefore, this framework if validated may bear the possibility of alternative learning method in nursing education. The strategies for teaching and learning then would ask educational teaming and exchange between different disciplines and other health professionals in similar categories. Theoretically, this format is expect to provide greater access to professional, interprofessional, and eventually education that entails competency in multiple areas. Obviously, the question arises, wherefore interprofessional learning and education. Medical interventions are diverse, vast, and the health problems are becoming increasingly complex leading to a situation that needs continuous up-gradation and revision of educations (Johnson, AW. et al, 2006). These challenges can be solved, as has been suggested by the theorists, by interprofessio nal learning based on collaboration, team work, and learning together. Consequently, interprofessional learning can be defined as an educational approach which occurs in the form of exchanges between two professions or disciplines that interact in order to shelter interactions leading to learning collaborations. An example would make things clear. A nursing students academic learning for nursing activities and a medical students academic learning, although based in the same area, revolves around different aspects of the medical science. If the students from both these professions are allowed to collaborate on the learning of clinical aspects of the disease and development of clinical skills related to that, both can gain learning and better understanding of the subject, although this process must be based on common understanding and respect for the actual and potential contributions of the disciplines (Furber, C. et al., 2004).