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

Nursing - Research Proposal Example Competence in practice for nurses and doctors are now prescribed to be occurring as a result of interprofessional and collaborative practice in the clinical area. Literature suggests collaborative education provides better learning, but collaboration is a matter to learn. This learning can be initiated while doctors and nurses are both 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 analysis and pilot studies, groups of doctor students and nurse students will be trained in the clinical area, and at the end 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 model for further research.Introduction: Active orientation and professional development while in service for nurses is a critical 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 build on acquired knowledge, attitudes, and skills, where the nurse as a professional would be lifelong learners. Lifelong learning is essential to career development and competency achievement in nursing practice that builds on the scientific base 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 critical to modern day health care delivery by the nurses as opposed to single, dis cipline-specific method of educating the nurses (Mathews, MB., 2003). Therefore, this framework if validated may raise the possibility of alternative learning method in nursing education. The strategies for teaching and learning then would involve educational teaming and exchange between different disciplines and other health professionals in similar categories. Theoretically, this format is expected to provide greater access to professional, interprofessional, and eventually education that entails competency in multiple areas. Obviously, the question arises, why 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 interprofessional 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 foster interactions leading to learning collaborations. An example would make things clear. A nursing student's academic learning for nursing activities and a medical student's 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 mutual understanding and respect for the actual and potential contributions of the disci plines (Furber, C. et al., 2004).