1. Clinical Research Nurse
Exploring the Perspectives on the Professional Role Identity of the UK CRN
Swapna Kunhunny, Debra Salmon, Michelle Carter
SCHOOL OF HEALTH SCIENCES, CITY, UNIVERSITY OF LONDON
3.METHOD
Two major roles of nurses in research
Nurse Researcher
Chief scientist designing and implementing health research projects
Clinical Research Nurse
Registered nurses with an exclusive focus on the care of clinical research participants
• Design: Qualitative research
• Methodology: Thematic analysis6 conducted using a semantic approach, within a realist paradigm.
• Conceptual framework: National League for Nursing Outcomes and Competencies Model4
• Data collection: Semi-structured interviews, audio recorded
• Sample: 11 CRNs from various specialties in an NHS Foundation Trust hospital in the UK
1. BACKGROUND
4. FINDINGS
6. IMPLICATIONS FOR PRACTICE
Clinical Research is a core component in the stated principles of the NHS constitution 1
Above 10,000 clinical research nurses (CRN) are working within the NHS2
Clinical Research Nursing is a new and emerging discipline3
Clarity on the professional roles, responsibilities, standards, training, and scope of practice is still evolving 3
Currently, an unclear professional identity challenged by wide geographical variations in job roles and titles, undefined career pathways, lack of structured training, lack of a national framework to guide professional practice and isolated work patterns makes CRN practice invisible7,3
Establishing a shared professional identity is essential to outline the boundaries, goals and scope of CRN practice, allowing them to enhance professional recognition and research participant outcomes5
The professional role identity of the UK CRN has not been explored in an empirical research previously
An original study in English language to examine the professional role identity of the UK CRN
Describes the UK CRN practice, and draws attention to its contributions to nursing and clinical research
Highlights the need to familiarise student nurses to CRN practice from an early stage of nursing career
Informs the NIHR and NHS of the professional issues and challenges faced by the UK CRN and its consequential effect on recruitment and care of research participants
Identifies the need to establish well defined educational, career and promotional pathways for UK CRNs
7. FUTURE RESEARCH
5. DISCUSSION
A nation-wide, web-based survey to analyse the diversity of identity perspectives within UK CRN population will help to reveal institutional, regional, social and cultural influences on CRN identity, for a generalisable, comprehensive understanding.
An exploration of the perceptions of multidisciplinary clinical team members regarding the status of clinical research as a component in standard health care of patients, using a nation-wide, web-based quantitative survey, to promote integration of clinical research in to medical care.
A qualitative exploration of the professional identities of other nursing roles in clinical research like research matrons, lead-nurses, co-ordinators etc will improve recognition of these roles, reduce professional overlap between them and assist in establishing clear career pathways.
The factors affecting the perceptions of CRN professional identity in the participants were tightly interwoven and interdependent. The professional identity of being a CRN was seen both as a strength and as a shortcoming.
STRENGTH: CRNs perceived themselves ‘as agents of change’ who are fundamental to the clinical research process. They described themselves as autonomous practitioners who are resourceful and able to guide all other members of the research team.
2.AIM
To examine the perspectives of CRNs in the UK on their professional role identity, in order to inform the professional practice of Clinical Research Nursing.
SHORTCOMING: Perceived as resulting from the negative influences of an unclear identity. Ambiguous professional role created frustration and conflict between the job roles. Unrecognised job role made them invisible to the general hospital community, leaving CRNs feeling isolated and excluded from wider nursing groups. These factors may exert a negative impact on their professional practice.
References
Handbook to the NHS Constitution,. 2009
Nihr.ac.uk. (2016). Clinical Research Nurses. [online] Available at: [Accessed 10 Jul. 2016].
Bevans, M., Hastings, C., Wehrlen, L., Cusack, G., Matlock, A.M., Miller-Davis, C., Tondreau, L., Walsh, D. & Wallen, G.R. 2011, "Defining clinical research nursing practice: results of a role delineation study", Clinical and translational science, vol. 4, no. 6, pp
Nln.org, (2016). [online] Available at: [Accessed 1 Jul. 2016].
Apesoa-Varano, E.C. (2007) ‘Educated caring: The emergence of professional identity among nurses’, Qualitative Sociology, 30(3), pp. 249–274. doi: /s
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp
Stephens-Lloyd, A. (2004). The extended role of the clinical research nurse: Building an evidence base for practice. Journal of Research in Nursing, 9(1), pp
Acknowledgements
This study was completed as part of a Masters degree in Clinical Research, funded by the National Institute for Health Research. With thanks to Dr Eamonn McKeown for his valuable suggestions during the planning and development of this project. Sincere thanks is also extended to all participants.