Nurse Researcher
Opinion
A view from Spain
Professor Maria Aurora Rodríguez-Borrego tells Leslie Gelling that nurses should lead research on work relevant to patient care Maria Aurora Rodriguez-Borrego is professor of nursing at the University of Córdoba (UCO) in Spain. She is also a researcher in the Maimónides Institute for Biomedical Research in Córdoba and is a recovery nurse at the Hospital Universitario Reina Sofía. Professor Rodríguez-Borrego is the secretary of the academic committee of the doctoral program in biomedicine in UCO and is a member of the research ethics committee for the province of Córdoba. Her research interests include the methodology of teaching, domestic abuse, elderly care and palliative care. In June and July this year, Professor RodríguezBorrego spent time collaborating with nurse researchers at Anglia Ruskin University. When and why did you develop an interest in research? I have always been a researcher; asking lots of questions and looking for answers. One of the most common words in my vocabulary is ‘why?’. When my general interest in research was not enough, I had to learn how to plan and conduct research in a scientific and methodical manner. I realised that if research is worth doing, it is worth doing properly. My research interests emerged and developed as I grew as a nurse and an anthropologist. I found it difficult to limit myself because there are so many areas where greater research is needed to develop the provision of high quality health care and nursing practice. I often wish there were more hours in the day so I could do more research and try to answer more questions. Who has been most influential in your career as a nurse and as a researcher? I do not think I have been influenced, as a nurse or a researcher, by anyone in particular. I have always had a desire to support others and it is these people who have helped turn me into the nurse and © RCN PUBLISHING / NURSE RESEARCHER
the researcher I am today. I have been influenced by the many people I have come into contact with in my nursing career, including patients, their families and other healthcare professionals. How does nursing research differ between the UK and Spain? There are not any great differences between nursing research in the UK and in Spain. When I meet nurses from the UK, and other parts of the world, it is clear that we have many of the same concerns and share a passion for developing the knowledge and practice of nursing. The focus of what nurses are interested in is the individual’s experience of health and illness and what might be done to improve that experience. One difference between the UK and Spain comes down to language. The majority of the most prestigious nursing journals are published in English so it is easier for those writing in English to publish their research and to allow nurses to read about their research. Spanish-speaking nurses still find it more difficult to publish their research in English-language journals. Of all the research you have been involved in, which do you think has been the most influential? I have undertaken a lot of research exploring domestic violence and, particularly, violence perpetrated against nurses by those close to them. This was
Research in elderly care needs to focus more on helping older people to be as independent as possible for as long as possible, rather than identifying, measuring and treating a disease
important research because I was able to highlight a real social problem that had previously been hidden or ignored. I hope to undertake further research in this important area in the future. Which of your achievements has given you the most satisfaction? I find great satisfaction in much of what I do, so it is difficult to identify a single achievement that stands out. I spend much of my time working with and helping others, including patients and nursing students, and this gives me the greatest satisfaction. Your career has focused on elderly care, what do you think are the particular challenges for nurses and researchers in this field of practice? Undertaking research in elderly care can be hugely complicated because nursing older people is not only about feeding and helping people to meet other basic needs, it is also about establishing a relationship of help that goes far beyond meeting basic needs. Sometimes nurses, and others, only appear to be interested in identifying and trying to treat a disease, but disease is only part of the person and there is so much more we need to understand about life in later years. For example, what factors have an influence on an older person’s quality of life? Research in elderly care needs to focus more on helping older people to be as independent as possible for as long as possible, rather than identifying, measuring and treating a disease. What research projects are you currently working on? I am interested in research with older people so one of my current research projects is exploring active ageing in the community. I am also researching scheduled home visits by primary care nurses and how these can positively affect the lives of older people, on their morbidity and mortality and on the cost of providing health care. Another research project I am working on is exploring the abuse of older people in their family and in a community environment. Falls is one of the main July 2014 | Volume 21 | Number 6 45
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Nurse Researcher causes of morbidity and mortality in the elderly so I am researching the pattern of chronobiology as a factor contributing to falls. I am also continuing my research into domestic violence against both sexes working in the public health system in Spain. What tips would you give someone new to research in nursing? One of the most significant things I learned about doing research was that it is not something someone can do on their own. It is important to look with humility at what other researchers are doing and to try to get involved in these research teams. It is also essential that researchers learn how to do research properly and to become a scientist who is familiar with the methodological approaches available. Researchers need lots of different skills that can be learned from others but one of the most relevant skills all researchers need is patience, because research takes time and cannot be rushed. From the start of a research project, it is essential that researchers take time, and use a critical eye, to ensure they are researching the right questions. Finally, it is essential to remember that no one can know everything so it is important to work in teams and to use the different skills that researchers can bring to collaborative research teams. What do you think the future has in store for nursing and nursing research? Nursing research is important to society and to the communities receiving nursing care, but nurses and nursing need to develop a better understanding of the populations receiving that nursing care. Humans and patients are hugely complex so nurses need to collaborate effectively, in clinical practice and research, with researchers and scientists in many different disciplines. This comes back to the point I was making earlier about not being able to undertake research in isolation. Nurses should not only be an important part of these teams, they should also be leading these research teams and driving forward research relevant to the patients in their care. 46 July 2014 | Volume 21 | Number 6
Opinion
Book reviews The Essential Guide to Religious Traditions and Spirituality for Health Care Providers Steven Jeffers, Michael Nelson, Vera Barnet et al Radcliffe 1048pp | £120 ISBN: 9781846195600
THIS BOOK is a user-friendly resource for healthcare professionals. The smaller introductory sections include an in depth rationale for the book, advice on how to use it and an overview of spirituality, religion and culture. It successfully clarifies the differences between spirituality and religion, and highlights how health often goes hand in hand with both concepts. The historical and present day analysis of the relationship between healthcare and spirituality leads the way to a discussion into its relevance in todays high-tech clinical setting. It is concluded that spiritual well-being remains more than ever a vital element of holistic care. Perhaps the most practical and useful section is that on the assessment and application of spiritual care in the clinical setting. Real life examples of ‘spiritual crisis’ are provided as well as suggestions for offering spiritual support and guidance. Models of spiritual assessment act as a framework to explore various themes with the patient, and link theory to practice in a tangible way. The main body of the work acts as an A-Z compendium of popular faiths covering a brief history and summary of overarching beliefs and practices, specific medical issues, dietary issues, gender and personal issues through cycles of birth, life, dying and death, readings and prayers and care of body and tissue donation. Overall the book makes a positive contribution and would be a helpful resource for any ward area, but the themes on non-religious spirituality in health care could be expanded on. Frances Allan, staff nurse, Spain
Understanding and Interpreting Educational Research Ronald Martella, J Ron Nelson, Robert Morgan et al Guilford Press 704pp | £46.99 ISBN: 9781462509621
A USEFUL introductory tool for anyone planning to undertake educationally focused research at undergraduate or higher degree level, this book is helpfully split into informative sections. I found the sections on quantitative and qualitative research methods to be among the most informative and accessible I have seen. The information provided was sufficient to introduce a novice to the concepts underpinning the various approaches and manages to be informative without being overwhelming. The text is supported by clear and easy to follow flow charts that illustrate concepts such as the phases of qualitative research or non-equivalent group design. A pleasing element of the book is the addition of text boxes that contain simple definitions of the various research terms used. Throughout the sections the authors have inserted various examples of educational research to illustrate the methods being discussed. Unfortunately, the book being written from an American perspective, many of the examples are drawn from the US compulsory education system, which can require some mental adjustment on the part of European readers. Illustrative research questions at the end of each chapter encourage readers to reflect on their learning. Overall, this is a useful and accessible book. It would be a useful addition to library holdings and would be especially helpful to students planning on undertaking educationally focused master’s study. Carol Haigh, professor in nursing, Manchester Metropolitan University © RCN PUBLISHING / NURSE RESEARCHER
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Opinion
A view from Spain
Professor Maria Aurora Rodríguez-Borrego tells Leslie Gelling that nurses should lead research on work relevant to patient care Maria Aurora Rodriguez-Borrego is professor of nursing at the University of Córdoba (UCO) in Spain. She is also a researcher in the Maimónides Institute for Biomedical Research in Córdoba and is a recovery nurse at the Hospital Universitario Reina Sofía. Professor Rodríguez-Borrego is the secretary of the academic committee of the doctoral program in biomedicine in UCO and is a member of the research ethics committee for the province of Córdoba. Her research interests include the methodology of teaching, domestic abuse, elderly care and palliative care. In June and July this year, Professor RodríguezBorrego spent time collaborating with nurse researchers at Anglia Ruskin University. When and why did you develop an interest in research? I have always been a researcher; asking lots of questions and looking for answers. One of the most common words in my vocabulary is ‘why?’. When my general interest in research was not enough, I had to learn how to plan and conduct research in a scientific and methodical manner. I realised that if research is worth doing, it is worth doing properly. My research interests emerged and developed as I grew as a nurse and an anthropologist. I found it difficult to limit myself because there are so many areas where greater research is needed to develop the provision of high quality health care and nursing practice. I often wish there were more hours in the day so I could do more research and try to answer more questions. Who has been most influential in your career as a nurse and as a researcher? I do not think I have been influenced, as a nurse or a researcher, by anyone in particular. I have always had a desire to support others and it is these people who have helped turn me into the nurse and © RCN PUBLISHING / NURSE RESEARCHER
the researcher I am today. I have been influenced by the many people I have come into contact with in my nursing career, including patients, their families and other healthcare professionals. How does nursing research differ between the UK and Spain? There are not any great differences between nursing research in the UK and in Spain. When I meet nurses from the UK, and other parts of the world, it is clear that we have many of the same concerns and share a passion for developing the knowledge and practice of nursing. The focus of what nurses are interested in is the individual’s experience of health and illness and what might be done to improve that experience. One difference between the UK and Spain comes down to language. The majority of the most prestigious nursing journals are published in English so it is easier for those writing in English to publish their research and to allow nurses to read about their research. Spanish-speaking nurses still find it more difficult to publish their research in English-language journals. Of all the research you have been involved in, which do you think has been the most influential? I have undertaken a lot of research exploring domestic violence and, particularly, violence perpetrated against nurses by those close to them. This was
Research in elderly care needs to focus more on helping older people to be as independent as possible for as long as possible, rather than identifying, measuring and treating a disease
important research because I was able to highlight a real social problem that had previously been hidden or ignored. I hope to undertake further research in this important area in the future. Which of your achievements has given you the most satisfaction? I find great satisfaction in much of what I do, so it is difficult to identify a single achievement that stands out. I spend much of my time working with and helping others, including patients and nursing students, and this gives me the greatest satisfaction. Your career has focused on elderly care, what do you think are the particular challenges for nurses and researchers in this field of practice? Undertaking research in elderly care can be hugely complicated because nursing older people is not only about feeding and helping people to meet other basic needs, it is also about establishing a relationship of help that goes far beyond meeting basic needs. Sometimes nurses, and others, only appear to be interested in identifying and trying to treat a disease, but disease is only part of the person and there is so much more we need to understand about life in later years. For example, what factors have an influence on an older person’s quality of life? Research in elderly care needs to focus more on helping older people to be as independent as possible for as long as possible, rather than identifying, measuring and treating a disease. What research projects are you currently working on? I am interested in research with older people so one of my current research projects is exploring active ageing in the community. I am also researching scheduled home visits by primary care nurses and how these can positively affect the lives of older people, on their morbidity and mortality and on the cost of providing health care. Another research project I am working on is exploring the abuse of older people in their family and in a community environment. Falls is one of the main July 2014 | Volume 21 | Number 6 45
Downloaded from RCNi.com by ${individualUser.displayName} on Nov 30, 2015. For personal use only. No other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
Nurse Researcher causes of morbidity and mortality in the elderly so I am researching the pattern of chronobiology as a factor contributing to falls. I am also continuing my research into domestic violence against both sexes working in the public health system in Spain. What tips would you give someone new to research in nursing? One of the most significant things I learned about doing research was that it is not something someone can do on their own. It is important to look with humility at what other researchers are doing and to try to get involved in these research teams. It is also essential that researchers learn how to do research properly and to become a scientist who is familiar with the methodological approaches available. Researchers need lots of different skills that can be learned from others but one of the most relevant skills all researchers need is patience, because research takes time and cannot be rushed. From the start of a research project, it is essential that researchers take time, and use a critical eye, to ensure they are researching the right questions. Finally, it is essential to remember that no one can know everything so it is important to work in teams and to use the different skills that researchers can bring to collaborative research teams. What do you think the future has in store for nursing and nursing research? Nursing research is important to society and to the communities receiving nursing care, but nurses and nursing need to develop a better understanding of the populations receiving that nursing care. Humans and patients are hugely complex so nurses need to collaborate effectively, in clinical practice and research, with researchers and scientists in many different disciplines. This comes back to the point I was making earlier about not being able to undertake research in isolation. Nurses should not only be an important part of these teams, they should also be leading these research teams and driving forward research relevant to the patients in their care. 46 July 2014 | Volume 21 | Number 6
Opinion
Book reviews The Essential Guide to Religious Traditions and Spirituality for Health Care Providers Steven Jeffers, Michael Nelson, Vera Barnet et al Radcliffe 1048pp | £120 ISBN: 9781846195600
THIS BOOK is a user-friendly resource for healthcare professionals. The smaller introductory sections include an in depth rationale for the book, advice on how to use it and an overview of spirituality, religion and culture. It successfully clarifies the differences between spirituality and religion, and highlights how health often goes hand in hand with both concepts. The historical and present day analysis of the relationship between healthcare and spirituality leads the way to a discussion into its relevance in todays high-tech clinical setting. It is concluded that spiritual well-being remains more than ever a vital element of holistic care. Perhaps the most practical and useful section is that on the assessment and application of spiritual care in the clinical setting. Real life examples of ‘spiritual crisis’ are provided as well as suggestions for offering spiritual support and guidance. Models of spiritual assessment act as a framework to explore various themes with the patient, and link theory to practice in a tangible way. The main body of the work acts as an A-Z compendium of popular faiths covering a brief history and summary of overarching beliefs and practices, specific medical issues, dietary issues, gender and personal issues through cycles of birth, life, dying and death, readings and prayers and care of body and tissue donation. Overall the book makes a positive contribution and would be a helpful resource for any ward area, but the themes on non-religious spirituality in health care could be expanded on. Frances Allan, staff nurse, Spain
Understanding and Interpreting Educational Research Ronald Martella, J Ron Nelson, Robert Morgan et al Guilford Press 704pp | £46.99 ISBN: 9781462509621
A USEFUL introductory tool for anyone planning to undertake educationally focused research at undergraduate or higher degree level, this book is helpfully split into informative sections. I found the sections on quantitative and qualitative research methods to be among the most informative and accessible I have seen. The information provided was sufficient to introduce a novice to the concepts underpinning the various approaches and manages to be informative without being overwhelming. The text is supported by clear and easy to follow flow charts that illustrate concepts such as the phases of qualitative research or non-equivalent group design. A pleasing element of the book is the addition of text boxes that contain simple definitions of the various research terms used. Throughout the sections the authors have inserted various examples of educational research to illustrate the methods being discussed. Unfortunately, the book being written from an American perspective, many of the examples are drawn from the US compulsory education system, which can require some mental adjustment on the part of European readers. Illustrative research questions at the end of each chapter encourage readers to reflect on their learning. Overall, this is a useful and accessible book. It would be a useful addition to library holdings and would be especially helpful to students planning on undertaking educationally focused master’s study. Carol Haigh, professor in nursing, Manchester Metropolitan University © RCN PUBLISHING / NURSE RESEARCHER
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