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BACKGROUND: Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic. AIM: To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership. DESIGN: A reflective discussion following the six stages of the Gibbs' Reflective Cycle. SETTINGS: A two-month research internship at an Australian University was held over the summer. PARTICIPANTS: Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program. METHODS: Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed. RESULTS: The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement. CONCLUSIONS: Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities.
Ocampo et al. (Mon,) studied this question.