A key area of the School’s SWAN Action plan is the promotion of an academic career to students. To address this, we are pleased to announce the launch of the 2024/25 Research Studentship Scheme open to final year undergraduate and postgraduate taught (MSc) students to undertake research activities in the School of Nursing and Midwifery. There are six studentship awards available for £1,200 each, providing a stipend of £200 per week for six weeks working on a full-time basis or £100 per week for 12 weeks working on a part-time basis.

An outline of the projects aligned to each of the six studentships, including the title and description of the activity, as well as contact details of the lead academic supervisors are listed below.

Student Application Process

Interested students are asked to complete the student application form and submit alongside a short one-page CV and a copy of their current unofficial academic transcript for their degree programme.

The deadline for applications is Tuesday 11th June 2024 at 5pm

Applications must be submitted via email to Dr Fiona Lynn (f.lynn@qub.ac.uk)

RSS Student Application Form 2425

Students will be notified of the outcome by 19 June 2024

If you have any queries about the application process or the studentships on offer, please contact Dr Fiona Lynn (f.lynn@qub.ac.uk)

List of Studentships 

STUDENTSHIP 1

TITLE: A mixed methods exploration of student midwives' confidence, attitudes and motivation towards working in a continuity of midwifery care model

LEAD SUPERVISOR: Ciara Close

SECOND SUPERVISOR: Lorna Lawther

DESCRIPTION: Continuity of Midwifery care/er (CoMC) is midwifery model with evidence of improved health outcomes for mothers and infants e.g.: more likely to have a spontaneous vaginal birth, less likely to have an episiotomy, less likely to deliver preterm or have a still birth (Renfrew et al. 2014; Sandall et al. 2016). CoMC  midwives report high levels of satisfaction working in the model and a growing body of evidence indicates the model provides quality and cost-effective maternity care (Forster et al. 2016; Calander, 2019). The Better Births report set out a clear recommendation that UK maternity services should roll out continuity of Midwifery carer.  CoMC teams continue to be implemented across the UK. However, with such differences between traditional models of care and CoMC, recruitment to the model has been a challenge, newly qualified midwives (NQM) may provide the solution. NQM’s attitudes and motivation to work in a CoMC model is likely shaped by their undergraduate.  midwifery program.  Whilst the literature provides insight into students experience of CoMC models there is a paucity of literature on factors that might influence students' motivation and attitudes towards working in CoMC model. 

This study will explore the factors that influence students' motivation and confidence towards working in a CoMC model via a survey with QUB midwifery students and focus groups. 

The longer-term plan is for these exploratory findings to be used to develop a digital resource to improve student midwives' motivation and confidence towards working in a CoMC model upon qualification. 

STUDENTSHIP 2

TITLE: Collaborative expansion of a resilience resource ‘The Wellbeing Shelf’ with different Schools across Queen’s University Belfast

LEAD SUPERVISOR: Clare Hughes

SECOND SUPERVISOR: Deirdre O’Neill

DESCRIPTION: In 2022, a resilience resource called the Wellbeing Shelf was developed within the School which was primarily piloted with first year nursing and midwifery students. The resource can be viewed at Wellbeing Shelf.   A mixed methods study has identified that students found the resource helpful and utilised it in different ways to help support their wellbeing. We are currently liaising with 3 other Schools in the University to evaluate the Wellbeing Shelf resource. This will involve then adapting the resource to be generically suitable to their needs. We are currently seeking funding to adapt the resource which will be in co-production with identified Schools.   

The plan for the research studentship would be to carry out focus groups with the selected schools and carry out a thematic analysis of their experiences utilising the resource. The research student will plan a qualitative paper with the Wellbeing Shelf research team and organise the team’s contributions for a peer reviewed journal suitable for the various student disciplines utilising the resource. The student will also produce a significant component of the paper within the 6-week timeframe [findings and discussion]. This overall experience will provide the student with insight to organising and working across different Schools within the University, the development of skills of thematic analysis and the experience of co-production and development of an academic paper with guidance. The student will also have the experience of working with an experienced research team.

STUDENTSHIP 3

TITLE: Rubrics: Information video and data analysis 

LEAD SUPERVISOR: Iseult Wilson

SECOND SUPERVISOR: Katherine Rogers

DESCRIPTION: The Rubric Development group (RDG) are a sub-group within the Education, Practice and Research Group, and they have created a suite of rubrics (Sept 2021 – July 2022) that are currently being evaluated (approval: MHLS 23_05) for usability. A prototype information video will be created to facilitate colleagues in their use of the approved rubric, and the findings of the study will be disseminated and submitted to a peer-reviewed journal. 

The successful student will be offered authorship on the paper, and will contribute to this project in two keys ways: 1. Review the existing information video (prototype), and build on this to inform the development of the final information video that will accompany the approved rubric.  2. Assist in the analysis of the data (data collection – questionnaire survey with some qualitative comments. The timing of these two tasks will be agreed with the student.

The key benefits to the student will be hands-on experience with 1:1 ongoing support (IW and KR) when learning important transferable skills: 

1. Co-designing a video information resource (read and understand literature around rubrics, understand the rubric and its application, learn about techniques in delivering information and guidance (e.g. presentation skills, elevator pitch, editing of video etc.).
2. Analysing questionnaire data (quantitative and written qualitative data). Tasks include: sorting data, becoming familiar and comfortable with the data analysis strategy, and helping to analyse the data.

STUDENTSHIP 4

TITLE: Exploring Undergraduate Student Nurses' Preparedness for Digital Health Technologies 

LEAD SUPERVISOR: Mark Dornan

DESCRIPTION:

Aim: This studentship aims to assess the current knowledge, understanding, and readiness of undergraduate student nurses regarding the use of digital health technologies and identify opportunities for curriculum enhancement in this domain. 

Rationale: In today's rapidly evolving healthcare landscape, digital health technologies play a crucial role in patient care, and it is essential for future nurses to be well-prepared in utilising these tools effectively (Nazeha et al., 2020). Despite the increasing integration of digital health technologies into healthcare systems, there remains a gap in formal education and training for student nurses in this area (Lennon et al., 2017). 

Methods: To explore students' perceptions, experiences, and preferences regarding digital health technologies the student will undertake a search of contemporary literature and draft a rationale and justification for the completion of the study, which will contribute to the production on an academic paper. Following this, the student, in collaboration with the research team, will design, pilot and refine an online student survey which they will then present to students for data collection. The results from the survey will be analysed and presented as part of the findings within a publication and contribute towards the digital health curriculum. By addressing these gaps and incorporating student feedback, we strive to equip preregistration student nurses with the necessary knowledge and skills to navigate the digital healthcare landscape confidently (Effy et al., 2018).

STUDENTSHIP 5

TITLE: A qualitative study of the educational needs of paediatric patients with kidney disease in Northern Ireland

LEAD SUPERVISOR: Tayler Truhan

SECOND SUPERVISOR: Clare McKeaveney

DESCRIPTION: Research on the health literacy and education of paediatric patients with chronic kidney disease (CKD) remains limited. Further, few existing studies utilised evidence-based education methods (Corr et al., 2023). Evidence on parents of children with chronic illness indicates 1 in 4 parents have low health literacy, which negatively impacts child medication adherence, health service use, and health behaviours and outcomes (Morrison et al., 2019). Young people with CKD are particularly at risk, having a mortality rate 30 times as high as the age-matched population (McDonald et al., 2004). Improved education and health literacy for young people with CKD can promote shared decision making in treatment, empowerment, and better health outcomes (Gutman et al., 2018). The proposed qualitative study will address this issue in Northern Ireland by identifying the educational needs and preferences of paediatric patients with CKD. 

This research will be conducted in collaboration with Dr. Grace McCall, a paediatric nephrologist at the Royal Belfast Hospital for Sick Children. Focus groups will be conducted with young people with CKD, as well as their parents. The research student will contribute to the write up and submission of the ethics application for this project.

STUDENTSHIP 6 – SK Chin Studentship

** Funded by the KN Cheung SK Chin Intersim Centre**

TITLE: Research Studentship to develop resources that showcase and increase awareness of Interprofessional Simulation practice within the SoNM and the Faculty of Medicine Health and Life Sciences

LEAD SUPERVISOR: Lorna Lawther & Alison Smart

SECOND SUPERVISOR: Matt Birch

DESCRIPTION: Simulation Based Education has been established in the SoNM since 2006. Since the opening of the KN Cheung SK Chin Intersim Centre, students in the School of Nursing and Midwifery have been increasingly experiencing high-fidelity simulation-based learning (SBL). Interprofessional SBL is central to the ethos of the Intersim Centre, therefore nursing and midwifery students are learning alongside healthcare students and practitioners from within the faculty and from the wider healthcare community. The development of resources to enhance understanding of IP SBL is the focus of this research studentship with the intention of using these resources as educational tools and possibly also for reputational activities. Aim: to co-produce resources to create a repository for use with students in the FMHLS to enhance understanding of IP SBL taking place in the KN Cheung SK Chin Intersim Centre. Objectives:

1. Conduct a needs analysis in conjunction with the Lead Supervisors and the Director of Intersim
2. Co-design and co-produce resources with the Lead Supervisors and Second Supervisor, the Professional Simulation Leads and students within the Faculty.
3. Evaluate the extent to which the resources enhance understanding of Interprofessional SBL with students in the FMHLS
4. Evaluate the extent to which the resources may be utilised for Intersim reputational activities

Methods: The student will work with the Professional Leads for Simulation as Lead Supervisors (LL & AS) and Second Supervisor/ the SoNM e-developer (MB) and the Director of Intersim   to understand, design and develop a range of resources to enhance understanding of Interprofessional SBL with students in the FMHLS. The Intersim Research Student (IRS) will create a small working group of students from all disciplines in the Faculty who will inform and assist in the development of the format, the content and the design of the resources. It is anticipated that this may include: video testimonials of impact of IP Sim experience; podcast; photographic images; student blog; Dr Matt Birch (e-learning developer) will mentor the student in the design of the digital resources. Outcomes: A suite of resources that enhances student’s understanding of IP SBL.