Research teaching in learning disability nursing: Exploring the views of student and registered learning disability nurses

•Variations exist in the way research is taught within universities to learning disability nurses.•These include the point at which it is introduced and the time devoted within the curriculum.•Generic research teaching rather than related to field of practice is viewed negatively.•The need to strengthen learning about research in practice settings is identified.•However, barriers to the use of research in practice were evident.

SummaryBackgroundWhilst there is a need to develop the research base within learning disability nursing it is also significant that currently there is little published data as to how research is taught to this group of nurses.ObjectivesTo increase understanding of how research is currently taught to learning disability nurses within the UK.DesignA survey design was used.SettingThe research was undertaken at a conference held in the UK in March 2014.Participants310 learning disability nurses attending the conference of which 212 completed the free text question. This comprised student nurses (n = 158), registered nurses working in practice settings (n = 25) and registered nurses working in educational institutions (n = 24). Five participants did not specify their background.MethodsParticipants were invited to complete a questionnaire that included a free text question regarding the teaching of research to learning disability nurses: it is the responses to this question that are reported in this paper. Responses were transcribed and thematically analysed.FindingsEight themes emerged: Teaching approach — the good and the bad; finding the right level; right from the start; we need more time; generic versus specialist; there's not enough; getting research into practice; and what should we focus on?ConclusionsVariations exist in terms of the timing of research education, the teaching approaches used, and hence the quality of student experience. Of particular concern is the apparent gap between research teaching and the use of research in practice, and the reported lack of support for research within practice settings. However, enthusiasm for research is evident and hence recommendations are made both to enhance teaching and to strengthen links with practice.