Abstract
Background: Embedding nursing students as researchers within health systems provides meaningful opportunities for experiential learning and mutual capacity building (Menzies et al., 2021). Students gain hands-on experience navigating interdisciplinary environments, while health system partners benefit from added analytic support and strengthened academic connections (Menzies et al., 2021). Despite its value, opportunities for nursing students to participate in embedded research remain limited and are shaped by program structures and funding availability (Corbett et al., 2023). Expanding such experiences is essential to prepare future nurse leaders with the competencies needed to address complex health system challenges (Slattery et al., 2016). This reflexive exploration of two nursing students’ experiences as embedded researchers within the Mid-West Toronto Ontario Health Team (MWT-OHT) highlights key insights and learnings from this innovative approach to foster core competencies in health services research for nursing students.
Purpose: The purpose of this work is to understand how embedding nursing students within a health system supports experiential learning and leadership development while fostering interprofessional collaboration. Supported by the Rosenstadt Research Development Program (RRDP) at the Lawrence Bloomberg Faculty of Nursing, University of Toronto, this study aims to deepen understanding of how embedded research strengthens academic–practice partnerships and enhances exposure to evidence-informed health system evaluation.
Methods: An adapted Collaborative Autoethnography methodology was used in this research as it supported structured reflection, dialogue, and shared interpretation between the two student researchers (Karalis Noel et al., 2023). This methodology was chosen to allow participants to reflect on their experiences within a specific context. Reflexive practice supported awareness of dual roles as both learners and contributors, while supervision was informed by the Enriched Core Competency Framework for Health Systems and Policy Research (McMahon et al., 2025).
Key Learning and Implications for Nursing: This work is ongoing. Early insights indicate that embedding student researchers enhances collaboration, reflective practice, and knowledge exchange between academic and practice partners. Continued analysis will examine how these experiences contribute to system learning, capacity building, and the development of future nurse leaders.
Notes
References:
Corbett, C. F., Wright, P. J., Donevant, S. B., Wickersham, K. E., Raynor, P. A., Vick, L. L., Chappell, K. K., Abshire, D. A., Dawson, R. M., & Andrews, J. O. (2023). Next generation nurse scientists: A systems approach to engaging undergraduate students in research. Nursing Outlook, 71(6), 102054. https://doi.org/10.1016/j.outlook.2023.102054
Karalis Noel, T., Minematsu, A., & Bosca, N. (2023). Collective autoethnography as a transformative narrative methodology. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231203944
McMahon, M., Boateng, R., Glazier, R. H., Bornstein, S., Johnson, S., Dubois, C., Menear, M., Sampalli, T., Wasylak, T., Marshall, D., Roy, D., Singal, D., & Brown, A. (2025). Enriched core competencies for health services and policy research—An update. Learning Health Systems. Advance online publication. https://doi.org/10.1002/lrh2.70032
Menzies, J. C., Emms, K., & Valler, T. (2021). Developing research knowledge and capability in undergraduate nurses: Evaluation of targeted placements. Journal of Research in Nursing, 26(5), 408–424. https://doi.org/10.1177/17449871211003112
Slattery, M. J., Logan, B. L., Mudge, B., Secore, K., von Reyn, L. J., & Maue, R. A. (2016). An undergraduate research fellowship program to prepare nursing students for future workforce roles. Journal of Professional Nursing, 32(6), 412–420. https://doi.org/10.1016/j.profnurs.2016.03.008
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Academic-Clinical Partnership, Policy and Advocacy, Teaching and Learning Strategies, Nursing Students, Nursing Research
Recommended Citation
Bursey, Adam; Linares, Izzar; and Yoon, Rosanra, "Embedding Nursing Student Researchers in Health System Change: Insights from an Ontario Health Team" (2026). International Nursing Research Congress (INRC). 32.
https://www.sigmarepository.org/inrc/2026/posters_2026/32
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-26
Embedding Nursing Student Researchers in Health System Change: Insights from an Ontario Health Team
Toronto, Ontario, Canada
Background: Embedding nursing students as researchers within health systems provides meaningful opportunities for experiential learning and mutual capacity building (Menzies et al., 2021). Students gain hands-on experience navigating interdisciplinary environments, while health system partners benefit from added analytic support and strengthened academic connections (Menzies et al., 2021). Despite its value, opportunities for nursing students to participate in embedded research remain limited and are shaped by program structures and funding availability (Corbett et al., 2023). Expanding such experiences is essential to prepare future nurse leaders with the competencies needed to address complex health system challenges (Slattery et al., 2016). This reflexive exploration of two nursing students’ experiences as embedded researchers within the Mid-West Toronto Ontario Health Team (MWT-OHT) highlights key insights and learnings from this innovative approach to foster core competencies in health services research for nursing students.
Purpose: The purpose of this work is to understand how embedding nursing students within a health system supports experiential learning and leadership development while fostering interprofessional collaboration. Supported by the Rosenstadt Research Development Program (RRDP) at the Lawrence Bloomberg Faculty of Nursing, University of Toronto, this study aims to deepen understanding of how embedded research strengthens academic–practice partnerships and enhances exposure to evidence-informed health system evaluation.
Methods: An adapted Collaborative Autoethnography methodology was used in this research as it supported structured reflection, dialogue, and shared interpretation between the two student researchers (Karalis Noel et al., 2023). This methodology was chosen to allow participants to reflect on their experiences within a specific context. Reflexive practice supported awareness of dual roles as both learners and contributors, while supervision was informed by the Enriched Core Competency Framework for Health Systems and Policy Research (McMahon et al., 2025).
Key Learning and Implications for Nursing: This work is ongoing. Early insights indicate that embedding student researchers enhances collaboration, reflective practice, and knowledge exchange between academic and practice partners. Continued analysis will examine how these experiences contribute to system learning, capacity building, and the development of future nurse leaders.
Description
Embedding nursing students within health systems research provides a valuable opportunity for experiential learning, leadership development, and interprofessional collaboration. This research aims to further our understanding of how embedded research can strengthen academic–practice partnerships and evidence-informed health system change. A Collaborative Autoethnography methodology was used to conduct this research and was guided by a core competency framework for health systems research.