Høyland Sindre, Hollund Jan G, Olsen Odd E
Centre for Risk Management and Societal Safety, University of Stavanger, Stavanger, Norway.
Med Educ. 2015 Feb;49(2):224-32. doi: 10.1111/medu.12622.
The literature contains few accounts of how access to a research site and participants in medical and nursing research is gained, and few efforts to synthesise the existing accounts. Therefore, this article has two main goals: (i) to synthesise our own account of access with others in the medical and nursing literature, and (ii) to derive from this synthesis considerations of access and implications for health professions education.
Based on field notes from a study conducted in an orthopaedic surgical section of a Norwegian university hospital, we provide an account of how access to the operating theatre (research site) and surgical teams (participants) was achieved. We synthesise the findings by comparing our account with existing accounts on access.
Our synthesis translates into a number of considerations related to the gaining of access to a research site and participants in medical and nursing research. These include conducting continuous negotiations to ensure the agreement and consent of participants and gatekeepers, and demonstrating transparency regarding the researcher's identity and the nature of the particular project and findings. These considerations can raise awareness and preparedness for the process of gaining access, which will benefit health professions education researchers planning or undertaking studies in educational or clinical settings. Health professions educators can also include the considerations in structured educational programmes, specifically methods courses, to instil similar awareness and preparedness in students.
We suggest that future medical and nursing research should emphasise a detailed, unvarnished documentation of the access process that incorporates existing accounts of the process.
关于如何进入医学和护理研究的场所并接触研究参与者，文献中鲜有相关描述，且很少有人努力综合现有的描述。因此，本文有两个主要目标：（i）将我们自己关于进入研究场所的经历与医学和护理文献中的其他描述进行综合，（ii）从这种综合中得出关于进入研究场所的考量以及对卫生专业教育的启示。
基于在挪威一家大学医院骨科手术科室进行的一项研究的实地记录，我们阐述了如何进入手术室（研究场所）以及接触手术团队（参与者）。我们通过将我们的研究结果与现有的关于进入研究场所的描述进行比较来进行综合。
我们的综合研究得出了一些与进入医学和护理研究的场所及参与者相关的考量。这些考量包括进行持续协商以确保参与者和把关人的同意，以及在研究者身份、特定项目的性质和研究结果方面保持透明。这些考量可以提高对进入研究场所过程的认识和准备程度，这将有利于计划在教育或临床环境中开展研究的卫生专业教育研究人员。卫生专业教育工作者也可以将这些考量纳入结构化教育课程，特别是方法课程中，以便向学生灌输类似的认识和准备。
我们建议未来的医学和护理研究应强调对进入研究场所过程进行详细、真实的记录，并纳入该过程的现有描述。
