Professional experiences with journal club implementation in postgraduate nursing: a qualitative study

Postgraduate education is embracing journal clubs (JCs), which provide a platform for members to critically evaluate research articles and extract evidence-based nursing practice. The implementation of JCs by postgraduate nurses, especially in varied educational contexts such as Egypt, remains underexplored. This study aimed to explore and gain valuable insights into the professional experiences of implementing JCs among postgraduate nursing students in Egypt.

A qualitative study utilizing focus group discussions (FGDs) was conducted with 42 postgraduate nursing students between September and December 2024. The participants were selected through purposive sampling. The inductive thematic analysis revealed several key themes.

The study identified five main themes: familiarity with JCs, benefits of JCs, preparation and implementation, challenges, and recommendations for enhancing the effectiveness of JCs. This study highlights the significance of JCs in promoting evidence-based nursing competencies, cultivating a research-oriented culture, and enhancing clinical application. Participants expressed concerns regarding time constraints and insufficient training, highlighting areas for improvement. It suggests integrating JCs into curriculum, aligning professional and academic responsibilities, and offering foundational research methodology training.

The findings show that JCs are viewed by participants as worthwhile learning experiences that foster research literacy, academic development, and transferable skills including critical thinking, communication, and partnership. To enhance the effectiveness and sustainability of curriculum-integrated JCs, several strategies could be implemented: providing faculty training and introductory workshops in research appraisal; intentionally incorporating JCs into the nursing curriculum; allowing participants' clinical and academic obligations; utilizing virtual platforms; and ensuring fair access to research materials. These observations, when combined, support the pedagogical worth of JCs as organized, practice-based learning resources that connect clinical education and research.

Not applicable.