Mixed methods learning profiles among nursing researchers: A cross-sectional mixed methods study

The need for mixed methods research in nursing education is increasing, but barriers to learning persist owing to an insufficient understanding of integration, lack of instructional resources, and limited access to mentors familiar with mixed methods research.

To identify learner clusters among nursing researchers in Japan based on methodological training and mixed methods dissemination experience and develop integrated learner profiles describing motivation, educational needs, and preferred learning modalities.

Cross-sectional study with a mixed methods convergent design.

Nursing researchers in Japan.

The cluster-analysis sample comprised 162 survey respondents; 31 participants were interviewed, of whom 27 could be linked to the quantitative clusters for integrated analyses (October 2020-March 2021).

A questionnaire using adapted Japanese-language items from an existing mixed methods skills assessment, together with a mixed methods textbook-use index, assessed methodological training, mixed methods presentation/publication experience, and motivation to improve mixed methods skills. Hierarchical cluster analysis was used for respondent categorization, and the differences between clusters were examined using analysis of variance. Focus groups and individual interviews explored barriers, support, and educational needs. Verbatim transcripts were subjected to thematic analysis and integrated with the quantitative results using joint displays.

Cluster analysis identified four learner clusters based on methodological training and mixed methods dissemination experience. Differences in the mixed methods textbook-use index and motivation to improve mixed methods skills were observed across clusters, particularly between CL1 and CL4. Integrating these results with qualitative findings on learning barriers, support needs, and preferred educational modalities elaborated the clusters into four learner profiles. For educational interpretation, the profiles were organized into three broader stages: beginner (CL1), intermediate (CL2 and CL3), and expert (CL4), corresponding to preferences for accessible e-learning materials, small-group workshops, on-the-job training with partial roles, and methodological consultations. Limited access to mixed methods mentors was a common barrier across all profiles.

Distinct learner profiles suggest stage-specific educational barriers and needs, highlighting the importance of matching learners, mentors, and educational resources when designing mixed methods education programs for nursing researchers.