BACKGROUND:Reflexivity is widely recognised as central to qualitative inquiry, yet there remains limited discussion of how researchers navigate it in emotionally sensitive research. AIM:This article critically reflects on the first author's experience of conducting an interpretative qualitative study in adult safeguarding in residential care settings and examines how reflexivity was enacted across recruitment, interviewing, analysis and interpretation. DISCUSSION:Drawing on reflexive journaling, supervision and ongoing critical self-questioning, we explore the emotional, relational and methodological tensions encountered during the research process, including uncertainty, emotional proximity and the negotiation of researcher identity. CONCLUSION:Rather than presenting reflexivity as a procedural requirement, we illustrate how it operates as an iterative, emotionally embedded practice that shapes ethical sensitivity and analytic decision-making. IMPLICATIONS FOR PRACTICE:By offering practice-based methodological insights, this article contributes to ongoing methodological discussions about the enactment of reflexivity in sensitive qualitative research.
BACKGROUND:Clinical research nurses (CRNs) play a key role in delivering safe and ethical research within healthcare systems. However, the role remains variably understood, and nurses transitioning from ward-based practice may encounter role ambiguity, inconsistent induction and challenges to professional identity. AIM:To critically reflect on the transition from ward-based nursing into clinical research nursing and to identify implications for workforce support and professional development. DISCUSSION:A reflective practice approach was used, drawing on professional experience across respiratory and oncology research settings, including progression to a senior CRN leadership role. Reflection was informed by relevant literature on induction, professional identity and workforce development. Transition into CRN roles involved increased autonomy, altered working patterns and sustained patient relationships. Limited structured induction and mentorship affected early confidence, while organisational support and leadership visibility influenced role consolidation. Core nursing values remained central across settings. CONCLUSION:Clinical research nursing is an evolving clinical pathway requiring greater visibility within nursing education and workforce planning. Structured induction, mentorship and improved awareness of research delivery roles are important to support transition and sustain research-active practice. IMPLICATIONS FOR PRACTICE:Healthcare organisations and educators should strengthen support mechanisms and increase exposure to CRN roles to enhance recruitment, retention and professional development.
