Finding My Voice in Research: Lessons From a Six-Week Placement at the Academy

I’m Maya De Freitas, a 3^rd year adult nursing student at the University of Southampton.

When I first arrived at the Academy of Research and Improvement in Portsmouth, “research” sounded a little daunting: serious people, serious data, and an equally serious number of acronyms. But during this six-week placement, I discovered that research isn’t just about numbers or protocols; it’s about people, their stories, their needs, and the changes that start when we listen.

One of my earliest lessons came from completing the Good Clinical Practice (GCP) course, which grounded everything in ethics, consent, and integrity. Soon after, I observed recruitment for studies like SAFE-D; an experience that reminded me how clinical research relies on trust and compassionate communication. I quickly learned that even the most well-designed study can only succeed if participants feel heard and respected.

A highlight of my placement was attending a series of Academy talks on co-production, leadership, and culture in research. The session on inclusion especially stuck with me, it explored how healthcare can (and should) be adapted to better support people with learning disabilities. Simple things like sensory-friendly environments can make all the difference. I vividly remember a group of mental health nurses presenting their idea for a dedicated clinic where people with learning disabilities could receive care tailored to their needs. Their passion was infectious: a powerful reminder that improvement begins with empathy.

Another moment that stands out was when I presented the Catapult Method; a creative approach to tackling challenges by viewing them from different perspectives. Standing in front of senior healthcare professionals was definitely nerve-racking at first, but the supportive atmosphere definitely helped. I received genuinely lovely feedback afterwards, which boosted my confidence and showed me that fresh perspectives (even from a student) are valued here.

Of course, none of this learning happened in isolation. My practice assessor, Anita DeHavilland, deserves special credit for guiding me with equal parts wisdom and encouragement. Her passion for Quality Improvement challenged me to think critically, communicate clearly, and always link my learning back to patient care. Her mentorship made this placement not just educational, but a real opportunity for growth.

One of my proudest achievements was leading an improvement project to redesign the Academy’s workshop feedback form. I realised there was an opportunity to enhance how workshop feedback was collected, so I proposed a new design based on the Kirkpatrick model of evaluation. Presenting it to the team (with Anita’s guidance, of course) was both daunting and rewarding. I was able recommend a new approach which was well-received and allowed me to engage meaningfully with the team.

I’ve learned that research isn’t a distant academic exercise; it’s practical, people-focused and closely linked to the realities of care, much like nursing itself. If there’s one lasting insight I’ll take with me, it’s that meaningful change doesn’t always come from grand gestures. Sometimes it begins with a good question, a genuine conversation or the confidence to share an idea.