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During the past two decades there has been an increase in strategies for fostering research and evidence-based nursing practice in the clinical setting (Chan, Gardner, Webster, & Geary, 2010 ). With the increase in research activities in the clinical setting, more nurses are engaging in research studies as principal investigators or research team members. The second most frequently reported primary nursing focus for doctorally prepared nurses is research, and 47.8% of nurses who report their principal nursing position as researcher are prepared at the bachelor's degree level (Health Resources and Services Administration, 2010 ). This increase is also influenced by such initiatives as accomplishing and maintaining nursing excellence through the Magnet Recognition Program® . Furthermore, the 2010 Institute of Medicine's Future of Nursing report recommended that by 2020 there will be a need for double the current number of doctorally prepared nurses, which is now reported to be fewer than 1% of all nurses (Institute of Medicine, 2010 ). The result is the creation of the dual role of care provider and researcher. This dual nursing role bears significant responsibility and demands a thorough understanding of the informed consent process in research. This includes having an understanding of the institutional review board process and the requirements for informed consent.
Following ethical informed consent procedures requires nurses to advocate for participants' best interests, ensures participants' understanding of the informed consent process and the research study, and upholds the ethical principles of autonomy, beneficence, and justice. To adhere to the ethical principles of informed consent in research, the nurse must maintain a balance between clinical and research responsibilities, demonstrating the ability to differentiate between the nurse--patient and the researcher--participant relationships. This article explores the interplay of the ethical principles of autonomy, beneficence, and justice within the nurse--participant relationship and the relationship of these principles to the research informed consent process. Methods to enhance participants' understanding of the informed consent process as well as the use of quality measures for informed consent and recommendations for continuing education are also discussed. In addition, two case scenarios are included to highlight the considerations of the dual role of care provider and researcher, along with recommendations for upholding the Belmont principles (U.S. Department of Health and...