Introduction Certified Child Life Specialists (CCLS) play a critical role in supporting children and families during stressful situations. Child life interventions are grounded in evidence-based practice. However, the child life profession faces challenges in building a robust body of research. Even though a research course is required for certification, little is known about the consistency and depth of research training across academic programs that prepare students to become CCLSs. Methods Child life students completed a modified version of the Student Perception of Research Integration Questionnaire (SPIRQ) to learn more about their perceptions and understanding of research integrated into their child life education. Results Significant differences were found on three survey items for those in a graduate program versus an undergraduate program. Students in a graduate program reported higher frequency of research exposure than undergraduates. Significant differences were also found on seven survey items for those in an online program versus in-person. Those attending in-person programs were exposed to research topics more frequently. Conclusion This study highlights key factors that could impact child life students’ perceptions and understanding of research topics. Student perceptions are important for academic and clinical educators to consider as they make decisions about how to incorporate research principles within their child life curriculum.
Holley et al. (Mon,) studied this question.