Beyond the bedside: research opportunity expands student’s perspective

The University of Minnesota’s strong emphasis on research was a primary reason Lexy Lipsh chose its Bachelor of Science in Nursing (BSN) program.

Shortly after settling into her classes during her freshman year, Lipsh began exploring faculty research projects. That’s how she discovered Assistant Professor Cynthia Bradley, her work in maternal health in Nairobi, Kenya, and her job posting for a research assistant (RA).

“I’ve always loved maternal health, especially neonatal care, so it seemed like the perfect starting point for me,” says Lipsh, who previously worked as a certified nursing assistant during high school.

She vividly recalls the early days as Bradley’s RA, when it took Lipsh an entire seven-hour workweek to read and understand one or two journal articles on neonatal and maternal mortality in Kenya and obstetric simulations.

“I never read scientific articles in high school,” the Green Bay, Wisconsin, native recalls. “It was a big shift looking at published data. I didn’t even know what an R-value was.”

Lipsh credits Bradley, who later became her honors thesis advisor, for patiently helping her navigate these early challenges. She says Bradley not only provided academic support but also showed genuine concern for her overall well-being.

“Cindy really took the time to listen and make sure I was doing okay with school and everything else before diving into the work, which I always appreciated,” Lipsh says.

Lipsh appreciates the significant personal and professional growth resulting from her RA experiences with Bradley, and from working with the University’s Re LAB initiative, which strengthens forensic nursing and supports sexual assault nurse examiners.

The journal reading Lipsh began as a freshman evolved into the foundation for her honors thesis, “Obstetric Simulation Facilitator Training: Improving Interprofessional Healthcare Education in Nairobi, Kenya,” which she presented at the Midwest Nursing Research Society’s annual conference and the School of Nursing’s Research Day. Her research experiences also broadened her understanding of nursing far beyond traditional bedside roles.

“I experienced different types of nursing that you don’t hear as much about in courses,” Lipsh says. “We cover neuro and cardiac care, but we don’t talk as extensively about roles like sexual assault nurse examiners.”

Expanding perspectives, connecting to her community

Lipsh says working on the Nairobi project expanded her global perspective and significantly impacted her own approach to patient care. “It really put that cultural aspect into my nursing care now,” she says.

Bradley noticed Lipsh’s professional transformation throughout their more than three years of collaboration, and describes it as a privilege to witness Lipsh becoming a highly engaged and motivated nursing professional.

“From conducting a literature review as a freshman to later analyzing research datasets as an honors student, Lexy saw firsthand how research translates into real-world improvements in nursing education,” Bradley says. “Her involvement reinforced how nurses are not only caregivers but innovators, educators, and leaders who advance the profession and improve healthcare worldwide.”

Being involved in research as a BSN student made Lipsh feel more connected to the University and nursing, enhancing her educational experience. “Research helped me feel integrated into the School of Nursing and part of a broader community,” she says.

Lipsh hopes to begin her professional nursing career in a pediatric or cardiovascular intensive care unit. She also sees further education—either pursuing a Doctor of Nursing Practice or a PhD degree—as part of her future.

“If I can impact one person’s life or family, that will mean the world to me,” Lipsh says. “But now knowing I can make a difference on a broader scale, I’m determined to seize every opportunity to improve lives beyond direct patient care.”