Research underpins nursing practice to promote the provision of high-quality care and improve health outcomes. Despite this, evidence suggests that the application of research knowledge gained in the classroom setting to clinical practice is often challenging. The Mental Health Student Hybrid Placement (MESH) programme developed by Leeds and York Partnership NHS Foundation Trust, England, aims to improve the research knowledge and skills of mental health and learning disability nursing students and help them apply these to practice, during their clinical placements and beyond. This article presents a case study from a learning disability nursing student who participated in the MESH programme, which enhanced her understanding of research and prompted her to apply her new knowledge and make positive changes to practice. Students’ participation in initiatives such as the MESH programme should be encouraged so that research becomes embedded in nursing roles and clinical practice.