Frontiers in medicine · 2026
Fostering a culture of inquiry through a dedicated Nursing Research Clinic: a mixed-methods evaluation of the CREATE model.
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Liu Yinan, Lü Yinyin, Ma Ning, Li Caihong, Ke Yuan, Guo Hongming
Аннотация
BACKGROUND: Despite widespread recognition of evidence-based practice as fundamental to quality healthcare, persistent theory-to-practice gaps undermine optimal patient outcomes. Structural barriers including inadequate mentorship, limited resources, and organizational constraints prevent clinical nurses from engaging meaningfully in research activities.
OBJECTIVE: To evaluate the observed changes in clinical nurses' research competencies and inquiry cultures associated with a novel Nursing Research Clinic operationalized through the CREATE (Consultation, Review, Enlighten, Advice, Ticket, Enhancement) model.
DESIGN: Convergent parallel mixed-methods design employing a single-group pre-post intervention assessment with qualitative exploration of participant experiences.
METHODS: Following institutional ethics approval, 86 registered nurses with ≥1-year clinical experience participated in the CREATE intervention at Beijing Tsinghua Changgeng Hospital (October 2023-October 2024). Perceived research competence was assessed pre- and post-intervention using the Nursing Research Competence Self-Assessment Scale (NRCSAS), a 30-item instrument adapted for clinical nurses from a previously published research competency scale. Research productivity metrics were tracked, and semi-structured interviews with 20 participants explored experiences through inductive thematic analysis.
RESULTS: Participants demonstrated significant improvements across all competence domains, with total scores increasing from 68.72 ± 18.38 to 84.97 ± 12.95 (p < 0.001). Effect sizes ranged from medium to large (Cohen's d = 0.45-1.47), with largest improvements in data processing (d = 1.47) and research practice (d = 1.09). Early-stage productivity outcomes included one core journal publication, three national presentations, three patents, and four funded projects. Qualitative analysis revealed five themes: transformation from apprehension to empowerment, catalytic mentorship role, legitimization through institutional recognition, enhanced collaboration, and navigation of research challenges.
CONCLUSION: The CREATE model represents a structured and replicable intervention that systematically addresses barriers to nursing research engagement. This evaluation demonstrates that the model is associated with meaningful improvements in research competence and early-stage scholarly productivity, supported by qualitative evidence of professional identity transformation, mentorship effectiveness, and institutional legitimization. Future multi-site-controlled studies are recommended to further establish generalizability and long-term sustainability.
OBJECTIVE: To evaluate the observed changes in clinical nurses' research competencies and inquiry cultures associated with a novel Nursing Research Clinic operationalized through the CREATE (Consultation, Review, Enlighten, Advice, Ticket, Enhancement) model.
DESIGN: Convergent parallel mixed-methods design employing a single-group pre-post intervention assessment with qualitative exploration of participant experiences.
METHODS: Following institutional ethics approval, 86 registered nurses with ≥1-year clinical experience participated in the CREATE intervention at Beijing Tsinghua Changgeng Hospital (October 2023-October 2024). Perceived research competence was assessed pre- and post-intervention using the Nursing Research Competence Self-Assessment Scale (NRCSAS), a 30-item instrument adapted for clinical nurses from a previously published research competency scale. Research productivity metrics were tracked, and semi-structured interviews with 20 participants explored experiences through inductive thematic analysis.
RESULTS: Participants demonstrated significant improvements across all competence domains, with total scores increasing from 68.72 ± 18.38 to 84.97 ± 12.95 (p < 0.001). Effect sizes ranged from medium to large (Cohen's d = 0.45-1.47), with largest improvements in data processing (d = 1.47) and research practice (d = 1.09). Early-stage productivity outcomes included one core journal publication, three national presentations, three patents, and four funded projects. Qualitative analysis revealed five themes: transformation from apprehension to empowerment, catalytic mentorship role, legitimization through institutional recognition, enhanced collaboration, and navigation of research challenges.
CONCLUSION: The CREATE model represents a structured and replicable intervention that systematically addresses barriers to nursing research engagement. This evaluation demonstrates that the model is associated with meaningful improvements in research competence and early-stage scholarly productivity, supported by qualitative evidence of professional identity transformation, mentorship effectiveness, and institutional legitimization. Future multi-site-controlled studies are recommended to further establish generalizability and long-term sustainability.