ArticleBMC nursing2026
Emergency nurses' perspectives on integrating a research innovation curriculum into clinical education: a qualitative study of attitudes, needs, and challenges.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Innovation capability characteristics among nursing undergraduates: a latent profile analysis.BMC medical education · 2026Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDespite the recognized importance of research for enhancing nursing quality, emergency nurses (ENs) face significant barriers to research engagement. Insufficient structured training may reduce their interest and capacity. Understanding ENs’ perspectives on integrating a research innovation curriculum into clinical education is critical for developing effective, context-specific strategies, particularly given the underexplored nature of their views on curriculum integration in high-pressure settings.
objectiveTo explore emergency nurses’ attitudes toward integrating a research innovation curriculum into clinical education and to identify their perceived needs and challenges.
designA qualitative descriptive study.
methodsSemi-structured interviews were conducted with 23 emergency nurses from a tertiary hospital in Shenzhen, China. Data were analyzed using thematic analysis.
resultsThree main themes emerged: (1) Dual Perspectives: Enthusiasm for Growth and Concerns about Workload; (2) Essential Support Systems: Beyond the Individual; and (3) Content and Pedagogy for Effective Learning. Participants strongly supported the curriculum’s potential to enhance professional development but expressed concerns about time constraints due to heavy clinical workloads and family responsibilities. They highlighted the need for institutional support, including dedicated time and space, managerial and peer encouragement, and family coordination. Additionally, they desired diverse, practical, and skill-based content to foster innovative thinking and a collaborative learning culture, with an emphasis on foundational research concepts (e.g., study design and basic statistical analysis) alongside emerging tools like artificial intelligence (AI) for data handling and innovation.
conclusionEmergency nurses are receptive to integrating research innovation training into clinical education but emphasize the need for robust institutional support to overcome structural barriers. Hospital administrators should implement supportive systems tailored to nurses’ needs to foster a sustainable culture of inquiry and innovation. CLINICAL TRIAL NUMBER: Not applicable.
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