ArticleFrontiers in medicine2026
Fostering a culture of inquiry through a dedicated Nursing Research Clinic: a mixed-methods evaluation of the CREATE model.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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6 authors.
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Abstract
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 ( 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.
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