Current status and influencing factors of pediatric clinical nurses’ scientific research ability: a survey

The level of nursing research is an important indicator for measuring the development of the nursing discipline and is also a key factor in promoting the development of the nursing profession. In recent years, with the establishment of nursing as a primary discipline in China and the rapid development of evidence-based nursing, the role of nursing research in the development of the discipline has become increasingly prominent, and the importance of nursing research for the development of nursing knowledge and practice has become a focal issue in the nursing profession [1]. Previous studies [2, 3] have shown that professional nursing should be implemented through research-based practice. Enhancing the capacity for nursing research is a prerequisite for conducting nursing research, which means that the development of nursing has set higher demands on the research abilities of nursing personnel [4]. The ability for nursing research is not only an important force in promoting the development of the nursing discipline but also reflects to a certain extent the current state of development and research level of nursing in hospitals [5, 6]. Pediatric nursing research encounters several unique challenges that impede its progress. These challenges include the vulnerability of the pediatric population, the necessity for obtaining informed consent from parents or guardians, and the inherent complexity of data collection from young patients. These factors collectively contribute to the limited research capabilities of pediatric clinical nurses and highlight the critical need to enhance their research competencies. Addressing these challenges is not only essential for advancing the field of pediatric nursing but also crucial for improving the quality of care provided to children. Therefore, developing robust research skills among pediatric clinical nurses remains a pivotal issue for the broader nursing discipline.

Previous research [7] has indicated that the research ability of clinical nurses are at a low level, and managers should strengthen human resource management to improve the research abilities of pediatric nursing staff in a targeted manner. Due to heavy clinical tasks, high job risks, and tense nurse-patient relationships, pediatric nurses often focus more on clinical care and neglect the cultivation of research abilities [8]. There is a significant gap between theoretical knowledge and practical application in pediatric nursing, primarily due to the complex nature of pediatric care and the challenges in translating research findings into clinical practice [9]. Additionally, existing studies often focus on specific aspects of pediatric nursing, such as family-centered care, but lack a comprehensive approach that integrates multiple dimensions of pediatric nursing concepts [10]. This gap hinders a thorough understanding of the mechanisms underlying care delivery and the practical challenges faced by pediatric nurses. Moreover, the development of research capacity among pediatric nurses remains a critical issue. Previous literature highlights the need for more empirical studies to address the barriers to research utilization and capacity building, such as material constraints, organizational contexts, and the changing roles of nurse educators [11, 12]. The identified challenges collectively impede the development of research capabilities among pediatric clinical nurses, thereby underscoring the necessity for targeted strategies to bolster their research competencies. Therefore, this study is designed to investigate the research abilities of pediatric clinical nurses, with the primary objective of identifying key determinants that influence their capacity for scholarly inquiry, to provide empirically informed recommendations to the education and management sectors, to enhance the professional growth and clinical management of pediatric nurses.

This study was a cross-sectional survey design.

The characteristics of includes nurses.

A total of 436 pediatric nurses were included in this survey. As presented in Table 1, The average age of the included nurses was 31.53 years with a standard deviation of 4.19 years, predominantly female. Their average years of service were 10.29 with a standard deviation of 3.85 years, and the predominant nursing title was “Nurse Practitioner”. There were statistical differences in the scientific research ability score among the nurses with different educational level, professional title, the frequency of receiving scientific research training and the frequency of reading nursing-related scientific journals (all P < 0.05).

As shown in Table 2, the total score for the nurses’ research ability was (47.03 ± 13.66) points, indicating that the research abilities of pediatric clinical nurses were relatively low. The dimension with the lowest item mean score was the ability to write papers, while the dimension with the highest item mean score was the ability to identify problems.

As shown in Table 3, the three items with the lowest scores in the nurses’ research abilities were within the dimensions of research design and paper writing ability.

As indicated in Table 4, Pearson correlation analysis revealed significant associations between pediatric nurses’ scientific research ability scores and several factors, including educational level (r = 0.563), professional title (r = 0.528), frequency of receiving scientific research training (r = 0.481), and frequency of reading nursing-related scientific journals (r = 0.459; all P < 0.05). These findings suggest that higher educational attainment, more advanced professional titles, increased frequency of research training, and greater engagement with nursing-related scientific literature are associated with enhanced scientific research capabilities among pediatric nurses.

In our analysis, all VIF values were below 5, suggesting that multicollinearity was not a significant issue in our model. As shown in Table 5, Multiple linear regression analysis indicated that educational level, professional title and the frequency of receiving scientific research training were the independent factors influencing the scientific research ability of pediatric nurses (all P < 0.05).

The findings of this study indicate that the research abilities of pediatric nurses remain at a relatively low level and require further enhancement. Currently, the nursing research environment in China is gradually improving, yet there are still issues such as the lack of standardized training [19]. Hospital administrators should place emphasis on the cultivation of research abilities among nursing staff, pay attention to the current state of nursing research, initiate multi-channel training in research abilities, strengthen the rewards for research achievements, and increase the investment in nursing research [20, 21]. This survey revealed that pediatric nurses lack in research design and scientific writing skills, suggesting a relative weakness in these areas, necessitating targeted training and education. This may be related to the irrational setting of research courses in nursing colleges, less application after nursing staff enter clinical practice, and the absence of systematic specialized training organized by hospitals [22]. Therefore, it is essential to reinforce the learning of research design and scientific writing among nursing staff, improve and strengthen specialized lectures on nursing research and systematic training in research abilities. Nursing administrators should prioritize the integration of statistical knowledge and operational skills training within nursing education programs [23].For example, they may consider inviting experts and professors from external institutions to deliver specialized lectures on statistical methodologies. This approach can effectively address the common challenges and misconceptions that clinical nurses face when applying statistical techniques in their practice [24]. Besides, more education and practical work tailored to the different professional profiles are needed, with adjustments for specific subspecialist areas [25].

This survey reveals disparities in the research abilities among nurses with varying levels of education, with those holding higher degrees demonstrating stronger research competencies. It is evident that nurses with higher educational qualifications are more likely to recognize the significance of research for the advancement of the nursing discipline and exhibit greater enthusiasm for engaging in nursing research. This correlation is attributed to the research training experiences of nurses with advanced degrees, such as their exposure to enhanced research awareness, design, and statistical knowledge training. Due to their systematic academic education, these nurses are adept at integrating research thinking and methodologies into clinical practice, effectively transforming their research abilities [26]. Consequently, nursing administrators should initiate research activities among a select group of nurses, employing a collaborative approach to address research questions in clinical settings [27]. This strategy will not only foster a research-oriented culture but also significantly enhance the research abilities of pediatric nurses, thereby elevating the overall standard of care and contributing to the evolution of the nursing profession.

Furthermore, our findings indicate that professional titles also influence research abilities. The process of professional title promotion requires a certain degree of research experience. Nurses with lower technical titles are often younger and, although they are eager to learn, they lack clinical experience. As their working time extends, their participation in research activities becomes richer, and their research abilities improve accordingly [28]. On one hand, nurses with senior professional titles have accumulated a longer period of research experience. On the other hand, those with more research achievements possess greater competitiveness for promotion [29]. Additionally, individuals with senior titles have more opportunities for learning and training, which broadens their research horizons and consequently strengthens their research abilities [30, 31]. Therefore, it is recommended to conduct targeted training for nursing staff with different highest educational levels and different technical titles, to formulate personalized training content, and to incorporate nursing research abilities into the training curriculum [32]. It is also essential to actively leverage the supportive and leading role of nursing staff with higher education and technical titles [33].

Regularly reading nursing journals, nurses with research training experience tend to have relatively higher abilities in nursing research. Previous studies [34, 35] have shown that research capacity training based on the action research method and organizing nursing research capacity workshops can not only effectively enhance the research thinking ability of nursing personnel but also encourage them to master cutting-edge nursing techniques and advanced nursing concepts. Therefore, hospitals should increase their emphasis on the research training of nurses, closely integrate with the strengths of the hospital, encourage active participation in nursing research practices, and reward their nursing research achievements [36]. Moreover, increasing the frequency of reading nursing journals is an effective means for nurses to fully assimilate relevant literature and enhance their research capabilities. Regular engagement with scholarly journals provides access to the latest research findings, methodological advancements, and clinical insights, thereby facilitating the integration of evidence-based practices into their professional activities [37]. Consequently, nursing management personnel should create a favorable research environment, provide channels for reading nursing journals, organize literature salons, and thesis writing training classes, etc., to help nursing personnel develop the habit of research [38‐40]. In the context of the Internet and big data, online learning platforms have emerged as a valuable tool for facilitating knowledge renewal and resource sharing. These platforms can provide timely access to updated information and diverse educational materials, thereby supporting continuous professional development. Nursing managers should recognize the importance of integrating Internet-based learning resources into clinical practice and encourage nurses to leverage online platforms for courses and training in research methods [41‐43]. This strategy has the potential to substantially improve the accessibility and efficacy of continuous education and professional development programs for nursing staff. By providing convenient and flexible learning opportunities, it can help cultivate a culture of lifelong learning and evidence-based practice within the nursing community [44].

The present investigation is not without its methodological constraints, which merit careful reflection. Firstly, the study’s design as a single-center research endeavor introduces the potential for regional or demographic confounding factors, thereby limiting the generalizability of the findings to broader populations. The modest sample size employed in this survey could engender concerns regarding the adequacy of statistical power, which may, in turn, affect the robustness of the conclusions drawn. Secondly, we acknowledge that the reliance on self-reported data may introduce biases, such as social desirability bias or recall bias, which could affect the accuracy of the responses. Additionally, the use of convenience sampling limits the generalizability of our findings, as this method may not adequately represent the broader population of pediatric nurses. These limitations are important considerations when interpreting our results. Thirdly, in our study, we did not modify the scale to specifically address the unique context of pediatric nursing. This decision was informed by the existing literature, which highlights that adapting such tools necessitates careful consideration of the distinct challenges and tasks encountered by pediatric nurses. We acknowledge this as a limitation of our study and recommend that future research prioritize the development or validation of tools specifically tailored to the pediatric nursing context. Finally, the scope of variables examined in this survey, which purport to influence the research abilities of nursing professionals, is circumscribed, suggesting the possibility of unaccounted determinants that may significantly shape the research proficiency of pediatric nurses. Future research is therefore recommended to employ a multi-center, large-sample design to more comprehensively elucidate these and other relevant factors. Such efforts may prove instrumental in accumulating a substantial body of evidence to inform and refine educational curricula and managerial protocols for clinical nurses.

In summary, the findings of this survey indicate that the research abilities of pediatric clinical nurses are suboptimal. Specifically, educational level, professional title, and the frequency of receiving scientific research training were identified as independent factors that significantly influence the research abilities of pediatric nurses. To optimize the research capabilities of clinical nurses, nursing administrators should develop tailored development plans and incentive mechanisms that account for individual differences in educational background and professional title. This approach aims to create and support opportunities for continuous learning and engagement in scientific research. Enhancing the research abilities of nursing personnel requires a comprehensive and systematic strategy, grounded in an accurate assessment of the current state of research proficiency among pediatric clinical nurses. Key strategies should include scientific research training, team-building initiatives, policy formulation, and both internal and external communication efforts. By fostering a research-oriented culture, these measures can facilitate the integration of evidence-based practices into clinical care, thereby contributing to improved patient care outcomes.