挑战护理领导的研究和学术界在英国：一个系统的叙述回顾

IF 3.1 Q1 NURSING

International Journal of Nursing Studies Advances Pub Date : 2025-08-25 DOI:10.1016/j.ijnsa.2025.100411

Arun Vamadevan , Vijesh Vijayan , KasiReddy Jayasudha , Styja Varghese , Oghale Eboh , Ajeesh Karthikeyan , Christine Cole , Lauren Walker

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引用次数: 0

摘要

护士构成了英国（英国）医疗保健系统中最大的专业群体，但她们在研究和学术领导方面的代表性仍然明显不足。虽然医学界受益于明确的学术途径，但对护士在研究中的结构化支持仍然不一致，限制了他们在塑造循证护理和医疗保健创新方面的影响力。目的：这篇叙述性评论探讨了英国护理代表性和研究进展和学术领导的现状。它确定了有利因素、制度和文化障碍，以及对劳动力发展和政策的影响。方法对2006年至2025年4月间发表的文献进行系统的叙述性回顾，文献来源为PubMed、Scopus和Cochrane图书馆。纳入了18项关注护士临床学术角色的合格研究。采用叙述性方法提取和综合数据，使用GRADE框架和ROBINS-I偏倚风险工具对研究质量进行评价。结果纳入的研究强调了一系列举措，特别是HEE/NIHR综合临床学术（ICA）计划，这些计划支持了早期临床学术发展，并有助于加强专业认同。然而，高级研究领导的进展仍然受到多种结构和组织障碍的限制。这些因素包括护理领导可见度低，缺乏综合职业框架，获得研究导师的机会有限，学术活动的保护时间不足，以及NHS与学术机构之间的不协调。文化期望、对护理研究的低估以及围绕领导角色的性别规范进一步阻碍了进步。关键的促成因素包括早期接触研究、获得结构化的发展计划、包容性的制度文化和可见的榜样。虽然证据的总体质量从低到中等不等，但ROBINS-I评估发现了研究设计和报告清晰度方面的常见问题。影响全球多数背景护士的公平问题尚未得到充分探讨，这是未来研究的一个重要领域。结论提高护理研究的领导地位需要一个国家协调的长期战略，包括持续的投资、公平的职业发展机会和文化转型。指导、资金、结构支持和包容性领导对于使护士充分参与医疗保健研究和创新至关重要。解决代表性不足和不平等问题对于多样化和可持续的临床学术队伍至关重要。未注册，因为这是一篇系统的叙述性评论。

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Challenges to nursing leadership in research and academia in the UK: A systematic narrative review

Background

Nurses form the largest professional group in the United Kingdom (UK) healthcare system, yet they remain significantly underrepresented in research and academic leadership. While the medical profession has benefited from well-defined academic pathways, structured support for nurses in research remains inconsistent, limiting their influence in shaping evidence-based care and healthcare innovation.

Aim

This narrative Review explores the current landscape of nursing representation and progression in research and academic leadership in the UK. It identifies enabling factors, systemic and cultural barriers, and the implications for workforce development and policy.

Methods

A systematic narrative Review was conducted using literature published between 2006 and April 2025, sourced from PubMed, Scopus, and the Cochrane Library. Eighteen eligible studies focusing on clinical academic roles for nurses were included. Data extraction and synthesis followed narrative methods, and study quality was appraised using the GRADE framework and ROBINS-I risk of bias tool.

Results

Included studies highlighted a range of initiatives, particularly the HEE/NIHR Integrated Clinical Academic (ICA) Programme, that have supported early clinical academic development and contributed to strengthening professional identity. However, progression to senior research leadership remains constrained by multiple structural and organisational barriers. These include poor visibility of nursing leadership, lack of integrated career frameworks, limited access to research mentors, insufficient protected time for academic activity, and poor alignment between NHS and academic institutions. Cultural expectations, undervaluing of nursing research, and gendered norms around leadership roles further hinder advancement. Key enablers included early exposure to research, access to structured development schemes, inclusive institutional culture, and visible role models. While the overall quality of evidence ranged from low to moderate, the ROBINS-I assessment identified frequent concerns around study design and reporting clarity. Equity issues affecting nurses from global majority backgrounds were underexplored and represent an important area for future research.

Conclusion

Advancing nursing leadership in research requires a nationally coordinated, long-term strategy with sustained investment, equitable access to career development, and cultural transformation. Mentorship, funding, structural support, and inclusive leadership are essential to enabling nurses to fully contribute to healthcare research and innovation. Addressing underrepresentation and inequality is critical for a diverse and sustainable clinical academic workforce.