The role of healthcare leaders in implementing equitable clinical academic pathways for nurses: An integrative review

Abstract

AbstractAimTo identify and synthesize empirical evidence on the role of healthcare leaders in the development of equitable clinical academic pathways for nurses.DesignIntegrative literature review.Data SourcesLiterature was searched using CINAHL, PubMed, ProQuest and Google Scholar databases.Review MethodsA total of 114 eligible articles published between 2010 and2022 were screened, 16 papers were selected.ResultsResults highlighted the need for consistent national, regional, and organizational policy approaches to developing clinical academic careers for nurses. Government health departments and National Health boards must focus on increasing engagement in research and evidence‐based nursing practice for high‐quality patient care. Discriminatory practices and attitudes were identified as barriers. Discrimination due to gender was evident, while the impact of race, ethnicity, and other social categories of identity are under‐researched. Educational leaders must unravel misconceptions about research, highlighting its relevance to patient care and bedside nurses' work. Academic leaders together with executive nurses, research funders and professional nursing bodies must create appropriately remunerated career structures. Transformative approaches are required to develop the clinical academic nurse role and understand its value in clinical practice.ConclusionMultiple elements exist within complex systems that healthcare leaders can navigate collaboratively to develop and implement clinical nurse academic roles. This requires vision, acknowledgement of the value of nursing research and the importance of evidence‐based research infrastructures.ImpactFindings highlight the collaborative role of healthcare leaders as critical to the success of critical academic careers for nurses. This review can inform those still to formalize this innovative role for nurses.Reporting MethodThe review complies with the PRISMA guidelines for reporting systematic reviews. This paper contributes evidence about the healthcare leader's role in developing clinical academic pathways for nurses to the wider global clinical community.Patient or Public ContributionNo patient or public contribution was included in this review.