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. Registration: Not registered, as this is a systematic narrative Review.