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Clinical-academic positions that promote research activity and adoption of findings are dependent on clinical leadership support
  1. Amanda Henderson
  1. School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, Queensland, Australia
  1. Correspondence to Professor Amanda Henderson, Nursing Practice Development Unit, Metro South Health Service District, Woolloongabba, Queensland, Australia; Amanda.Henderson{at}

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Commentary on: Aspinall C, Slark J, Parr J, et al. The role of healthcare leaders in implementing equitable clinical academic pathways for nurses: An integrative review. J Adv Nurs. 2024: 1-15. doi: 10.1111/jan.16043

Implications for practice and research

  • All levels of leadership need to engage with and support ‘clinical-academic positions’ to realise the potential these positions offer clinical practice improvement.

  • It is imperative that clinical-academic nurses develop leadership skills to engage with policy and influence executive decisions relevant to advancing clinical practice.


Clinical-academic positions have been developed to advance the nursing profession. The intent of these positions is to lead the continuous generation and adoption of strong evidence into clinical practice that improves healthcare provision; and thereby, strengthening professional credibility. These positions bridge the clinical academic space through drawing on their expertise, research and understanding of implementation science to foster partnership and …

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  • Competing interests None declared.

  • Provenance and peer review Commissioned; internally peer reviewed.