Facilitators and barriers to innovation and research capacity among clinical nurses: A qualitative systematic review.

BACKGROUND

Innovation and research capacity among clinical nurses is critical to advancing nursing science, improving patient outcomes, and strengthening healthcare systems. However, evidence on its facilitators and barriers remains fragmented across different cultural and practice contexts.

OBJECTIVE

To identify, appraise, and synthesize qualitative evidence on the facilitators and barriers influencing clinical nurses' innovation and research capacity, and to generate evidence-based suggestions for nursing practice, education, and healthcare policy.

DESIGN

A systematic review and qualitative meta-aggregation.

PARTICIPANTS

Clinical nurses and registered nurses practicing in healthcare settings, with sample sizes across the included studies ranging from 6 to 120 participants.

METHODS

The review was conducted following the Joanna Briggs Institute methodology for qualitative evidence synthesis and reported according to the Enhancing Transparency in Reporting the Synthesis of Qualitative Research guideline. Comprehensive searches were performed in ten databases from inception to June 30, 2026, and reference lists of included articles were also screened. Methodological quality was appraised using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research, and findings were synthesized using the meta-aggregation approach.

RESULTS

Twenty-eight qualitative studies were included. The synthesis yielded four synthesized findings: (1) Navigating organizational culture and structural support; (2) The dual nature of professional knowledge and competence; (3) The mediating role of leadership and mentorship; and (4) The internal process of motivation and self-efficacy.

CONCLUSION

Clinical nurses' innovation and research capacity is a complex, dynamic process negotiated between constraining and enabling factors across organizational, educational, relational and personal dimensions. Moving it from an implicit to an explicit professional competency requires coordinated action from healthcare administrators, educators, and policymakers to address systemic barriers and leverage key facilitators identified in this synthesis.