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Supporting those who work and learn: A phenomenological research study.

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Exploring the Assistant Practitioner role in the UK

Keywords:
Assistant practitionerFoundation degreeMentorWork-based learning

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Area of Science:

  • Nursing Education
  • Healthcare Workforce Development

Background:

  • The UK's National Health Service (NHS) is prioritizing organizational learning.
  • The Assistant Practitioner role was introduced to support the nursing workforce.

Purpose of the Study:

  • To understand the lived experiences of individuals working and learning within the new Assistant Practitioner role.
  • To explore the complexities of role transition and its impact on learning and development.

Main Methods:

  • Utilized hermeneutic phenomenology methodology.
  • Conducted conversational interviews with a purposive sample of 8 trainee Assistant Practitioners, 4 matrons, 7 mentors, and 1 practice development nurse.

Main Results:

  • The transition to Assistant Practitioner is a complex, non-linear process.
  • Successful role integration requires changes in knowledge and behavior.
  • A supportive workplace culture is essential for learning and role development.

Conclusions:

  • Knowledgeable mentors are crucial for supporting new roles.
  • A positive learning culture facilitates the successful integration of Assistant Practitioners.