Abstract
AimWith a shift in the United Kingdom's National Health Service to organisational learning and the local introduction of the Assistant Practitioner role to support the nursing workforce there was a broad need to understand the lived experiences of those who work and learn. MethodHermeneutic phenomenology was the chosen methodology. A purposive sample of eight trainee assistant practitioners, four matrons, seven mentors and the practice development nurse participated in conversational interviews at intermittent points in the journey. ResultsA stepped process of analysis produced three over-arching super-ordinate themes which indicated that the transition to assistant practitioner is non-linear and complex necessitating a change in knowledge and behaviour and the workplace culture must enable learning and role development. This paper focuses on supporting the journey which encompassed learning at university and learning in the workplace. ConclusionParticipants' stories demonstrated the presence of knowledgeable mentors and a learning culture enabled new roles to be supported.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
