The trainee nursing associates' experience of academic learning: the first 6 months

Abstract

Background: The introduction of the nursing associate role has aimed to provide a different route into nursing careers. Education standards have been structured in line with Nursing and Midwifery Council (NMC) standards for nursing associates for them to meet the proficiency requirement to enter the NMC register ( NMC, 2018c ). However, there are pedagogic challenges due to the inclusive nature of recruitment, which requires only baseline entry qualifications. Objectives: The purpose of this research is to investigate the experience that trainee nursing associates (TNAs) have of academic learning within the first six months of their apprenticeship programme and to determine the impact of this experience on their progression. Design: A quantitative design was adopted using data collected from two focus groups comprising TNAs who had completed their first two trimesters of academic study. This allowed a phenomenological approach to understand the subjective experiences of the participants within a purposeful sample. Findings: Some three key areas that affected learner progression were highlighted in the study: readiness to study; support to study; and transition of trainees to becoming independent learners. Conclusion: Investment and preparation by all partners involved in the TNA course are crucial. Readiness for trainees to study needs robust and timely recruitment, and learners would be supported by having basic study skills prior to commencement.