Limited Professional Development Research Articles

Dynamic Retention Strategies for Mitigating Health Workers Brain Drain

The departure of skilled health workers from Sub-Saharan Africa, Asia, and the Pacific poses a significant challenge for the global health workforce, exacerbating healthcare accessibility issues, labour shortages, and vulnerabilities within healthcare systems worldwide. This study aims to identify brain drain drivers and propose dynamic retention strategies tailored to the unique circumstances of each region, relying solely on secondary data. Drawing upon the Push-Pull and Social Exchange Theory frameworks, the study reviews existing literature, and it was revealed that there is an interplay of push factors, such as low pay, limited professional development opportunities, and challenging working conditions, alongside pull factors, including better income prospects and career advancement opportunities. This study advocates for dynamic retention strategies like enhancing employee engagement, implementing flexible work arrangements, promoting work-life balance, offering competitive compensation, facilitating professional development, and fostering supportive work environments tailored to each region's circumstances were imperative to mitigate the health workers brain drain syndrome. It also suggests the importance of strategic, context-specific interventions in mitigating brain drain and ensuring sustainable healthcare delivery worldwide and ongoing research and evaluation to assess their effectiveness. This can be achieved through collaborative efforts of stakeholders towards safeguarding the global health workforce and promoting equitable access to healthcare services for all. Received: 10 February 2024 / Accepted: 25 June 2024 / Published: 02 July 2024

Promoting Media Literacy Among Early Childhood Education: A Case Study In Deli Serdang Regency, Indonesia

Objective: This study investigates the media literacy competencies of early childhood education teachers in Deli Serdang Regency, Indonesia focusing on their understanding of media literacy concepts, integration into the curriculum, and implementation in schools, as well as the availability of relevant teacher development programs. Method: Utilizing a qualitative descriptive methodology, the research gathered data through interviews and observations conducted over a three-month period. Results and Discussion: Findings indicate that while teachers are adept at employing digital technologies within the framework of the TIAR Model, they exhibit a significant lack of deep conceptual understanding of media literacy. This deficiency is primarily attributed to the limited professional development opportunities specifically tailored to media literacy education. The results underscore the necessity for designing and implementing specialized training and support programs that enhance the media literacy competencies of early childhood educators. Research Implications: Policymakers should consider establishing guidelines and standards for media literacy education in early childhood settings. These policies could mandate regular professional development in media literacy for educators and allocate resources for such initiatives. Originality/Value: The study identifies a significant gap between the use of digital technologies and the conceptual understanding of media literacy among teachers. This finding is crucial for developing targeted interventions and underscores the need for a balanced approach to technology integration and conceptual education.

Exploring school food provision programs and links to local foods in Pacific Island countries

Providing access to food in schools can serve as a platform for food system transformation, while simultaneously improving educational outcomes and livelihoods. Locally grown and procured food is a nutritious, healthy, and efficient way to provide schoolchildren with a daily meal while, at the same time, improving opportunities for smallholder farmers(1). While there is significant potential for school food provision activities to support healthy dietary behaviours in the Pacific Islands region, there is limited evidence of these types of activities(2), including scope and links to local food production in the region. Therefore, the aim of this scoping study was to understand the current state of school food activities (school feeding, gardening and other food provision activities) and any current, and potential links to local agriculture in the Pacific Islands. A regional mapping activity was undertaken, initially covering 22 Pacific Island countries. The mapping included two steps: 1) a desk based scoping review including peer-reviewed and grey literature (2007-2022) and 2) One-hour semi-structured online Zoom interviews with key country stakeholders. Twelve sources were identified, predominately grey literature (n = 9). Thirty interviews were completed with at least 1 key stakeholder from 15 countries. A variety of school food provision activities were identified, including school feeding programs (n = 16, of varying scale), programs covering both school feeding and school gardens (n = 2), school garden programs (n = 12), and other school food provision activities (n = 4, including taste/sensory education, food waste reduction, increasing canteen capacity for local foods, supply chain distribution between local agriculture and schools). Existing links to local agriculture varied for the different programs. Of the 16 school feeding programs, 8 had a requirement for the use of local produce (policy requirement n = 6, traditional requirement from leaders n = 2). Of the 12 school garden programs, 6 used local or traditional produce in the garden and 5 involved local farmers in varying capacities. Challenges to linking local agriculture into school food provision programs were reported for 17 activities and were context dependent. Common challenges included limited funding, inflation, Covid-19, inadequate produce supply for the scale of program, limited farmer capacity, limited institutional support for local produce, low produce storage life, climatic conditions and disasters, water security, delayed procurement process, and limited professional development and upskilling opportunities. Modernisation and colonisation of food systems resulting in a preference for hyperpalatable foods and challenges in incorporating local produce in a way that is accepted by students was also identified as a challenge. This evidence can be used to develop a pathway to piloting and implementing models of school food provision programs and promoting opportunities for shared learning and collaboration with key stakeholders across the Pacific Islands region.

Organizational commitment of non-tenured employees in the Philippine government service: A behavioral model

Non-tenured employment, often seen as less prestigious, is thought to lead to negative attitudes at work. However, research suggests that non-tenured workers can be just as dedicated to their organizations. Despite the clear need to understand the behaviors of these workers, there is a lack of research in this area. This study looks into what helps or hinders non-tenured government employees in the Philippines from feeling committed to their organization and develops a model to explain their behavior. Using a grounded theory approach, interviews and focus group discussions were conducted with 18 non-tenured staff, including office workers, teachers, and service personnel, in Philippine government settings in 2021. These discussions were analyzed to identify themes inductively. The findings show that these workers are indeed committed to their organizations and highlight both the positive influences (facilitators) and obstacles (barriers) to this commitment. Positive work environment, fair pay, convenient location, and the chance of securing a tenured position were identified as facilitators, whereas political interference, challenging tasks, and limited professional development opportunities were seen as barriers. To better understand these factors, the study introduces a cause-reason-intention-behavior (CRIB) Model, a new framework specifically designed for non-tenured employees. This model is unique in that it focuses on how feelings of comfort, love for the job, and enjoyment of work, despite insecure job conditions, can encourage a strong commitment to the organization.

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic.

International education has become increasingly challenging to manage in an unpredictable world beset by pandemics, regional disputes, and evolving market practices. The last few decades have seen a huge demand for international education in China, and numerous acclaimed international brand names set up operations in China's K12 schooling sector. However, the COVID-19 pandemic exerted a noticeably negative impact on international high schools and their staff in China, and exacerbated a difficult period of management for these institutions. Interestingly, but perhaps unsurprisingly, the actual operation of these educational workplaces remains under investigated in academic studies. This paper therefore attempts to examine international high schools in China by focusing on their teachers and their associated employment motivation, job satisfaction, and dissatisfaction which has been perceptibly influenced by the impact of the COVID-19 pandemic. Through a qualitative, case-study approach which adopted semi-structured interviews, an acclaimed British high school, now closed, was investigated. The study found that international high school teachers were driven by diverse work motives such as the school's reputation, values, salary, environment, and chances for career development. Their job satisfaction was also multi-faceted, and their dissatisfaction in certain areas concerning. That is, they derived an early satisfaction from a range of facets, such as the students, class sizes, initial workloads, autonomy and collegiality. However, these early feelings were replaced by a sense of dissatisfaction and noticeable unhappiness resulting from leadership changes and subsequent management practices, increased workload, unmet employment package expectations and obligations, as well as limited professional development opportunities. This study highlights the importance of recruiting well, generating the right starting and longer-term conditions, retaining key staff and managing astutely. The work will be of interest to policy makers, investors, leaders, managers and staff alike. It will also extend educational research in the areas of teacher motivation, satisfaction and dissatisfaction, and in particular in China in international K12 settings.

Educators Who Do Not Use AI Will Be Replaced by Those Who Do: Disadvantages of Not Embracing AI in Medical Education

Resistance among educators to using artificial intelligence (AI) may yield significant disadvantages. Without AI, educators risk a higher workload, inefficient use of time, limited personalization, lack of feedback, inability to adapt, reduced student engagement, fewer job opportunities, and limited professional development. However, AI is designed to empower educators, enhance instructional practices, and foster professional growth. In the field of medicine, reluctance to adopt AI could hinder students from being equipped with vital skills in tackling the modern health-care situation. By leveraging AI tools, educators can create dynamic learning environments, producing better-trained health-care professionals ready to tackle evolving challenges. AI integration enhances education quality and prepares students for technological advancements in their medical careers, ensuring they are equipped to navigate the complexities of modern health-care practice. Thus, AI adoption in education is essential for maintaining the competitiveness and relevance of curricula in the AI age.

The Problems Faced by The Teachers in Teaching English As A Foreign Language in Uzbekistan

Objectives: This study investigates the challenges encountered by teachers in the pedagogical process of teaching English as a foreign language in Uzbekistan. The research aims to identify the most prevalent issues hindering effective English language instruction and to propose potential solutions. The data for this study was collected through surveys, interviews, and classroom observations conducted with a sample of English language educators across various educational institutions in Uzbekistan.
 
 Methods: The findings reveal a multitude of obstacles faced by teachers, including inadequate resources and materials, large class sizes, limited professional development opportunities, and the influence of traditional teaching methods. Additionally, sociocultural factors, such as the dominance of the native language and a lack of English language exposure outside the classroom, contribute to the difficulties faced in teaching English as a foreign language.
 
 Results: The study suggests that addressing these challenges requires a multifaceted approach, encompassing improvements in resource allocation, curriculum development, and teacher training. Furthermore, fostering a supportive environment for English language acquisition outside of the classroom through community engagement and extracurricular activities is essential.
 
 Conclusion: The implications of this research extend to educational policymakers, curriculum developers, and teacher training programs, providing insights into the specific areas that require attention to enhance the quality of English language education in Uzbekistan. By addressing these challenges, educators and stakeholders can work towards creating a more conducive and effective learning environment for English language learners in the country.

Medical English Course Quality: A Study of Student and Instructor Perspectives

This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues emerged: a dearth of specialized teaching resources, insufficient medical knowledge among instructors, and limited professional development opportunities. In response to these challenges, the study suggests three core strategies: creating a specialized curriculum, implementing extensive instructor training, and establishing professional learning communities. The proposed specialized curriculum is a coordinated effort between medical professionals and English instructors, integrating timely, authentic, and professional medical content. The instructor training aims to enhance teachers’ medical knowledge and familiarity with the linguistic characteristics of medical English. Finally, establishing learning communities encourages reflective teaching and continual professional growth. The study underscores the importance of these targeted strategies in augmenting the quality of EMP instruction in higher education. Nonetheless, it is crucial to continually refine these recommendations in line with the evolving needs of the medical profession and advancements in language instruction.

A Study on the Current Situation and Countermeasures of the Construction of Public Inclusive Kindergarten Teachers under the Strategy of "Rural Revitalization"—Taking Guilan Township, Duyun City as an Example

In rural revitalization, talent is the cornerstone, and teachers are one of the most critical factors affecting the quality of rural public inclusive kindergartens. This study takes the public inclusive kindergarten in Guilan Township, Duyun City as the research object, and uses a questionnaire method to explore the current situation of teacher team construction in Guilan Township, Duyun City from three aspects: teacher structure, teacher professional development, and teacher management. It is found that there are the following problems in teacher team construction: (1) unreasonable teacher allocation: age structure fault; the holding rate of teacher qualification certificates is low. (2) The survival status of teachers is worrying: low salaries and benefits; Heavy workload (3) Low degree of specialization: Difficulties such as limited professional development. In response to the above issues, corresponding suggestions have been put forward to relevant decision-makers and kindergartens to strengthen the construction of a public inclusive early childhood teacher team in Guilan Township, Duyun City.

Labor Equity, Gender Violence and Cardiovascular Risk Factors in Cardiology Specialists

Background: Cardiology specialists may suffer from stressors that affect their health, such as labor inequity and gender violence, in addition to traditional cardiovascular risk factors (RF) for cardiovascular disease (CVD). Objective: The aim of this study was to detect the level of well-being, labor equity and gender violence and to establish the prevalence of CRF in cardiology specialists in Argentina. Methods: This was an observational, cross-sectional study through an anonymous survey conducted in September 2021 among specialists included in the Argentine Society of Cardiology registry. Data on labor equity, labor and domestic violence and CRF were collected. Results: Six hundred and eleven professionals (40.5% women) participated in the survey: 63% worked more than 44 hours per week; 3 out of 10 were on duty for 12 or 24 hours (38.5% women vs. 28% men, p<0.01). Seventy-two percent of respondents considered the workload excessive while 70% thought their payment was not in accordance with the academic training. Half of female cardiologists surveyed considered that motherhood limited professional development in the specialty. Work-related violence was more frequent in female cardiologists (58% vs. 10% p <0.01), as was domestic violence (16% vs. 6% p <0.01). Men were more overweight (67% men vs. 34% women, p <0.01) and obese (16% vs. 11%, p <0.01) and women were more sedentary (53% vs. 45%, p <0.01). Conclusion: The disconformity in working conditions experienced by both genders was evident, as was the evidence of higher workplace and domestic gender violence in the female specialists surveyed. Despite having knowledge about CVD and cardiovascular RF, the surveyed specialists have a high prevalence of RF.

Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

Childhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals’ perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals’ perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.

Nursing informatics and undergraduate nursing curricula: A scoping review protocol

AimThis scoping review aims to review contemporary published literature on Nursing Informatics education in undergraduate nursing education. IntroductionNursing is the largest workforce in health care and nurses are increasingly required to work with digital information systems. The need for nurses to understand and embrace information technology is closely linked with the ability to function in the contemporary healthcare workplace. However, despite the early adoption of Nursing Informatics in Australia in the 1980 s, there remain barriers to Nursing Informatics engagement and proficiency, including poor computer literacy, limited professional development and a lack of undergraduate informatics education. DesignThis scoping review will be developed in adherence with the JBI Manual for Evidence Synthesis: Scoping Reviews and the PRISMA-ScR Checklist. MethodsTo be included in this scoping review, papers need to include Nursing Informatics education for undergraduate nursing students in a Bachelor of Nursing program. Undergraduate nursing students are defined as individuals enrolled in a recognised nursing program leading to registration as a Nurse. To meet the requirements for registration as a Registered Nurse, in Australia, individuals are required to complete a Bachelor of Nursing program at a university (Australian Qualifications Framework Level 7) For the purpose of this scoping review, undergraduate nursing students are defined as those individuals undertaking a three year Bachelor of Nursing program at a university. Equivalent international definitions will be also used in the scoping review procedure. Sources of information will be included if they were published between 2015 and 2022 and describe curriculum recommendations (including barriers to implementing Nursing Informatics education). The purpose of the identified timespan is to reflect the rapidly evolving nature of health informatics and digital technologies. The requirement for curriculum recommendations is to reflect the purpose of the scoping review as the basis for a Delphi study, where Nursing Informatics and its integration into Bachelor of Nursing curricula will be explored and described in collaboration with domain experts. Ethics and disseminationEthics approval has been obtained for this scoping review (Project ID: 2156) from the Flinders University’s Human Research Ethics Committee and has been determined to be low risk.

Funding Allocations and Human Resources: Identifying Opportunity Gaps for English Language Learners in “Low-Achieving” and “High-Achieving” Districts in California

English language learners (ELs) often attend schools where there are (1) inequitable access to appropriately trained teachers and limited professional development opportunities, (2) inadequate instructional time, and (3) inequitable access to instructional materials and curriculum. These conditions place ELs at a considerable disadvantage. Research aimed at analyzing budget accountability plans can help us gain a better understanding of EL-specific allocations that are most associated with student achievement. This qualitative research analyzed six California districts’ locally controlled budget plans to determine differences in funding allocations and targeted personnel funding for English language learners. Budget analysis revealed that all six districts dedicated the largest portion of their budgets to teachers and staff. Different allocation trends were seen between high- and low-achieving districts; but overall, districts did not have a major focus on the academic and personnel needs of ELs and their college and career readiness. Four districts dedicated at least some funding to ELs (0.09–2% of total budget), but there is a lack of targeted hiring for the quality staffing needs of ELs. Without access to appropriate resources and personnel, ELs cannot be expected to have the same opportunities as their non-EL peers.

Towards Professionalism in Higher Education: An Exploratory Case Study of Struggles and Needs of Online Adjunct Professors

The purpose of this research was to gain an understanding of the unique professional development needs related to the struggles of online adjunct professors. Twenty-one participants from within a purposefully selected group of online adjunct professors in the United States participated in this qualitative investigation. Data were gathered in two phases: the first phase consisted of a six open-ended-question Qualtrics questionnaire completed by the 21 respondents, and the second phase was follow-up interviews with six of the 21 participants along with the collection of pertinent documents related to professional development. Results indicate that online adjunct professors receive varied and limited professional development, and therefore need more training in the following major categories: course preparation and technology awareness, access to course materials and online resources, and improved communication interaction and engagement. The participating online adjunct professors confirmed that training within these professional development areas would be most beneficial for all stakeholders and should be provided by their employing institution or attained through self-initiated methods.

How to Retain Rural Preschool Teachers?

As a result of the accelerated urbanization and the improved remunerations of urban teachers, a large number of rural teachers have been pursuing employment in urban areas, resulting in a severe shortage of rural teaching staff. This phenomenon is particularly pronounced in developing countries. Disadvantages in rural school working and living situations such as low pay, poor living conditions, heavy workloads, limited professional development has made teacher recruitment and retention extremely challenging tasks. The unbalanced urban-rural distribution of teachers, especially high-quality teachers, have become barriers to rural education development and further exacerbated the disadvantaged situations of rural students.

The experiences of nurse educators in establishing a teaching practice in the care of older persons: A focused ethnography study.

Gerontological nursing is not a career choice for most new graduates. Nurse educators, who influence students' career decisions, lack expertise in older person care. The academic culture may affect educators developing gerontological expertise. The study explored the culture of a Canadian pre-licensure nursing education program in relation to educators' expertise in gerontological nursing. In a focused ethnography, 22 nurse educators/researchers/administrators participated in interviews and/or observations conducted from March 2018 to December 2018. Content analysis of interview transcripts and fieldnotes occurred concurrently with data collection. Themes characterizing the culture were: Structure and Hierarchy, Losing Gerontology, Teaching Challenges, and Valuing Older Persons and Their Care. Participants felt: a hierarchy limited gerontologists' support for undergraduate educators and the curriculum; the integrated curriculum reduced the focus on gerontology; limited professional development opportunities and excessive workload constrained building gerontology expertise; and valuing older persons and their care influenced access to gerontology resources. The culture of a pre-licensure nursing program impacted educators building expertise in older person care. More research is needed to overcome barriers that constrain educators' proficiency in gerontological nursing. Increasing the number of educators adept in gerontology will develop nurse graduates with an appreciation for working with older persons.

Exploring barriers to stroke coordinator roles in Australia: A national survey

<h2>ABSTRACT</h2><h3>Background</h3> Coordinator roles are integral to delivering best practice stroke care. Evidence related to the challenges faced by clinicians working in these positions is lacking. <h3>Aim</h3> To explore the barriers to working in acute stroke coordinator roles. <h3>Methods</h3> Self-administered online national survey (including closed and open-text questions) of clinicians in coordinator roles in Australia. Non-physician health professionals who worked in a formal or informally recognised clinical leadership position for acute stroke were eligible. Participants were identified from the National Audit (Australia), and advertising via national networks/associations. Quantitative data were analysed descriptively, inductive thematic analysis was used for open-text responses, with all results triangulated. <h3>Findings</h3> A total of 141 eligible clinicians were identified; 105 in coordinator roles responded (103 hospitals); and 96 answered questions related to barriers (91% female, 89% registered nurses). Having insufficient time to perform the role was a major barrier. In particular, having too many responsibilities (55%) and limited staffing allocation (45%) was perceived to impact care delivery. Inequity in classifications and remuneration, both within and across different states of Australia, were common concerns. Environmental barriers, particularly related to managerial support (31%), and associated acknowledgement and recognition of the role especially from executive/management, were frequently raised. Other challenges included limited professional development opportunities and funding support for ongoing education, and inadequate orientation to the role (27%). <h3>Conclusion</h3> To develop and retain clinicians in coordinator roles for optimising stroke care, hospitals should address the modifiable barriers faced by those working in these positions, including greater formal recognition and sufficient employment fractions.

Understanding role conflict and role ambiguity of school principals in Nepal

In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.

Pathways to Justice, Equity, Diversity, and Inclusion in Marine Science and Conservation

Marine conservation sciences have traditionally been, and remain, non-diverse work environments with many barriers to justice, equity, diversity, and inclusion (JEDI). These barriers disproportionately affect entry of early career scientists and practitioners and limit the success of marine conservation professionals from under-represented, marginalized, and overburdened groups. These groups specifically include women, LGBTQ+, Black, Indigenous, and people of color (BIPOC). However, the issues also arise from the global North/South and East/West divide with under-representation of scientists from the South and East in the global marine conservation and science arena. Persisting inequities in conservation, along with a lack of inclusiveness and diversity, also limit opportunities for innovation, cross-cultural knowledge exchange, and effective implementation of conservation and management policies. As part of its mandate to increase diversity and promote inclusion of underrepresented groups, the Diversity and Inclusion committee of the Society for Conservation Biology-Marine Section (SCB Marine) organized a JEDI focus group at the Sixth International Marine Conservation Congress (IMCC6) which was held virtually. The focus group included a portion of the global cohort of IMCC6 attendees who identified issues affecting JEDI in marine conservation and explored pathways to address those issues. Therefore, the barriers and pathways identified here focus on issues pertinent to participants’ global regions and experiences. Several barriers to just, equitable, diverse, and inclusive conservation science and practice were identified. Examples included limited participation of under-represented minorities (URM) in research networks, editorial biases against URM, limited professional development and engagement opportunities for URM and non-English speakers, barriers to inclusion of women, LGBTQ+, and sensory impaired individuals, and financial barriers to inclusion of URM in all aspects of marine conservation and research. In the current policy brief, we explore these barriers, assess how they limit progress in marine conservation research and practice, and seek to identify initiatives for improvements. We expect the initiatives discussed here to advances practices rooted in principles of JEDI, within SCB Marine and, the broader conservation community. The recommendations and perspectives herein broadly apply to conservation science and practice, and are critical to effective and sustainable conservation and management outcomes.

N04 Being an IBD Clinical Nurse Specialist in the UK National Health Service: Challenges, Stressors and Coping Mechanisms

Abstract Background Inflammatory Bowel Disease Clinical Nurse Specialists (IBD-CNSs) provide essential therapeutic and emotional support services to patients with often complex disease. The ever-increasing role expectations, treatment modalities and rising patient population places significant demands on IBD-CNSs (Stansfield, 2019), many of whom enter the role soon after qualifying. Posts in the UK-based RCN IBD Nurse Facebook© page suggest stress is high amongst members. Sustaining IBD-CNSs wellbeing is essential for ensuring sustainability of services. Our aim was to explore experiences of being an IBD-CNS in the UK, in order to inform the wider dialogue around workforce and the wellbeing of specialist nurses. Methods This hermeneutic phenomenological study used purposive sampling with maximum variation to recruit Band 6–8 IBD-CNSs who currently, or until recently, worked in NHS Trusts across the UK. Data were collected between July and September 2020, via online or telephone interviews. Focussing on personal perceptions, participants were invited to ‘Tell me what it means to be an IBD-CNS’ with follow-up prompts and probes as needed. Diekelmann et al’s (1989) team analysis method was used. Results Twenty-five IBD-CNSs participated [92% Female; Band 6 (n=3), Band 7 (n=10), Band 8 (n=13); 0.5–19 (mean 5.8) years in post; ex-NHS (n=4)]. Two constitutive patterns: ‘Giving and receiving support’, and ‘Developing potential’ were revealed, informed by relational themes addressing patients’ needs, service design/delivery challenges, workload, professional development opportunities, and peer support. Junior IBD-CNSs worried more about workload and learning the role, whilst senior nurses often struggled with the shift towards management responsibilities which they were expected to take on often without any managerial skills or training. The IBD-CNS role was often poorly understood by senior service managers, whose level of support varied widely. Some participants had techniques to mitigate against stressors, but there were also limited professional development opportunities especially in senior roles. Conclusion IBD-CNSs are committed to patients, despite an often-burdensome workload. Structural, institutional, and hierarchical issues undermine confidence. Many IBD-CNSs are stressed by mixed messages of delivering an excellent service yet being criticised/under-appreciated by the system. Robust senior support structures lead to better experiences for IBD-CNSs. This work contributes to the UK and global data evidencing the need to pursue strategies which promote wellbeing of all specialist nurses.