Development of the nursing associate professional identity: A longitudinal qualitative study.

AIM: The aim of this study was to understand the factors that contribute to the development of the nursing associate professional identity. DESIGN: A 3-year longitudinal qualitative study of trainee nursing associates. METHODS: Trainee nursing associates in England were interviewed remotely annually in February 2020, March 2021 and March 2022. They also provided diary entries. Data were anonymised, transcribed and analysed thematically. RESULTS: Nursing associate professional identity was developed through: increased knowledge, skills and responsibility; and self-perceptions of identity alongside responses to the role by colleagues. Tensions arose when the scope of practice expected by organisations differed from that expected by the nursing associates. Frustrations occurred when nursing associates were perceived as substitutes for Registered Nurses in the context of nursing workforce shortages. CONCLUSION: Nursing associates in this study clearly valued their new knowledge, skills and responsibility, enabling them to provide enhanced patient care. Increased clarity of role boundaries is necessary in enhancing the professional identity of nursing associates and reducing inter-professional tensions arising from role ambiguity within health and social care organisations. IMPLICATIONS FOR THE PROFESSION: National guidance and employers should provide clarity on the boundaries of the nursing associate role which will strengthen their professional identity and mitigate role ambiguity within health and social care organisations. REPORTING METHOD: The Consolidated Criteria for Reporting Qualitative Research has been used to guide reporting. PATIENT OF PUBLIC CONTRIBUTION: A patient and public involvement group was consulted during the initial study design stage. IMPACT: This study aimed to understand the factors which contribute to the development of a nursing associate professional identity. Nursing associate professional identity is developed through increased knowledge, skills and responsibility, and the perceptions of identity by participants themselves and their colleagues. The findings should inform the implementation of initiatives to clarify nursing associate role boundaries and the development of similar roles internationally.

A tale of two bridges: Factors influencing career choices of trainee nursing associates in England: A longitudinal qualitative study.

AIM: The nursing associate role has created a new second-level nursing role and provided an alternative route into registered nursing. For some, this provides a previously inaccessible opportunity for career progression. The aim of the study was to understand the factors that influence career choices of trainee nursing associates. DESIGN: A longitudinal qualitative study of trainee nursing associate motivations, experiences and career aspirations. METHODS: Semi-structured interviews with trainee nursing associates from across England, UK, in February 2020 (N = 14) and March 2021 (N = 13). Diary data were also collected. Interview and diary data were analysed thematically. Reporting has followed COREQ guidelines. RESULTS: Nursing associate training was viewed by some as a bridge into registered nursing. Role ambiguity led several to seek perceived security offered by the Registered Nurse profession. Those preferring to remain as nursing associates were keen to embed the bridging role between healthcare assistants and Registered Nurses, valuing a positive workplace culture.

Mentoring in times of change.

OBJECTIVE: The aim of this study was to establish the barriers to nurses performing the mentor role in three critical care wards. BACKGROUND: Imminent changes affecting mentors to preregistration students in our wards and our awareness of their ill-preparedness prompted us to design interventions to prepare colleagues for the changes. Literature shows a range of perceived barriers to mentoring, we wanted to compare these to our colleagues' perceptions DESIGN: Prospective, self-administered service evaluation questionnaire of a saturation sample of nurses in intensive care and high dependency wards. RESULTS: Of the 118 questionnaire proformas issued, 43 were returned (36%). Key results include: lack of time to perform the mentor role because of patient care workload, lack of opportunity to update knowledge and skills of mentoring and lack of familiarity with the programme of study and the documents used to record assessment of a student's proficiency. CONCLUSIONS: Mentor update opportunities must be delivered alongside the competing demands of safe and effective patient care and the need to ensure the development of individuals as well as the profession as a whole through fostering its students. RELEVANCE TO PRACTICE: To ensure future generations of patients enjoy quality critical care, we must invest time and resources in mentoring the nurses who will deliver critical care in the future.