Purpose

The purpose of this study is to generate an understanding of becoming an assistant practitioner (AP) through a work-based learning programme so that work-based learning programmes are designed and delivered to enable practitioners to develop the knowledge, skills and attitudes to undertake new roles from within.

Design/methodology/approach

The study, based on the lived experience of developing from a health-care assistant to an AP, was based on the philosophical assumption of understanding an experience at a particular time. Constructivism (Denzin and Lincoln, 2008) provided the conceptual framework and phenomenology of the theoretical perspective. Experiential learning, action, reflection and professional knowledge framed the literature review to inform understanding at the commencement of the study. Eight participants were selected, through purposive sampling, from one acute NHS Trust in South East England. Their matron and mentor were interviewed for contextualisation. Interviews occurred at 3 stages, 4 months after commencing the foundation degree (FD), 16 months after commencing the FD and 6 months after completing the FD. Each transcript was considered before moving to the next transcript, this allowed super-ordinate themes to be considered within groups before ascertaining similarities and differences across groups. The emergent and super-ordinate themes were synthesised to inform three over-arching super-ordinate themes.

Findings

The following over-arching super-ordinate themes emerged from the analysis of the participants’ transcripts from the three phases of the study: recognising the transition; the transition was not linear but was complex and influenced by the individuals’ behaviour, their ability to reflect and take action and to demonstrate professional knowledge. Supporting the journey; the workplace culture needed to support experiential learning and provide time and space to facilitate reflection. Being an AP; a change in professional knowledge and behaviour resulted in enhanced confidence and self-belief and the ability to be an AP.

Originality/value

This study, based on the lived experience of developing from a health-care assistant to the AP, where participants remained in their place of work rather than undertake placements which is a requirement of regulated programmes, demonstrated that individuals need to recognise the consequences of the behaviours, engage in experiential learning, take action and demonstrate a change in professional knowledge.

中文翻译：

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了解在工作场所承担新角色的人员的个人经验

目的

这项研究的目的是通过基于工作的学习计划来加深对成为助理执业者（AP）的理解，从而设计并交付基于工作的学习计划，以使从业者能够发展知识，技能和态度以承担新的挑战内部角色。

设计/方法/方法

该研究基于从保健助理发展为AP的实际经验，是基于在特定时间理解经验的哲学假设。建构主义（Denzin和Lincoln，2008）提供了理论观点的概念框架和现象学。体验式学习，行动，反思和专业知识构架了文献综述，以促进研究开始时的理解。通过有目的的抽样，从英格兰东南部的一个急性NHS信托基金中选出了八名参与者。他们的护士长和导师接受了情境采访。面试分为3个阶段，即开始攻读基础学位（FD）后的4个月，开始FD之后的16个月和完成FD之后的6个月。在移至下一个成绩单之前会先考虑每个成绩单，这可以在确定各组之间的异同之前先在组内考虑上级主题。综合了新兴主题和上级主题，为三个总体上级主题提供了信息。

发现

从研究的三个阶段对参与者的成绩单进行分析得出了以下总体主题：过渡不是线性的，而是复杂的，并受个人行为，他们反映和采取行动以及展示专业知识的能力的影响。支持旅程；支持体验式学习并提供时间和空间以促进反思所需的工作场所文化。作为AP；专业知识和行为的改变导致增强的自信和自信心以及成为AP的能力。

创意/价值

这项研究基于从一名医疗保健助理发展到AP的实际经验，参与者一直留在他们的工作地点，而不是按照规范计划的要求进行安置，该研究表明，个人需要认识到医疗服务计划的后果。行为，进行体验式学习，采取行动并展示专业知识的变化。