Introduction
The introduction of Nursing Associates (NAs) in England marks a significant step in addressing the staffing shortages in the healthcare sector. This innovative role is designed to bridge the gap between healthcare assistants and registered nurses, providing a flexible addition to the nursing workforce. A recent study titled "Primary care trainee nursing associates in England: a qualitative study of higher education institution perspectives" sheds light on the development and implementation of this role in primary care settings. This blog explores how practitioners can enhance their skills by implementing the outcomes of this research or by delving deeper into further studies.
Understanding the Role and Requirements
The study highlights that a limited understanding of the NA role and its requirements can lead to challenges in primary care settings. Employers and trainees may face difficulties in accessing the right support, which can hinder the acquisition of necessary competencies. As the NA program becomes more embedded in primary care, a greater understanding is expected to develop, leading to improved support and clarity in the scope of practice.
Practitioners can improve their skills by actively engaging with educational institutions to gain a comprehensive understanding of the NA role. This involves familiarizing themselves with the program's requirements and expectations, ensuring that they can provide adequate support to trainees.
Providing Trainee Support
The research emphasizes the importance of providing robust support to trainee NAs in primary care. This includes ensuring that trainees have access to supervised practice, protected learning time, and alternative placements. The study found that support varies significantly among primary care employers, often due to high service demand and limited staffing.
Practitioners can enhance their skills by advocating for and implementing structured support systems within their organizations. This could involve establishing partnerships with educational institutions, creating opportunities for peer support, and ensuring that trainees have access to qualified practice assessors.
Developing Skills and Scope of Practice
The study identifies challenges in obtaining the necessary skills and competencies for NAs in primary care. Trainees may have limited opportunities to develop their skills due to the nature of primary care settings. Additionally, there is a need to clearly define the scope of practice to avoid role substitution or exploitation.
Practitioners can improve their skills by actively participating in the development of training programs that address these challenges. This includes advocating for diverse placement opportunities, ensuring that trainees gain experience across different fields of nursing, and collaborating with educational institutions to clarify the scope of practice.
Encouraging Further Research
The study provides valuable insights into the development and implementation of the NA role in primary care. However, there is still a need for further research to explore the specific factors influencing the understanding and assimilation of trainee and qualified NAs in these settings.
Practitioners can enhance their skills by engaging in research initiatives, collaborating with academic institutions, and contributing to the ongoing development of the NA role. This not only benefits their professional growth but also contributes to the advancement of the healthcare sector as a whole.
Conclusion
The introduction of the NA role in primary care presents both challenges and opportunities for practitioners. By implementing the outcomes of recent research and engaging in further studies, practitioners can enhance their skills and contribute to the successful integration of NAs in the healthcare workforce. This not only addresses staffing shortages but also improves the quality of care provided to patients.
To read the original research paper, please follow this link: Primary care trainee nursing associates in England: a qualitative study of higher education institution perspectives.
