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This article reports on a small mixed-methods research project undertaken with trainee nursing associates (TNAs) in the south of England. Aim: The aim was to gain insight into the motivation behind undertaking the nursing associate (NA) programme, how the NA role is perceived by service users and the wider healthcare team, and the future career pathways of NAs. Methods: Online questionnaires (n=14) and online focus groups (n=6). Findings: The results suggested undertaking the NA programme increased the TNAs' confidence and ability to use evidence to support their practice; that the role of the NA is not well understood. Some TNAs perceived the NA role as a distinct professional role, whereas others saw it as a way into registered nurse training. Conclusion: Role confusion still exists. Research is needed to capture how professional identities in new health and social care professional groups become established. [ABSTRACT FROM AUTHOR]

While the term specialist in nursing can be traced to the turn of the 20th Century, it is only since 2001 that a framework was developed for a clinical career pathway in Ireland. This framework has promoted the development and expansion of the clinical nurse/midwife specialist (CNS/CMS) throughout Ireland over the past 10 years guided by the National Council for the Professional Development of Nursing and Midwifery (NCNM). To build upon the achievements of the NCNM and advance nursing practice, it is imperative that CNS/CMSs adopt and fulfil the components of their role. Since CNS/CMS practice is relatively new to Ireland, there is the opportunity to learn from experiences of other countries. This article outlines the development and challenges of the CNS role in Ireland. [ABSTRACT FROM AUTHOR]

This article describes a dynamic initiative in community nursing education across the South West Peninsula. A group of educationalists from three community health services have written a framework of clinical competences to support community nurses in their professional development, providing career progression. The framework comprises of three sections: a preceptorship for nurses novice to community nursing; a section where experienced community nurses record their achieved knowledge, skills and competences, complemented by a validated, academic, 40 credit, degree module; and a developmental role (identified as a 'band 5+') in which the nurse demonstrates a range of knowledge and competences in order to progress onto a higher band such as a team leader. This framework is currently being piloted in four NHS community health services/trusts and it is expected that an evaluation will be undertaken within 12 months of implementation. [ABSTRACT FROM AUTHOR]

There has been much anxiety regarding the levels of competence and confidence of newly qualified nurses. This article will describe the developments within one primary care trust of newly qualified student nurses through to the development of a robust career pathway. Within this PCT previous recruitment into community nursing posts had been unpredictable and some newly qualified nurses had found the transition from pre-registration to qualified nurse within primary care very difficult, often choosing to pursue an alternative career pathway. This resulted in a high turn over of staff. It therefore became imperative that the organization reviewed not only its placement experience but ensured a robust comprehensive career pathway that supported and mapped out for nurses the clinical experience they could expect and support continuing professional development. [ABSTRACT FROM AUTHOR]