Interprofessional education (IPE) involves students from different professions being brought together to learn about each other's profession. Several models of IPE exist, and central to the debate around which of these models is the most appropriate is the question of the stage of training in which to implement these programmes. Currently, however, there is no consensus on this question. Debate so far has revolved around the strength of professional identities, or lack thereof, amongst pre‐qualifying students and how this may influence interprofessional learning. The potential role of professional identity in IPE seems to be unresolved. The present article adds to this debate by investigating the level of professional identity when students commence their professional studies; the differences in the level of professional identity between students from a range of professions; and the factors which may affect the initial levels of professional identification. Data were collected by questionnaire from the first‐year cohort of Health and Social Care (H&SC) students embarking on IPE as an embedded part of an undergraduate pre‐qualifying programme. A sample of 1254 students was achieved. Professional identity was measured using an adaptation of a previously described scale. Our findings suggest that a degree of professional identity is evident before students begin their training. Differences in strength of initial professional identity were observed across professions, with physiotherapy students displaying the highest levels of professional identification. To test for associations between professional identity and a number of independent variables, an ordinary least squares (OLS) regression model was estimated. The variables that were found to be significant predictors of baseline professional identity were: gender; profession; previous work experience in H&SC environments; understanding of team working; knowledge of profession; and cognitive flexibility. Some explanations for these findings are presented and the implications are discussed.

The disparity between nursing as taught and as practised may have profound implications for the future of the profession both in the United Kingdom and internationally, in terms of morale, job satisfaction and retention. Measures to improve resources and reduce the professional-bureaucratic work conflict are discussed.

This article reports on research that examines newly qualified UK nurses' experiences of implementing their ideals and values in contemporary nursing practice. Findings are presented from questionnaire and interview data from a longitudinal interpretive study of nurses' trajectories over time. On qualification nurses emerged with a coherent and strong set of espoused ideals around delivering high quality, patient-centred, holistic and evidence-based care. These were consistent with the current UK nursing mandate and had been transmitted and reinforced throughout their 'prequalification' programmes. The existence of professional and organisational constraints influenced their ability to implement these ideals and values once in practice. Data analysis revealed that within 2 years in practice the newly qualified nurses could be categorised as sustained idealists, compromised idealists, or crushed idealists. The majority experienced frustration and some level of 'burnout' as a consequence of their ideals and values being thwarted. This led to disillusionment, 'job-hopping' and, in some cases, a decision to leave the profession. These data are explored and discussed to inform the question of whether the current nursing mandate is sustainable.

These results are discussed in relation to current understanding of the components of expert decision-making in nursing practice. Both intuitive and analytical elements should be recognized in any model that seeks to depict the true nature of nurses' decision-making as they develop clinical expertise.

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This paper describes a research study designed to explore the experiences of nurses caring for ethnic-minority clients and to identify any specific problems nurses encounter when caring for these clients. Data were collected through a process of in-depth interviews with 18 trained nurses. The findings of the study suggest that nurses caring for ethnic-minority clients share many common experiences, problems and challenges. Difficulties in communication with clients and a lack of knowledge about cultural differences were highlighted by all respondents. The lack of holistic care and the inability to develop a therapeutic relationship were identified as major areas of frustration and stress. The study demonstrates that there is an urgent need to develop cultural knowledge in nurse education programmes and that nurses need help and support with communication difficulties. Interpreting services and dietary facilities available for ethnic-minority clients were also found to be inadequate and it is suggested that there is a need to review these facilities within hospitals.

This paper presents findings from an exploratory study of the transition experiences of newly qualified Project 2000 diplomates. A qualitative approach was utilized involving in-depth interactive interviews with a sample of 10 staff nurses. The data indicate that some aspects of transition were initially difficult, but that all those interviewed were enjoying nursing. Similarities to the experiences of 'traditionally prepared' colleagues are highlighted by the use of phrases such as 'in at the deep end' and 'cast adrift', reflecting the practice environment once qualified. Paradoxically initial transition for Project 2000 diplomates is characterized by a lack of confidence, while their questioning approach to practice and a willingness to ask others when unsure ('no bluffing') suggests a high degree of confidence. Preceptorship in the context of a supportive environment is suggested as a model for easing the transition process. A re-evaluation of what an initial preparation course can and should achieve, and a re-assessment of the skills and knowledge expected of newly qualified nurses, are also indicated.

A national clinical academic training programme has been developed in England for nurses, midwives and allied health professionals but is insufficient to build a critical mass to have a significant impact on improved patient care. We describe a partnership model led by the University of Southampton, and its neighbouring National Health Service (NHS) partners that has the potential to address this capacity gap. In Key to the success of our partnership model is the strength of the strategic relationship developed at all levels across and within the clinical organisations involved, from board to ward. We are supporting nurses, midwives and allied health professionals to climb, in parallel, both clinical and academic career ladders. We are creating clinical academic leaders who are driving their disciplines forward, impacting on improved health outcomes and patient benefit. We have demonstrated our partnership model is sustainable and could enable doctoral capacity to be built at scale.3