Exploring the relationship between social identity and workplace jurisdiction for new nursing roles: A case study approach

Maxwell, Elaine; Baillie, Lesley; Rickard, Wendy; McLaren, Susan

doi:10.1016/j.ijnurstu.2012.10.015

Cited by 16 publications

(24 citation statements)

References 34 publications

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“…TNAs made use of a range of social networks (face-to-face and via social media) forming a community of practice to mitigate the consequences of role ambiguity, and other factors that hindered their development, inevitable in the implementation of new roles (33). Previous new roles in healthcare have bene tted from forming communities of practice, which have been found useful in identity building (4,25).…”

Section: Discussionmentioning

confidence: 99%

Motivations, experiences and aspirations of Trainee Nursing Associates in England. A qualitative study

King

Ryan

Wood

et al. 2020

Preprint

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BackgroundThe nursing associate role was developed in England in response to the ‘Shape of Caring’ review. It has been implemented to fulfil two aims; to bridge the gap between registered nurses and healthcare assistants, and to provide an alternative route into registered nursing in light of workforce shortages.Other high income countries deploy second level nurses within their healthcare systems, however the UK has a turbulent history with such roles. The previous state enrolled nurse was phased out in the 1990s, and more recently the assistant practitioner (AP) role has faced wide variation in titles, scope and pay. Little is known about those who have embarked on the new nursing associate training course and their experiences of the role.MethodsAn exploratory qualitative study was undertaken using focus groups of trainee nursing associates to generate in-depth discussion about their motivations, experiences of training, and career aspirations.Three focus groups (n=15) took place in December 2018 using a purposive sample of trainee nursing associates registered at a University in the North of England. Two researchers facilitated each group discussion at a time and place convenient for participants. The discussions were audio recorded, transcribed and data was analysed thematically.ResultsThis study found that trainee nursing associates are motivated by affordable, local, career development. During training they face challenges relating to clinical support, academic workload and uncertainty about future career opportunities. They experience role ambiguity both individually and across the wider organisation. Trainee nursing associates rely on broad support networks to build their occupational identity.ConclusionsThe barriers and facilitators of trainee nursing associate personal development have implications for policy and practice relating to recruitment and retention. The results increase our understanding of this emerging role, and have informed the development of a larger longitudinal cohort study. Further research is required to evaluate the impact of this new role.

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Section: Discussionmentioning

confidence: 99%

Motivations, experiences and aspirations of Trainee Nursing Associates in England. A qualitative study

King

Ryan

Wood

et al. 2020

Preprint

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“…Abbott [38] described how stable role expectations are created through both having organisational jurisdiction (agreements between organisations, job descriptions) and workplace jurisdiction (agreement from co-workers about the scope of the role). Maxwell et al [39] demonstrated how workplace jurisdictions are dependent on a shared social identity with key co-workers in the workplace. The PEs sit between two clear identities: that of educator, and that of clinical practitioner.…”

Section: Discussionmentioning

confidence: 99%

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

Maxwell

Black

Baillie

2014

JNEP

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High quality, supportive practice learning experiences are crucial for ensuring that student nurses and midwives develop into competent practitioners who are fit for practice. The practice educator role is one model of practice learning support but the role is relatively new and has been little investigated. This paper reports on an appreciative inquiry that explored the current practice educator role at one university in England, with the aim of reaching a consensus for how the role could be enhanced. The first phase involved in-depth interviews with 18 participants: practice educators (n = 10); student nurse representatives (n = 5) and practice based education leads (n = 3). The interviews were analysed thematically. Three themes related to social processes involved in the role: being a bridge, being there, and social identity. The other themes described contributions to the practice learning environment: safeguarding, support, critical thinking. The second phase used a modified Delphi technique. Participants ranked trigger statements, related to the themes, in order of importance. Two consensus workshops were held where the statements were reviewed by practice educators, students and learning environment leads, following which principles and practices of the practice educator role were agreed. In conclusion, the strength of the practice educator role is that it bridges the worlds of university and practice. This bridging resulted from social processes that required a sustained presence in practice to engage in the reality of everyday practice and gain the shared social identity of a practitioner.

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“…Despite this there are some learnings from the literature which are useful in informing our understanding of the implementation of the SF work role in Australia. Leading with a good overview of the literature Maxwell et al [ 19 ] examined the introduction of new nursing roles in NHS hospitals in the UK and found that acceptance of the role depended on acceptance of a shared social identity between the new role and existing roles. The literature shows that the introduction of new work roles is not always successful with problems arising from poor relationships, poor role definitions, a lack of demonstrable achievement and competition from existing professional boundaries [ 19 – 21 ].…”

Section: Introductionmentioning

confidence: 99%

Doing mental health care integration: a qualitative study of a new work role

Smith‐Merry

Gillespie

Hancock

et al. 2015

Int J Ment Health Syst

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BackgroundMental health care in Australia is fragmented and inaccessible for people experiencing severe and complex mental ill-health. Partners in Recovery is a Federal Government funded scheme that was designed to improve coordination of care and needs for this group. Support Facilitators are the core service delivery component of this scheme and have been employed to work with clients to coordinate their care needs and, through doing so, bring the system closer together.ObjectiveTo understand how Partners in Recovery Support Facilitators establish themselves as a new role in the mental health system, their experiences of the role, the challenges that they face and what has enabled their work.MethodsIn-depth qualitative interviews were carried out with 15 Support Facilitators and team leaders working in Partners in Recovery in two regions in Western Sydney (representing approximately 35 % of those working in these roles in the regions). Analysis of the interview data focused on the work that the Support Facilitators do, how they conceptualise their role and enablers and barriers to their work.ResultsThe support facilitator role is dominated by efforts to seek out, establish and maintain connections of use in addressing their clients’ needs. In doing this Support Facilitators use existing interagency forums and develop their own ad hoc groupings through which they can share knowledge and help each other. Support Facilitators also use these groups to educate the sector about Partners in Recovery, its utility and their own role. The diversity of support facilitator backgrounds are seen as both and asset and a barrier and they describe a process of striving to establish an internally collective identity as well as external role clarity and acceptance. At this early stage of PIR establishment, poor communication was identified as the key barrier to Support Facilitators’ work.ConclusionsWe find that the Support Facilitators are building the role from within and using trial and error to develop their practice in coordination. We argue that a strong organisational hierarchy is necessary for support facilitation to be effective and to allow the role to develop effectively. We find that their progress is limited by overall program instability caused by changing government policy priorities.

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Exploring the relationship between social identity and workplace jurisdiction for new nursing roles: A case study approach

Cited by 16 publications

References 34 publications

Motivations, experiences and aspirations of Trainee Nursing Associates in England. A qualitative study

Motivations, experiences and aspirations of Trainee Nursing Associates in England. A qualitative study

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

Doing mental health care integration: a qualitative study of a new work role

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