Leadership skills for the multi-tiered nursing team

In a challenging global healthcare climate, new workforce models are required to address the ongoing shortfall in the number of nurses. One way of addressing the workforce crisis in the NHS has been to introduce the roles of nursing associate and assistant practitioner, which are designed to support registered healthcare professionals in their work and 'bridge the gap' between registered professionals and support workers. This article examines the leadership skills required of nurses when seeking to embed these roles in practice, and the leadership skills assistant practitioners and nursing associates themselves need to take their place in the team. The author also discusses the need for nurses to adopt a relational leadership style, hone their delegation skills and foster a climate of psychological safety for their assistant practitioner and nursing associate colleagues.

From healthcare support worker to registered nurse

Workforce planning, education and training are essential for achieving an appropriate mix of skilled and motivated staff, but the NHS's financial challenges mean new ways of providing safe staffing levels and balancing the books are required. This article describes the development of an education programme for band 1 to band 4 unregistered support workers that led to the introduction of an assistant practitioner (AP) role. It also explains how the programme evolved from a one-year certificate in higher education to a foundation degree in health care, and has since produced over 100 APs in a range of clinical areas who deliver high quality, competent and patient-centred care in a cost-effective, sustainable way.

Exploring assistant practitioners' views of their role and training

AIM

To examine the views of assistant practitioners and trainee assistant practitioners regarding experiences of practice in relation to the autonomy of the role and level of supervision, the training involved and support experienced in undertaking the foundation degree, and the effects of the assistant practitioner role in the workplace.

METHOD

A service evaluation was undertaken in which a small cross-sectional quantitative survey was distributed to trainee assistant practitioners undertaking the foundation degree, and assistant practitioners who had previously completed the foundation degree or who had qualified via another route.

RESULTS

A total of 93 questionnaires were returned. The data indicate that there is some uncertainty surrounding the skills and competence of those undertaking the foundation degree, and a lack of opportunity for career progression for unregistered staff.

CONCLUSION

Increased understanding of the scope and role of assistant practitioners and the academic requirements of the foundation degree is required to increase assistant practitioner numbers.