Aim: With a shift in the United Kingdom's National Health Service to organisational learning and the local introduction of the Assistant Practitioner role to support the nursing workforce there was a broad need to understand the lived experiences of those who work and learn.
Method: Hermeneutic phenomenology was the chosen methodology. A purposive sample of eight trainee assistant practitioners, four matrons, seven mentors and the practice development nurse participated in conversational interviews at intermittent points in the journey.
Results: A stepped process of analysis produced three over-arching super-ordinate themes which indicated that the transition to assistant practitioner is non-linear and complex necessitating a change in knowledge and behaviour and the workplace culture must enable learning and role development. This paper focuses on supporting the journey which encompassed learning at university and learning in the workplace.
Conclusion: Participants' stories demonstrated the presence of knowledgeable mentors and a learning culture enabled new roles to be supported.
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