Abstract
The New Zealand healthcare system is beset by escalating demands in many areas. The Mātanga Tapuhi / Nurse practitioner (Np)–a nursing role whose scope of practice is widened to encompass greater responsibility, including autonomous diagnostic and prescribing duties– has been suggested as an efficient method to address inequalities of access to medical treatment. Given the pressing need for Nps to help address the health workforce shortage, it is ideal for new graduate Nps to demonstrate 'work readiness', being not only competent, but confident upon commencement of their roles, so that they can function to the fullest extent of their scope of practice. This study is intended to help improve nurse-practitioner programmes leading to registration by exploring how Nps perceived the experience of their education and training for the role, as well as their transition to independent practice. To produce insight from Nps' subjective understandings of their education programmes, this study based its research methods on the constructivist paradigm, employing a qualitative descriptive approach to examine and report on the experiences of the participating Nps. Those interviewed had a minimum of six months to a maximum of two years' clinical experience, and were working in community, primary, or rural-based care. Categories to emerge from the interview data revealed details about Np's motivations while on the education pathway, as well as the experience of classroom education, challenges encountered in clinical placement, and the process of growing into the Np role upon commencement of independent practice. Based on these details, recommendations for better facilitating Nps learning were provided.