Abstract

AIM: To describe the experiences of nurse practitioner (NP) students at Bournemouth University. METHOD: Grounded theory methodology guided the data collection and analysis. A theoretical model was constructed that represented 'role transition' for NP students. RESULTS: The social environment of the participants affected role transition and learning and two major categories were evident: experience in the workplace and experience in the academic environment. A third category, 'pioneering spirit', described the participants' personal attributes that influenced their transformation. CONCLUSION: The results have prompted a review of the current curriculum, mode of delivery and teaching resources. The findings have implications for current and future courses and demonstrate the value of eliciting the students' view.