Nurse practitioner education: learning from students

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Abstract
To describe the experiences of nurse practitioner (NP) students at Bournemouth University. Grounded theory methodology guided the data collection and analysis. A theoretical model was constructed that represented 'role transition' for NP students. 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. 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.

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