The registered nursing associate (RNA) plays a vital role in supporting and supervising learners from a range of health professions. An RNA is qualified to provide patient-centred care while working alongside registered nurses, other health professionals and learners. The academic qualification undertaken alongside the clinical work-based learning ensures that an RNA has the knowledge, skills, and experience to support and guide learners as they progress through their education and training. Much of the learning achieved by individuals, teams and departments within health care occurs through engagement with daily practice. Learning by doing, also known as experiential learning, is a pedagogical approach that emphasises the importance of hands-on, practical experience in the learning process (Kolb, 2015). It is a powerful way to learn since it engages learners in actively doing, experiencing, and reflecting on their learning.
One of the key benefits of experiential learning is that it promotes a deeper understanding of the subject matter. When learners are actively engaged in the learning process, they are more likely to make connections between what they are learning and their own experiences. This can help to create a more meaningful and long-lasting learning experience. Experiential learning also supports the development of critical thinking and problem-solving skills as well as practical skills. Faced with real-world challenges, learners must apply their knowledge and skills to find solutions. This requires them to think critically, identify possible solutions, apply their practical skills and evaluate the effectiveness of each solution. Having the opportunity to do this in the clinical environment supports the development of a competent practitioner.
In order to implement experiential learning, educators must create opportunities for learners to engage in hands-on, practical experiences. With the delivery of patient-centred care in a variety of environments being the main role of the RNA, they are well placed to recognise, source and support experiential learning opportunities for other health professionals. The Nursing and Midwifery Council (NMC) makes it clear in The Code (NMC, 2018a) that all registrants have a responsibility to support the learning of others and act as positive role models. In addition, the Standards of Proficiency for Nursing Associates identifies that at the point of registration, the RNA should have the knowledge and skills required to ‘support, supervise and act as a role model for nursing associate students, healthcare support workers and those new to care roles’ (NMC, 2018b: 13).
Being a role model is a fundamental responsibility for all registrants. The RNA is expected to demonstrate professionalism, compassion, and empathy in their work with patients and to model these behaviours for learners. They ensure that learners are working in a safe and ethical manner, adhering to the relevant policies and procedures, and that they are aware of their responsibilities regarding matters such as patient safety, confidentiality and working within their scope of practice.
Within the clinical environment, supporting the learning of others is the responsibility of all staff; however, at a formal level the main responsibility for ensuring learning and development would fall on the manager. For learners on an NMC-approved programme, the overall management of the clinical placement and the learner experience is the responsibility of the practice assessor as defined by the NMC (2023)Standards for Student Supervision and Assessment. This includes ensuring the learner has appropriate and safe learning experiences, is supported in their learning, and is able to meet the required learning outcomes. The practice assessor must ensure that the learner is supervised in a way that enhances their learning and development, and that they receive feedback on their performance. The NMC (2023) clearly identifies in the standards that although the practice assessor must be a registered nurse, the role of the practice supervisor can be undertaken by a suitably prepared RNA.
Facilitating learning requires the RNA to work with the learner to identify areas where they need additional support, to develop learning plans and provide the learner with the resources and relevant guidance to access the learning required. With relevant local knowledge of learning opportunities, the RNA is able to provide the guidance needed.
As a practice supervisor, the RNA not only supports the learner to achieve their objectives and proficiencies but is also involved in assessing the learner's progress during their practice placement. This involves providing regular feedback, identifying areas for improvement, and adapting plans to support the learner's continual development. The RNA would be responsible for ensuring that the appropriate documentation is completed, including the learner's practice assessment document, and liaising with the practice assessor and academic assessor to support assessment.
With their experience in the clinical environment, the RNA is well placed to facilitate experiential learning opportunities, creating a more meaningful and effective learning experience while offering practical tips on how to improve performance. They act as facilitators, practice supervisors and role models, providing learners with the guidance, feedback and support they need to develop their knowledge, skills and behaviours. By working closely with learners, the RNA helps to ensure they become safe and effective practitioners and that patients receive high-quality care.