Induction and transition in the National Health Service for four professional groups

Current practice in four professional groups is reviewed, recognizing that ‘statutory’ induction is secure, that more attention is needed to support interprofessional learning at points of transition; that disparities in access to training may become increasingly problematic; that significant aspects of current practice do not match contemporary policy requirements.

Abstract

Abstract National Health Service policies of induction and supporting transition into posts face three key issues: meeting a diversity of needs in terms of change, the integration of induction into a service with profession‐specific policies and practices, and their configuration with workforce policies designed to alter role boundaries and develop more interprofessional working. In examining these three areas, the study reported here reviews current practice in four professional groups (dentists working in the community dental service, children's nurses, pharmacists and radiographers) with the purpose of reviewing their experience of induction and transition in relation to National Health Service policies and contexts. The small‐scale qualitative study was conducted between September 2005 and March 2006. Twenty‐one interviews were undertaken with pharmacists and children's nurses working in hospitals and primary care, radiographers in hospitals and community dentists in primary care; relevant national and local policy documents were also analysed. The study concludes by recognizing that ‘statutory’ induction is secure, that more attention is needed to support interprofessional learning at points of transition; that disparities in access to training may become increasingly problematic; that significant aspects of current practice do not match contemporary policy requirements; and that more research into the models of learning that will facilitate more effective interprofessional working are needed.