assistant practitioner personal statement

How to Write an Excellent NP School Personal Statement

Find np schools.

For the 2023-2024 academic year, we have 140 NP schools in our database and those that advertise with us are labeled “sponsor”. When you click on a sponsoring school or program, or fill out a form to request information from a sponsoring school, we may earn a commission. View our advertising disclosure for more details.

“Try not to rush this statement. We recommend taking some time to reflect on your nursing career accomplishments, as well as situations that perhaps were learning situations that did not end favorably. Use these to reflect on your motivation and priorities and how they apply to the topic that the school has provided.”

Dr. Doreen Rogers, DNS, RN, CCRN, CNE, Assistant Professor of Nursing & Graduate Nursing Program Director at Utica University

Anyone who’s ever applied to a nurse practitioner program knows two things: careers in nursing are in high demand and graduate school admissions are competitive. Nurse practitioner careers are one of the fastest-growing occupations in the United States; in fact, the US Bureau of Labor Statistics (BLS 2023) predicts that 118,600 new NP jobs will be added to the economy between 2022 and 2032—a 45 percent increase.

So why are nurse practitioner admissions so competitive? A shortage of qualified nursing teaching faculty and an increasing number of retiring nurses are some possible reasons, according to CNN . 

Despite these admissions barriers, a nationwide shortage of doctors is poised to restrict patients’ access to care. To address this problem, states are beginning to expand the scope of practice laws for nurse practitioners. The U.S. News & World Report shows that 22 states, the District of Columbia, and the Veterans Health Administration removed practice authority limitations for NPs, which resulted in expanded healthcare and decreased costs. 

One thing is sure: applicants for nursing practitioner programs must put together flawless applications to rank high with an admissions committee. In addition, an aspiring nurse practitioner who wants to stand out and make a solid first impression needs to write an excellent nurse practitioner (NP) school personal statement.  

To help out hard-working nurses who spend more time seeing patients than practicing academic writing skills, here are some tips for writing an excellent nurse practitioner (NP) school personal statement.

Follow the Five-Paragraph Essay Format

Drexel University has a video featuring several tips for writing a personal essay for admissions committees. The video recommends applicants organize their statements in a five-paragraph essay format and write no more than 500 words. 

• First paragraph: Make an immediate impact in your introduction
• Second paragraph: Explain what attracted you to the program and field
• Third paragraph: Compare your short- and long-term goals with the program goals
• Fourth paragraph: Share your skills, experiences, and characteristics
• Fifth paragraph: Conclude by summarizing your five-paragraph essay

Drexel University also offers a downloadable infographic to illustrate what admissions committees are looking for in an applicant’s essay.

Write an Impactful Introduction

Pretty Nurse Ashley , a registered nurse who documented her experience getting into Vanderbilt University’s top-ranked nurse practitioner program, emphasizes the importance of an impactful introduction in a personal statement in her YouTube video:

That first sentence needs to be something spectacular, something that’s going to pull them in, so it needs to be very creative and something that’s going to get their attention. With your personal statement, you want to stand out from the other applicants. You want to create a story, create a vivid picture of who you are.

At a time when nursing schools are sending thousands of rejection letters to qualified applicants, Pretty Nurse Ashley’s advice to make a strong introduction is solid advice to help an applicant open their statement with what makes them unique.

Do Your Homework: Advice From an NP Career Coach

Renee Dahring is a nurse practitioner career coach , past president of the Minnesota chapter of the APRN Coalition, and a nursing university instructor with extensive experience in recruitment and admissions for nurse practitioner programs. When applying to NP schools, Ms. Dahring recommends that nurse practitioner applicants do their homework in three areas.

Show Your Commitment to Finish

Dahring said, “Every university wants its students to finish, especially in a nurse practitioner program. If you drop out, your spot in the NP cohort is empty. Mostly we like to know: ‘Have people thought this decision through?’” 

In other words, when an NP program admission committee decides to admit a student, they are investing in that person to finish the program. Therefore, if it seems like a risky investment, they will not want to admit that individual.

Connect Your Career Goals to the NP Program’s Mission

“Understand what the program’s goals and missions are and align your personal statement with them. . .Also, consider the mission of the educational institution; most have a dedication to the underserved, but that will vary from place to place,” Dahring advised.

Addressing a program’s or an institution’s mission statement directly in a personal essay can catch the attention of an admission committee. They want to ensure that a person is a strong fit for their specific program. It’s also a benefit for applicants to be familiar with a school’s objectives and guiding philosophy, as it can help ensure that a program is the right fit for them.

Demonstrate Your Understanding of NP Scope of Practice Laws 

Dahring also stated, “The other important thing is to have a really good understanding of the NP Scope of Practice Laws. . .You should have a clear idea of what you are allowed and not allowed to do in the states where you apply for NP school and intend to work as a nurse practitioner.” 

NPs can practice more independently in some states than others—and a solid understanding of these regional nuances can inform one’s essay.

Take Time to Communicate Clearly

Above all, take the time to write and edit well. Admissions committees read through hundreds of personal statements, so communicating concisely and clearly can increase an applicant’s chances of admission to an NP program.

Dr. Doreen Rogers is an assistant professor of nursing and the graduate nursing program director at Utica University in New York. She advises applicants to use their best writing skills:

Remember, your personal statement is an opportunity for you to convey what motivates you and discuss your priorities as a healthcare professional while extending them to your future career as a nurse practitioner. Some aspects that are exceptionally important are the use of appropriate grammar, spelling, word selection, and sentence structure (including an introductory paragraph, transition sentences in between paragraphs, and a conclusion that ties everything together).

Dr. Rogers also recommended taking the time to communicate clearly: “Try not to rush this statement. Instead, we recommend taking some time to reflect on your nursing career accomplishments, as well as situations that perhaps were learning situations that did not end favorably. Use these to reflect on your motivation and priorities and how they apply to the topic that the school has provided.”

Rachel Drummond, MEd

On NPschools.com, Rachel Drummond has leveraged her extensive background in education and mindfulness to provide valuable insights to nursing professionals since 2020. She explores how mindfulness and movement can be incorporated into the demanding routines of nurses, emphasizing the importance of mental and physical well-being for increased resilience and effectiveness in the challenging field of nursing.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

Related Programs

• Top Online Clinical Nurse Specialist Programs
• Top Online DNP-Nurse Practitioner Programs
• Top Online MSN-Nurse Practitioner Programs
• Top Online RN-to-MSN Nurse Practitioner Programs

Related Posts

• Ask a Professor: Supervisory Requirements for NPs in California May 7, 2020 – Matt Zbrog
• Which U.S. States Have the Highest Demand for Nurse Practitioners? November 6, 2023 – Becca Brewer, MEd
• Resources for NPs: Guide to National & State Professional Associations May 6, 2022 – Matt Zbrog
• Guide to Nurse Practitioner Continuing Education Resources (2023-2024) – Contact Hours & Units November 27, 2023 – Becca Brewer, MEd
• Ask a Professor: How Florida’s NPs Are Fighting for Full Practice Authority July 13, 2020 – Matt Zbrog

7 Essential Topics To Include In Your Personal Statement

Nurse Practitioner (NP) programs often ask for a personal statement with your application. So, what exactly is a personal statement, and why does it matter so much?

A personal statement is an essay where you talk about yourself – your background, work experiences, why you want to become a nurse practitioner, and your goals for your career. 

Here’s why it’s key to your application:

It shows who you are.  Beyond grades and test scores, this essay lets you share your unique story. You can show the admissions team your personality, values, and what makes you a great candidate for their NP program.

It proves you can communicate well.  Being able to clearly express yourself is crucial for nurse practitioners. Your personal statement lets you show that you can organize your thoughts and explain things well, skills you’ll need for both your studies and your career.

It explains your motivation.  This is your chance to talk about why you want to be a nurse practitioner and how the program you’re applying to fits with your career plans. It’s your moment to share your passion for nursing and healthcare.

It highlights your experience.  You can use the essay to shine a light on the healthcare work you’ve done, like nursing roles, volunteering, or research. This helps show you’re ready for the challenge of an NP program and a career in advanced nursing.

It sets you apart.  When many applicants have similar backgrounds, a well-written personal statement can help you stand out. Sharing your unique experiences and viewpoints can leave a lasting impression on the admissions team.

7 Topics To Include In Your Personal Statement With Examples:

1. Your Motivation for Becoming a Nurse Practitioner

Start with a strong introduction that captures your passion for nursing and your reason for pursuing an advanced practice role. This could be a personal anecdote that illustrates your dedication to healthcare, patient care experiences that motivated you, or an encounter with a Nurse Practitioner who inspired you.

• Example 1: “Growing up, I witnessed firsthand the impact of health disparities in my community, which ignited my passion for nursing. A pivotal moment came when a nurse practitioner in our local clinic went above and beyond to care for my family. Her dedication inspired me to pursue a career where I could make a significant difference in people’s lives, especially in underserved areas.”
• Example 2: “My motivation to become a nurse practitioner was solidified during my work in a pediatric unit. Seeing children’s resilience in the face of illness, and realizing the profound difference that personalized, compassionate care can make in their recovery, drove me to seek a role where I could offer such care on a deeper, more autonomous level.”

2. Educational and Professional Background

Outline your academic achievements, especially those relevant to nursing and healthcare. Include any honors, awards, or scholarships. Also, detail your work experience, particularly in healthcare settings, emphasizing roles that have prepared you for advanced practice nursing. This could include leadership positions, special projects, or initiatives you were part of.

• Example 1:  “ Earning my BSN with a focus on pediatrics, I graduated with honors and worked at a children’s hospital for over five years. This role deepened my skills in managing diverse pediatric conditions and honed my ability to communicate with young patients and their families effectively. My passion for child health care drives me to specialize further through a Nurse Practitioner program, aiming to enhance my impact on pediatric well-being.”  
• Example 2:  “I graduated summa cum laude with my BSN and actively contributed to research on geriatric care management. Working as a nurse in a community health center, I spearheaded a project to improve patient education for managing chronic conditions, which fueled my desire to advance my practice through an NP program.”
• Example 3:  “After achieving my BSN, where I specialized in emergency care and graduated at the top of my class, I embarked on a career in a Level I Trauma Center. This fast-paced environment honed my decision-making skills and my ability to quickly adapt to changing situations, traits essential for the dynamic role of a Nurse Practitioner. My leadership capabilities were recognized when I was appointed as the head of the unit’s mentoring program for new nurses, a role in which I thrived by guiding others towards excellence in patient care.”

3. Clinical Skills and Experience

Highlight your clinical experiences and the skills you’ve developed. Be specific about the types of healthcare settings you’ve worked in (e.g., hospitals, clinics, community health), the medical specialities and patient populations you’ve served (e.g. pediatric, oncology, cardiology, surgery), and any specialized skills or certifications you have (e.g., ACLS, PALS).

• Example 1: “In my role as an RN in a cardiac care unit, I developed proficient skills in managing acute cardiac episodes and providing post-operative care. This experience, complemented by my ACLS certification, has prepared me for the acute care challenges I will face as a Nurse Practitioner.”
• Example 2: “My clinical rotation in a rural health clinic exposed me to a wide range of primary care issues, from managing chronic illnesses to delivering preventive care. This experience honed my ability to adapt to diverse healthcare settings and solidified my commitment to primary care as a Nurse Practitioner.”

4. Professionalism and Leadership

Demonstrate your commitment to professionalism and leadership in nursing. This could include involvement in professional organizations, volunteer work, leadership roles you’ve held, and how you’ve contributed to improving patient care or healthcare delivery.

• Example 1: “As a member of the Nursing Professional Development Committee at my hospital, I led initiatives to enhance ongoing education and training for nurses, demonstrating my commitment to professional growth and quality patient care.”
• Example 2: “Volunteering as a nurse in a local shelter, I organized health screening events and educated the community on disease prevention. This leadership experience reinforced the importance of community health and advocacy in nursing practice.”
• Example 3: “As a charge nurse in a busy medical surgical unit, I’ve honed leadership skills that are directly transferable to a Nurse Practitioner role. Managing a team of nurses, I’ve learned the importance of clear communication, teamwork, and quick decision-making to ensure efficient patient care and safety. My experience in delegating tasks, mentoring new staff, and collaborating with interdisciplinary teams has prepared me to take on the advanced responsibilities of a Nurse Practitioner. I believe these skills will enable me to effectively lead patient care initiatives, contribute to team-based healthcare delivery, and ensure positive outcomes for my patients.”

5. Your Understanding of the Nurse Practitioner Role

Show that you have a clear understanding of what Nurse Practitioners do, the challenges they face, and the impact they have on healthcare. Discuss how you see yourself fitting into this role and contributing to the profession.

• Example 1: “I recognize that Nurse Practitioners play a critical role in expanding access to healthcare, especially in primary care shortage areas. My aspiration is to contribute to this effort by combining my clinical skills with a holistic approach to patient care.”
• Example 2: “Understanding the Nurse Practitioner’s role in leading patient-centered care teams, I am eager to leverage my experience in interdisciplinary collaboration to improve healthcare outcomes and patient satisfaction.”
• Example 3: “Shadowing and working alongside Nurse Practitioners in a primary care setting provided me with invaluable insights into the multifaceted role of NPs in healthcare. Observing their holistic approach to patient care, from conducting thorough assessments and developing personalized care plans to educating patients on disease prevention and health maintenance, reinforced my understanding of the critical impact NPs have on improving healthcare outcomes. This experience has deepened my appreciation for the NP’s role in bridging gaps in healthcare accessibility and has motivated me to contribute to this vital field. My firsthand observations of NPs in action have equipped me with a clear vision of the collaborative, patient-centered care I aspire to provide as a Nurse Practitioner.”

6. Personal Qualities and Strengths

Share personal qualities and strengths that make you a good fit for the Nurse Practitioner role. This could include empathy, resilience, excellent communication skills, ability to work well under pressure, and a strong commitment to lifelong learning.

• Example 1: “My colleagues commend my empathy and ability to communicate effectively with patients from diverse backgrounds, strengths I believe are essential for a successful Nurse Practitioner. My resilience, developed through handling challenging patient care situations, has prepared me to face the complexities of advanced practice nursing.”
• Example 2: “Known for my meticulous attention to detail and analytical skills, I am adept at assessing patient needs and developing comprehensive care plans. These strengths, coupled with my commitment to continuous learning, will enable me to excel in the dynamic environment of advanced nursing practice.”

7. Your Goals and Aspirations

Conclude with your professional goals and aspirations. Explain how the NP program will help you achieve these goals, the areas of practice you are particularly interested in (e.g., family health, pediatrics, geriatrics), and how you plan to contribute to the field and to improving patient care.

• Example 1: “Upon completing the Nurse Practitioner program, my goal is to work in a rural health clinic, addressing the gap in primary care access. I aspire to advocate for preventive care measures and manage chronic conditions, improving the overall health of rural communities.”
• Example 2: “After completing the Nurse Practitioner program, I aim to specialize in mental health, addressing the urgent need for accessible psychiatric care. My goal is to integrate holistic and evidence-based approaches to support individuals with mental health challenges, fostering resilience and well-being in my community.”
• Example 3: “My long-term aspiration is to specialize in oncology as a Nurse Practitioner, contributing to both patient care and cancer research. I aim to use my skills and knowledge to improve treatment protocols and support services for patients undergoing cancer treatment, ultimately enhancing their quality of life.”

Each example is crafted to showcase not only the candidate’s qualifications and experiences but also their personal connection to the field, their understanding of the NP role, and their future aspirations. Tailoring your statement to reflect your unique story will make it compelling and memorable.

Remember, your personal statement should be a reflection of who you are. It should be well-organized, concise, and clearly written, free from grammatical and spelling errors. Tailor it to each program you apply to, ensuring it aligns with their values and expectations. Showcasing your unique experiences and aspirations will make your application stand out.

Don’t forget to check out the other helpful articles on this website!

• How to Prepare for NP School While Still in College
• How to Prepare for NP School- Advice From Current Students
• The Top 9 Things Most Nurses Don’t Know When Applying to NP School
• A Detailed Guide to the Nurse Practitioner School Interview
• Can You Go to NP School Right After BSN With No Experience?
• Stethoscope Recommendations for Nurse Practitioners

• AI Content Shield
• AI KW Research
• AI Assistant
• SEO Optimizer
• AI KW Clustering
• Customer reviews
• The NLO Revolution
• Press Center
• Help Center
• Content Resources
• Facebook Group

Effective NP School Personal Statements to Consider

Table of Contents

A personal statement is an invaluable tool for creating a successful career in nursing. It serves as a reflection of one’s qualities, experience and ambition — demonstrating your commitment to the profession.

Crafting a standout personal statement requires skillful articulation of both dedication and knowledge. It must capture the reader’s attention while succinctly conveying what sets you apart from other candidates.

In this article, we will explore effective strategies for constructing a compelling personal statement that can elevate your candidacy above the competition. In addition, you’ll find a few NP school personal statement examples to guide you.

How to Craft an Effective NP School Personal Statement

Your NP school personal statement is an essential part of your application to any nurse practitioner program. You must pay attention and write a convincing essay.

Highlight Relevant Academic Qualification

First and foremost, the statement should highlight information on your academic achievements as well as any certifications or specialties you possess. This offers insight into your qualifications and allows readers to ascertain whether you are qualified for the program.

Additionally, being able to articulate your passion for nursing is critical. Discussing how you decided to toe this career path demonstrates commitment and shows readers that you have a genuine interest in nursing.

Adding stories about meaningful experiences or patients can help show the reader that you are compassionate and capable.

Highlight Your Soft Skills

Beyond the academic qualifications, your essay should also highlight your soft skills, like compassion, leadership and effective communication. It is important for nurses to have these skills as it aids their work.

Write Concisely

In addition to giving details regarding your background and aspirations, NP personal statements must also demonstrate your ability to communicate effectively .

Therefore, it is imperative to use clear and concise language throughout the piece. Writing in a conversational manner that reflects your personality is more likely to captivate the reader than overly formal wording.

Furthermore, if appropriate, including factual examples helps bolster arguments and display knowledge. 

Format Appropriately

Once the content of the statement has been finalized, the focus turns towards ensuring proper formatting and structure. It is advisable to keep paragraphs short and maintain consistency across each section; an easy-to-follow structure will ensure readability. 

NP School Personal Statement Examples

Check out these examples of NP school personal statements before writing yours.

Nursing has been my professional passion since I was a child, and becoming a Nurse Practitioner is the logical culmination of my lifelong goal. From shadowing in medical clinics to volunteering as an Emergency Medical Technician, I have devoted my time and energy to gaining invaluable care-related experience. My knowledge of nursing science and practice deepened through coursework during college and subsequently at various hospitals and healthcare facilities. Seeing the impact of excellent patient care on health outcomes, I’m confident that being a Nurse Practitioner will enable me to serve patients better. 

I strongly believe that this profession is not only rewarding but also crucial for providing comprehensive primary care to communities. As a Nurse Practitioner, I look forward to leveraging my clinical acumen to diagnose and treat ailments. By combining evidence-based protocols with personal empathy and understanding, I aim to become a trustworthy ally for every patient. 

I know that NP education requires considerable dedication. I’m ready to rise to the challenge by employing rigorous self-discipline and advanced studying techniques. Moreover, working together with like-minded people who share similar objectives would provide an indispensable impetus for amplifying my intellectual aptitude. With these qualifications and enthusiasm, I’m certain that a Nurse Practitioner program would be one of the most meaningful decisions in my life.

I seek admission to a nurse practitioner program in order to further my education and professional goals. With a passion for service, I want to read and learn more so that I can effectively care for patients in need. My plan is to build upon the knowledge and experience gained through my prior positions as a registered nurse. I hope to use those skills to provide competent and compassionate care. 

I have had the pleasure of providing healthcare services on the frontline for over 10 years. During this time, I’ve developed expertise in many aspects of nursing. Furthermore, I believe strongly in collaborative practice, which has allowed me to form meaningful relationships with both colleagues and patients alike. These experiences have given me the confidence to take on greater responsibility within the field of nursing. Ultimately, it has led me here to pursue a nurse practitioner degree. 

Not only do I possess knowledge of clinical practices and procedures, but I also am well-versed in health policy, advocacy, and team management. Additionally, I thrive when faced with challenges that require problem-solving or critical-thinking skills. As such, if accepted into your esteemed program, I will bring diverse perspectives and insights based on my past experiences. My ultimate goal is to provide excellent patient-centered care while advancing my professional career by expanding my scope of practice.

Final Thoughts

By taking into consideration these tips and referencing the provided samples, you can create a compelling personal statement.

If you need more help, you should consider using the new Hey INK tool . It is an AI-powered writing assistant that turns your simple instructions into well-written content.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

Explore All Write Personal Statement Articles

How to draft meaningful length of law school personal statement.

Are you confused on how to write a law school personal statement? One of the essential elements of your application…

• Write Personal Statement

Effective History and International Relations Personal Statement to Try

Are you considering studying history and international relations? Or you may be curious about what a degree in this field…

Guide to Quality Global Management Personal Statement

Are you applying for a global management program and want to stand out from the crowd? A well-written personal statement…

How to Draft Better Examples of Personal Statements for Residency

Achieving a residency can be a massive accomplishment for any aspiring medical professional. To secure your spot in one of…

Tips for Drafting a Free Example of Personal History Statement

A personal history statement can be crucial to many applications, from university admissions to job search processes. This blog will…

Writing Compelling Dietetic Internship Personal Statement

Applying for a dietetic internship is a rigorous process and requires submitting a personal statement, which is an essential part…

Crafting Your PA School Personal Statement – A Comprehensive Guide

• September 20, 2022
• Sharjeel Shaw PA-C

A personal statement allows you to share the integral details of your pre-PA journey with admission committees. It’s a chance to showcase attributes that are not already included within your CASPA application. It should be genuine, memorable, and honest.

It should demonstrate your strengths and convince the reader that you have what it takes to become an outstanding Physician Assistant. A rock-solid personal statement can be the one thing that sets you apart from other applicants with similar stats.

It’s your opportunity to catch the attention of admission committees and make them want to meet you in person. A well-crafted personal statement can be your ticket to an interview.

BRAINSTORMING

Write down anything and everything that comes to mind. Think bullet points, not novels. And remember, Rome wasn’t built in a day and neither are personal statements.

• Think back to the moment you decided you wanted to become a physician assistant. Where were you? What were you doing? Did the decision come easy? Or did it require a lot of time and reflection?
• When was your first encounter with a physician assistant? How did you first hear about the profession?
• What experiences have you had along the way that have solidified your career choice? Was it a patient encounter, an experience with a family member, or a day you spent shadowing a PA? Think about experiences that spark emotion.
• Why did you choose to pursue a career in healthcare?
• Why did you choose to become a PA over all other healthcare careers? What aspects of the profession are most appealing?
• What personal attributes do you possess that make you a qualified applicant? What experiences have you had that prove that you exemplify those traits?
• What qualities do you possess that will make you a successful PA student and successful practitioner? What experiences have you had that prove that you exemplify those traits?
• Why you vs. the thousands of other applicants? What makes you unique?
• What obstacles have you overcome?
• What are your goals? Describe the type of practitioner that you aspire to be.
• What morals and values do you uphold?

WRITING A FIRST DRAFT

Try free writing first before you start to worry about formatting or flow. Getting your ideas down on paper is the first step. There’s no need to write your entire first draft in one sitting. If you’re experiencing a writer’s block, take a break and come back to it.

     Logistics

• 5000 characters
• Tabs, italics, and bold will not convert when uploaded to CASPA
• Hit return twice between paragraphs

     FORMATTING

• Introduction with a hook or catchy story
• Multiple body paragraphs – each with a separate story or theme
• Strong conclusion that ties in information from intro/body paragraphs

     CONTENT

• Don’t rewrite your resume – demonstrate your attributes with stories
• Demonstrate your knowledge of the profession – specific to PA school, not healthcare in general
• Be authentic – let your personality shine through
• Consider including an overarching theme to tie everything together
• If you chose to address applicant red flags, don’t make excuses – demonstrate growth and improvement

     PROOFREADING

• Use thesaurus.com if you find that you’re repeating a word or phrase frequently
• Read it out loud in order to assess flow and pick up on grammar/spelling mistakes
• Have 2-3 trusted peers/mentors look it over – input from too many sources decreases authenticity

Use code  “PATIPS20”  to save 20% on your subscription to  myPAbox

Want more personal statement tips? Check out “How To Make Your PA School Personal Statement Shine”

Follow myPAbox Instagram account @mypabox

Follow myPAbox YouTube channel at  @mypabox

Other Blog Post

PA Career Paths in Different Healthcare Settings

Physician Assistants (PAs) are versatile healthcare professionals who can work in a variety of settings.…

8 Tips for PA Students: From Surviving to Thriving

Embarking on the journey to become a Physician Assistant (PA) is both exciting and challenging.…

Top 3 Tips for Writing an Outstanding PA Personal Statement

Crafting a compelling personal statement is a critical step in your journey to becoming a…

This Post Has 0 Comments

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Personal Statements

Guidelines for tenure track, clinical scholar, and clinical series.

• Length of the Document : Overall, length will depend on the candidate’s experience and the position for which he or she is being considered. Generally these statements should be two-to-five single-spaced pages in length. Those that are less than two pages are often deemed as lacking substance or not demonstrating that the candidate comprehends the value or importance of an academic appointment at the KSOM.   A succinct document rather than a more conversational one, however, will be appreciated by the readers.
• Content: The writer should describe goals and plans for demonstrating excellence in scholarship, teaching (didactic, laboratory, and bedside), school and university service, and, if relevant, patient care or service. The document should also highlight features of a candidate’s professional training and experience that will facilitate his or her achieving the stated goals and plans. This should not simply repeat information available in the candidate’s curriculum vitae.
• Scholarship : To insure that the FAPTC (and/or UCAPT and Provost, for Tenure Track and Clinical Scholar) are able to interpret outside letters of recommendation and scientific achievements appropriately, the candidate should succinctly summarize a) an overview of their field for a general biology audience, b) the ongoing questions, challenges and/or controversies in the field, c) the overarching goal or theme of his or her scholarly work, including how different directions of the work may be related, d) the novel approaches that the candidate has developed or applied to the field, and c) how their research findings have impacted the field.
• Teaching and mentoring: It is expected that the goal for all faculty members is to provide excellence in teaching and mentoring for students, residents, and/or fellows, and, for more senior faculty, junior faculty colleagues. The candidate should summarize their accomplishments in these areas, and discuss their particular area of teaching/mentoring emphasis.  They should present specific examples of how they have advanced the trainee/mentee experience in their area of emphasis, and how they have developed as a teacher and mentor.  If the candidate is developing or improving educational programs (e.g., for medical students or residents, graduate students, special focus journal clubs, initiating new courses, implementing new teaching methods), these should be described.
• Service: The candidate should provide an explanation of how he or she will contribute to the service and direction of programs important to the Keck School of Medicine. This can include outside professional activities such as service to scientific and professional organizations, federal programs (NIH, NSF, CDC, DOD, DOE, etc.), and editorial responsibilities.
• Patient Care: A candidate with clinical responsibilities should provide an explanation of how he or she plans to provide the highest level of patient care and plans to develop or improve existing clinical programs at the KSOM.

Guidelines for Clinician Educator, Practitioner, and Research Track

• Clinician-Educator Series: Candidates for appointment or promotion to advanced rank on the Clinician-Educator Series should provide a personal statement that focuses on teaching/education/mentoring (Section VII. B. 4, above) and clinical care (Section VII.B. 6, above). Minor sections of the personal statement can provide brief information about university service activities, and any research the candidate wishes to provide, but it is not required that these be elaborate or lengthy. Any activities supporting research, however, such as mentoring a medical student in an RSP project, or enrolling patients in research studies such as clinical trials should be succinctly presented. Leadership activities should be discussed more thoroughly for promotion to the rank of Professor. The length of the document should be no longer than 2-3 single-spaced pages, and the document should not simply reiterate information that can be ascertained from the CV.
• Practitioner Series: Candidates for appointment or promotion to advanced rank on the Practitioner Series should provide a personal statement that focuses on their role in clinical care (Section VII.B. 6, above). Any activities supporting research, however, such as mentoring a medical student in an RSP project, or enrolling patients in clinical trials should be presented. Information about mentoring activities for trainees, colleagues, students, or the community should be presented in this statement as well. Sections of the personal statement can provide succinct information about university service activities, any research the candidate wishes to provide, but it is not required that these be elaborate or lengthy. Any activities supporting research, however, such as mentoring a medical student in an RSP project, or enrolling patients in research studies such as clinical trials should be succinctly presented. Leadership activities should be discussed more thoroughly for promotion to the rank of Professor. The length of the document should be no longer than 2-3 single-spaced pages, and the document should not simply reiterate information that can be ascertained from the CV.
• Research Series: Candidates for appointment or promotion at advanced rank on the research series should provide a personal statement that focuses on their research and scholarship as described in Section VII. B. 3 above. In addition, a candidate on this series should clearly state whether they would wish to be considered as an “Independent researcher” or a “Critical member of a research team” as described in detail in Section IV. A. Additional information about mentoring activities for research team members, and service should also be succinctly discussed. Leadership activities should be discussed more thoroughly for promotion to the rank of Professor. The length of the document should be no longer than 2-3 single-spaced pages, and the document should not simply reiterate information that can be ascertained from the CV.

• Research article
• Open access
• Published: 10 September 2018

The role of the assistant practitioner in the clinical setting: a focus group study

• Catherine Henshall   ORCID: orcid.org/0000-0001-5659-3296 1 ,
• Andrea Doherty 2 ,
• Helen Green 3 ,
• Liz Westcott 4 &
• Helen Aveyard 1  

BMC Health Services Research volume  18 , Article number:  695 ( 2018 ) Cite this article

16k Accesses

8 Citations

7 Altmetric

Metrics details

Assistant practitioners have knowledge and skills beyond the level of traditional support workers, and work in many clinical settings. However, some assistant practitioners lack a clearly defined role and may be under-used due to issues around accountability and uncertainty about their purpose. This paper explores the assistant practitioner role from the perspectives of assistant practitioners and registered nurses.

This study aimed to explore the role of the assistant practitioner from the perspectives of assistant practitioners and registered nurses in two NHS hospital trusts in Oxfordshire, United Kingdom. Six qualitative focus groups were undertaken between February–March 2017. Ethical approval was obtained (FREC 2016/05) and written consent was provided by participants. Data was analysed thematically analysed using the Framework method.

Nineteen participants (assistant practitioners, n  = 12; registered nurses, n  = 7) were recruited using convenience sampling. Emerging themes related to ‘fluctuating roles and responsibilities of assistant practitioners’, ‘role differences between registered nurses and assistant practitioners’, ‘working relationships’, ‘supervision’ and ‘redefining nursing pathways’.

The Results and Discussion sections highlight a lack of role clarity and blurring of boundaries between the roles of assistant practitioners and registered nurses, with many tasks undertaken by both. This lack of ownership of ‘nurse-specific’ roles by registered nurses was evident and clear differences were only encountered with regard to accountability. The development of the Nursing Associate role provides managers with the opportunity to redefine staff banding hierarchies to ensure that clinical staff are aware of their role capabilities and limitations and are practicing safely, whilst promoting career development and progression pathways.

Addressing issues around role clarity can benefit professional development, satisfaction, role identity and ownership for registered nurses and assistant practitioners, by recognising the individual and collective value they bring to the clinical team. The findings can help inform the development of the Nursing Associate role.

Peer Review reports

Assistant practitioners (APs) are higher level support workers who complement the work of registered health professionals [ 1 ]. APs have knowledge and skills beyond the level of traditional support workers, such as health care assistants (HCAs), and deliver some aspects of care which were formerly the domain of registered staff. Working under the supervision of registered health professionals, AP roles in the health and social care sector include direct patient care, day to day patient management and broader aspects of healthcare, such as involvement in health promotion [ 2 ].

APs are most commonly employed at a Band 4 level following education and training, usually via a Foundation Degree or an equivalent programme, which is undertaken in partnership with local Higher Education Institutes [ 3 ]. This educational base creates a platform for greater knowledge, opportunity and capability in the clinical setting, in comparison to HCAs, who do not undergo this formal training programme. The AP role is cross-disciplinary, rather than nursing specific [ 4 ] with APs working in a variety of settings including general practice [ 5 ], critical care [ 6 ] perioperative practice [ 7 , 8 ] radiography [ 9 ] and social care [ 10 ]. Whilst the role has the potential for adoption in many settings, evidence suggests that APs are most prevalent in areas where funding is available for them, rather than in areas where a need for them has been identified [ 11 ].

As band 4 s, APs are currently non-registered healthcare staff and are not subject to the professional regulation of registered health professionals. However, by working to locally agreed and defined protocols APs do possess a certain level of accountability to themselves, their employers and the people they care for [ 12 , 13 ].

In their study of the work of APs, Wakefield et al. (2010) identified that their role usually falls into one of three categories - supportive/assistive to the registered practitioner, substitute to the registered practitioner and/or acting autonomously [ 14 ]. The study indicates that some APs are working without appropriate supervision and often lack a clearly defined role. This lack of role clarity, alongside blurred role boundaries between APs and HCAs and APs and registered nurses (RNs) has been well documented [ 3 , 15 , 16 , 17 , 18 ]. Studies have also found a lack of consistent terminology when describing the AP role, with the terms ‘assistant’ and ‘associate’ practitioner often used inter-changeably [ 16 ]. Similarly, Miller et al. (2015) found 15 different terms to describe the role [ 11 ].

Possibly due to their lack of role clarity Thurgate et al. (2013) found that APs interpreted and created their own clinical roles [ 19 ]. Furthermore, Miller et al. (2014) identified that in practice it was difficult to distinguish between the work undertaken by bands 2–4 and cited this as a possible cause of workforce friction [ 20 ]. Despite, some APs reporting ‘widened horizons’ upon commencing in their new roles, friction between APs and other members of the healthcare team have been widely reported [ 21 ]. In addition, whilst APs often accept a subordinate role and defer to nursing staff, it has been suggested that the undertaking of duties that were once considered the exclusive role of the RN is seen by some APs as a position of privilege, without the administrative burdens faced by RNs [ 22 ].

Spilsbury et al. (2011) evaluated the development and impact of APs supporting ward-based RNs in the National Health Service (NHS) [ 23 ]. The research consisted of case studies at three acute NHS Trusts, using quantitative and qualitative methods, including focus groups and interviews, followed by a national survey of APs [ 23 ]. It concluded that APs made a valuable contribution to patient care but that their role was dependent on the ability of RNs to recognise their potential. In addition, the role of the AP and the tasks undertaken by them were heavily influenced by the number of RNs on duty; a greater number of RNs led to a restriction in AP roles and responsibilities [ 23 ]. The study also suggested that APs are underused because RNS are uncertain about issues relating to accountability and because of uncertainty about the purpose of the AP role throughout the wider team [ 23 ].

Aim of the study

This study has aimed to explore the role of the AP from the perspective of both APs and RNs working in acute, community and mental health settings in two NHS hospital trusts in Oxfordshire, United Kingdom. It will contribute to the growing body of literature around the AP role and how it co-exists alongside that of the RN. This will enable discussion around what the role does, and should, look like both now and in the future, which is particularly pertinent in light of the emerging Nursing Associate (NA) role. The findings from the study will have the potential to inform the development, credibility and successful implementation of this new healthcare initiative.

Study design

A qualitative focus group study design was chosen to explore the role and scope of the AP in the clinical setting from the perspectives of both APs and RNs. Focus groups were chosen, to allow participants the opportunity to explore their own and others’ perspectives collectively, with opportunity for shared discussion and debate. In addition, focus groups allowed the researchers to gather data from a variety of APs and RNs working across the two participating hospital Trusts within a relatively short time frame, something which would have been more difficult with one-to-one interviews, due to time pressures on healthcare staff. Six focus groups were conducted in total. Of these, three were carried out in each participating Trust; two for APs and one for RNs. Separate focus groups were undertaken for APs and RNs to allow the participants to speak freely without feeling inhibited in the presence of other group members, thus facilitating discussion.

The study was commissioned by the two participating NHS Trusts and took place between February and March 2017. It was undertaken as a means of evaluating the introduction of the AP role across the two Trusts. Ethical approval was sought and obtained from Oxford Brookes University Research Ethics Committee in October 2016 (FREC 2016/05). HRA approvals were obtained in December 2016 and permissions from the two local Research and Development departments were subsequently obtained in January 2017 (IRAS number 214408). Individual written consent was taken from participants before they undertook the focus group study.

Access, recruitment and sampling

APs and RNs working in the two Trusts were invited to participate in the focus groups. Convenience sampling was used to recruit participants to the study. Participants in community, mental health and acute settings were accessed through the researchers contacting AP line managers to seek their permission for their staff to be approached to participate. Once permission was granted line managers were provided with copies of the participant information leaflets via email, which detailed the study purpose and were asked to distribute it to any members of staff who were eligible to participate. Potential participants were asked to contact the researchers if they were interested in participating in the study. Following this, times and locations for the focus groups were scheduled that were convenient for the majority of participants who were hoping to attend. Focus groups were held on Trust premises across the region to accommodate the preferences and travel constraints of most participants.

The focus groups were held in meeting rooms at the two participating hospital Trusts and refreshments were provided. Each focus group lasted around one hour and was informed by a topic guide devised by the researchers that covered issues relating to the role and scope of the AP in the clinical setting (Table  1 ). Each focus group was moderated and facilitated by two researchers from the team.

Data analysis

The focus groups were recorded using a digital voice recorder before being transcribed by a local transcription service. All identifying participant details were anonymised during the transcription process and the focus group recordings were removed from the voice recorder once they had been uploaded for transcription. Copies of the digital recordings were stored on the university computers in line with local data protection policies. Data was analysed thematically and managed using the Framework method, with its matrix output providing a structured and systematic way for managing and analysing the qualitative data [ 24 ]. Transcripts were double-coded by two members of the research team (CH, HA). Following this a working analytical framework was established and elements of the constant comparative method were used, with the researchers iteratively moving back and forth between data collection and analysis [ 25 ]. This enabled the researchers to establish any similarities and differences in perspectives between APs and RNs, in relation to the role and scope of the AP in clinical practice. Transcript data were inserted into a Framework matrix to enable ordering and data synthesis of the data [ 24 ] and this enabled within and across case analysis of the data from the six focus groups. Once both researchers had analysed the dataset, they met to compare their findings and to talk through any emerging themes arising from the participants’ discussions. Following this, a further meeting was held with all members of the research team to discuss, explore and develop these emerging themes further. Through studying the focus group data in this level of detail, we were able to draw out relevant themes relating to participants’ views on the role and scope of the AP in the clinical setting. The findings will now be reported on.

Summary of main themes

Nineteen participants (APs, n  = 12; RN, n  = 7) attended the focus groups. A summary of participant characteristics is provided in Table  2 . APs and RNs worked in a wide and diverse range of acute, community and mental health settings across the two Trusts including forensics, dialysis, acute vascular, endoscopy, breast, ambulatory care, gynaecology, cardiothoracic, orthopaedic and emergency assessment and district nursing.

The main themes to emerge from the dataset related to the fluctuating roles and responsibilities of the APs, key differences in the roles of RNs and APs, working relationships between RNs and APs, supervision of APs and redefining nursing pathways.

Fluctuations in AP roles and responsibilities

Participants revealed that the roles of APs, both across and within the two hospital Trusts, were multifaceted and covered a wide range of clinical tasks and responsibilities. These included, but were not limited to, undertaking ECGs, venepuncture, cannulation, pressure area care, wound dressings, administering injections and assisting with activities of daily living. In addition, some APs also took on extended roles which included admitting and assessing patients, overseeing bed management duties, making patient referrals, assisting with paperwork and providing specialist clinical advice to patients, for example through the provision of anticoagulation advice.

However, APs had varying levels of clinical responsibility that were not always consistent with that of peers in nearby units or departments. For example, in some clinical areas, such as the community, APs administered medications intravenously, catheterized patients or provided teaching sessions to HCAs, whereas in other areas this was deemed beyond their competency boundaries and requirements. One AP commented:

‘The role can be as diverse as the setting that you’re working in, depending on who you’re working with; how far they want you to... they want to take you with your competencies.’ (AP focus group 1).

Some APs described how some clinical roles such as skin care assessments, teaching roles, administering flu vaccinations and caring for sedated patients, that they had previously undertaken and gained competencies in, had been revoked, due to their current line manager deciding the roles were beyond the remit of a band 4 practitioner. Some RNs expressed their concern at this ‘de-skilling’ of the AP workforce, feeling it had the potential to leave APs feeling undervalued.

‘I think it’s important that they feel valid and then they don’t have skills taken away from them.’ (RN focus group 2 ).

However both RNs and APs commented that when RN staffing levels were low, APs were often counted back in the numbers and expected to take on these once relinquished roles and responsibilities. Participants commented that it contributed to AP role ambiguity, as other nursing colleagues couldn’t keep up with what APs could and couldn’t do. This selective use of their expertise led to participants feeling that APs were sometimes used and taken advantage of.

Participant 1: ‘If we’re short then they’ll be put in as a role…One day it’s good enough for them to do something…And then the next day it’s...When we’ve got enough, when we’ve got another trained on, oh, you can go back to doing that then. I mean, it’s just a bit...’ Participant 2: ‘Just to suit needs really.’ (RN focus group 3).

Most RNs felt that the inconsistency surrounding which roles APs were allowed to undertake within and across the hospital Trusts was due to local decision-making, often dependent on what individual managers felt to be within the scope of a band 4 role rather than national role descriptions. In addition, these RNs felt that many AP competencies had been designed to be setting specific, leading to the huge diversity between the skill sets of APs across different clinical areas. It was felt that this could make it more difficult for APs to transfer to other clinical areas. Both APs and RNs described a need for increased role clarity for APs at an organisational level, through the development of a range of core competencies, to increase the transferability of AP skills.

‘Doing the competency work right from the beginning and Trust wide I think is helpful rather than it being, kind of, each unit or each service…Then you end up with it being very different…The idea is that we’d have sort of core competencies and then there would be some specifics for the area. But they would be understood at a ward level and a service level and a Trust level which I think will hold much more power.’ (RN focus group 1).

Key differences between the AP and RN roles

Participants identified some key differences between RN and AP roles, the main one being that APs could not dispense medication, as they did not hold NMC registration. Yet, some RNs and APs suggested that there were few differences between their roles, apart from medication administration and discharging patients.

‘The nurses do the same as me. They can discharge the patients, though, from the ward and also they administer the drugs and look after the controlled drugs. But, other than that, most things I can do’. (AP focus group 2).

However, other responsibilities were identified that were considered to be largely, though not always, the domain of the RN. These included administering intravenous saline, performing palliative care, undertaking initial assessments, first visits, discharges, dispensing controlled drugs and administering certain injections, such as insulin. RNs were also identified as being the named nurse for their patients due to their professional registration and accountability. Whilst for most APs this came as a relief, RNs described feeling accountable for the actions of APs as their registration depended on them ensuring that APs worked in a professional and competent manner, despite the frequent overlap in their clinical roles and responsibilities. One RN commented:

‘Everything is so blurry and then at the end of it, it’s still accountable to the nurse.’ (RN focus group 3).

The blurring of boundaries between AP and RN roles had at times caused tensions, with one AP commenting that some RNs she had worked with had been unable to accept that she was able to take on some aspects of the RNs role, resulting in clarification at managerial level being sought. Other APs gave examples of doctors assuming that APs could dispense medications and of uncertainty and grey areas around what distinguished APs from both RNs and HCAs.

‘A little while back I had some issues in my department. Nurses not seeing that I could actually do certain parts of the role so we had to have some sort of clarification for what I can and can’t do so that all the staff know what they can ask me to do and what I can’t do.’ (AP focus group 2).

Working relationships between APs and RNs

The majority of RNs spoke positively about how APs had integrated in to the clinical team, describing how they ‘get on with it’ are ‘highly skilled’ and ‘fit into the team well.’ APs also described strong working relationships with RNs and spoke of how they helped RNs to offload some of their clinical tasks that HCAs were unable to take on, such as cannulation, so RNs had more time to spend on other aspects of patient care. In this way RNs and APs felt they went some way to bridging the gap between RNs and HCAs.

‘APs just get on with it and fit in well with the team. And even though they may not be doing medication…They actually do have a list of what they need to do and they link in well with the nurses and say like delegating and kind of picking up things that aren’t done.’ (RN focus group 2).

The level of integration between APs and RNs was described as particularly high in the community, attributed to the planning and infrastructure that had been implemented by community leads to support their APs. Initiatives such as regular AP updates at band 6 meetings, regular group and individual AP supervision and AP competency planning were all viewed as key in helping APs to integrate fully into their community roles alongside RNs. Although APs and RNs acknowledged that RNs worked more autonomously than APs, some RNs commented that many APs were more experienced and used more initiative than some of their fellow nursing colleagues.

‘Both of the APs that we’ve got do take on more in the department and maybe I shouldn’t be saying it but sometimes they take on a bit more than some of our qualified nurses.’ (RN focus group 3).

Some APs felt that although they had developed good working relationships with RNs over time, they had experienced initial distrust and suspicion from RNs who felt that APs were trying to take over their roles. APs spoke of having to ‘prove themselves’ to RNs over time before any responsibility was relinquished to them. Though in most cases this had resulted in positive working relationships, a few APs spoke of how they felt some of their RN colleagues were unable to differentiate between the role of the AP and the HCA and were unable to comprehend what their role entailed.

‘It’s not just: hey presto, you’re autonomous, you know, you build up your... your colleagues get to know you... You have to prove yourself.’ (AP focus group 1).

Working under supervision

Most participants acknowledged that APs made decisions in conjunction with, rather than independently of RNs. However, the level of independent working varied from role to role. Some APs described working very closely with RNs on a daily basis, whilst others described spending much of their time doing home visits independently as lone workers in the community. This led to infrequent supervision and as a result, APs working in this context often made clinical decisions. One AP spoke of how she worked semi-autonomously, with oversight but not direct supervision from, RN.

‘On a day to day basis, not very often we work alongside anybody, other than, when you discuss something in handover. I suppose that’s the only time when you talk about something you’ve encountered, or you talk about patients, that would be the only time.’ (AP focus group 1).

This often remote and relatively infrequent supervision from RNs meant that often APs were called to use their judgement to make decisions about patient care. One AP commented: ‘

‘The unit is very busy and although I have the support there, sometimes I have to use my skills to make the situation appropriate. But I can do things like using my initiative.’ (AP focus group 2).

Redefining nursing pathways

Some RNs commented that understanding of the AP role across the two Trusts was limited as there had never been any formal acknowledgement as to what the role should look like at the outset. A few APs described feeling unsupported when they started in new roles due to none of their colleagues knowing what the purpose of an AP was, leading to ambiguity. Another AP spoke of how her colleagues didn’t know what to do with her when she started in her new role.

‘They didn’t really know what to do with me when I first came into the district nursing team. There wasn’t a specific role for me. So, it was quite confusing.’ (AP focus group 1).

RN participants described a need to clearly define competencies for all clinical staff bandings, as a means of clearly demarcating their different role expectations. They spoke of how the current banding system was unclear and ambiguous and had been detrimental to the development of the AP role when it was initially established. One RN commented that it was difficult to see how the AP role fitted into the existing nursing structure, largely as it was never budgeted for or considered in the staffing numbers when the role was developed, leading to APs being slotted in to vacant posts in an ad hoc and unstructured way. Some of the RNs were keen to learn from the unstructured and inconsistent way the AP role had been developed, by delineating clearly from the outset what the upcoming NA role should consist of, to enhance role clarity and purpose.

‘I think that there will be lessons that we’ve learned then that now we’ll need to do this properly…Because one you’ve got to develop it but then you’ve also got …To get people to understand what [the Nursing Associate role] is...And I don’t think you can do that without kind of reviewing all your roles and structures as to how they fit in. And... Just people understanding what that role is.’ (RN focus group 1).

This lack of role identity had led to some APs feeling that they had to fight to ‘prove their worth’ and demonstrate their level of expertise in their relevant clinical areas. This had added to feelings of uncertainty for some APs in terms of job security and career progression, with some expressing a lack of career development opportunities since becoming APs. As a result, some APs commented that they would consider undertaking the newly developed NA training, despite feeling it was very similar to their own AP training, as they felt that the NA role would be seen as more high profile. In addition, some were concerned that the NA role would result in a phasing out of the AP role, as it was regulated by the NMC, whereas the AP role was not. APs spoke of the importance of considering the differences between their role and that of NAs, as they were both band 4 roles within the discipline of nursing. Some also felt it was wrong to have the word ‘nurse’ in the NA title as it would lead to confusion about who is and is not qualified.

‘Having an [Nursing] Associate role …Does that…Make it difficult as to what is the NA role and what is the AP role and what is the difference? They are all the same banding, the same discipline and what’s the difference?’ (RN focus group 1).

Some APs reported feeling stuck as they didn’t know how to progress further in their roles. They described a sense of uncertainty as to whether the onus was on themselves or their managers to take responsibility for their role development, with the pro-active nature of individual APs recognised as a marker of successful development. Other APs and RNs spoke of developmental opportunities such as undertaking nurse training or apprenticeship pathways as vehicles for progression, as well as moving into non-clinical band 5 jobs such as administrative, finance and discharge planning roles.

‘They actually want people to be employed as apprentices, and then, move up the ladder that way…They feel that there’s going to be more bang... more opportunities for band 4s within the trust, within the NHS…Because, that’s what the government wants.’ (AP focus group 1).

Our findings indicate the existence of largely collaborative, positive and flexible working partnerships between RNs and APs. However the findings have also highlighted a continuing and substantial lack of role clarity faced by APs in the clinical setting [ 14 , 23 ]. Many RNs and APs did not feel there were many differences between their roles and were only able to articulate a handful of distinguishing features. APs and RNs made numerous references to a blurring of boundaries between the roles and whilst some tasks were identified as discrete roles for RNs, the majority were deemed suitable for both APs and RNs. This lack of ownership of ‘nurse-specific’ roles by RNs was evident and clear; differences were only encountered with regard to accountability. This suggests that whilst RNs may be more accountable than APs, in terms of delegating clinical roles and being responsible for overall patient care, their day to day clinical tasks may not differ greatly.

Lack of clarity between the roles of registered and unregistered staff has been well documented in the nursing literature with the acknowledgement that RNs regularly undertake duties that could be performed by unregistered staff, who in return often undertake ‘nursing’ duties [ 26 , 27 , 28 , 29 , 30 ]. Whilst it is widely acknowledged that the RN’s role is becoming increasingly diverse and difficult to neatly define [ 31 , 32 , 33 ], attempts must be made to delineate what the core credentials of being a nurse really are. Studies have shown that role ambiguity results in poor performance, stress and problems in the retention of staff [ 26 , 27 , 28 , 34 , 35 , 36 ]. With increasing pressure on healthcare services, it is imperative that RNs and APs are supported in their work through clearly demarcated roles which will enable them to take professional ownership and develop within their own clinical parameters.

The findings revealed that an apparent lack of AP role definition and clarity had been evident from the start of the AP training programme, with APs being slotted into vacancies as they arose rather than identified as a vital component of healthcare teams. The recent launch of the band 4 NA role, which has been introduced to bridge the gap between HCAs and RNs is similar to the AP role, with one key difference being that NAs, unlike APs, will be Nursing and Midwifery Council regulated [ 37 , 38 ]. Whilst some APs expressed concern that the NA role might result in the phasing out of the AP role, RNs were keen to ensure that steps were taken and lessons learned to provide NAs with clear developmental pathways. This will ensure that NAs are secure in the responsibility, accountability and relevance of their roles from the outset. The development of the NA role provides managers at an organisational level the opportunity to unpick, reshape and reform the banding hierarchies of clinical staff, so that these boundaries become less blurred and more defined. This blurring has been illustrated in the findings by the multitude and ever-changing roles APs described across their different clinical settings. Whilst it is essential that registered and unregistered staff work together at all levels, distinctions between bands are imperative to make sure that clinical staff are aware of their role capabilities and limitations and are practicing safely, as well as to promote clearly defined pathways for career development and progression.

Another important consideration to emerge from the findings relates to the varying levels of supervision APs received from RNs, with supervision ranging from working closely alongside RNs on a day to day level, to checking in with a nurse just a couple of times a week. Whilst autonomous working practices can be advocated on many levels, the findings have highlighted the increasing clinical roles and responsibilities that are being undertaken by APs. Therefore caution must be exercised to demonstrate and ensure that APs are working within and not beyond their competencies and skill sets. Even where competencies have been met, close oversight and guidance from RNs is imperative to ensure that APs are fully supported and are provided with opportunity to develop and learn. Whilst supervision practices will vary between clinical settings, a lack of time or conflicting clinical priorities are not sufficient reasons to minimise or dismiss their importance.

The up-skilling of APs when the clinical areas they are working in are short staffed, to enable them to undertake tasks that are primarily reserved for the RN, further highlights the apparent lack of role clarity between RNs and APs. Whilst this up-skilling could be argued as a way of making the best of under resourced staffing issues, it does nothing to validate either RNs or APs, discrediting the specialist skills of RNs whilst capitalising on the good will of the AP workforce. This ‘stepping up’ displayed by APs is reminiscent of the old Senior Enrolled Nurses (SENs) role, whereby SENs were only allocated responsibility for the ward in the absence of the RN [ 39 ].

With the advent of degree level qualifications only recently deemed a necessity for all UK trained nurses (Royal College of Nursing, 2017), the up-skilling of APs and introduction of NAs into the clinical arena creates another route into nursing for staff who wish to pursue an apprentice style model. However, by investing in the skill sets of band 4 nursing staff, there is a possibility that the prevalence of band 5 nurses, who are already under-resourced, may become scarcer still, with qualified nursing jobs being predominantly reserved for band 6 nurses or above. Whilst this may make financial sense to the NHS in the short term, it is important that graduate nurses see a clear career route and a pathway for progression on entering the nursing register, if recruitment and retention rates are to be sustained. The proliferation of APs and NAs throughout the health service could be seen as an inherent threat to RNs, devaluing the skills they possess as commonplace and easy to obtain. Whilst the education, knowledge and skills of APs and NAs should not be undervalued, care must be taken to ensure that the different roles of APs, NAs and RNs are considered, clarified and developed fully to allow each of these essential roles to be harnessed and nurtured to their full potential and to maximise patient care outcomes.

Strengths and limitations

This study sampled RNs and APs from across a wide variety of clinical settings, including acute, mental health and community trusts and therefore the findings can be applied to a range of clinical nursing areas. In addition the study gained the perspectives of both APs and RNs, which enabled the researchers to identify similarities and differences in the views and perspectives of RNs and APs; this strengthens the qualitative methods undertaken. However, due to the large geographical area the two NHS trusts spanned, we were unable to recruit as many participants to the study as planned, largely due to difficulties in participants travelling to the focus group locations due to time pressures. However, despite this the focus groups were able to generate and uncover a breadth and depth of rich experiences relating to this important topic.

Conclusions

This paper has reported on a study exploring the role and scope of the AP in the clinical setting from the perspectives of APs and RNs. The overarching finding from the study is the crucial need for role clarity to be embedded within the role of APs, RNs and the new NA role. In addressing this on-going problem, benefits can abound in terms of professional development, satisfaction, role identity and ownership and excellence in patient care. Similarly, for the wider profession of nursing, clearly delineated roles and responsibilities between staff bandings has the potential to substantiate nursing on all levels and validate the role of APs, NAs and RNs, by recognising the individual and collective value they bring to the clinical team.

Abbreviations

• Assistant practitioner
• Nursing associate

National Health Service

• Registered nurse

Spilsbury K, Bloor K, Bartlett C, Carr-Hill R. Assistant practitioners: identity, responsibility and development. Brit J Healthc Assist. 2010;4:599–602.

Article   Google Scholar  

Sargent J: House of common select committee on health written evidence. Hansard Archives Research; 2006.

Google Scholar  

Thurgate C, Macgregor J, O’Keefe H. Meeting changing service need through role development: a case study for band 4 assistant practitioners. J Nurs Manag. 2010;18:654–61.

Article   PubMed   Google Scholar  

Doherty T. A role that crosses traditional boundaries. Prof Nurse. 2005;20:26–7.

PubMed   Google Scholar  

Power M, Brown T, Smith J. Skill mix: using the assistant practitioner to drive efficiency. Pract Nurs. 2016;27:40–3.

Allen K, McAleavy J, Wright S. An evaluation of the role of the assistant practitioner in critical care. Nurs Crit Care. 2012;18:14–22.

Timmons J, Johnson S. To scrub or not to scrub? That is the question. J Perioper Pract. 2011;21:356–8.

Brown M, Mason C, Mcaleary J. A new assistant practitioner role in critical care and theatre. Nurs Times. 2006;102:32–4.

Stewart-Lord A. Assistant practitioners (APs) perceptions of their developing role and practice in radiography: results from a national survey. Radiography. 2011;17:193–200.

Mackey H, Nancarrow S. Assistant practitioners: issues of accountability, delegation and competence. Int J Ther Rehabil. 2005;12:331–8.

Miller L, Williams J, Marvell R, Tassinani A: Assistant practitioners in the NHS in England Skills for Health 2015.

Skills for Health. Core standards for assistant practitioners. In: Skills for Health. Bristol; 2009.

Wheeler I. Drivers for and barriers to the continued development of assistant practitioner roles. Brit J Healthc Assist. 2017;11:83–7.

Wakefield A, Spilsbury K, Atkins K, McKenna H. What work do assistant practitioners do and where do they fit in the nursing workforce? Nurs Times. 2010;106:14–7.

Royal College of Nursing. Assistant practitioner role: a policy discussion paper. London: Royal College of Nursing; 2009.

Royal College of Nursing. Assistant practitioner scoping project. London: Royal College of Nursing; 2011.

Bungay H, Jackson LS, Smyth T. What are the key factors in the successful implementation of assistant practitioners in a health care setting- a service evaluation: Midlands and East NHS; 2013.

Ripley K, Hoad K. Supporting assistant practitioners during their training. Nurs Stand. 2016;30:45–52.

Thurgate C, MacGregor J, O’Keefe H. Managers’ experience of training the associate practitioner role. J Nurs Manag. 2013;21:242–50.

Miller L, Williams J, Edwards H: Assistant practitioner roles in the welsh health sector: enhancing the potential for future development . Skills for Health 2014.

Norrie C, Hasselder A, Manning C. An exploration of the experiences of recent graduates from an interprofessional foundation degree. J Interprof Care. 2012;26:517–8.

Traynor M, Nissen N, Lincoln C, Buus N. Occupational closure in nursing work reconsidered: UK health care support workers and assistant practitioners: a focus group study. Soc Sci Med. 2015;136-7:81–8.

Spilsbury K, Adamson J, Atkins K, Bartlett C, Bloor K, Borglin G, Carr-Hill R, McCaughan D, McKenna H, Stuttard L, Wakefield A. Evaluation of the development and impact of assistant practitioners supporting the work of Ward-based registered nurses in acute NHS (hospital) trusts in England, Final report: NIHR Service Delivery and Organisation programme; 2011.

Gale NK, Heath G, Cameron E, Rashid S, Redwood S. Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Med Res Methodol. 2013;13:117.

Article   PubMed   PubMed Central   Google Scholar  

Bryman A. Social research methods . 3rd edn. Oxford: Oxford University Press; 2008.

Herber O, Johnston B. The role of healthcare support workers in providing palliative and end-of-life care in the community: a systematic literature review. Health Soc Care Community. 2013;21:225–35.

Faraz A. Novice nurse practitioner workforce transition into primary care: a literature review. West J Nurs Res. 2016;38:1531–45.

Phillips J, Andrews L, Hickman L. Role ambiguity, role conflict, or burnout: are these areas of concern for Australian palliative care volunteers? Pilot study results. Am J Hosp Palliat Med. 2014;31:749–55.

Thornley C. A question of competence? Re-evaluating the roles of the nursing auxiliary and healthcare assistant in the NHS. J Clin Nurs. 2000;9:451–8.

Article   PubMed   CAS   Google Scholar  

Thornley C. Segmentation and inequality in the workforce: re-evaluating the evaluation of skills: Barnes and Noble; 1996.

Benito L, Binefa G, Lluch T, Vidal C, Mila N, Puig M, Roldan J, Garcia M. Defining the Role of the Nurse in Population-Based Cancer Screening Programs: A Literature Review. Clin J Oncol Nurs. 2014;18:E77–83.

Schuster B, Schuster B, Short H, Paul S. Childhood cancer and the role of the nurse. Br J Nurs. 2016;25:1231–42.

Nelson S. The role of the nurse in assessing mobility decline in older people with intellectual disabilities. Learn Disabil Pract. 2016;19:19–24.

Rizzo J, House R, Lirtzman S. Role conflict and ambiguity in complex organizations. Adm Si Q. 1970;15:150–63.

Fleming G, Taylor B. Battle on the home care front: perceptions of home care workers of factors influencing staff retention in Northern Ireland. Health Soc Care Community. 2006;15:67–76.

Almost J, Wolff A, Stewart-Pyne A, Mccormick L, Strachan D, D’Souza C. Managing and mitigating conflict in healthcare teams: an integrative review. J Adv Nurs. 2016;72:1490–505.

Finch J. NMC is well equipped to regulate new nursing role. Nurs Stand. 2017;31:30.

Longhurst C. Concerns remain over nursing associate role. Nurs Stand. 2017;31:10.

Lauder W, Roxburgh M. Are there lessons to be learnt by the demise of the enrolled nurse training in the UK? Nurse Educ Pract. 2006:61–2.

Download references

Acknowledgements

CH acknowledges support from the NIHR Oxford cognitive health Clinical Research Facility.

This study was funded by Oxford University Hospitals NHS Foundation Trust and Oxford Health NHS Foundation Trust.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Author information

Authors and affiliations.

OxINMAHR, Faculty of Health & Life Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK

Catherine Henshall & Helen Aveyard

Learning and Education, Manor House, John Radcliffe Hospital, Oxford University Hospitals NHS Foundation Trust, Headley Way, Oxford, OX3 9DU, UK

Andrea Doherty

Oxford Health NHS Foundation Trust, Unipart House, Garsington Road, Oxford, OX4 2PG, UK

Helen Green

Faculty of Health & Life Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK

Liz Westcott

You can also search for this author in PubMed   Google Scholar

Contributions

CH led the study and was responsible for the study design. All authors undertook data collection and CH and HA analysed the data. CH and HA wrote the first draft of the manuscript which was then reviewed by AD, HG and LW. Following this, further changes were made to the paper by CH and HA. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Catherine Henshall .

Ethics declarations

Ethics approval and consent to participate.

Ethical approval was sought and obtained from the local university research ethics committee in October 2016 (FREC 2016/05). Individual written consent was taken from participants before they undertook the focus group study.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated.

Reprints and permissions

About this article

Cite this article.

Henshall, C., Doherty, A., Green, H. et al. The role of the assistant practitioner in the clinical setting: a focus group study. BMC Health Serv Res 18 , 695 (2018). https://doi.org/10.1186/s12913-018-3506-y

Download citation

Received : 08 August 2017

Accepted : 29 August 2018

Published : 10 September 2018

DOI : https://doi.org/10.1186/s12913-018-3506-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Role clarity
• Role identity
• Career development
• Career pathways
• Staff structure

BMC Health Services Research

ISSN: 1472-6963

• General enquiries: [email protected]

How to Write a Personal Statement for a Care Assistant Role

When applying for a new role, many of us can struggle when it comes to writing a personal statement. How do we know whether we are saying the right thing, showcasing our suitability for the role and highlighting our strengths and enthusiasm, whilst also keeping it short, friendly and to the point?

In this blog, we share our tips for writing a personal statement for a care assistant job, whether you have no experience, some or lots of experience. Learn how to highlight your skills and effectively communicate your experiences. Click here to find out more about the key duties of a carer, that you could expand on within your own personal statement. Read on to also see our template care assistant statement.

No experience: If you have very little or no previous experience, it can be daunting to write a personal statement and you may be wondering where to start. When starting a career as a care assistant, you will likely find you already have many of the soft skills needed, and everything else can be learnt along the way. Soft skills are general character traits that describe how you work and interact with others, and are typically built through day-to-day experiences.

An example of soft skills are:

• Communication - good communication skills means you are able to effectively share your own perspectives, whilst also being able to listen and understand others. This is essential when communicating with others such as service users, their loved ones, and other healthcare professionals.
• Team work - being able to work as a team is extremely important when working as a care assistant.
• Problem solving - unexpected problems can arise that you may need to resolve. Being able to identify a problem, think critically and determine the best resolution is an important skill, no matter how big or small the problem may be.
• Time management - when working as a care assistant, you will have time slots dedicated to each client. Good time management skills are important, to ensure that you arrive at each client on time, and complete the tasks required within the time allotted.
• Adaptability - for a care assistant, no two days are the same. Being able to adapt your approach depending on your client and their needs is an extremely important skill.

Soft skills are also transferable skills that you can use in many different situations, and you may already have examples of when you used these skills that you are able to highlight within your personal statement. Check out our blog on transferable skills for care to find out more.

A personal statement is a chance to express yourself to the employer. Don’t forget to include why you are pursuing a career as a care assistant. Let them know why you think you are the right person for the role, and why you have chosen this career path.

A personal statement template for a care assistant role with no experience: Embarking on a career in care, I am determined to support and uplift others. With strong interpersonal skills and a compassionate demeanour, my ability to empathise, communicate effectively, and adapt quickly equips me with the skills needed to start a career in care. I am dedicated to delivering person-centred care with empathy, respect, and kindness, and I am eager to learn from experienced colleagues to further develop my skills. I am excited about the opportunity to contribute positively to your team and make a meaningful impact on the lives of those in need of care and support.

Some experience/Personal experience: When writing a personal statement for a care assistant with some experience, it is important to highlight both your previous experience and your soft skills. You may have gained experience through looking after a loved one or doing some work as an unpaid carer. These experiences can equip you with more than enough skills to start your career as a care assistant.

Within your personal statement, you could include the condition(s) you supported with and how you cared for an individual. Highlight how you learnt to support them, and what you learned from this experience. Discussing the skills you have gained so far, through the support you have provided is sure to make your personal statement stand out.

Maybe you have gained some experience through studying. Whether you are currently studying health care or have studied in the past, the skills you have learnt and qualifications you may have gained are hugely beneficial when applying for a position as a care assistant. Within your personal statement, briefly discuss what you have learned and how you believe the experience will benefit you within your career. Highlight any moments that stand out for you, or if there are any areas you would like to explore further within your career.

A personal statement template for a care assistant role with some experience: With a year of experience in providing care to a loved one, including support with dementia and mobility limitations, I am eager to bring my expertise to your team. My previous care experience has equipped me with the skills to deliver compassionate care tailored to the unique needs of each individual. I am able to collaborate effectively with others, and uphold high standards of care. I am passionate about making a positive impact on the lives of those I serve and am excited about the opportunity to contribute my skills and experience to your organisation.

Lots of experience: If you are writing a personal statement for a health care assistant with experience, it’s important to highlight your most important experiences, skills and what value you can bring to your new role.

If you have worked as a care assistant previously, you could discuss what you have learnt, any conditions you have assisted your service users with and the interpersonal skills you have honed, such as time management and effective communication. Maybe you have experience working within a hospital, a care home, or a provided care in the community with another company. Whatever your role and wherever you were based, communicating your duties, learnings and responsibilities will help to create an effective personal statement.

Within your care assistant personal statement, you could discuss your future goals and what you would like to achieve within a new position. Are there any specific routes within the care industry that you would like to explore further, such as clinical care, nursing or branch management? There are many opportunities to advance your career within care. You can find out more about the different pathways you can take here . Or hear from our very own Lucy , who began her career as a care assistant and worked her way up to Branch Manager. You can also be inspired by Tony’s story about his journey from an unpaid carer to Quality Manager .

A personal statement template for a care assistant role with lots of experience: I have over 5 years of experience in care. I've supported individuals with diverse health conditions such as dementia, Alzheimer's, Parkinson's, and mobility issues. My role involved medication management, assisting with daily tasks, and providing emotional support.

I have strong interpersonal skills, enabling me to build trust with clients and collaborate effectively with other healthcare professionals and loved ones. Looking ahead, I'm passionate about advancing in healthcare. I aim to learn more about clinical care and to continue making a positive impact on others' lives.

Overall, your personal statement should highlight your previous experiences, your future goals and why you think you’re the perfect fit for the role. Be sure to keep it between half a page to a page long, but most importantly, express yourself!

Has your personal statement helped you get that interview? Here’s our blog on some of the most common care interview questions and how to answer them .

More about working in care

Supporting LGBTQ+ Service Users: A Guide for Carers

Car Insurance for Community Carers: What Cover Do You Need?

Discounts for carers

Want to work in care, become a carer.

• Our Locations
• Our Services
• Working in Care

REGISTERED ADDRESS

• Privacy Policy
• Cookie Policy
• Legal Notices
• Terms and Conditions
• Modern Slavery Statement

You are using an outdated browser. Please upgrade your browser to improve your experience and security.

• Find Health Careers on twitter
• Find Health Careers on facebook
• Find Health Careers on youtube
• Find Health Careers on linkedin
• Find Health Careers on instagram
• Share on Twitter
• Share on Facebook
• Share on Linkedln

Assistant practitioner

Assistant practitioners are experienced staff working in support roles, alongside registered healthcare professionals.

This page has information on the role of assistant practitioners, including entry requirements and skills needed. 

Working life

Assistant practitioners (sometime known as associate practitioners) have skills and experience in a particular area of clinical practice. Although they are not registered healthcare professionals they develop a high level of knowledge and skill through their experience and training. 

Assistant practitioners work across the NHS in most departments so you could be working in:

• respiratory medicine, testing and assessing lung function
• occupational therapy, assessing people’s need for aids and equipment at home
• an operating theatre area, scrubbing and assisting in surgical and other procedures, or monitoring patients recovering from surgery
• providing personal, social, therapeutic and rehabilitative care (e.g. bowel care and management, catheter insertions etc.)
• dietetics, encouraging people to make healthier food choices 
• biomedical science, analysing samples in a lab
• mental health services, supporting adults or young people with mental health issues
• stroke rehabilitation, helping people recover in their own homes
• emergency medicine, treating patients so they can return home as soon as possible
• radiography, helping to diagnose or treat a patient's illness
• a health centre or GP surgery, changing dressings and monitoring medication
• hearing services, as part of the audiology team

As an assistant practitioner, you'll always work under the direction of a health professional such as a  nurse , dietitian , physiotherapist , podiatrist or biomedical scientist . Your level of training and experience means you can often work alone, without direct supervision. You'll carry out agreed procedures, referring to a professional for guidance when necessary.

You could work in hospitals, clinics or in the community eg GP surgeries. You may visit patients in their homes or in residential care. You'll work closely with other healthcare staff and have a lot of contact with patients.

You may mentor healthcare assistants , trainee assistant practitioners and student nurses .

Pay and benefits

As an assistant practitioner, you'll usually be paid at Band 4 of Agenda for Change . There are sometimes opportunities for trainee assistant practitioners at AfC band 3. You'll usually work standard hours of around 37.5 a week and may work shifts, which could involve nights, early starts, evenings and weekends.

You’ll also have access to our generous pension scheme and health service discounts, as well as 27 days of annual leave, plus bank holidays, which increases the longer you’re in service.

Entry requirements 

To train as an assistant practitioner, you have to be working in the NHS, often in a clinical support role such as  healthcare assistant ,  dietetic assistant  or  maternity support worker .

As well as healthcare experience, trainee assistant practitioners usually have a relevant healthcare qualification at level 3, such as a BTEC, CACHE, relevant healthcare apprenticeship or Access to HE course. 

Your skills and responsibilities will vary, depending on the care setting you work in. You’ll need to demonstrate the values and behaviours of the NHS Constitution and a knowledge of physical health, mental health and illness prevention, as well as more advanced knowledge, depending on your care setting.  

Personal characteristics and skills needed

Assistant practitioners need to be:

• caring and kind
• confident with using lifting equipment
• willing to be hands-on with patients
• able to follow instructions and procedures
• able to work in a team but use their own initiative
• able to explain procedures to patients
• careful and methodical

You'll also need effective:

• communication skills, including listening
• organisational skills
• observational skills

Training and development

You will be given the training you need for the job, including an introduction to the department and its procedures. Assistant practitioners usually follow a therapy or nursing training pathway and undertake a level 5 two-year foundation degree in health or social care (which may be available as an apprenticeship programme) or Higher National Diploma (HND).

Assistant practitioners have to keep their skills and knowledge up to date with regular training.

Assistant practitioners can become members of the Royal College of Nursing (RCN) or the professional association for their speciality, for example The Association of UK Dietitians or the Chartered Society of Physiotherapy . 

Where the role can lead

You could become a senior assistant practitioner, supervising the work of other clinical support staff. With experience, and as long as you can demonstrate that you have the academic ability to study at degree level, you could apply to train as a healthcare professional such as a nurse, radiographer, dietitian, physiotherapist, podiatrist or healthcare science practitioner. Depending on the assistant practitioner programme that you completed, you may be able to do a shortened degree programme to qualify in one of these professions.   

Viist the NHS Jobs website. 

• Compare role
• Printer-friendly version
• PDF version
• Login to Bookmark

Other roles that may interest you

• Healthcare assistant
• Healthcare science assistants and associates
• Cellular sciences
• Cytopathology

Help us improve

This form is for you to tell us about something that could be improved about the website or if there's anything wrong, incorrect or inaccurate with what you see. 

If you have a query about a career in the NHS, please visit our contact us page  and call or email us. 

Your web browser is outdated and may be insecure

The RCN recommends using an updated browser such as Microsoft Edge or Google Chrome

Assistant Practitioner 

Assistant practitioners (aps) are highly trained and work as part of the wider health and social care team and have direct contact with patients, service users or clients providing high quality and compassionate care., assistant practitioners work at a level above that of healthcare support workers and have a more in-depth understanding about factors that influence health and ill-health..

In the NHS, Assistant Practitioners are paid at Band 4 of the  Agenda for Change pay scales . 

Entry requirements 

Assistant Practitioners will have completed (or be working towards) a  Level 5 qualification,  or a  SCQF level 8 qualification in Scotland. 

Examples of Level 5 or SCQF 8 qualifications include:

• Diploma of Higher Education (DipHe)
• Foundation degree
• Higher National Diploma (HND) 
• or NVQ Level 5 

(For more info about different qualification levels, see below)

Experiential requirements

In addition to the above qualification, you must also:

• Have been employed for at least six months in a role within the health and care sector
• Be able to meet the work-based learning outcomes by delivering care
• Have the support of your employer

What are qualification levels?

In the UK, most qualifications taken through work, school, college or university will fit into 1 of 9 levels, or 12 in Scotland.

The higher the level, the harder the qualification. The levels are based on the standards of knowledge, skill and competence needed for each qualification.

Qualifications at the same level can be very different in terms of content and the length of time they take to complete.

To learn more about the different qualification levels:

• See the Gov.uk website if you're in England, Wales or Northern Ireland
• See the  SCQF framework if you're in Scotland.

The role 

Duties and responsibilities will vary slightly depending on the role, sector or industry, but a general outline of the role can be found here .  

Clinical aspects

• Undertake defined clinical or therapeutic interventions appropriately delegated by a Registered Practitioner.
• Assisting in patient assessment
• Referrals to the Registered Practitioner
• Physiological Measurements
• Risk Management, Infection control, health and safety
• Higher clinical skills such as catheterisation, wound care and discharge planning  

Non clinical aspects

• Case Management
• Supervision and Teaching
• Personal Development
• Team Working
• Communication
• Person-centred care and wellbeing
• Equality and Diversity

Where it can lead... 

Assistant Practitioners may go on to complete a level 6 qualification such as a Nursing degree (e.g. BSc Hons or BA Degree) which would lead to nursing registration.

Nursing degrees are usually 3 years (full time) but it may be possible for Assistant Practitioners to apply for some accreditation of their prior learning. 

For more information about this, enquire at your local university or The Open University .

Career resources for Healthcare Assistants, Assistant Practitioners, Nursing Associates and Support Workers.

• Careers advice and resources for HCAs and APs
• RCN careers resources 

You may also be interested in:

• Health Education England. Maternity Support Worker Competency, Education and Career Development Framework
• NIPEC: Decision Framework for Delegation of Nursing and Midwifery Tasks and Duties
• Royal College of Midwives. Maternity Support Worker Advocates .

Your Spaces

• RCNi Profile
• Steward Portal
• RCN Foundation
• RCN Library
• RCN Starting Out

Work & Venue

• RCNi Nursing Jobs
• Work for the RCN
• RCN Working with us

Further Info

• Manage Cookie Preferences
• Modern slavery statement
• Accessibility
• Press office

Connect with us:

© 2024 Royal College of Nursing

• Applying to Uni
• Apprenticeships
• Health & Relationships
• Money & Finance

Personal Statements

• Postgraduate
• U.S Universities

University Interviews

• Vocational Qualifications
• Accommodation
• ​​​​​​​Budgeting, Money & Finance
• ​​​​​​​Health & Relationships
• ​​​​​​​Jobs & Careers
• ​​​​​​​Socialising

Studying Abroad

• ​​​​​​​Studying & Revision
• ​​​​​​​Technology
• ​​​​​​​University & College Admissions

Guide to GCSE Results Day

Finding a job after school or college

Retaking GCSEs

In this section

Choosing GCSE Subjects

Post-GCSE Options

GCSE Work Experience

GCSE Revision Tips

Why take an Apprenticeship?

Applying for an Apprenticeship

Apprenticeships Interviews

Apprenticeship Wage

Engineering Apprenticeships

What is an Apprenticeship?

Choosing an Apprenticeship

Real Life Apprentices

Degree Apprenticeships

Higher Apprenticeships

A Level Results Day 2024

AS Levels 2024

Clearing Guide 2024

Applying to University

SQA Results Day Guide 2024

BTEC Results Day Guide

Vocational Qualifications Guide

Sixth Form or College

International Baccalaureate

Post 18 options

Finding a Job

Should I take a Gap Year?

Travel Planning

Volunteering

Gap Year Blogs

Applying to Oxbridge

Applying to US Universities

Choosing a Degree

Choosing a University or College

Personal Statement Editing and Review Service

Clearing Guide

Guide to Freshers' Week

Student Guides

Student Cooking

Student Blogs

Top Rated Personal Statements

Personal Statement Examples

Writing Your Personal Statement

Postgraduate Personal Statements

International Student Personal Statements

Gap Year Personal Statements

Personal Statement Length Checker

Personal Statement Examples By University

Personal Statement Changes 2025

Personal Statement Template

Job Interviews

Types of Postgraduate Course

Writing a Postgraduate Personal Statement

Postgraduate Funding

Postgraduate Study

Internships

Choosing A College

Ivy League Universities

Common App Essay Examples

Universal College Application Guide

How To Write A College Admissions Essay

College Rankings

Admissions Tests

Fees & Funding

Scholarships

Budgeting For College

Online Degree

Platinum Express Editing and Review Service

Gold Editing and Review Service

Silver Express Editing and Review Service

UCAS Personal Statement Editing and Review Service

Oxbridge Personal Statement Editing and Review Service

Postgraduate Personal Statement Editing and Review Service

You are here

Operating department practitioner personal statement example.

I am captivated by the prospect of becoming an operating department practitioner. I feel this niche occupation will suit me perfectly and lead to a highly rewarding career.

It has the perfect combination of utilising care and compassion as well as the technical application of knowledge. I had previously considered the route of nursing however I had an incessant feeling it wasn't right for me.

Since discovering the role of ODP my interest has been unwavering. It has instilled in me excitement and enthusiasm for the future, but most importantly the drive to work hard and achieve this dream.

I am currently working in a hospital setting as an assistant technical officer in the lung function department alongside a multidisciplinary team including physiologists and associate practitioners.

My day-to-day life consists of pulmonary function testing for consultant reviews, pre-operative assessments and transplant assessments. These take place in our lab, on inpatient wards and outpatient clinics.

Working across these areas I communicate with a variety of people including specialist nurses and consultants. I have also worked in a community pharmacy where I liaised with other healthcare professionals such as community nurses and GP's.

I believe my ability to communicate effectively with others and work well as part of a large team will aid me as an ODP. During my time in both roles I have refined and developed my interpersonal skills.

My experience in these patient facing roles will benefit me as those coming into theatre will often be anxious, acutely unwell and in need of compassion and reassurance. Having said this, I am also competent working independently and given enough information and training can work proficiently without supervision.

Whilst my decision against going straight into further education from secondary school may be looked down upon by some, I believe it was the best thing I could have done.

My real life, hands on experience of working with patients and colleagues in varied healthcare environments will prove indispensable. The academic aspect of the access to higher education diploma I am studying for will supplement this experience.

By choosing the route of an access course I can showcase my ability to self-motivate and take on responsibility for my studies, skills which will aid me in throughout this university course. Not rushing into deciding my future has also allowed me to discover operating department practice, which I am fiercely passionate about.

I have explored the specifics of operating department practice and the possible routes of progression. As my long-term goal I aim to qualify and register as an operating department practitioner and work as a scrub ODP, with a view to progress and eventually qualify as a surgical care practitioner.

My family and I have benefited from procedures ranging from minor operations to life saving surgery thanks to the NHS. I strive to be every patient's advocate throughout their most vulnerable time in hospital.

Although operating department practitioners are mostly behind the scenes, every member of the team plays an indisputable role when it comes to patient care. One of the core values of my current NHS trust is "putting patients at the heart of everything we do" - I believe this to be one of the most important factors in healthcare.

I have always looked up to my Dad, who works as a senior biomedical scientist. He has an MSc in Haematology and his ongoing commitment to the NHS is a large part of what inspired me to pursue a career in the same field. I was an inquisitive child, and our discussions about science, human biology and medicine fascinate me to this day.

As an adult, I enjoy the thought-provoking conversations about the challenges he faces, the lifesaving decisions, and the joy it brings him knowing his work enables him to make invaluable contributions to the health of the nation - something I will one day take great pride in myself.

Profile info

There is no profile associated with this personal statement, as the writer has requested to remain anonymous.

This personal statement is unrated

Related Personal Statements

Add new comment.

Assistant Practitioners

Assistant Practitioner Courses

Cookies preferences.

Here you can manage how we can collect data and use cookies for the purpose of analysing website traffic and personalising content within this website but NOT on other websites. You can also manage how Google and other technology partners collect data and use cookies for ad personalisation and measurement.