title: Nurse practitioner education: learning from students.
abstract: OBJECTIVE
  To describe the experiences of nurse practitioner (NP) students at Bournemouth University.
  
  
  METHODS
  Grounded theory methodology guided the data collection and analysis. A theoretical model was constructed that represented 'role transition' for NP students.
  
  
  RESULTS
  The social environment of the participants affected role transition and learning and two major categories were evident: experience in the workplace and experience in the academic environment. A third category, 'pioneering spirit', described the participants' personal attributes that influenced their transformation.
  
  
  CONCLUSIONS
  The results have prompted a review of the current curriculum, mode of delivery and teaching resources. The findings have implications for current and future courses and demonstrate the value of eliciting the students' view.
authors.affiliation: Bournemouth University. hgriffit@bournemouth.ac.uk
authors.forename: Heather
authors.initials: H
authors.lastname: Griffith
mesh_terms: D002605:Character; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D009722:Nurse Practitioners / Q000193:education*; D024802:Nurse's Role; D015402:Nursing Education Research; D012951:Socialization; D013338:Students, Nursing / Q000523:psychology*; D017748:Time Management / Q000379:methods; D006113:United Kingdom