CE.2.2.- EXPERIENCIA INVESTIGADORA

In the ‘Results’ chapter a number of difficult transitional experiences reported by NQCPs were presented, both emotional and practical, which affected them in the outset of their transitions. These included increases in both clinical responsibility and thinking space from when they were TCPs, as well as feeling overwhelmed and deskilled. They spoke of this ‘jump’ being difficult to manage, and feeling out of their depth in the early stages of taking up their new posts. This echoes previous research from the nursing profession, where newly qualified nurses described stressful experiences, particularly in relation to new

responsibilities and feeling deficient in the required clinical skills (O’Shea & Kelly, 2007). Furthermore, Lazarus’ cognitive-relational stress theory (1991) suggests that adapting to new circumstances can be aided or impeded by both contextual resources, clearly evident within the outcomes of this research’s analysis.

These NQCPs’ experiences also reflect the BPS’ (2016) recent findings that 70% of all psychological staff find their jobs stressful. It is important to acknowledge that if stress is a general experience across the board for Clinical Psychology staff in the NHS, the needs of NQCPs must be given appropriate consideration, given their experiences of, for example, the dramatic increase in workload and clinical responsibilities.

Particularly pertinent also was the connection between feelings of isolation and

accountability, indicating that feeling alone and unsupported in the role was connected with a fear of making mistakes in the cases of vulnerable or ‘risky’ clients. Essentially, the

participants who were isolated as the only CPs of their team experienced significant discomfort, due to feeling that they could be held accountable for any harm which came to their clients. This supports ideas within Schlossberg’s transitional model (1981), that levels of support within the system, or indeed the lack thereof, can influence the adaptation to a transition. Clearly, these particular NQCPs felt unsupported and therefore experienced more negative feelings at this time.

The introductory chapter of this work discussed that there has been a dearth of research on the transition for NQCPs, or indeed healthcare professionals moving from training to full- time practice, in the UK. Nevertheless, the accounts of participants within the current research, in particular their elucidations of clinical training being beneficial for their

transition, and their growing confidence as qualified professionals, echo Woodward’s (2014) assertion that an increasing self-awareness aided TCPs in their development. The current researcher would propose that participants’ acknowledgment of the ‘learning curve’ they have been on, and continue to navigate, evidences their awareness of the progress they have made throughout training and since, and that this ongoing process of self-discovery benefited them in their management of a challenging transition, and the contexts within which it occurred.

Widely discussed by participants were specific training experiences that were transferable to their new settings, such as a focus on team dynamics, and opportunities to work within specialist placements. These were reported to have provided participants insight into the levels of stress that can be experienced in CAMHS. Keville et al. (2017) stated that Problem- Based Learning (PBL), can help trainees develop skills to manage groups and negotiate diverse views and experiences, while Nel, Novelli and Nolte (2017) reported ‘Group

dynamics’ and ‘Developing transferable skills’ as two super-ordinate themes in their paper on the impact of PBL in training. These conclusions and experiences, respectively, have clearly been substantiated within the current research.

NQCPs also discussed the difficult experience of feeling deskilled, or not always competent, in various aspects of their roles. This is one example of the current study very closely

mirroring two major outcomes of an IPA study on family therapy trainees’ experiences of their training, namely of it being ‘overwhelming’ and ‘deskilling’ (Nel, 2006). In the current study, however, the challenge of feeling deskilled was tempered by NQCPs’ previous

experiences of managing similar feelings throughout their training, for example learning that they may not always have ‘the right answers’. This sits in line with the work of Woodward, Keville and Conlan (2015), who highlighted the themes of enhanced self-awareness and managing uncertainty, as beneficial to TCP’s development. The NQCPs in the current study acknowledged this aspect of their training and development, which aided them in their transitions.

The challenges and prior stress involved in juggling clinical placements and academic requirements within training programmes were also commonly discussed as positive experiences in preparing NQCPs for their new roles in CAMHS. This supports the idea within Schlossberg’s (1991) model that personal coping skills - in this case experience in stress management, as well as support seeking behaviours - can help individuals manage significant professional transitions.

A further encouraging experience for participants was of feeling more confident as they came closer to the end of their first two years of being an NQCP. This was connected with a feeling

of being valued by their colleagues, which was also seen as a major positive for newly qualified nurses in the work of O’Shea and Kelly (2007). Contributions of the team were significant not only to NQCPs’ clinical thinking, but positive feedback was also noteworthy to their increasing feelings of competence and belonging within the team.

A sense of becoming accustomed to the environment was portrayed, and participants acknowledged their increasing contributions, and voicing of ideas, within their teams. They looked forward to offering the service more than they had been, such as taking the lead on projects or supervising others, as well as expressing a desire to complete further training, in order to progress as practitioners. O’Shea and Kelly (2007) reported that their participants found ‘making a difference’ an aid to their transition, and this forward-thinking of this research’s participants reflected their desire to progress in their ongoing professional development, not only for personal gain, but also to offer better therapeutic work, and contribute to the development of their services.

The participants acknowledged that their professional development had continued since they finished clinical training and began as NQCPs, and recognised that this would remain the case; this was tied to a growing confidence and comfort in their new skins. This forward- thinking by participants could be considered not only a product of coming out of the other side of a difficult transition, but also posited as a thinking style which aided them in coping with such a challenging professional transition in the first place; thus it could be proposed as an additional personal coping strategy which aided them in their transitions (Schlossberg, 1981).

4.2.2 What are NQCPs’ experiences of their roles within the MDT and wider