Helen Higginson

This is the second in a series of two articles looking over the past 21 years of developing assistant practitioners (APs) at the University of Bolton. Part one looked at the history and background of the AP and the university's long-lasting involvement in developing this innovative and versatile role. This article will focus on the case studies of two individuals who have engaged with the programme at the University of Bolton and how it has helped shape—or is shaping—their careers.

Understanding the relevance of the AAP role in mental health is important for future developments within mental health services. This third article in a series exploring the potential impact of AAPs in bridging the gap in mental health services, focuses on the experiences of the mentor role. Mentorship in the development of health service workers is crucial to ensure competent, confident and skilled staff at all levels. This small-scale study looks at the experiences the mentor in general and more specifically, the experiences of a small group of mentors supporting AAPs in mental health services.
A questionnaire was sent to mentors at different stages of the AAPs journey and asked them to consider three broad themes; supporting the AAP, helpfulness of the AAP standards in mentoring and the impact of the AAP in mental health services. The results show a positive response in general from the mentors and the use of apprenticeship standards to focus the mentorship of the AAP as well as the potential benefits the Assistant Practitioner (AP) role has in both supporting services users and the service as a whole.

The focus of this paper is to explore the role and development of simulated learning within the apprenticeship assistant practitioner foundation degree programme. It will also discuss the challenge of influencing a change in practice within a competency-based learning programme.
In order to shape and develop a supportive, effective and indeed inclusive teaching strategy, the use of the simulated learning environment will be incorporated across a number of mandatory nonclinical modules, such as communication, group dynamics and principles of care, among others. The key aims and philosophy behind simulated teaching and learning are to improve competence, communication and confidence and ultimately patient safety within all healthcare environments (Forrest et al, 2013).
The aim of this article is:
To provide a wider understanding of the simulated learning environment To give an overview of how simulated learning can be incorporated into non-clinical teaching modules To demonstrate how the concept of simulation can widen participation and allow students to experience and flourish in a non-traditional environment.
Key words Simulated learning Curriculum Trainee assistant practitioners (TAPs) Patient safety Real-life learning Holistic approach