A number of locally organised schemes now exist to help healthcare assistants access programmes leading to qualified nursing status. Although some schemes have been operating for some time, little has been done to evaluate their effectiveness. However, drawing on the literature that has addressed indicators of successful completion among entrants taking a more conventional route into nursing, it is possible to predict which individuals are most likely to complete courses and course-related factors that encourage successful completion.

Training needs analysis (TNA) is the first step in the training and educational strategy of an organisation and is crucial to meeting the continuing professional development needs of the healthcare workforce and service. TNA must be carefully planned, conducted and have clear outcomes to ensure that training interventions are implemented effectively and that they lead to meaningful changes in service delivery. However, there is a dearth of literature on approaches to critique TNA. This article describes a framework developed specifically to evaluate the effectiveness of TNA. The framework combines approaches that have been used to evaluate conventional research studies and audit.

Aim To explore clinical nurse managers’ perceptions of factors influencing their ability to perform their clinical leadership role.

Method A random sample of 15 clinical nurse managers in four acute NHS trusts was interviewed in depth to identify and explore factors that they perceived to be helping or hindering their performance. The qualitative data were analysed to identify recurrent themes, which were used to develop a survey questionnaire that was distributed to the remaining clinical nurse managers in the four trusts (n=152).

Results The response rate was 65 per cent (n=99). Many of the clinical nurse managers reported poor preparation to undertake key aspects of their role and did not favour open learning as a method of continuing professional development.

Conclusion The findings are of interest in the context of the new framework proposed by the English National Board (ENB) and the Department of Health for the preparation of nurse educators. Many of the findings are identical to the advisory standards set out for mentors in Preparation of Mentors and Teachers: A New Framework of Guidance (ENB and DoH 2001a). Attention to the development of clinical nurse managers, as well as new mentors, should continue to ensure that the proposed changes meet the needs of both groups.

Aim This study explored clinical nurse managers’ perceptions of the factors affecting role performance.

Method Interviews were carried out with 15 clinical nurse managers in four trusts.

Results Results highlight the main influences on the role, the barriers to successful role fulfilment, and the stressors that cause some of the postholders to consider leaving the NHS.

Conclusion The findings of this exploratory study established the diversity of the clinical nurse manager role and showed that they continue to play a central role in healthcare delivery.