Examining Educational Experiences of Healthcare Providers Who Transitioned into a Different Healthcare Role: A Phenomenological Study

The purpose of this qualitative phenomenological study was to examine the educational experiences of healthcare practitioners seeking to transition into a different healthcare role. The theory guiding this study is adult learning theory, as this closely aligns with the learning experienced by advanced healthcare practitioners. This study answers the central research question, what are the experiences of healthcare professionals who seek additional education to transition into a different healthcare role? This study consists of an individual interview, focus group, and journal prompts to achieve triangulation and was distributed to healthcare workers across the United States who have transitioned roles in healthcare after obtaining further education. The data was collected, coded, and themed. Themes that were identified in the study includes adult education, and educational trends. The sub themes include barriers for adults, harmful to healthcare education, and beneficial educational trends. Results of this study shows that healthcare providers are highly motivated individuals who are seeking education to expand their skills and to help their patients better. Healthcare providers value clinical experiences and have expressed a concern over the current healthcare and educational situations. Healthcare providers are eager to learn and are ideal candidates for adult education programs, as such, programs should be created to meet the educational needs of these individuals and the healthcare needs of the country.