| Sumario: | The nursing associate (NA) role bridges the gap between healthcare assistants and registered nurses. Although becoming more common in mental health and learning disability settings, to the authors' knowledge the role has not yet been evaluated in this context. Aim: To explore the experiences of NAs in learning disability and mental health settings, focusing on their training and subsequent work. Methods: Eight qualitative semi-structured interviews were conducted. Data were thematically analysed, resulting in four themes: Theory into practice, Not my responsibility, Preparedness, and Finding the balance. Findings: NA training was praised for its hands-on approach, aiding practical application of theoretical knowledge. However, short placements limited skill development, and balancing clinical hours with written tasks caused stress. Trainee NAs often lacked protected learning time, leading to feelings of exploitation; they performed tasks outside their defined scope, both during and after training. Conclusion: Clearer role definitions, good support and protected learning time are essential to improve NA effectiveness and wellbeing.
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