Aim This study examines how a surgical care practitioner can contribute to the learning needs of junior scrub staff learning to scrub for urological robotics cases. Key themes include education, technical training, non-technical skills, patient safety and the specialist practitioner as educator. Methods Data collection was via an online survey, distributed by a gatekeeper to 13 participants. These were junior scrub practitioners who had completed their robotic rotation. Results A 62% response rate was achieved. The majority of respondents indicated that there was a difference in interactions when a surgical care practitioner was assisting compared to a surgical trainee. Half of the respondents felt more confident when the surgical care practitioner was assisting. Conclusions A range of approaches were proposed for how the surgical care practitioner could enhance learning. Structured input is likely to be more appropriate to avoid the surgical care practitioner being distracted from their own duties whilst assisting. There is scope for further research.

This article examines the potential impact of a shortened theatre placement for pre-registration student nurses. The positive nature of a theatre placement is examined. The change in placement length is related to learning styles and Kolb's experiential learning theory as well as the need to bridge the theory-practice gap. The discussion concludes that a decreased placement length in theatre is a negative change and offers little benefit to the student.