Transitioning to practice: a qualitative investigation of Australian graduate naturopath’s experiences of being in practice

Abstract

Background The transition from student to practitioner can be challenging, resulting in stress, burnout and attrition. While there has been ample research examining graduate medical and allied health practitioner experiences of transitioning to practice, there is a paucity of research exploring such experiences in newly qualified naturopathic medicine practitioners. In light of this knowledge gap, the objective of this study was to ascertain the experiences of practicing as a naturopath in Australia within the first 5 years post-graduation. Methods Using a qualitative descriptive approach, recent graduates of an Australian Bachelor of Naturopathy (or equivalent) program were invited to participate in a semi-structured telephone interview to address the study objective. Data were analysed utilising a framework approach. Results A total of 19 new graduates (94.7% female; 57.9% aged 40–59 years) undertook an interview. Five inter-related themes emerged from the data: practitioner, practice, proprietorship, professions, and perceptions. Connected with these themes were contrasting feelings, multiplicity of duties, small business challenges, professional collaboration, and professional identity, respectively. Conclusions Participants were generally content with their decision to become a naturopath. However, most were confronted by a range of challenges as they transitioned from graduate to practitioner, for which many felt ill-prepared. In light of the complexity of the issue, and the potential impact on the sustainability of the profession, it is evident that a multi-pronged, multi-stakeholder approach would be needed to better support graduate naturopath transition to practice.

Editorial

“…Naturopathic educators with a clinical background have first hand experience in therapeutic relationships, and naturally value psychological safety, warmth, collaboration and respect that is essential for laying foundations for experiential learning and safe critique of the health discipline role 10 . The evidence suggests that employing clinicians as teachers has served as a resource and provided a workforce that reflects on practice behaviour, emotions and attitudes with awareness and understanding of self-management decisions 11 . Whilst educators with pure academic backgrounds might support the profession by generating research, the employment of teachers with clinical experience represents currency and capital and a broad scope of practice; these qualities are needed in the modelling process associated with the new pedagogy of clinical education.…”