ADVANCED PRACTICE Theme 4
Resources are needed to support access
Access to advanced practice roles within biomedical science remains variable and incompletely understood, with implementation developing slowly and with inconsistencies across organisations and disciplines.
The absence of consistent role
definitions and governance frameworks was perceived as a barrier to progression, as it limited both understanding and confidence in what advanced practice entails. Social and professional role identity emerged as a key behavioural domain in the survey findings, highlighting the importance of clearer articulation and recognition of advanced biomedical scientist roles. There was a general agreement across all career groups that the professional title used for advanced practice needs to be clarified to facilitate access and beter awareness of the route. However, the HCPC re-
confirmed its position on this in 2024, stating that the case for regulation of advanced practice beyond those professions which are already regulated had not been made.14 Mentorship and professional support
were identified as important potential facilitators in this context. Where experienced advanced practitioners or consultants were available to provide guidance, participants reported greater clarity and confidence in navigating career pathways. Conversely, limited exposure to role models was associated with uncertainty and reduced perceived accessibility of advanced practice.
Access to resources was consistently identified as a critical factor influencing progression to advanced practice. Time was one of the most significant constraints, with many participants reporting difficulty balancing clinical workload with postgraduate study and professional development. The lack of protected learning time meant that progression often relied on personal commitment outside of working hours, which created additional challenges for those with caring responsibilities or other external commitments. For example, one participant said: “It’s always time for me just because I am older and I was a mature student. There is this constant feeling of is there enough time? Can I enjoy my actual life?”, highlighting the emotional implication of barriers in the environmental context and resources domain. Financial support for education and
training varied considerably between organisations, contributing to inequities in access. In some cases, full funding and study support were available, while in others, individuals were required to self-fund or undertake training without organisational assistance. Mentorship also emerged as a key
resource influencing progression. Effective mentorship was associated with increased confidence, clearer career planning, and improved access to opportunities. In contrast, the absence of structured mentorship contributed to uncertainty regarding progression pathways and limited awareness of available options.
October 2026
WWW.PATHOLOGYINPRACTICE.COM 25
HockleyMedia24/
peopleimages.com
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56
