This paper presents a case report of the experiences of a hybrid library team from the University of the West of England (UWE) Bristol providing academic literacy support to the first cohorts of Trainee Nursing Associates following a new National Health Service (NHS) career pathway. We set out the academic literacy needs of this unique group of learners within our institutional context. Against this backdrop, we explored the growth of teaching within the academic library, particularly the shift in the role of the librarian, the broadening of topics to be taught and the emphasis on teaching rather than training. We then outline how the hybrid team developed academic literacy support for learners on this new pathway and explored the key themes which emerged from student feedback and our combined reflections. Finally, we consider the challenges faced as we supported three cohorts of students and shared the lessons learned in developing new partnerships to meet new needs.