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My professional background is as a Nurse and Advanced Clinical Practitioner in Intensive Care Medicine and Acute and Emergency Medicine. I have undertaken many roles within the National Health Service ranging from Band 5-Band 8A. I have been involved in the delivery of Higher Education since 2006, delivering both Undergraduate and Postgraduate Advanced Practice Education.
My current full-time position is as Associate Director for Partnerships & International. I am responsible for supporting both small- and large-scale collaborative projects from the initial ideas stage through to the implementation stage including the ongoing support of the collaborative provision.
Project lead for the transformation of the post-graduation education webpages and working alongside South Bank Innovations.
I undertook a theoretical investigation (Allen-Ashcroft 2016-2019) as part of improving teaching delivery where I created a virtual and augmented reality lung. This was developed from concept of idea through to its implementation as part of teaching delivery for 500 Postgraduate students. The unpublished evaluations provided an indication as to the huge potential this technology has to advance learning beyond traditional classrooms walls. This now forms the basis of my PhD research where the aim is to examine and evaluate the impact of using immersive technology in the teaching delivery versus traditional teaching delivery in Postgraduate health students (N&M and ACH) who are undertaking Advanced Clinical Assessment modules. This research will focus upon examining if there are significant differences between immersive versus traditional teaching delivery upon active learning, clinical reasoning and skill acquisition.
London South Bank University
Sheffield Hallam University
Nursing and Midwifery Council
Registered Nurse Teacher (2018)
Registered Independent and supplementary Prescriber V300 (2016)
University of Leeds
Senior Lecturer in Advancing Practice
• Shefield Hallam University
• South Yorkshire.
•I have developed programmes of study, led on faculty wide innovation surrounding online assessments.
•I have implemented innovative teaching including the use of augmented and virtual reality into teaching practices.
•I was co-chair and author for a pilot project surrounding moving assessments online to enable an improved student experience. This was a formal internal bid and proposal that was successful.
•Hallam Guilds bid Title: “Applied Clinical Assessments”. The groups aim was to develop collaborative interdisciplinary design. The group aimed to promote research informed assessment, improved student satisfaction though co-production. Ensure the service user has a voice and is informing the assessment stratergy.https://blogs.shu.ac.uk/hallamguild/applied-clinical-assessments/
•Contribution to the consultation paper for the Future of Advanced Clinical Practice Health Education England (HEE).
•Being involved with the community of advanced practice across Yorkshire and Lincolnshire.
•Key link role with external stakeholders in a large teaching hospital in Yorkshire to ensure audit compliance and to support the needs of both stakeholders and students.
•Co-production of OSCE assessments setting the benchmarks for across the region,
•I have an in depth understanding of the responsibilities of the HEI in regard to professional statutory regulatory bodies (PSRB) and the requirements needed to ensure course alignment to a national framework. I was directly involved for the revalidation and approval of all prescribing modules within the University’s offer. This included the first online practice facilitators website in the country offered by a HEI. Allowing assessors and students to be supported more flexibly according to their needs.
•Creator of websites and online platforms
•Creator of Podcasts and new emergent technologies to enhance teaching practices
•Designed and produced e-learning packages to support a blended approach to learning.
•I have championed peer learning and formal assessment including the use of online tools to foster small group engagement. Involving previous students in teaching and assessing.
•Championed academic attainment within a diverse student group including BAME. I had excellent results and no differentiation in attainment within a module with student turnover 300-400 annually.
•Mentor and coach for new secondees at HEI
•Part of the faculty for Learning, Teaching and Assessment (LTA) Strategy group for academics across the Faculty of Health and wellbeing. Delivering masterclasses on pedagogy and inspirational teaching
•Part of the Interview team for new appointments of staff at Sheffield Hallam University
|Cambridge University Hospitals||2022||HSC_Neonatal collaboration_CUH||Principal Investigator|
|Institute of Family Therapy||2022||HSC_Collaboration course set up_Institute of Family Therapy||Principal Investigator|
|Guys and St Thomas Trust (GSTT)||2022||HSC_Post Reg BSc in Dental Nursing_GSTT||Principal Investigator|
|NESCOT||2021||HSC_Osteopathy Collaboration_NESCOT||Principal Investigator|
|Guys and St Thomas Trust (GSTT)||2022||HSC_Perioperative Geriatric collaboration_GSTT||Principal Investigator|
|Guys and St Thomas Trust (GSTT)||2021||HSC_Collaborative Course_GSTT Chaplaincy||Principal Investigator|
|European Social Fund||2021||ESF Higher Level Skills (Central London Forward and West London Alliance)||Co-Investigator|
|European Social Fund||2021||ESF Higher Level Skills (Local London and South London)||Co-Investigator|
|Guys and St Thomas Trust (GSTT)||2021||HSC_Nursing Research Internships_GSTT and RNOH||Co-Investigator|
|Proposal||Project||Role||Funder||Status||Status last updated|
|PSL2122-0257 HSC_Post Reg BSc in Dental Nursing_GSTT||HSC_Post Reg BSc in Dental Nursing_GSTT||Principal Investigator||Guys and St Thomas Trust (GSTT)||OPEN Approved for submission||Mar 2022|
School of Health and Social Care in the Faculty of Medicine, Health and Life Science (FMHLS)
MSc/PG Dip/PG Cert Education for the Health Professions.
Institute of Health & Allied Professions
PGCert Urgent Care Practice
ProfCert Urgent Care Practice
Prizes, awards, and accolades
Nominated for Hallam Guild (Feb 2018)
Sheffield Hallam University
Purpose of the proposed group
This group would seek to develop a collaborative interdisciplinary approach to design, develop and evaluate a collective approach using this assessment modality to achieve a consistently excellent experience.
Promote research informed assessment and learning practices
Enhance stakeholder engagement
Improve student satisfaction regarding assessment and feedback on NSS and PTES and TEF
Ensure that the voice of the service user is present
Meet regulatory requirements where appropriate
Objectives of the proposed group
Demonstrate a measurable improvement in assessment and feedback scores in courses that utilise applied clinical assessments
Improved student satisfaction with applied assessment evidenced through NSS/PTES
To achieve a consistently excellent outcome around the design, delivery and evaluation of allied clinical assessment for students, stakeholders and staff: Create a Hallam standardised approach to using clinical applied assessments.
Develop and implement technology enhanced processes to improve assessment experience, rigour and more effectively manage staff resources
Disseminate the learning to a regional and global audience