Pedagogy in health and social care

The aim of the pedagogy in health and social care research area is to foster excellent research into health professionals’ learning and teaching practice on campus and in practice–based learning settings, fostering deep and collaborative engagement and understanding in how people learn in various health, social care, educational and community settings.  

The pedagogy in health research area has divided its main research areas into three overarching themes.

Themes:

  • Evidence-based educational practice
  • Effective learning in the workplace
  • Patient partnerships 

The research area has been engaged in research into learning and teaching approaches across campus based and practice learning environments.

The area aims:

  • To promote and support school staff into undertaking research into their own teaching.
  • To identify at least one major pedagogic research conference at which we could have a strong presence and support staff to present.
  • To ensure that curriculum design across the School of Health Sciences is informed by pedagogic research and draws on current evidence-based practice.
  • To enable staff within the School of Health Sciences to improve and increase their esteem factors by encouraging them to disseminate research at national and International research conferences. Using European Links for example COHERE, ENPHE.
  • To facilitate stronger national and international links by hosting special interest areas and conferences in pedagogy in health research.
  • To facilitate closer links between the pedagogy in health research area, the AHPRN practice education research hub, the learning and teaching area within the School of Health Sciences and the University of Brighton Centre for Learning and Teaching.
  • To develop links between other faculty members who have an interest in collaboration in pedagogy in health research.
  • To encourage members of the pedagogy in health research area to gain membership of and actively engage in HEA subject centre interest areas: PBL, E Learning, Interprofessional learning and practice education interest areas.
  • To forge close links with the Higher Education Academy in order to facilitate collaborative research with other institutions.

Evidence-based educational practice

The aims of this theme are

  • To implement and apply pedagogic research to learning and teaching.
  • To develop students' research skills, enabling them to value and implement evidence-based professional practice.

The transition from campus-based student to practising health-professional is a journey that the Pedagogy in Health and Social Care members continue to research. The huge number of experiences and factors that affect the learning process are examined through a number of studies by group members.

Strands of research include studies on the development of curriculum, factors affecting assessment, as well as the learning of research skills.

Research projects

Students’ experiences of learning and approaches to studying

Assessing stress, protective factors and psychological well-being among undergraduate students

A collaborative approach

Comparing the efficacy of pre-operative intravenous and oral paracetamol for lower wisdom tooth extraction.

Effective learning in the workplace

Within this theme we aim to stimulate and nurture students/practitioners development of workplace cultures

As students become practitioners, the need for research remains undiminished. For example, the nature of the learning culture they meet has a strong influence on their development as practitioners. The time they spend reflecting on their own practice, and the way they do this, also needs to be understood.

More formally perhaps, the format of CPD, the attitudes towards it and the methods of learning used for it, need closer examination. The fostering of a workplace culture of learning is another aim of the group.

Research projects

Improving student’s perception of attainment

Researching the implementation of formative assessment within a PBL curriculum

Physiotherapy students’ lived experiences of formative assessment during practice education

Student’s perception of attainment of primary science learning objectives in a problem based learning curriculum.

Enhancing learning and patient care

Identifying the “Practical Wisdom” of Practice Educators in the Allied Health Professions

The influence of the ‘by learning objective’ module

The influence on the professional practice of newly graduated students.

Alumni’s experiences of group research projects

Development of the PBL directory as a research tool

Developing Interprofessional Education

An Exploratory Case Study in Malta

Student nurses’ anxiety and the management of simulated patient deterioration 

A pilot study

Occupational therapy students' experiences of role-emerging placements

Gaining a deeper understanding of how students experience and ascribe meaning to role-emerging placements

Patient partnerships

We aim to enhance understanding of the nature and effectiveness of patient education, by the practitioner, the patient's peers and by the patients themselves.

One of the major government policies for the NHS is Self Care. This is the way that individuals take responsibility for their own health and wellbeing. The process of education necessary for this to occur is thus crucial to the achievement of this aim. This self care 'includes the care extended to (individuals') children, family, friends and others in neighbourhoods and local communities' (DoH, 2005. p1).

All the way along the continuum of care, from professional care, shared care to self care, education is of paramount importance. The nature and effectiveness of this patient education needs to be examined to further our understanding of the processes and relationships that occur throughout the treatment process.

Clearly, understanding the nature of this education involves research. At present, there appears to be a lack of research in this area, yet the fundamental importance of the education process in health care would seem to necessitate it. The intricate nature of the education process within the various networks involved in the care process would indicate that this is a rich source of future research projects.

National Association of Educators in Practice (NAEP)

NAEP, which is chaired by Dr Jane Morris, is a support network for educators in practice across the allied health professions, midwifery, nursing and all health and social care professions.

Research Team

Chair

Dr Jane Morris

Co-Chair

Professor Gaynor Sadlo

Members

Paul Boyle

Dr Channine Clarke

Dr Vinnett Cross

Natalie Edelman

Taryn Gordon

Dr Clair Hebron

Lisa Hodgson

Dr Raija Kusima

Dr Marian Martin

Professor Ann Moore

Dr Nikki Petty

Dr Lee Price

Sarah-Jane Ryan

Janie Shearer

Helen Stanley

Dr Graham Stew

Tracey Szeckly

Pirjo Vuoskoski

Dr Jon Wright

Maria Young

Outputs

Effective Learning in the Workplace

Articles

Cole MJ, Morris J and Scamell A (2008) Challenges of CPD for physiotherapists working as lone practitioners in amputee rehabilitation. Prosthetics & Orthotics International, 32 (3). pp. 264-275. ISSN 0309-3646

Morley M, Petty NJ (2010) Developing an observed practice programme for occupational therapists and physiotherapists: reporting the first phase of an action research study. British Journal of Occupational Therapy, 73 (8). pp. 1-9. ISSN 0308-0226

Morley M, Petty NJ (2010) Professional doctorate: combining professional practice with scholarly inquiry British Journal of Occupational Therapy, 73 (4). pp. 1-9. ISSN 0308-0226 

Conference papers and poster presentations

Kuisma R. (2008) Portfolio assessment of undergraduate group project. Assessment in a competence based physiotherapy programme. European Network of Physiotherapy in Higher Education and Nordiske Uddasnnelser for Fysioterapi. Conference Poster Presentation. Stockholm. September 2008.

Morris J (2008) Professional development for educators: What path should I take? Chartered Society of Physiotherapy Congress. October 17th 2008. Invited presentation.

Morris, J (2008) What path should I take? Presentation at Chartered Society of Physiotherapy Congress in Manchester October 2008. Professional Development for 21st Century Educators. 

Petty NJ (2008) What path should I take? Professional doctorate in Health and Social Science. Chartered Society of Physiotherapy Congress, Manchester, October 2008.

Szekely T, Caladine L, Morris, J (2009) How do Occupational Therapists in both local and a Social Services department perceive support in their role as practice educators? College of Occupational Therapy Conference at Brighton, June 2009.

Hebron C, Morris J, Cage M (2010) Student partnership. Managing group projects to best effect. Annual Learning and Teaching Conference, University of Brighton: 9th July 2010.

Hebron C, Morris J, Cage M (2010)Alumni’s experiences of group research projects. University of Brighton Learning and Teaching Conference, July 9th 2010.  Invited presentation.

Hebron C, Morris J, Cage M (2010) ‘Spurring you on’ – The values of group research projects. Teachers Symposium, IFOMPT, ECE Meeting 25th November 2010, Zaragoza, Spain.

Kuisma R (2010) Retos para a formacion de professionals de sauda na europa do seculo xxi; o caso de fisioterapia (Challenges for the education of health care professionals in Europe in the 21st century.) case of physiotherapy. Opening keynote speech at the event “Casa das campas; O final da historia at Na escola Universitaria de Fisioterapia of Vigo School of Physiotherapy, Ponteverda, March 2010.

Ryan, S-J & Wright, J (2010) The experience of postgraduate interprofessional learning within specialist rheumatology practice. EULAR conference, Italy, June 2010.

Ryan S-J & Wright J (2010) The experience of postgraduate interprofessional learning within specialist rheumatology practice. EULAR conference, Italy, June 2010. Abstract. In Ann Rheum Dis 2010; 69(Suppl3):745 .

Caladine L (2011) Physiotherapists’ perceptions and concepts of their role in patient education. World Congress Physical Therapy, Amsterdam, June 2011. Platform presentation.

Clarke C (2011) The influence of role-emerging placements on occupational therapy students once qualified. Paper presentation at the College of Occupational Therapists Annual Conference, Brighton, May 2011.

Morris, J (2011) Students' lived experience of formative assessment during practice education: an example from Physiotherapy. Pedagogic Research Conference Friday 4th February 2011 Falmer Campus. 

Morris, J (2011) The lived experiences of physiotherapy students – how do they engage in formative assessment during practice education? RR-PL-2099. World Congress of Physiotherapy 20-23 June 2011 Amsterdam, Holland.

Morris J, Ryan S-J, Wakefield R (2011) Bridging the gap between campus and practice? Strategies for managing the transition, University of Brighton Learning and Teaching Conference July 15th 2011 invited address. 

Morris J (2012) Platform Presentation. Physiotherapy Students’ Lived Experience of Formative Assessment during Practice Education. National Association of Educators in Practice Annual Conference Promoting Quality in Practice Education. University of Brighton March 2012.

Morris J (2012) Co – presenter at assessment workshop at Competence and Problem based Learning conference, Rovanemi University of Applied Sciences, April 12 and 13th 2012 Finland.

Petty N (2012) Developing expertise in musculoskeletal clinical decision making. Two day course, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia, April 2012.

Petty N (2012) Enhancing our knowledge of knowledge: what do we know and how can we know more? Workshop for Physiotherapy UK Annual Congress, Liverpool, October 2012.

Books, book chapter and booklet

Petty NJ (2010) Neuromusculoskeletal examination and assessment – a handbook for therapists, 3rd edn. Translated into Japanese. ISBN 978-4-263-21351-3 C3047 Y6800E 0 

Petty NJ editor (2011) Neuromusculoskeletal examination and assessment – a handbook for therapists, 4th edn. Edinburgh: Churchill Livingstone. ISBN 978-0-7020-2990-5 

Evidence – based educational practice

Articles

Kuisma RME (2009) The perceptions of 3rd year physiotherapy students about amputee rehabilitation. British Association of Chartered Physiotherapy in Amputee Rehabilitation (BACPAR) Journal, 31. pp. 12-18.

Morley M, Petty NJ (2010) Professional doctorate: combining professional practice with scholarly inquiry British Journal of Occupational Therapy, 73 (4). pp. 1-9. ISSN 0308-0226

Petty NJ, Scholes J, Ellis L (2010) Masters level study: learning transitions towards clinical expertise in physiotherapy. Physiotherapy, 97 (3). pp. 218-225. ISSN 0031-9406

Thomson OP, Petty NJ and Moore AP (2011) Clinical reasoning in osteopathy: more than just principles? International Journal of Osteopathic Medicine, 14 (2). pp. 71-76. ISSN 1746-0689

Petty NJ, Scholes J, Ellis L (2011) The impact of a musculoskeletal masters course: developing clinical expertise. Manual Therapy, 16 (6). pp. 590-595. ISSN 1356-689X 

Stew G (2011) Mindfulness training for occupational therapy students. British Journal of Occupational Therapy, 74 (6). pp. 269-276. ISSN 1477-6006 

Kyle H, Kuisma RME (2012) The experiences of overseas trained physiotherapists working in the United Kingdom National Health Services. Physiotherapy, 98 (3). ISSN 0031-9406

Stew G, Cross V, Petty N (2012) Professional doctorate level study: the experience of health professional practitioners in their first year. Work Based Learning e-Journal, 2 (2). ISSN 2044-7868 

Conference presentation and poster presentations

Green A, Petty NJ, Gosling S (2008) A rough guide to UK master’s physiotherapy education. 2nd European Congress on Physiotherapy Education: Life Long Learning, developing the profession, Stockholm. Recipient of £500 International Lecture Fund from Chartered Society of Physiotherapy, September 2008. Symposium.

Kuisma R (2009) ENPHE’s Vision of Physiotherapy Education in Europe. Invited keynote speaker. Continuing Education & practice on Physiotherapy Development.  1st Scientific International Congress of Society of Arab Faculties and Institutes of Physiotherapy Conference at Ras Sedr - Sinai – Egypt. December 2009.

Petty NJ (2009) Experience of Completing the Professional Doctorate Viva. Southern Universities Alliance for Doctoral Education (SUADE), University of Brighton, April 2009.

Sadlo G,  (2008) Integrating Occupational Science into Occupational Therapy Undergraduate Currclula. European Network of Occupational Therapists in Higher Education, February 2008 Berlin. Germany. Invited keynote address.

Sadlo G (2008) Integrating occupational science into an occupational therapy undergraduate curriculum. University of Southern California, Occupational Therapy Department, USA, February 2008.

Sadlo G (2008) Converting to a PBL curriculum. University of Southern California, Occupational Therapy Department, USA, February 2008. Keynote address.

Sadlo G, (2008) Constructs within Occupational Science: evaluation of their current utility. University of Southern California, Los Angeles, May 2008. Invited keynote address.

Sadlo G, (2008) Problem-based Learning in Occupational Therapy Education. University of Southern California, Los Angeles, May 2008. Invited keynote address. 

Petty NJ (2009) Professional Doctorate Study: The Impact on Healthcare Practitioners. International Conference on Professional Doctorates (ICPD), London, November 2009.

Kuisma R (2010) Preregistration masters course: Is that the answer to quality physiotherapy education? European Network of Physiotherapy in Higher Education Conference Poster Presentation. Riga, Latvia, 25-26 March 2010.

Kerry R, Petty NJ (invited), Saranga J (2010) Postgraduate learning in physiotherapy. Chartered Society of Physiotherapy Congress, Liverpool; symposium, October 2009.

Sadlo G (2010) Occupational Science: integrating basic sciences within an occupational therapy curriculum. College of Occupational Therapists Annual Conference, Brighton Centre, June 23.

Sadlo G (2010) Problem-based learning for contemporary occupational therapy education University Krakow, Poland, October 2010. Invited keynote address.

Stew G (2010)The impact of Professional Doctorate study on practice. SUADE Conference. Bournemouth University. June 2010.

Kuisma R (2011) Physiotherapy education in Europe: new skills for new jobs in the new Europe. International Congress of Physical Therapy. November 2011, Seville Spain. Invited speaker. 

Physiotherapy students. World Conference of Physical Therapy, Amsterdam, June 2011. Poster.

Fallen, C & Ryan, S-J (2011)The type of stressors that 3rd year BSc (Hons) physiotherapy students experience on clinical placement in the UK. World Conference of Physical Therapy, Amsterdam, June 2011. Poster.

Sadlo G (2011) The Neuroscience of problem-based Learning. Keynote: Annual Conference of Czech Association of Occupational Therapists, Prague, June 2011.

Sadlo G (2011) Postgraduate experience in Europe – The European Masters Programme. Occupational Therapists Annual Conference Brighton, June 2011

Sadlo G (2011) Learning through Problems: some perspectives of Neuroscience. 3rd International Research Symposium on PBL.  Proceedings eBook, November 2011.

Petty NJ, Scholes J, Ellis L (2012) Clinically focused masters study: moving towards clinical expertise. Poster presentation, National Association of Educators in Practice Conference, Eastbourne, March 2012

Petty NJ, Morley M (2012) Developing an observed practice programme for therapists: an action research study. Poster presentation, National Association of Educators in Practice Conference, Eastbourne, March 2012.

Petty N (2012) How to transfer learning experience into Physical Therapy Practice, an evidence based approach. Evening lecture, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia, April 2012.

Petty N (2012) The Professional Doctorate at University of Brighton. Zurich University of Applied Sciences (ZUAS), July 2012.

Sadlo G (2012) Occupational Science as the Foundation of an Occupational Therapy Curriculum. COT Annual Conference Glasgow UK, June 2012.

Sadlo G (2012) Neuroscience perspectives of Problem-based Learning. National Higher Education Conference, Trinity College, Dublin, June 2012.

Sadlo G (2012) Innovation in higher education, Occupational Therapy Educators Conference. Nanjing China, August 2012.

Szekely T, (2012) Occupational therapy students push professional placement boundaries. Teaching and learning conference – University of Brighton, July 2012.

Book

Cross, V., Moore, A.P., Morris, J., Caladine, L., Hilton, R. and Bristow, H. (2006) The practice based educator - a reflective tool for CPD and accreditation Wiley and sons, UK. ISBN 1-86156-422-8

Book chapters and booklets

Martin M, Wheatley S E (2008) The developing student practitioner In: Creek, J., ed. The context of occupational therapy. Churchill Livingstone, Edinburgh, UK, pp. 237-247. ISBN 0443064474

Sadlo G (2011) Student wellbeing from an occupational science perspective. in Morris C (ed) Student Wellbeing: new approaches. University of Brighton, Centre of Learning and Teaching.

Stew G (2010) Enhancing the Doctoral Advanced Practice Role with Reflective Practice. Chapter 20 (pp. 393-402). In H. M. Dreher & M. E. Smith Glasgow's Role Development for Doctoral Advanced Nursing Practice. New York:

Springer Publishers. ISBN-13: 978-0826105561

Peer-reviewed papers

CALADINE, LYNNE (2013) Physiotherapists construction of their role in patient education International Journal of Practice-based Learning in Health and Social Care, 1 (1). pp. 37-49. ISSN 2051-6223

CROSS, VINETTE (2013) Practice educators in an uncertain world: still too much to ask? International Journal of Practice-based Learning in Health and Social Care, 1 (1). pp. 29-36. ISSN 2051-6223

Sources/links

National Association of Educators in Practitioners (NAEP)

Association of National Teaching Fellows

Higher Education Authority (HEA)

Institute of Education

Collaborations

Practice Educators Hublet

Funding

Health Education Authority, Professor Gaynor Sadlo, Mar 2013,  £28,248

Awards, recognition, impact

Conference presentations

Caladine L (2011) Physiotherapists’ perceptions and concepts of their role in patient education. World Congress Physical Therapy, Amsterdam, June 2011. Platform presentation 

Morris J (2008) Professional development for educators: What path should I take? Chartered Society of Physiotherapy Congress. October 17th 2008. Invited presentation.

Morris, J (2008) What path should I take? Presentation at Chartered Society of Physiotherapy Congress in Manchester October 2008. Professional Development for 21st Century Educators.

Morris, J (2011) Students’ lived experience of formative assessment during practice education: an example from Physiotherapy. Pedagogic Research Conference Friday 4th February 2011 Falmer Campus.

Morris, J (2011) The lived experiences of physiotherapy students – how do they engage in formative assessment during practice education? RR-PL-2099. World Congress of Physiotherapy 20-23 June 2011 Amsterdam, Holland.

Morris J, Ryan S-J, Wakefield R (2011) Bridging the gap between campus and practice? Strategies for managing the transition, University of Brighton Learning and Teaching Conference July 15th 2011 invited address.

Morris J (2012) Platform Presentation. Physiotherapy Students’ Lived Experience of Formative Assessment during Practice Education. National Association of Educators in Practice Annual

Other

Excellence in Facilitating and Empowering Learning Award, University of Brighton (2010) Fiddler H

Grant Review: CSP research grants Fiddler H

Vice-Chair Committee for Educational and Approval Hebron H

Member: Higher Education Authority Jenkins V

Grant Reviewer: National Teaching Fellowship grant (HEA) Kuisma R, Morris J

Reviewer for Scientific Conference: Hong Kong Poly University First International Conference on Learning Assessment, Hong Kong, Kusima R

Review for UK Occupational Therapy Research Foundation Clarke C

British Educational Research Society Cross V

Honorary Research Fellow, Birmingham and Midland Eye Centre, Sandwell and West Birmingham NHS Trust, Birmingham UK (2001-2009)  Cross V

Journal Referring: Assessment and Evaluation in Higher Education Cross V