issue 4 2010

at Coventry University

Inside
Book releases,
conference
updates and new
health courses

Practice
makes
perfect
How Senior
Lecturer Nina
Godson is helping
to bring clinical
skills to life in
the classroom

Service Doctorate
improvement study benefits
How a course is Study that
helping improve rewards health
processes professionals
see p3 see p12

Welcome
I hope you all managed to
take some time out over
Christmas to enjoy the
festivities and are now
looking forward to an
exciting 2010.
In our January issue of Health
at Coventry University we have
lots to tell you about.
Last year we were really
pleased to win funding for three projects to
enhance recruitment to health programmes, and to
encourage retention of students on those courses.
Details of these projects and the innovative methods
they used are outlined in the feature on pages 8–11.
We are already experiencing a positive impact
from those projects. Recruitment to Occupational
Therapy is the most buoyant it has been for many
years, and the number of nursing students that
leave courses early has significantly decreased in
comparison to previous years. We are now using the
lessons learned from these projects to design new
campaigns for other courses.
Progress in our professional careers can be
improved by the educational journey we take and
the new skills we adopt. In this issue, Liz Hughes,
Reader at Coventry University and Stephanie
Beasley, Acting Assistant Director of Nursing
at George Eliot Hospital, discuss how pursuing
additional qualifications has enhanced their careers.
Also in this issue, Dr. Helen Liebling-Kalifani talks
about her important work with survivors of conflict
and torture in northern Uganda and Liberia. Her
article demonstrates how evidence-based research
can make a significant impact on the prevention of
violence and strategies for helping the victims.
I hope Health at Coventry gives you a rich
perspective on the work Coventry University and its
partners are involved with in the health arena. I am
sure that you will continue to enjoy the magazine as
much as I do, and as ever, please do contact us if
you’re interested in more information on any of the
articles, or if you would like to make a contribution
to a future edition.
We look forward to hearing from you.
Dr Andy Bridges
PhD CPsychol CSci AFBPsS
Associate Dean Faculty of Health & Life Sciences
2 Health Issue 4 2010
health news
Service
improvement
What’s inside
A course has helped
Acting Assistant Director
3 Service Improvement
of Nursing, Stephanie
Acting Assistant Director of Nursing Stephanie Beasley, make changes
Beasley has learnt new ways of thinking
at George Eliot Hospital
N
4 Health News
The latest developments in health at Coventry ew processes are already
underway at George Eliot
6 Survival Hospital in Nuneaton since
Sharing important research into war-torture
survivors in northern Uganda and Liberia Stephanie Beasley started
a Postgraduate Certificate
8 Let’s Stick Together in Service Improvement in
Health and Social Care.
Three funded campaigns are keeping more students
in the Faculty of Health and Life Sciences A simple measure such as delivering
Course content
The Service Improvement in
social care assessment forms by
12 Studying for a doctorate hand to social services instead of
Health and Social Care PgCert course
emphasises the development of analytical
The benefits and rewards of studying for a PhD
faxing them over has cut down the skills. It does this through knowledge of
13 Military Aid patient discharge process by 24 leadership, change and the application of theories
Finishing a degree while saving lives in Afghanistan hours. Stephanie attributes ideas that enhance service provision to give health and
like these to the course, which social care professionals the skills required to improve
14 Practice Makes Perfect she says has taught her to think practice within user-centred care. The three modules
that make up the programme are set in an inter-
Stephanie found support.
Senior Lecturer Nina Godson explains why differently. “It’s hard work but the tutors
professional environment.
simulation in the classroom is important “I knew there was a gap in my understand your circumstances. I had
The course is composed of three
learning needs around using data, to be at the University one day a week
16 Noticeboard systems and processes and being
20-credit modules:
Analysis, Tools and Techniques for and then the rest of study time was
The latest seminars and events you can attend able to look at things methodically. evening and weekends,” said Stephanie
Improved Efficiency
The course has helped me to think Leadership and Change for Service who picked Coventry because of its
more logically. When I came up with Improvement reputation. “The course was taught in a
an idea previously, I’d just get on with Service Improvement in language I understood. It’s more about
CONTACT US Website: www.coventry. Practice
it, now I use a step by step process what you do in practice so you can relate
If you would like to find ac.uk/health
looking at all the possible barriers,” said to it easier. Just writing an academic
out more about any of
the articles featured Credits: Stephanie who moved to George Eliot of investigating an issue by using a fish paper doesn’t hit the right note with me.”
in this issue or about Managing Editor: Gail nine years ago from Leicester where she bone diagram. I have since used it to Stephanie has aspirations to be a
applied research or Williams was a Sister in Cardiothoracic Intensive look into an incident and it has helped substantive Deputy Director of Nursing in
to subscribe to future Edited & designed Care and an Extracorporeal Membrane identify what the causes were and the future and hopes this qualification will
issues of Health, please by: Elliott House Oxygenation (ECMO) specialist. what we can do to put something in help her to achieve her goal. “I can put
contact: Gail Williams, Communications Stephanie is a Matron for Critical place to stop it from happening again,” patient safety and service improvement
Marketing Admissions Printed by: Emmersons Care but is currently on secondment explained Stephanie, who is also using on my CV now and I think it will help with
and Recruitment Manager, as Acting Assistant Director of Nursing. the mapping process to look at ways of my future career progression – it’s what
Faculty of Health and Life This publication is
Keen to make improvements at ward improving services for bereaved families. employers are looking for,” she said.
Sciences. available in other formats
level, Stephanie took the course so she “It is very clear and concise and brings
on request. Please
could identify her needs from a service out the key elements. It’s something I For more information about the
Telephone: contact Marketing and
+ 44 (0) 24 7679 5983 Communications on improvement perspective around patient wouldn’t have used before.” course contact the University on
Email: gail.williams@ +44 (0) 24 7688 8352 safety and using systems and processes. Juggling a high-pressure job, a family +44 (0) 24 7679 5959 or email your request
coventry.ac.uk “In the first module I picked up a way and her studies was not easy but to hlsgen@coventry.ac.uk
Issue 4 2010 Health 3
health news
Develop skills
in assistive
technology
Plans are underway for a new
Foundation Degree aimed at
developing the knowledge and
skills health professionals need to
use assistive technology.
The new degree aims to be
fully approved in time to welcome
its first cohort of students by
September 2010.
The course is aimed at health
and social care, independent and
third sector support workers and
has been developed with the Health
Design and Technology Institute.
Foundation Degrees are
qualifications designed with
employers, and combine academic
study with workplace learning to
equip people with the relevant
knowledge, understanding and
skills to improve performance and
productivity.
The Faculty wants to engage
with employers to develop the
new degree so its content and
delivery methods meet workforce
demands.
In line with other Foundation
Degrees, entry requirements are
five GCSEs of grades A-C and
80 points at A2, BTEC, Access
to HE or NVQ3, with appropriate
experience. Students must also
have access to an appropriate
computer and software for the
online elements of the course.
The cost is approximately £370
per module or £2,200 per year
and the course can be taken
over a minimum of two years and
a maximum of four years. This
enables students to take fewer
modules per year and study at
a slower pace if they need to
balance study with work and
family life commitments.
For further information:
Contact Dr Gillian Ward,
Principal Lecturer in Assistive
Technology, Department of
Occupational Therapy on + 44 (0) 24
7688 8941 or +44 (0) 24 7615 8012
4 Health Issue 4 2010
New book for
cardiothoracic care
A new interprofessional book
about cardiothoracic care is the first
of its kind to be structured around the
healthcare journey of a patient and
has been edited by one of Coventry
University’s senior lecturers.
Kerry Cook, Course Director for the
University’s Postgraduate Certificate
in Congenital Cardiothoracic Care
and Senior Lecturer in the Children &
Young People’s Nursing Team, and
Helen Langton, Professor and Dean of
the Faculty of Education, Health and
Sciences at the University of Derby,
edited the book Cardiothoracic Care
for Children and Young People. A
Multidisciplinary Approach.
Aimed at healthcare professionals
working with children and young
people with congenital heart
disease, the book is also suitable for
professionals studying
for a Postgraduate
Certificate in Congenital
Cardiothoracic Care at
the University.
The book considers
all aspects of care
from the point of
diagnosis (this could
be at any stage such
as antenatal, neonatal
or much later) until the
patient is transferred
into adult services or
unfortunately, in some
Get online for latest Health tweets
Health professionals can now
keep track of the Health and Life
Science Faculty’s activities by
following updates on Twitter.
The popular social networking
tool lets users keep in touch with
people by exchanging simple and
frequent updates or ‘tweets’ about
what they are doing.
“Both macro and
micro aspects of
healthcare are
considered”
cases, reaches the end of their life.
Chapters are written by experts from
a variety of professional organisations
with supporting evidence.
“Both macro and micro aspects of
healthcare are considered,” explained
Kerry. “This gives the reader the bigger
picture outside of the role of each
professional group and the care that
the child or young person receives in
the healthcare setting or at home.”
Chapters in the publication, which
is available from Wiley-
Blackwell, include:
An overview of new
ways of working for
the 21st century;
Presentation and
diagnosis; Treatment
options/management;
Impact of heart disease
on young people and
their families; What
are communication
skills?; Transition to
adult services and The
information jigsaw.
It’s a free service and anyone
can sign up to become a ‘follower’
of the Faculty’s Twitter profile at
twitter.com/CovHLS.
Followers can find out about
open days, new courses,
conference and exhibitions and
updates can be sent to their
computer or mobile phone.
health news
96%
Student survey returns
satisfying results
Staff and students in the Department
of Physiotherapy and Dietetics are
celebrating after great results in the
Science students, 90% of Psychology
students and 85% of Occupational
Therapy students reported overall
overall satisfaction for
Physiotherapy students
95%
National Student Satisfaction Survey. satisfaction with their course. The
The survey conducted every year
with final year students found that 96%
satisfaction score for the Faculty as a
whole was 88%, up from 85% in 2008.
of students were satisfied with the
overall quality of their course.
Associate Dean Andy Bridges
said: “These scores are fantastic and
This success was echoed across
the Faculty of Health and Life Sciences
represent all the hard work the team
has put into developing our courses
satisfaction with
Physiotherapy course
where 92% of Biomolecular and Sport and ultimately our students.”
Lecture download
Balancing work and studies is easier now that students can watch recorded
lectures at a time to suit them in their homes or on the move
If you would like to know
Capturing lectures for students to lectures in this format has proven to
more about lecture
watch online or through mobile devices be essential for Paramedics who are
is proving popular and the University is constantly on the move. capture contact Imran Ali on
i.ali@coventry.ac.uk
researching its benefits. The Department of Nursing, Midwifery
The two-year project, funded by the and Healthcare has also successfully
Joint Information Systems Committee introduced new technology to support
(JISC), concludes in March 2010 and teaching and learning. Working with
investigates the ways students access local hospitals, the Department is
captured material and how they use it to distributing teaching materials on
enhance their learning. specific skills, such as hand washing,
Image courtesy of Apple
A number of departments across to students on placement through an
the Faculty of Health and Life Sciences iPod Touch. The devices have received
are using automated lecture capture to positive feedback so far and there are
support campus-based and distance plans to use these approaches in other
online learners. Providing media-rich academic areas.
captured lecture material can
have many benefits, including
improved student retention,
enhanced student satisfaction
and improved services to
international students.
Many of the Faculty’s
courses are delivered online
to distance learners – for
example, the new Foundation
Degree in Paramedic Studies,
in which lectures are provided
as downloadable podcasts
and videos. The flexibility
and accessibility of providing
Issue 4 2010 Health 5
Feature
Survival
After winning an award for an Outstanding
Research Presentation on sexual violence,
Lecturer-Practitioner in Clinical Psychology
Dr Helen Liebling-Kalifani reveals why her
research into war-torture survivors in northern
Uganda and Liberia is so important
T
he consequences of violence
and torture perpetrated
during war has devastating
effects long after the conflict
has ended.
The psychological and
physical damage of sexual violence, in
particular, is proven to have a detrimental
impact not just on the lives of women
survivors but also on whole communities.
Research with war torture survivors
in northern Uganda and Liberia was
recently carried out in conjunction with
Isis-Women’s International Cross Cultural
Exchange, an international women’s
organisation based in Kampala, Uganda,
and the findings revealed the true extent of
the damage caused.
I recently presented a paper, which was
co-authored by Isis-WICCE’s Director
Ruth Ojiambo-Ochieng and Information
Co-Ordinator Juliet Were-Oguttu, that was
based on these research findings at the
Sexual Violence Research Initiative (SVRI)
Forum Conference in Johannesburg in July
2009. The SVRI Forum is a global research
initiative that promotes research in the area
of sexual violence.
Sexual violence is a profound human
rights violation and the Forum believes it is
an epidemic fuelled by gender inequality
and remains one of the least researched
and understood forms of gender-based
violence. It also believes prevention efforts
and service provision must be informed
by high-quality research and promotes
innovation in research, sharing and
6 Health Issue 4 2010
networking on sexual violence.
The Initiative, which started in 1997,
is focused on building an experienced
and committed network of researchers,
policy-makers, activists and donors who
ensure ethically sound, policy-relevant and
rigorous research on sexual violence.
The paper I presented with Isis-WICCE,
called Women War Survivors of the
1989-2003 Conflict in Libera: The Health
Consequences of Sexual Torture, was
given during a plenary session on Sexual
Violence in Conflict and Emergency
Settings. The paper highlighted the
research findings in Liberia and revealed
how the traumatic experiences had
affected just over 69% of respondents’
ability to work and 42% of them had
psychological distress scores suggestive
of a mental disorder. At least 12% had
alcoholism problems and 14.5% had
attempted suicide. Women also reported
overwhelming reproductive health effects.
Dr Claudia Garcia-Moreno from the
World Health Organisation (WHO) chaired
the session, and the presentation was
awarded first prize for its content.
“Traumatic experiences had
affected just over 69% of
respondents’ ability to work and
42% of them had psychological
distress scores suggestive of a
mental disorder.”
Drum: Preparing for cultural evening
of music and dance at the training
workshop to support war survivors
Other plenary sessions were held on
issues such as primary prevention and
responding to sexual violence, and pre-
conference workshops addressed issues
such as demystifying research data for
advocacy purposes and the challenges in
measuring violence against women.
Alongside the WHO, I also led a focus
group discussion on the priorities for future
research into sexual violence. Delegates
recommended researching the barriers
to delivering quality services to poor
communities and clarifying the feasibility of
introducing mental health services in poor
countries. It was also recommended that in
conflict and crisis settings, more research
be done on understanding rape and sexual
violence in different contexts and settings;
engaging communities in prevention and
Food: Mayor of Maryland County
gives food to The Minister of Gender
and participants in the opening
ceremony of the training workshop
Celebrate: Getting ready for the cultural
evening of music and dance
responses particularly with fear, stigma and
rejection; clarifying the role of economic
empowerment; integration of mental health
responses into sexual and reproductive
health; legal services for war survivors and
more research into men and child survivors
of sexual violence and perpetrators of
sexual violence in conflict settings.
The ethics of conducting research
when safety cannot be guaranteed
were also discussed along with gender
equity; poverty reduction strategies; multi-
sectoral engagement; understanding of
perpetrators; motivation and underlying
factors and support for researchers and
Winners: (l-r)
Helen with Dr
Claudia Garcia-
Moreno from WHO
and the runner
up, Professor
Kanchan Mathur,
Institute of
Development
Studies in India
managing the potential for burn out.
The support of the SVRI Forum and
Liberian stakeholders including the Ministry
of Gender and Development, WIPNET
(Women in Peace Building Network),
WANEP (West African Network for
Peace Building), have all helped to give
recognition to the important research
intervention work in Liberia. Thanks also
for the finanical support from the British
Academy and the Faculty of Health and
Life Sciences, particularly Guy Daly and
Dr Eve Knight, Clinical Psychology, that
enabled me to present at the conference.
Based on the recommendations made
at the conference, a strategy for further
applied research can now continue with
Professor Bruce Baker, Director, African
Studies Centre, the Social Inclusion in
Social Care Research Centre, the SVRI
Forum team, Isis-WICCE and WHO.
For further information visit http://
svriforum2009.svri.org and see the
conference report at http://svriforum2009.
svri.org/conferencereport.pdf or visit
www.isis.or.ug
Survive: Women war
survivors and below
Dr Jallah, Consultant
Gynaecologist, JFK
Hospital Monrovia,
teaching at the training
workshop.
Conference
discussions
The topics discussed at the
global conference are helping to
bring about change
Pre-conference workshops:
l Demystifying research data for
advocacy purposes
l Medico-legal responses to sexual
violence
l Challenges in measuring violence
against women
l Evaluation of programmes and
services from women’s perspectives
l South-South collaboration for
teaching writing for academic
publication on gender and sexuality
Plenary sessions:
l Primary prevention
l Responding to sexual violence
l Sexual violence in conflict and
emergency settings
l Sexual violence and HIV
Workshops:
l Mental health
l Youth and sexual violence in the
Africa region
l Sexual violence in global diversity I
and II
l Primary prevention
l Sexual and reproductive health rights
l Responses to sexual violence
l Child sexual abuse
l Sexual violence and HIV
l Sexual violence in Muslim societies
l Towards a comprehensive response
to SGBV in Southern South Africa
l Sexual violence in conflict
l Men as victims of sexual violence
Issue 4 2010 Health 7
Feature
Let’s stick
together
Attracting and keeping new students in the
Health and Life Sciences Faculty was the
aim of three fully funded Coventry campaigns
in 2009. Thanks to the successful projects,
students are reaping the rewards this year
Campaign 1 Hear my story
Funded by West Midlands Strategic Health Authority (SHA)
Aim To increase applications to Occupational Therapy,
and raise awareness of the profession, and the diversity of
students on health courses
A call went out across the Midlands in
April last year to interest more people in
becoming Occupational Therapists.
The innovative marketing campaign
used students to tell their stories about the
training they were receiving and to reveal
what it was like being an undergraduate
at Coventry University or a newly qualified
graduate in their first job.
A range of marketing tools were used
featuring the students, such as posters,
6 Health Issue2 2009
films, the internet and text messaging
and all were targeted at Birmingham and
the surrounding areas.
Buses, large format roadside posters,
rail posters and cinemas all carried the
Hear My Story messaging from a diverse
range of students.
Messages from the students
about the benefits of Occupational
Therapy featured large on the posters,
accompanied by the date for the Open
Day and contact details for getting more
information online or by sending a text.
One of the posters featured Rachel
– an Occupational Therapy student in
her fourth year of a part-time course.
When people visited the Hear My Story
web pages (a URL was set up for the
campaign – www.coventry.ac.uk/
hearmystory) they could watch Rachel’s
film to hear more about her experiences
or watch other student profiles.
Visits to the website were recorded
and there was an opportunity to request
a free USB stick containing the filmed
profiles, course information and an
invitation to the Open Day.
The campaign culminated in
attendance at the Open Day where
prospective students could meet the
stars of the Hear My Story films and talk
to them about their experiences.
Gail Williams, Marketing, Admissions
and Recruitment Manager, steered the
campaign and said: “All the students
who were profiled came to the Open
Day in campaign t-shirts and really
enjoyed taking part and meeting the
people who were interested in the
profession. They all received a goody
bag as a thank you, which included
a CD of their professional photo
shoot among other items.”
The campaign was a success.
Nearly 4,000 people viewed the
student films online via a range of
social networking sites and web
pages such as YouTube, which
helped to raise awareness of the
courses and the University.
Applications have increased
by 13.7% and more applicants
attended the Open Day than the
previous year.
For more information visit
www.coventry.ac.uk/hearmystory
Campaign 2 Addressing attrition
in Nursing and Midwifery
courses – a joint project with
Wolverhampton University
Funded by West Midlands Strategic
Health Authority (SHA)
Aim Develop a DVD for prospective nursing and
midwifery students to ensure they have realistic
expectations about the courses.
Choosing the wrong course or simply
not being prepared for the changes
needed to study on a nursing or
midwifery course are the main
reasons students drop out according
to research.
Local attrition data has also
revealed there are also three ‘hot
spots’ during the programme when
students will decide to leave. These
are during induction week, after the
first placement and at the end of the
first year due to academic failure.
Both institutions experienced the
same hot spots and exit interviews
from students leaving the courses
supported the evidence.
The key areas of concern were
highlighted as the wrong career
choice, financial difficulties,
loneliness (social, cultural and gender
loneliness), being away from home
and family, juggling child care and
course requirements and failing to
meet the academic standards.
To ensure potential and new
students have realistic expectations of
the nursing and midwifery courses and
the process of becoming a registered
nurse, lecturers and practitioners from
the two universities worked together to
produce an insightful DVD.
It aimed to prepare students for
the challenges of the courses and
the profession and to encourage self-
awareness. It also offered guidance and
support on the ways to be successful on
the courses.
Using audio and visual information
to inform potential students proved
more effective than just course tutors
discussing the challenges. The DVD
contains interviews with students,
advisors, teachers, mentors and practice
facilitators to help give a good overview
of what it is like to study and work in this
field.
The DVD is split into two parts, with
Part A focusing on the views of a diverse
range of students. The stories reveal
how students became successful
registrants and overcame problems,
fears and course issues during their
nursing and midwifery programme.
Part B shows the support on offer
from the Higher Education Institution to
guide students through surviving and
completing the courses successfully.
As well as being a very useful
marketing tool, the DVD will be
used during induction weeks
as a discussion point with new
students. It will also be available
to introduce the first clinical
practice placement experience to
manage expectations.
For more information contact
Sonia Godfrey, Associate
Head of Nursing, Midwifery and
Healthcare hsx180@coventry.ac.uk
Issue 4 2010 Health 9
Feature
Campaign 3
Improving attrition by promoting
emotional wellbeing in the
student population
Funded by West Midlands Strategic Health Authority (SHA)
Aim To improve attrition in those students who leave
undergraduate health programmes due to
psychological difficulties
Increasing numbers of students
who come to University have some
form of psychological and mental
health needs. Research by the National
Union of Students (NUS) in 2001
revealed that 61% of the total student
population suffered from depression
in the first year of their studies. These
statistics are supported by data, from
Universities UK in 2002, that states
between 147-178 students die each
year from suicide.
Thames Valley University, for
example, found 46% of male and 64%
of female students to be suffering from
symptoms that could be classified
as clinical anxiety with symptoms
indicative of clinical depression in 12%
and 25% respectively (Coxon, 2001).
Research indicates that this is not just
a local issue but one which spans the
United Kingdom (Office of National
Statistics, 2007).
It is well proven that a lack of
acknowledgment of emotional
difficulties contributes to the
persistence of this problem (Stanley
and Manthorpe, 2002, Stanley and
Mallon et al, 2007). However, it is
difficult to quantify the number of
students that leave courses as a result
of psychological problems and the
number that do not disclose a mental
10 Health Issue 4 2010
Mental
Health:
students
now
receive
wellbeing
materials
health problem as the reason for leaving.
The National Audit Report (Department
of Health, 2001) found that ‘Personal
Circumstances’ accounted for 27.8%
of the overall student attrition rate. The
figure may well be significantly higher
considering a further 22.2% of the
non-completers did not specify
why they left or the reason was
simply ‘not known’.
An audit of nursing courses at
Coventry University indicated that
46 leavers in the first year were
as a result of personal problems;
although this data does not indicate
explicit attrition due to psychological
difficulties it can be assumed that
this may be a significant factor. In
addition, figures from the mental
health advisor at the University
indicate that 410 appointments were
offered to students from the Faculty
of Health and Life Sciences (HLS) in
2008. If this is contextualized in the
overall student population of 4,800 in
HLS this indicates that approximately
10% of students experience mental
health issues. Based on the available
research regarding emotional difficulties
in the student population the University
wanted to pro-actively support
students’ emotional wellbeing and
address attrition.
The first step was to run a focus group
with students, University academics and
practice staff from Adult Nursing, Mental
Health Nursing and Occupational Therapy.
The focus groups informed the
development of an emotional wellbeing
toolkit (and associated
training package)
that practice and
academic staff
could use to deal
with students they
suspected of being
emotionally vulnerable.
The training was
successfully evaluated
by 61 students, and
academics and practice
staff, which informed
further development of
the training and emotional
wellbeing toolkit.
A steering group of academics
and clinical partners from the local
NHS Primary Care Trust and Local
Mental Health Trust and the voluntary
organisation MIND helped pull the
project together with the University. One
key member of the steering group was
an ex-student who had also used the
mental health services while studying
and could see the benefits of the
emotional wellbeing toolkit.
“At the time, the University did its best
to try and be supportive but without any
format or structure for supporting the
health and wellbeing of their students.
Upon reflection the extent of the damage
may have been reduced if, in my case,
“It should
provide them
with not only the
awareness of when
they require extra
support but also
remind them of the
support systems
around them”
not necessarily avoided,” said the
former service-user who believes the
introduction of a wellbeing checklist
for students will help them monitor
their own emotional and mental health
during the course. “It should provide
them with not only the awareness
of when they require extra support
but also remind them of the support
systems around them.”
The toolkit has now been fully
developed and the training package
has been delivered.
As a result of the project a mental
health and students’ policy has been
integrated into the University protocols.
During Freshers’ week all first year HLS
students now have an introductory talk
on the support the University offers
for their emotional wellbeing and they
receive an emotional wellbeing toolkit.
The wellbeing checklist is now available
at key locations throughout the HLS
Faculty building. Students are also
informed about the emotional wellbeing
web page, which includes useful
resources for mental health needs.
The project continues to be
disseminated to NHS partners through
mentor conferences organised by the
University and it has also enhanced
closer partnerships with counselling
and mental health advisor services in
the University.
For more information contact Ray
Bell, Senior Lecturer in Mental
Health aa0414@coventry.ac.uk or
Associate Head of Department of Social
and Community Studies Diane Phimister
hsx252@coventry.ac.uk or Karen Archer
Senior Lecturer in Occupational Therapy
hsx504@coventry.ac.uk
Issue 4 2010 Health 11
profile
Reader in Primary Care Elizabeth
Hughes explains why allied health
professionals should seriously
consider studying for a doctorate
“Completing my doctorate
gave me an
incredible sense of
achievement”
S
tudying for a PhD was
the last thing I considered
when I was working as
a Mental Health Nurse. I
didn’t know anyone with
a PhD and certainly knew
very little about what was involved. It
was only after I moved into a teaching
and research post at the Institute of
Psychiatry at Kings College, London
that I found out more. All my colleagues
either had a PhD or were in the process
of studying for one.
I was encouraged to register for a
PhD and I chose a research project
that would be part of my day job, which
made things much easier to manage.
Doing a part-time PhD is not easy
when you have to work full-time as
well. Luckily I worked in a culture that
supported PhD students, and was
flexible about my work commitments.
I submitted my thesis in 2006 after five
years of part-time study.
Completing my PhD gave me the most
incredible sense of achievement. It is life
changing because it’s a case of: “if I can
do that, I can do anything!” It feels even
more special because it is not the norm
to have a PhD in the nursing profession.
12 Health Issue 4 2010
Research and academia are not
embedded in the culture of nursing and
allied health professionals, and therefore
many do not get involved.
It’s something that higher education
health profession teaching staff also find
difficult to do. Mixing research with the
practicalities of teaching is not easy, but
it gives you a deeper understanding of
your area of expertise, and transferable
academic and research skills that you
can share with colleagues and students.
Studying for a PhD is also good for
clinicians. A senior practitioner who has
developed as an independent researcher
is an asset to a clinical organisation. They
can develop research on real clinical
situations, supervise and encourage
others, promote the organisation at
external events such as conferences,
and write for publications.
Research or PhD study can be done
on a part-time basis or by a taught
doctorate programme at the University.
Choose a topic that is focused on an
aspect of your current role and area of
interest. Adopting creative and innovative
ways of working will help you manage
your commitments as well as develop
your research career.
Military Aid
Supporting troops
on the frontline in
Afghanistan while
studying for a degree
has given one graduate
the experience of his life
A
ndrew Dobson likes a
challenge. And they don’t get
much bigger than completing
your final year assignment
while working in a field
hospital in Afghanistan.
The courageous Emergency Care
Practitioner retrained as a nurse back in
2000 after a career in the Royal Navy as young infantry soldier who remembers
a Seaman Officer but his passion for the “It’s a real privilege to put a tourniquet on a wounded
armed forces remained. to care for these colleague. These basics are keeping
Andrew joined the Territorial Army, where
soldiers. My biggest soldiers alive long enough so that when
he is a captain, to ensure he would be able they get to us we can do a far more
to use his nursing skills to support a war achievement in life advanced resuscitation technique,
How to get more h effort when the opportunity arose.
so far has been including damage control surgery.”
involved in researc “I’ve always been interested in the
acute emergency aspects of nursing and serving as a nurse in
Andrew is using new skills he picked
up in Afghanistan back in his role with
ed from clinica l
Clinicians can be sec ond
practice to del ive r tea chi ng to ena ble
the challenges of emergency care,” said
Andrew who studied at York University,
Afghanistan” the WMAS. “It’s good to be able to go
out on a 999 call and treat someone
to do res ear ch. This gives a
academic staff is als o gre at before moving to the Midlands to work starting to overheat!” with a happy outcome,” said Andrew,
y and
cou rse clinica l cre dibilit for the West Midlands Ambulance Despite the conditions, Andrew who would deploy again despite the
for clin icia ns.
experience Service (WMAS) and to continue his completed his degree, with support from dangers. In the meantime he plans
n and support from
Get goo d PhD superv isio training at Coventry University. the University, and even achieved an 80% to do a Masters in Advanced Clinical
you r org anisat ion . His first deployment to Afghanistan mark. Andrew believes being in Helmand Practice and continue to develop as a
of self-dire cte d was in March 2007 on Operation Province spurred on his studies. Nurse Clinician.
Consider increased use
tec hno log y available Herrick. Undeterred he returned in “Doing something like that gives you “The young men and women on
lea rni ng, usi ng the
onl lea rni ng
ine 2009, only this time he was in the final
(such as Mo odle – an the impetus to do the academic work to the ground and the frontline are the
ord er to fre e up tut or time. stages of his BSc in Professional Practice develop yourself. It’s just as important as real heroes, and it’s a real honour and
platform) in
-te aching time. in Emergency Care. Military action had the clinical experience because without privilege to care for these soldiers. My
Ma ke goo d use of non also intensified in the country and he was the academic background you can’t biggest achievement in life so far has
oad and ens ure
Re-priort ise you r workl deployed during the high profile elections develop as an individual. You need both been serving as a nurse in Afghanistan.
not spe ndi ng hou rs eng age d
that you are and operation Panther’s Claw. assets,” said Andrew who had to deal I’m not a sports man or an Olympian –
tas ks tha t could be
in adminis trative “I had to finish my final 3,500-word with a high percentage of trauma injuries I’m a nurse. But for nursing it doesn’t
delega ted . research essay. I would come off a 12- caused by blasts, shrapnel and burns. get any more important than this.”
hour night shift and do 10 hours worth “We were seeing some of the worst
of academic work. Most of the time injuries that people have seen in many
I worked in the camp’s coffee shop,” years within the military. It was very Andrew worked in 212 Field Hospital
If you are interested in applied and they are currently recruiting all
research or studying for a PhD,
explained Andrew. “The only plug socket harrowing some days.”
health professionals, especially in the
contact Reader in Nursing Sandy Herron I could find was next to the games New techniques employed by the trauma field. Anyone interested should
Marx (aa7844@coventry.ac.uk) machine. I had my iPod on to try and military out on the frontline and also contact recruiting officer Captain Mike
or Elizabeth Hughes (aa7066@coventry. ignore the stream of people coming in by the nursing staff in the hospital are Rutkowski on 01904 668228 or
ac.uk) or call +44 (0) 24 7688 7688 for and out, which is very distracting in 40 helping to save more lives. 07771 958311 or email: 212hosp-roso@
further information degrees of heat when your laptop is “It’s a team effort and it starts with that mod.uk for an informal chat.
Issue 4 2010 Health 13

Bringing the hospital
to life in the classroom
is important to Nina
Godson, and in her
role as Senior Lecturer
in Clinical Skills she is
contributing to some of
the ground-breaking ideas
that are making waves
around the world
Practice
perfect
makes
14 Health Issue 4 2010
Q Why change from nursing to
A
teaching clinical skills?
I finished my training in 1994
and worked as a Senior Nurse at
Walsgrave before moving to Coventry
University nine years ago to be a Clinical
Skills tutor and later became a Senior
Lecturer. I felt I needed a challenge and
being in academia is exactly that. Being
with the students is really rewarding
because you teach them from scratch
and see them develop. I like hands-on
work because I’m a practical person – in
the holidays I still try to do the odd shift
because I have to be clinically credible.
I’ve also done a Masters in Clinical
Education and just started a PhD.
I lead a team of nurse managers and
senior nurses from different specialities
in clinical practice who are seconded
to me. Working with these practitioners
keeps everything up to date and new
ideas coming in.
Q How have things improved in
clinical skills at the University?
A I started just when the University
was investing a huge amount of
resources into developing a suite of
clinical skills labs. I worked with the team
and coordinated with clinical groups to
ensure the labs had the right equipment.
Students always want more skills and
simulation is a safe rehearsal before
they come into contact with a patient.
We were recently one of the pilot sites
for the Nursing and Midwifery Council’s
investigation into simulation. The findings
indicated that students learnt well in
simulated environments and now all
student nurses have up to 300 hours of
simulated practice.
Future developments are online clinical
scenarios, which enable students to be
able to view them in their own time. We
are also looking at loaning out equipment
so that students can practise certain
skills at home, with online aids.
Q How are you helping to promote
professional clinical practice?
A All our practice is based on
current innovations. Skills are very
important in professional practice and
we encourage people already working in
“We work hard to give students
the best support we can. The
attitude you show towards
students is very important”
clinical practice to come in and develop
their skills further.
We also invite schools to experience
a patient pathway. One of the pupils
pretends to be a patient and the other
schoolchildren practise doing a peak
flow and measuring blood pressure.
These 14-year-olds absolutely love it!
On our open days we also involve the
current students in talking to prospective
students. Feedback has shown people
really value this opportunity. Not many
universities do that.
Q What approach do you take
when teaching students?
A As a Faculty, we all work hard to
give students the best experience
and support we can. Personally, I take
my time, I listen to students, I repeat
skills if they are nervous. I cater for all
levels of confidence and will find extra
support for weaker students and put on
extra sessions for them.
It was the way I was taught, I was the
last of the traditional students in 1991
profile
and I had a very good role model, Carol
Gillespie – she was fantastic to watch
and I found because she was so kind
and supportive, it made me want to do
my skills and listen and carry them out.
The attitude you show towards students
is very important. You want to nurture
them because you want them to go from
a novice to an expert.
Q What ideas are you currently
helping the Faculty to develop?
A The Faculty recently became one
of the first universities in the UK to
secure a real ambulance for students to
use as part of their studies. It is a great
addition to the teaching facilities, as it
will improve the skills of students from a
range of different professions.
We have also created a mock theatre,
including state of the art scrub sinks and
a theatre light, which a charity donated.
More money is being invested
into developing a mock ward as we
want to simulate a complete patient
pathway that will involve a multitude
of professions. From the paramedics
treating a patient in the ambulance to
the nurses administering care on the
ward. Practice makes perfect – that’s
our philosophy.
We are raising money for a METI
man at the moment,which breathes,
talks, blinks and so on – he’s the next
generation of simulation man. We
are also developing the use of mobile
devices for students to use as extra
support when they go out into practice.
We are an innovative team, which is
great as I’m full of ideas. I wake up in
the middle of the night thinking, “I must
Photos by Graham Harwood
do this!” This role has given me the
opportunity to bring my ideas to life.
For further information about
developing your clinical skills, visit
www.coventry.ac.uk/HLS or contact
hlsgen@coventry.ac.uk
Issue 4 2010 Health 15
 Influence th
Therapists e Occupational
of the futur
Get involve
d in the
e
process of interview a
n
shape the prospective studentsd recruitment
future of yo
ur professioand help
e
n.
agazin
d H e alth m vious
e
an rea gh pr e Thanks to fe
you c look throu . If you hav edback from
Now a n d atio n s o f recruitment Practice Ed
– c ie ucators aski
online of the publi n your cop panel. Partic
process, the
University is ng to be mor
s o able to offer e involved in
issue issing out w at: e ipants will ge YOU a plac the
m o agazin work and m t to observe e on the inte
been catch up n k/healthm needed but
ake recomm
en da
a group activ
ity, revi rv iew
h, .u tions to the ew applican
Healt oventry.ac you will need admissions ts’ written
with to be able to team. No pr
www.c o date ur give three ho eparation is
k ee p up t rsity via o Why you sh urs of your tim
e.
also Unive a t ould get in
an y s volved?
You c at Coventr following u • Excellent op
portunity for
h t
Healt page. Star ovHLS a variety of
KSF Core an
Continuing
Professiona
r /C l Developmen
Twitte witter.com Capacity &
Capability, an
d General D
imensions: Le t relevant to
tp :// t d Public Rel arning & Dev
ht ations and M elopment;
• Great addi ar ke ting
tion to your
developing CV, showing
the professi partnership
on working and
• Receive a a commitmen
certificate an t to
d

career
demonstrate reflection sh
learning from eet for your

Develop your
this role. professional
• Maintain in portfolio to
volvement w
(as long you ith the profes
are still regist sion, even if
ered with th you are taki
e HPC) ng a career
For more in break
formation
otadmissio co nt act Carolyn
the workplace. ns.hls@cove Hay, Admis
may already be benefiting you in ntry.ac.uk
or call +44 sions Tuto
r, email
Your training reer further? (0) 24 7688
y enhance your ca Details of 7813
Why not let Coventr Saturdays)
dates and
times (mos
tly Wednesd
our part-time will be prov ays and
Come to one of details. Plea ided with a
request for
uate open days se note, w
e w contact
and postgrad statement
identifying
ill also require
a 200-word
your reason
to find out more. become in
volved in th
e interview
s for wanting
to
(10am-2pm) process.
Sat 6 March 2010
(10am-2pm)
Sat 19 June 2010
tion and to
For further informa
em ail: gr ad opendays.
register,
.uk , visit
uni@coventry.ac
ve ntry.ac .uk /
www.co
stg ra duate or ca ll Printed
po Horne on Revive 75
14
+44 (0) 24 7688 86 e to find out m
ore about G
75% re roup, which
c c
Matt fr
om the
If you would lik within this issue,
R
a mill th overed fibre ontains at le obert
a as
les for env at holds the nd is produc t
any of the artic ral enquiry about ironme ISO 14 e d at
gene pulp is ntal m 001 ce
if you have a cribe to b an
Eleme leached usin agement. T cate
rtifi
ch, or to subs contact:
applied resear alth, please
nta g
Chlorin l Chlorine F a combinati
he
of He
future issues
e Free re o
(TCF) m e (ECF) and n of
ethods Totally
missions .
Marketing Ad
Gail Williams, t Manager, Faculty of
en
and Recruitm
e Sciences
Health and Lif
5983
44 (0) 24 7679 .ac.uk
Telephone: + s@ co ventry
illiam
Email: gail.w c.uk/health
w.coventry.a
Website: ww