Publications

  1. & Breaking bad news:the need for a coping mechanism in paramedicine. International Paramedic Practice 7(1), 3-7.
  2. The Concept of Homeliness-in-Care in Nurse Emotional Labor in Pediatric and Community End-of-Life Settings.. Asia-Pacific Journal of Oncology Nursing 17(1)
  3. Emotion management in children’s palliative care nursing.. Indian Journal of Palliative Care. 14
  4. Maunder, E.Z. (2003): Community Children’s Nursing. The Need for Development.. Paediatric Nursing. 15(9), 20-22.
  5. The Challenge of Transitional care for Young people with Life limiting Illness.. British Journal of Nursing. 13(10), 594-596.

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Teaching

  • EYXM13 Advanced Practice with Children

    This module provides an opportunity for students to develop and demonstrate their ability to practice at an advanced level, and to integrate theoretical learning from this programme and elsewhere into their professional work with children and their environments. Students will need to have the support of an experienced professional colleague in selecting, planning and undertaking a suitable piece of work. It should be chosen and undertaken so as to show how theoretical perspectives studied on the course relate to a particular problem or situation encountered in the student¿s professional work. Students will be required to present evidence of their work in the form of a detailed written report together with any other appropriate material. This will need to be accompanied by a report from the colleague who advised them (who may or may not be their employer) providing an independent evaluation of the work done. Students will need to be aware of the need to preserve confidentiality. Students on this module will require enhanced DBS clearance.

  • EYXM17 Childhood Illness

    This module explores the impact of a range of common childhood illnesses on children aged 0 ¿ 11 years and their families. The module will cover acute and chronic illness as well as common infections. The role of the multi-disciplinary team in managing and supporting children and their families will also be examined. Issues for public health promotion will be considered.

  • SHC230 Professional Practice 2

    This module follows from the year 1 module in Professional Practice and further develops some topics as well as introducing others. The material is designed to provide support knowledge for the Healthcare Science student in their professional practice.

  • SHG209 Research and Critical Appraisal

    This module is designed to enable the student to critically analyse qualitative and quantitative research articles to enable them to identify the quality of the research evidence and their implications towards informing their future practice .

  • SHG3041 Fundamentals of Community Practice

    Following a community nursing review commissioned by the Welsh Assembly Government in 2006) it was recommended that a more flexible, modular framework for the development of community nursing be made available across Wales, hence the development of this All Wales module. The module will frontload the Specialist Practice Qualification (SPQ) in community nursing and can be used to AP(E)L against the SPQ. The module can also be delivered as a standalone module that will continue to be funded by WAG and will run for 15 weeks (theory and practice). A flexible approach will be used to deliver the module with some sessions being provided through blackboard. There are four themes incorporated in the module where each theme has a theoretical and clinical outcome. The themes are: Community as the Context of Care, Professional Role and Accountability, Clinical Practice in the community, The Family (sociological and psychological perspectives). Each student will be supported by a sign off mentor or Community Practice Teacher (CPT) in a practice setting that has undergone an educational audit. The CPT / sign-off mentor will assess the student¿s competency to practice.

  • SHG3108 Research and Critical Appraisal

    This module is aimed at enabling persons working within the health sector to gain knowledge of research and critical appraisal skills, including confidence as critical readers of health related research and literature and its application to practice. The module has been developed to meet the needs of practitioners who are expected to deliver evidence based practice. Health care practitioners have a duty to ensure that the care and services delivered are both efficient and effective. To fulfil this expectation, they need to develop a range of skills associated with evidence-based care. Firstly, they must be able to find the evidence. This involves accessing library resources and developing a range of IT skills to search the literature effectively. Secondly, once the evidence is located, they must be able to make sense of it and critically appraise it. Competence in these activities requires understanding of research methods and the critiquing process. The module also aims to improve and develop writing and referencing skills.

  • SHG387 Working with individuals who have a dementia-type illness and their carers

    This module aims to take a holistic approach to working with people who have dementia and their carers. The impact of dementia in terms of losses experienced by younger people who have dementia (under 65 years of age), older people who have dementia (aged over 65 years) and their families or carers will be explored. Assessment strategies, therapeutic interventions and the legal and ethical issues relevant to dementia care will be considered.

  • SHHM06 The Social Aspects of Long Term and Chronic Illness

    Students will be enabled to consider the social aspects of long term and chronic illness to gain understanding of the effects on the individual and society. The module will provide an opportunity to learn about the lived experiences of people, throughout the life course, whose lives are affected by long term and chronic illness. Consideration will be given also to the study of carers¿ experiences, examining their role and how their needs may be met. The module will focus on aspects of long term and chronic condition management that are overlooked in bio-medical approaches by examining in detail how people make sense of and cope with long term and chronic illness. It will also encourage practitioners to critically evaluate the delivery of care to patients with long term and chronic conditions and their carers within its strategic framework.

  • SHN134 Developing Nursing Knowledge (Child)

    This module aims to equip student nurses to work with individuals, service users, carers and the multi disciplinary team when planning and providing appropriate evidence based care. The concepts of Clinical Governance and clinical assessment and decision making will be explored. The module will build on previous knowledge to facilitate the development of theoretical and practical knowledge so that the individual can recognise and act when there is a risk to the client/service user of physical or mental health problems across the lifespan.

  • SHN274 Developing the Practice of Nursing (Adult)

    The philosophy of this core module is the belief that continued development underpins professional practice. Throughout their professional lives, qualified nurses need to take responsibility for their own learning and development. In order to achieve this, they need to be able to recognise their learning and developmental needs, developing appropriate strategies to fulfil them. Development encompasses both personal and professional aspects as one cannot be separated from the other. This module draws on the content of other modules within the year and on experiences in practice in order to develop the concept of professional practice. Students will demonstrate this learning through the medium of a portfolio and by producing a patchwork text.

  • SHN275 Health Promotion and Public Health (Child Nursing)

    Health promotion and public health are essential components of the nurse‿s role. This module aims to provide students with an understanding of public health development, the nurse‿s role and priorities for action such as inequalities, advocacy and partnership working. Key principles of health promotion and its role within public health will also be explored. The module will also provide students with knowledge of how to promote health within practice across the lifespan in a variety of settings

  • SHN279 Long-Term Conditions and Palliative Care (Child)

    This module aims to equip student nurses to work with individuals, family, carers and the multi disciplinary team when providing appropriate care and care management for the individual in continuing and palliative care. Students will develop an understanding of the appropriate assessment, negotiation and care planning for this vulnerable group and understand the importance of respect, dignity and choice. The philosophy of the module is to support the individual, family and carers in negotiating care provision that meets their requirement.

  • SHN285 Developing the Practice of Nursing (Child)

    The philosophy of this core module is the belief that continued development underpins professional practice. Throughout their professional lives, qualified nurses need to take responsibility for their own learning and development. In order to achieve this, they need to be able to recognise their learning and developmental needs, developing appropriate strategies to fulfil them. Development encompasses both personal and professional aspects as one cannot be separated from the other. This module draws on the content of other modules within the year and on experiences in practice in order to develop the concept of professional practice. Students will demonstrate this learning through the medium of a portfolio and by producing a patchwork text.

  • SHN286 Developing the Practice of Nursing (Mental Health)

    The philosophy of this core module is the belief that continued development underpins professional practice. Throughout their professional lives, qualified nurses need to take responsibility for their own learning and development. In order to achieve this, they need to be able to recognise their learning and developmental needs, developing appropriate strategies to fulfil them. Development encompasses both personal and professional aspects as one cannot be separated from the other. This module draws on the content of other modules within the year and on experiences in practice in order to develop the concept of professional practice. Students will demonstrate this learning through the medium of a portfolio and by producing a patchwork text.

  • SHN3046 Principles and Practice of Community Children's Nursing

    The module focuses on key principles and practice issues relevant to community children¿s nursing. It explores strategic influences on clinical care, multidisciplinary working, identifying and assessing community care need, implementing and evaluating care, family centered care from a community perspective, professional responsibility and transitional care planning. There are three themes incorporated in the module where each theme has a theoretical and clinical outcome. The themes are: Community as the Context of Care, Professional Challenges of the Community Children¿s Nursing Role and Decision Making and Advanced Assessment.

  • SHN3047 Community Children's Nursing Essential Skills

    The module focuses on skills deemed essential for competent and effective community children¿s nursing. The curriculum was delivered in consultation with qualified community children¿s nurses currently practicing as community children¿s nurses. The theoretical component links to the clinical outcomes of the practice portfolio. There are five themes incorporated in the module where each theme has a theoretical and clinical outcome. The themes are Community Care of Vulnerable Children/Young People, Palliative and End of Life Care, Continuing Care, Care of children/Young people with Short-Term Care Needs and Integrated Care of Children/Young People with Chronic Conditions.

Supervision

  • Obstacles and challenges affecting the move towards universal healthcare coverage in Nigeria (current)

    Student name:
    PhD
    Other supervisor: Prof David Hughes
  • Untitled (current)

    Student name:
    PhD
    Other supervisor: Dr Sarah Hillcoat-Nalletamby
    Other supervisor: Dr Sherrill Snelgrove
  • Untitled (current)

    Student name:
    PhD
    Other supervisor: Dr Sherrill Snelgrove
    Other supervisor: Prof Louise Condon
  • Exploring fathers experiences of becoming a parent (current)

    Student name:
    PhD
    Other supervisor: Dr Amy Brown
    Other supervisor: Prof Louise Condon