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- Richard Greensmith
|Title:||Lecturer, Adult Nursing|
|Location:||CEC - SF32|
|Role:||Module One Coordinator / Moving and Handling Coordinator|
MSc Healthcare Education, PGCE, BSc (Hons) Health Care Studies, BA (Hons) Dance & English, Dip. N, Registered Nurse (Adult) (RNA).
As a lecturer in nursing at the School of Nursing & Midwifery, I currently teach on the pre-registration nursing programme and support the post-registration modules, with an interest in hermeneutics and heuristics, communication and counselling skills, palliative and end-of-life care, developing teaching and learning, and experiential practice.
A clinical background began as a health care assistant in 2001, followed by Adult Nursing in the Trent region, having worked as a staff nurse in gastroenterology, alcohol detox, with high dependency care, and oncology with end-of-life and palliative care; also, as a secondment as a clinical nurse for hepatology for out-patients and prison care. Later I was employed as a Deputy Charge Nurse for a combined infection control unit and high-dependency nutritional disorders.
Having commenced health care education experience in 2006 as a sessional lecturer in a Higher Education Institute supporting the theory, clinical skills and OSCEs for nursing and medical students; I then worked as a Course Leader in a Further Education Institute for Level 3 Health and Social Care for three years. I was employed at Keele University as a Teaching Fellow in July 2013, and later a Lecturer in December 2013. Having previously been an Adult Field Coordinator for Module 2 (year 2), Module Lead for the post-registration Infection, Prevention and Control module, I currently co-coordinate Module 1; whilst also maintaining current nursing via teaching clinical skills and working in clinical practice.
My BSc dissertation explored themes addressed in education that are apparent in problematic communication when dealing with patients and their significant others at a crisis point, with the title: ‘Facilitating a Blessed Farewell - The efficacy of health care professional's communication skills with patients and their significant others at terminal prognosis and/or end of life’.
Whilst my PGCE dissertation explored experiential learning/experiential education/praxis whilst using practical activities and multi-model technology when teaching vocational study specific to health and social care, with the title: ‘Does experiential learning reinforce knowledge acquisition? An action research project that juxtaposes assessment of learner knowledge obtained via theory and practice in the theory-practice gap’.
Having completed a negotiated Masters dissertation that applied concepts of liminality and communitas in relation to student nurses and identity, specific themes were derived out of literature regarding academic, social and clinical support during transition into a nursing programme, with the title: ‘A rite of passage: Supporting first year student nurse’s professional identity during the transition into higher education: Lessons learned from an inductive theoretical study of the literature’.
- Undergraduate / pre-registration nursing programme
- Dissertation supervisor
- Various clinical skills / experiential practices with a lead role in moving and handling
- Module Co-coordinator for the Module 1 (first year) for the undergraduate / pre-registration nursing programme
Link Lecturer: Renal and Haemodialysis, Endocrinology & Out Patient Clinics
Course Support: Module one co-coordinator for year one in the BSc in Nursing
Current clinical practice: nursing and working with renal patients
Theoretical assessment: coordination and arrangement of the Module 2 exam
Clinical assessment: moving and handling to ensure health and wellbeing to assure individuals are fit for practice
With a continued interest in supporting student nurses and development of teaching and learning, I have / will present at health care and education forums in relation to:
- a poster at the Royal College of Nursing (RCN) Education Conference, Telford in 2016, based on the research into supporting first-year student nurses transition, with the title: ‘A rite of passage: Supporting first year student nurse professional identity’
- a concurrent presentation at the RCN Education Conference, Cardiff in 2017, based on thematic content significant to concepts of transition and communitas, with the title: ‘Discourse creates identity: liminality and learning to be a student nurse’