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Educational Research and Scholarship Cluster

We are a vibrant community that engages in research that impacts teaching, learning and practice. We aim to be a centre of excellence for both research into higher education across disciplines and for the educator’s development of teaching excellence. The cluster works closely with colleagues and industry partners in the NHS, Greater Manchester Combined Authority, Greater Manchester Higher Education Institutions, Local Authorities, Private, Voluntary and Independent Sectors. We have practice and research links with national and international partners and networks.

We are a centre of excellence for both research into higher education across disciplines and for the educator’s development of learning and teaching excellence. We work as a community of educational practice which engages in research, consultancy and bespoke programme development and delivery. Our work impacts learning, teaching and practice across social care and allied health professions. 

We:

  • work with industry partners. By being profession and practice based we provide unique opportunities for real world research that underpins our innovative approaches to learning.
  • collaborate across disciplines to produce high impact research outputs with international relevance.
  • are professionals who are experts in our fields who actively contribute to improving learning and teaching through evidence based approaches.
  • provide consultancy and programme development services around practice learning and teaching, leadership and academic development.
  • Darvil, A, Stephens, M., and Leigh, JA 2020/21, Transition to nursing practice : from student to registered nurse, edition 2, Transforming Nursing Practice Series , Sage (In Press)
  • Leigh J A and Roberts D., (2020) Developing the education team (Chapter 2). In: Roberts D., and Leigh JA (2020) Supervision and assessment of student nurses and midwives in clinical practice, Lantern Publishing Limited, Cheltenham (UK). (In Press)
  • Leigh JA., Medcalfe A., Surtees A., Anderson K., Sutton W., (2020) Using Coaching Conversations and Coaching Models to Promote Effective Supervision and Assessment (Chapter 3). In: Roberts D., and Leigh JA (2020) Supervision and assessment of student nurses and midwives in clinical practice, Lantern Publishing Limited, Cheltenham (UK). (In Press) In: Roberts D., and Leigh JA (2020) Supervision and assessment of student nurses and midwives in clinical practice, Lantern Publishing Limited, Cheltenham (UK). (In Press)
  • Leigh J A., (2020) The Future of Practice Learning (Chapter 9).
  • Roberts D., Leigh JA., Supervision and Assessment in Clinical Practice, Commissioned by Lantern Publishing (2020 print)
  • O’Carroll, V, Owens, M, Sy, M, El-Awaisi, A, Xyrichis, A, Leigh, JA , Nagraj, S, Huber, M, Hutchings, M and McFadyen, A 2020, 'A guide for students and early career researchers', , Journal of Interprofessional Care, in Press
  • Beaumont, EA , Norris, G and Hollins Martin, C 2020, 'Challenging conversations and principled decision making in the supervisory and assessment relationship between student midwives and supervisor(s) (Chapter 6)' , in: Roberts D., and Leigh JA (2020) Supervision and assessment of student nurses and midwives in clinical practice , Lantern Publishing Limited, Cheltenham (UK). (In Press)
  • Kwegyir-Afful E., Leigh JA., (2020) Protecting frontline workers during a Pandemic: lessons from today for the future, British Journal of Nursing, in Press
  • Leigh JA., Bolton M., Cain K., Harrison N., Yates-Bolton N., Ratcliffe S., (2020) Nursing on the Frontline during the COVID-19 Pandemic – reflections from student nurses, newly qualified graduate nurses and personal tutor, British Journal of Nursing, in Press
  • Leigh JA., Bulpitt S., Dunn J., Fletcher J., Heggs K., Hopley T., Le Blanc C., Sigley H., (2020) British Journal of Nursing. A guide to the NMC emergency standards for nurse education during the current deployment of student nurses, 29 (11): 2-7
  • Leigh, JA , Vasilica, CM , Dron, RM, Gawthorpe, DM, Burns, EJ , Kennedy, SE, Kennedy, R , Warburton, TD and Croughan, CE (2020), 'Redefining undergraduate nurse teaching during the coronavirus pandemic : use of digital technologies' , British Journal of Nursing, 29 (10) , pp. 566-569.
  • Howarth, ML and Leigh, JA (2020), 'Social prescribing: collaboration in times of stability and crisis', British Journal of Nursing, 29 (10), pp. 578-579.
  • Leigh, JA, Lawson, D, Griffin, S and Yates Bolton, N (2019), 'Promoting the consumer voice: the role of Healthwatch Salford's Enter and View programme' , NURSING AND RESIDENTIAL CARE, 21 (11) , pp. 621-624.
  • Leigh, JA, Littlewood, LJ and Lyons, G, 2019, 'Reflection on creating a coaching approach to student nurse clinical leadership development' , British Journal of Nursing, 28 (17) , pp. 1124-1128.
  • Darvil, AL and Leigh, JA., (2019), 'Promoting transition resilience through personal development planning: an evaluation of the perspectives of preparation for transition of final year undergraduate nursing students' , International Journal of Practice-based Learning in Health and Social Care, 7 (1) , pp. 47-63.
  • Leigh J A., Littlewood L., Lyons G., (2019) How to develop a coaching approach to student nurse clinical leadership development: Reflections from the Greater Manchester (GM) Synergy Team, British Journal Nursing, 26;28(17):1124-1128.
  • Leigh J A., Rowe M., Inglesby Burke E. (2019), Implementation of the Future nurse: Standards of proficiency for registered nurses: Perspectives from the Chief Nursing Officer for England’s 2019 Summit, British Journal Nursing, 28, (11): 730-732
  • Leigh, JA and Roberts, D 2018, 'Critical exploration of the new NMC future nurse: standards of proficiency for registered nurses', British Journal of Nursing, 27 (18)
  • Leigh, JA and Littlewood, LJ 2018, 'Providing the right environment to develop new clinical nurse leaders' , British Journal of Nursing, 27 (6) , pp. 341-343.
  • Leigh, JA, Littlewood, LJ and Heggs, K 2018, 'Using simulation to test use of coaching in clinical placements', Nursing Times, 114 (4), pp. 44-46.
  • Darvil, A, Stephens, M and Leigh, JA 2018, Transition to nursing practice : from student to registered nurse , Transforming Nursing Practice Series , Sage.
  • Leigh, JA and Chadwick, AL 2018, 'Identifying and developing clinical leadership in relation to transition' , in: Transition to Nursing Practice : from student to registered nurse , Transforming Nursing Practice Series, 114 , SAGE Publishing, pp. 116-133.
  • Leigh, JA and Warburton, TD 2018, 'Learning theory for personal and professional development' , in: Transition to Nursing Practice : from student to registered nurse , Transforming Nursing Practice Series , SAGE Publishing, pp. 97-115.
  • Frith, L, Whayman, C, Cleveland, C, Leigh, JA , Dziedzic, K, Khan, S and Williamson, T 2018, 'Exploring leadership preparation and training needs of NIHR research design service patient & public involvement leads and advisors : an audit of current members' , BMC Research Involvement and Engagement . (In Press)
  • Leigh, JA and Roberts, D 2017, 'Implications for operationalising the new education standards for nursing', British Journal of Nursing, 26 (21), pp. 1197-1199.
  • Leigh J A., Rosen L., Gillaspy E., Storey K., Wilkinson M., (2017) Evaluation Primary Care Triumvirate Leadership Development Programme, Journal Primary Health Care27 (9), pp. 20-26.
  • Leigh J A., Williamson T., Rutherford J., (2017) Stakeholder perspectives of an approach to healthcare leadership development through use of a Multidimensional Leadership Development Conceptual Model, International Journal of Practice-Based Learning in Health and Social Care, 5 (1) , pp. 77-96.
  • Bartley C ., Stephens M., (2017) Evaluating the impact of WaterCell® Technology on pressure redistribution and comfort/discomfort of adults with limited mobility, Journal Tissue Viability26 (2): 144-149
  • Jenkins, J. (2016) On the night shift: advanced nurse practice in emergency medicine. Emergency Nurse. 24, 2, 22-26.
  • Leigh, JA 2017, 'Governor development : the journey from appointed governor to non-executive director' , NHS Providers .
  • Leigh, JA 2017, 'Talking Teaching - why I became a principal fellow, HEA' , Higher Education Academy .. 
  • Leigh, JA , Warne, AR, Rosen, LC and Gillaspy, EE 2016, 'Primary care workforce Evaluation of ‘triumvirate leadership’ development and network programme' .
  • First, S. & Tomlins, L. (2015) Regulation, Governance and Professionalism, in D. Barton & D. Allan (Eds) Advanced Nursing Practice: Changing Healthcare in a Changing World; Macmillan Publishing Ltd: Basingstoke.
  • Gaskell, L. & Beaton, S. (2015) Developing Clinical Competency: Experiences and perceptions of Advanced Midwifery Practitioners in training. Nurse Education in Practice 15(4) pp265-270.
  • Gaskell, L., Beaton, S. & Neville, L. (2015) Education for competence. In Barton, D.T., & Allen, D. Advanced Nursing Practice: Changing Healthcare in a Changing World. Palgrave Macmillan, London, England. Pp125-147.
  • Gloster, A.S., Neville, L., & Windle, J. (2015) Effects of Advanced Practitioners learning in one hospital. Nursing Management. 21(10) pp23-30.
  • Hamilton, V. (2015) A day in the life of a trainee advanced midwifery practitioner. Essentially Midirs, 5(11):30-33.
  • Leigh J A., (2016) Critical Exploration of the Perceived Potential and Actual Experience of the Application of the Salford Leadership Model: Perspective of Key Stakeholders, Report University of Salford 
  • Leigh JA., Wild J., Hynes C., Wells S., Anish K., Ashcroft T., (2015) Transforming Community Services through the Use of a Multi-dimensional Clinical Leadership Development Model, Journal of Clinical Nursing, 24 (5-6):749-60 
  • Stephens M (2015) Changing Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities. J Nurs Care 5:320.
  • Leigh, J A., (2014) Reconstructing practice-based educator roles through effective practice education partnerships', Journal of Clinical Nursing, 23, (13-14): 1767–2081
  • Leigh J A., (2014) Modelling suggests authentic leadership from managers influences structural empowerment, job satisfaction and self-rated performance among nurses, Evidence Based Nursing, 17 (2): 55-56 
  • Leigh J A., Bell A., Bulpitt S., Dean S., Drury S., Finnigan N., Fishburn N., Hill P., O'Flanagan S., Savin C., Winder H., Withnell N., (2014) Innovative Placement Allocation Model for Pre-Registration Student Nurses, eWIN Workforce Information Network Portal
  • Leigh, J (2014), The Role of the Nurse Lecturer Situated with a Practice-Education Partnership, International Journal of Practice Based Learning , 2(1): 122-141
  • Leigh J A., Bell A., Bulpitt S., Dean S., Drury S., Finnigan N., Fishburn N., Hill P., O'Flanagan S., Savin C., Winder H., Withnell N. (2014) Innovative Placement Allocation Model for Pre-Registration Student Nurses, Nursing Times, 17.09.14 / Vol 110 No 38
  • Leigh J A., and Roberts D. (2017) Implications for operationalising the new education standards for nursing, British Journal of Nursing Vol. 26, No. 2, pp. 1197-1199. https://doi.org/10.12968/bjon.2017.26.21.1197
  • Allan, HT., Magnusson, C., Evans, K., Horton, K., Curtis, K., Ball, E., and Johnson, M. (2018) 'Putting knowledge to work in clinical practice: understanding experiences of preceptorship as outcomes of interconnected domains of learning', Journal of Clinical Nursing, Volume 27, Issue 1-2, January 2018 pp. 123-131 DOI: 10.1111/jocn.13855 http://onlinelibrary.wiley.com/doi/10.1111/jocn.13855/full

Dr Jackie Leigh

Educational Research Cluster

Mary Seacole Building

University of Salford

M6 6PU

t: +44 (0) 161 295 6475

e: j.a.leigh@salford.ac.uk

Latest news

Tue 20 Mar 2018

Photo - Dr Jacqueline Leigh
  Dr Jacqueline Leigh moved into academia from being a Senior Nurse Manager in the NHS. Since qualifying as a registered nurse in 1986 Jacqueline has maintained her professional registration and gained a BSc (Hons) in Nursing and Masters in Health Professional Education. She also completed her PhD in 2012 and in 2017 was awarded […]

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Mon 2 Oct 2017

Dr Jackie Leigh, Reader Teaching and Learning at the University of Salford, moved into academia from being a Senior Nurse Manager in the NHS. After qualifying as a registered nurse Jackie has since gained a BSc (Hons) in Nursing, MSc in Health Professional Education and completed her PhD in 2012.  In February 2017 she became […]

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Mon 4 Sep 2017

Unclear education roles to support practice learning – A blog post by Dr Jackie Leigh @JackieALeigh
HEIs are responding to the Nursing & Midwifery Council (NMC) Consultation on Standards of Proficiency for Registered nurses. Also required is for HEIs to tell the NMC their views on the Education Framework: Standards for Education and Training. The NMC refer to their standards as being ambitious, setting out the enhanced knowledge and skills that […]

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