Health student’s very important day to remember


Health Students attend Students Day at Florence Nightingale Foundation

UoB Health Students Ben Horton and Kirsty Rowland were honoured to meet Sir Robert Francis QC (second left) and Geoffrey Walker OBE (far right)



As representatives of the School of Health Sciences, Midwifery student, Kirsty Rowland and mental health nursing student Ben Horton were privileged to join the Florence Nightingale Foundation in London, at their Students’ Day. Continue reading

Pippa Hillen’s MoonWalk to help fight breast cancer

If you haven’t already sponsored Pippa Hillen’s moonwalking, dig deep into your pockets and your hearts to wish her well this weekend as she walking 26 miles to raise money to support the fight against breast cancer. This will be her 7th London Moonwalk and 5th London Full Moon (26.2 miles) walk, but it’s certainly no easy feat! Continue reading

Great feedback and a real buzz on the Nursing Career Open Day!

Third year students had a great opportunity to meet potential employers at our recent Nursing Career Day held at the Checkland Building, Falmer site.

With over 16 NHS healthcare trusts and a number of private healthcare providers from local regional areas, it was a great networking opportunity for University of Brighton nursing students, staff and our partnership colleagues.

Helen Stanley, Academic Lead for Nursing for the School of Health Sciences, was incredibly pleased and summarised the day:

“The first Nursing Careers Day was a great success today and it was a great privilege to lead the team in the planning and implementation of this event. We had excellent evaluations from the students and very positive feedback from the 16 trusts and other healthcare providers. They all want to get involved in future events, with positive networking contacts for teaching and placement opportunities.

The nursing students really valued the opportunity to hear about our Preceptorship work and our research on resilience . There was also plenty of opportunity to engage with our University Careers Service who provided advice on interview techniques, top tips for securing posts, CPE/PG and Community educational opportunities.  Students were able to talk to local employers face to face about future careers and preceptorship programmes offered. There was such dedication to attending the event that some students even came in from night duty to attend!

The team all worked really hard to make it such a brilliant day and Adam Edgar, Programme Administrator, was a real star with the admin, parking and all day support.”

It was great to hear the many comments from partners speaking so highly about how our students were incredibly enthusiastic, and how positively engaged they were.

With such fabulous feedback from everyone, we look forward to running the careers day again later in the year.  Further details will follow soon.

Should you be interested in a rewarding career in nursing, then join our winning team today and apply for one of our nursing courses.


Postgraduate student prize

The postgraduate prize has been awarded for the second consecutive year to a student graduating from the Advanced Nurse Practitioner MSc. WENDY BRAMPTON, a nurse-sonographer working at theAdvanced Nurse Practitioner MSc overcame adversity to achieve a distinction in her dissertation. Wendy’s thesis developed a protocol for care of women with Caesarean Scar Pregnancy; a rare but life-threatening condition that she diagnoses as part of her Advanced Nurse Practitioner role.

General practice nursing star awards

Five of our recent Introduction to General Practice Nursing students were awarded the ‘Living our Values’ award at the Clinical Commissioning Groups (CCG) star awards night in late June. The students are HELEN GRIGOR (Judges Close Surgery), HOLLY VIVIAN (Moatfield Road Surgery), SARAH MCGARRY (Langley Corner Surgery), CHLOE CHAMBERS (Cuckfield Surgery), LISA DAVIS (Southwater Surgery). Continue reading

Starters and leavers – June 2016

CHARLENE TANTON joined us on 6th June 2016 in the post of Timetabling Officer. She joins us from Coventry University where she has had a number of years of timetabling experience. She is based in Westlain House in the admin area. Charlene will be initially focussing on West Nursing but in the fullness of time it is expected that she will take the lead on timetabling issues across the whole school. We are trialling a new way of working as Charlene reports directly to Sara Rumble – the timetabling lead within academic services – but sits physically within the school; a similar model to the way the Student Support and Guidance Tutors (SSGT) currently work (reporting to student services but placed within the school).

The Nursing programme is looking forward to welcoming JOHN KHRONE as a new full time Senior Lecturer based at Falmer. 0.2 FTE will be mental health specific.

Interviews are taking place on 5th July 2016 for a 0.6 FTE Mental Health Senior Lecturer post.

School welcomes Professor Kate Galvin

The School of Health Sciences is pleased to welcome Professor Kate Galvin, she has provided a summary of her work as follows

The core focus of my work concerns theory for nursing and for caring more generally. This is a programme of activity which aims to move through the chain of theory generation, to empirical work, through to practice application and impact evaluation. The major part of my work has been developing new theory and evidence, based in phenomenological study, for use in practice. This has resulted in new contributions to theoretical perspectives on well-being, on suffering, on dignity and on caring practice, through the use of phenomenological philosophy in developing directional knowledge for practice: lifeworld led care.

An additional interest and contribution concerns health humanities, bringing the arts and humanities into health care arena. One example novel approach to qualitative research that is cross disciplinary, working with leading international scholars to explore poetic enquiry, this has culminated in an invited conference paper, published papers, special issue of Creative Approaches to Research Journal and Indo Pacific Journal of Phenomenology, two book chapters and a co-edited book with international scholars: Poetic Inquiry II, published by Sense.

The projects that have developed from this focus concern a multisite evaluation of a new theoretical framework in practice (funded by Burdett Trust for Nursing: The Development of a Transferable Leadership Strategy for improving what matters to older people)), novel applications in practice (Humanising Dementia Care project, Somerset NHS; and a five university collaboration with research council grant funding (New Dynamics of Ageing Cross Research Councils UK), with my contribution taking a specific focus on the meaning of mobility for older people.

Key publications:

Galvin, KT. & Todres L (2014) Dignity as ‘Honour-Wound’: An Experiential and Relational View Journal of Evaluation in Clinical Practice. Special Edition: Philosophy. Doi:10.1111/jep.12278.

Todres, L, Galvin KT, Dahlberg K (2014) Caring for the phenomenon of Insiderness: Phenomenological metasynthesis. International Journal of Qualitative Studies on Health and Wellbeing. 9: 21421

Galvin, K.T. & Todres, L. (2011) Kinds of Well-being: A conceptual framework that provides direction for caring. International Journal of Qualitative Studies on Health and Well-being, 6: DOI 10.3402/qhw.v6i4.10362. Special Issue: Caring from European Perspectives, Edited by Karin Dahlberg, 6: 10362 – DOI: 10.3402/qhw.v6i4.10362

Galvin KT and Todres L (2010): Research based empathic knowledge for nursing: A translational strategy for disseminating phenomenological research findings to provide evidence for caring practice. International Journal of Nursing Studies, 48, 522-530. Published Online. DOI:10.1016/j.ijnurstu.2010.08.009



Managing Change – M level module


The module is designed to help practitioners and managers develop insight and critical awareness of change management theories and frameworks, and their application to the organisational setting in leading and managing change.

The students’ practice settings and experience will provide the context for learning. Continue reading