School:Nursing and Midwifery
Areas of Expertise: Nursing and midwifery
Kevin holds a King’s Teaching Fellowship for innovation in nursing bioscience education. His research expertise is in the social construction and status of knowledge in healthcare and higher education.
The focus of Kevin’s academic work is physiology education, research and widening participation. He instigated and directed Uni4U at King’s College London and was Programme Lead for Human Biology for Nursing and Midwifery Practice in the Nightingale Faculty.
Kevin holds awards from King’s College London for Most Innovative Teacher and Teaching Excellence. Earlier roles include creation of Access to Nursing Higher Education at South West Thames College and physiology research at St George’s Hospital Medical School.
Kevin is an advocate of students as co-creators of the curriculum. He is a member of the Nursing and Midwifery Council UK Bioscience in Nursing Education (BiNE) forum.
Kevin’s research explores the role and status of knowledge as a form of capital during the transition of healthcare assistants (HCAs), from their position in personal and intimate patient care, through higher education to graduate nurse. Kevin uses Legitimation Code Theory (LCT) to illuminate the tension between representations of ‘profane’ and ‘sacred’ forms of knowledge that are in play within higher education and differentially identified by nurses and HCAs as forms of capital.
Kevin’s research encourages a wholesale re-evaluation of the significance and status of embodied knowledge arising from experiential learning, and the relationship between epistemic knowing and social knowing as forms of knowledge derived from learning at work.
The role of biosocial dimensions of personality in illness behaviour.
Diet induced thermogenesis and obesity.
Female infertility and diabetes.
Undergraduate BSc and FdSc nursing bioscience.
Physiology for MSc Advanced Clinical Practice
Director and project lead on the following social inclusion project funding awards:
Key Skills for study and employment for Health Sector Skills in central and SE London 2005/07 (Learning and Skills Council; £393K)
Opening Doors of Higher Education to residents of Lambeth, Southwark and Lewisham 2005/06 (Higher Education European Social Fund; £249K)
South East London Nursing Initiative 2003/06 (SE London NHS Workforce Development Confederation; £240K)
Community laptop outreach scheme 2003/04(Waterloo Strategic Regeneration Board; £198K)
Access and Retention to Allied Health Professions 2003/04 (Higher Education European Social Fund; £249K)
Skills for study and employment 2002/03 (London Central Learning and Skills Council; £200K)
Access to Healthcare Skills 2001/02 (European Social Fund /Government Office for London; £225K)
The London Nursing Initiative 2000/01 (London Development Agency; £179K
Bryant, K. (in press). Using Bourdieu and Bernstein to explore the status of knowledge during transition from healthcare assistant to graduate nurse. British Sociological Association International Conference on Education transitions and Social Inequalities (Barcelona: British Sociological Association).
Bryant, K., 2019. The wrong kind of knowledge and the wrong kind of knower? An exploration of the status of knowledge in the experience of vocational students’ transition through higher education. In S. Broadhead, J. Butcher, M. Hill, S. Mckendry, N. Raven, R. Renton, B. Sanderson, T. Ward and S. Wynn Williams (Eds), 2019. Transformative Higher Education – Access, Inclusion & Lifelong Learning (London: Forum for Access and Continuing Education).
British Sociological Association Conference on Educational Transitions and Social Inequalities (2021) Using Bourdieu and Bernstein to explore the status of knowledge during transition from healthcare support worker to graduate nurse. Barcelona.
Anglia Ruskin University (February 2020). The lived experience of an ‘Aspie’ bio-scientist becoming a qualitative researcher: a case study in shifting paradigms and differing perspectives. Student Services Centre: Anglia Ruskin University
Anglia Learning and Teaching Conference (June, 2019) The wrong kind of knowledge and the wrong kind of knower? An exploration of the status of knowledge in the experience of healthcare assistant (HCA) transition to registered nurse. Anglia Ruskin University.