Patricia has been working in academia since 2019 and as a personal academic coach to students. Previously worked in the NHS as a RMN in various roles, such as criminal justice, crisis team and eating disorders.
Within her lecturer role, Patricia worked as a module leader for research and leading and managing in the interprofessional context for BSc mental health nursing. She also worked as an academic assessor for students in placements, liaising with students and Trust staff, also responding to any concerns, according to NMC regulation. During COVID, Patricia has provided coaching to students who were unable to attend practice due to high risk assessment results around attending placement due to COVID and has facilitated tutorial to students on the modules led. Furthermore, Patricia has supervised third year students on the development of their dissertation.
When working in the NHS, Patricia has worked in different roles and services. Some of the activities completed in those roles include screening referrals for risk and prioritising them due to time constraint. Completing telephone triage and face to face mental health assessments, managing response time, facilitating admissions to hospital, signposting to external agencies, or completing internal referrals. Also discussing assessments with team and presenting cases during team meetings. Liaising with other agencies, completing safeguarding referrals, communicating effectively, and keeping up to date record on Trust system.
The use of problem-based learning in nursing is considered a meaningful activity towards the student’s learning process and application of theory and practice. It is important to further understand the students’ experience with this process to enhance its method of delivery, support any anxieties students may have or any group interactions and consequently improve their learning process when undertaking this type of learning activity.
Improving learning in the clinical environment enhances students’ ability to link theory into practice, develops a positive culture among students and clinical staff. It provides more opportunities for professional development and facilitates transitioning from student to a registered professional.
In my previous lecturer role, I led and taught in two modules, research in mental health nursing and leading and managing care in the interprofessional context for BSc mental health nursing. I also taught specific topics on different modules to support colleagues’ timetables on same course and facilitated learning on mental health related topics on different fields of nursing, midwifery, radiography and paramedics science, all related to topics in mental health. Further, I taught on apprenticeships and foundation degrees in mental health nursing.
Hacker Hughes, J.G.H., 2013. Foreword to Fossey, M. Future Horizons programme 12-month evaluation report. Brentwood: Innovo Consultancy Limited.
Hacker Hughes, J.G H., 2012. Foreword to Fossey, M. Unsung heroes: developing a better understanding of the emotional support needs of service families. London: Centre for Mental Health.
McCauley, M., Hacker Hughes, J.G H. and Liebling-Kalifani, L., 2012. Military mental health professionals on operational deployment: an exploratory study. Community Mental Health Journal, 48, pp.238-248.