School:Nursing and Midwifery
Qualifying as an Occupational Therapist in 1994, Sally worked in both clinical and managerial positions in a range of adult mental health settings. Since joining the academic community in 2003, she has participated in the curriculum development and delivery of pre-registration and continuing professional development courses. Following her MA in Higher Education, Sally achieved her Doctorate (EdD), using Interpretative Phenomenological Analysis (IPA) to explore the experiences of distance learners. Sally presents at conferences, reviews and writes chapters in text books, and publishes articles about reflexivity, IPA and self-connected learning.
Sally's research work focuses on both higher education and healthcare practice. She is interested in the experience of learning and also communication in the healthcare setting.
Sally teaches on a range of face-to-face and distance learning modules with pre and post-registration learners. The subjects she teaches include mental health assessment, evidenced based interventions, working with carers, and research methodology. She also supervises undergraduate major projects, masters dissertations and doctoral students.
Sally is an external examiner and teaching reviewer, and works with colleagues and other universities to develop and monitor teaching, learning and educational assessment.
Goldspink, S & Engward, H., 2018. Shedding Light on Transformational Online Learning Using Five Practice Based Tenets: Illuminating the Significance of the Self. The Asia Pacific Journal of Contemporary Education and Communication Technology, 5 (2).
Goldspink, S. & Engward, H., 2018. Booming Clangs and Whispering Ghosts; Attending to the Reflexive Echoes in IPA Research. Journal of Qualitative Research in Psychology. DOI: 10.1080/14780887.2018.1543111 https://www.tandfonline.com/eprint/tIuekjMAqVK4NH2xRXcp/full