Practice knowledge transformation in multi-disciplinary practice settings
The deadline for 2012 Doctoral College Studentships has now passed.
The Brighton Doctoral College is pleased to welcome applications from self-funded or externally sponsored students for programmes of research in this or a closely related area, beginning from September 2012. Applications are welcome from students wishing to study full time or part time, and applications are welcome from students in employment who have the support of their employers.
- Based in the Faculty of Health and Social Science
- Supervisors: Dr Nikki Petty; Professor Julie Scholes.
Application deadline
The university cannot guarantee that students can start at their requested date unless deadlines are met.
- UK/EU students: The deadline for the university to receive applications for an entry date of October is the 1 August, for January entry it is the 1 November and for May it is the 1 March.
- International students: The deadline for the university to receive applications for an entry date of October is the 1 June, for January entry it is the 1 September and for May it is the 1 January.
Critical to the health reforms in the UK is high quality patient care delivered by skilled practitioners.
Higher education institutions provide educational programmes to enhance the knowledge of health practitioners, often incorporating practice placements. The process by which this knowledge is translated from postgraduate clinically-orientated programmes of study into professional practice is an under-researched area. It is unclear how the acquisition and development of expertise occurs through professional practice. Of particular interest is how this process is shaped and evolves as the practitioner is exposed to different professional interfaces/ intersections that reconstruct, adapt and alter the original theoretical understanding into practice. How these transitional experiences impact on clinical decision making and ultimately patient outcome will be examined. Of relevance is whether this leads to the blurring of professional boundaries or is simply socialisation into the dominant profession.
A grounded theory study to inductively build theory about integration of learning from a postgraduate course and the application of this knowledge to practice. Given the universality of practice, this theory will have wide utility.
The outcomes of the study will be framed to influence the training of practitioners in practice to enhance decision making and improve patient outcomes. It will also inform practice learning and inter-professional practice learning encounters.
External advisors to the supervisory team include:
Professor Lynne Clouder, Director of Centre for Excellence in Learning Enhancement, Faculty of Health and Life Sciences, Coventry University.
Professor Ruth Endecott, Professor of Critical Care Nursing, University of Plymouth and La Trobe University Melbourne, Australia
Dr Simon Cooper, Associate Professor of Nursing, La Trobe University, Melbourne, Australia
References:
Petty NJ, Scholes J, Ellis L Masters level study: learning transitions towards clinical expertise in physiotherapy Physiotherapy 97: 218-225
Scholes J, Endacott R, Biro MA, Bulle B, Cooper SJR, Miles M, Gilmour C, Buykx P, Kinsman L,Boland R, Jones J, Zaidi F. Clinical decision-making: midwifery students' recognition of, and response to,post-partum haemorrhage in the simulation environment. BMC Pregnancy and Childbirth 2012, 12:19. http://www.biomedcentral.com/1471-2393/12/19
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