School of Nursing
The Deputy Head supports the Head of School in the leadership and management of the School of Nursing. Sarah has responsibility for quality assurance, professional body governance, business development and staff development. She is supported by other members of the senior leadership team in the school.
Sarah has a range of leadership and management responsibilities within the School of Nursing including business development, learning and teaching, quality assurance, staff development and student experience. She is also the Faculty lead contact for the Nursing Midwifery Council. In addition Sarah teaches on undergraduate and post graduate courses in mental health, nursing, psychological therapies. She maintains clinical practice as a cognitive behavioural therapist (CBT) in primary care and has published on nursing, research and CBT. Her Doctoral research is in the area of student perception and experience.
Sarah has been at UCLan for the last 17 years and prior to becoming Deputy Head she was the academic team leader for the mental health team in the School of Nursing. Sarah has had previous roles as course leader for BSc pre registration nursing (Mental Health), she has led and contributed to numerous modules and courses covering mental health nursing, cognitive therapy and improving access to psychological therapies (IAPT). She has been involved with university and faculty wide projects covering student wellbeing, student experience and quality assurance. Prior to coming to UCLan has had a number of roles in both the NHS and independent sector, as a nurse, manager, practice development facilitator and cognitive behaviour therapist (CBT). In recent years Sarah has acted as a quality assurance registrant reviewer for the NMC, reviewing pre registration nursing programmes across the United Kingdom. She has developed and delivered bespoke education for the NHS, county council and independent sector and provides supervision for clinical staff in the NHS. Sarah trained as a cognitive behavioural therapist, gaining her MSc in 1998, and has continued in practice since then. She currently practices in primary care. Maintaining and enhancing her skills is important in terms of clinical effectiveness, but it also provides an advantage to students in that she is not remote from the realities of day to day clinical practice.
Whilst working in practice development, Sarah found that she had a genuine passion for teaching and learning, often using action research principles to improve educational endeavours. She completed a Post Graduate Diploma in teaching and learning in 2004 and then moved into Higher Education to take on a senior lecturer post here at UCLan. Sarah is committed to approaches to work and education that promote psychological safety, emotional intelligence and facilitate the conditions for students and staff to fulfil their potential. Her current research explores mental health students perception of the academic feedback they receive and associated structural and agency factors. She has presented research at national conferences and contributed to faculty teaching and learning on the topic.
- BA (HONS) Nursing Studies, Lancaster University, 1995
- MSc CBT/ REBT Goldsmiths College University of London 1999
- PG Dip Teaching and Learning (Post compulsory sector), Surrey University 2004
- Leadership and Development
- Mental Health
- Cognitive Behavioural Therapy
- Critical Realism
- Hermeneutic Phenomenology
- Fellow of the Higher Education Academy
- Registered Teacher Nursing Midwifery Council
- Registered Mental Nurse (RMN) Nursing Midwifery Council
- British Association of Cognitive Behavioural Therapy
- Quality Assurance Registrant Visitor Nursing Midwifery Council
- Official Correspondent Nursing Midwifery Council
Sarah's research focuses on student nurses experience and perception of the assessment of their academic performance. In particular Sarah is interested in the factors that influence the perception of and experience of receiving feedback on academic work and the structural and agency factors involved in the process. Research is qualitative and aligned with critical realism and hermeneutical phenomenology.
Use the links below to view their profiles:
- Researching Education Learning and Teaching (RELT)
- Exploration of mental health nursing students perception of written feedback on academic work and the factors that influence perception and consequence.
- Service user and carer perceptions of involvement in mental health education: face to face versus reusable learning objects.
- Action research, investigating techniques to increase levels of participation and interaction between group members’ who were learning technical CBT skills and group facilitation.
- Review of the similarities and differences between the Beckian CBT and REBT approach to chronic and severe depression.
- Faculty of Health Teaching and Learning Conference 2019 Self esteem and social pressure. Exploring the structural and agency factors contributing to perceptions of academic feedback.
- Royal College of Nursing International Mental Health Research Conference 2018 Self esteem and social pressure. Exploring the structural and agency factors contributing to perceptions of academic feedback.
- Royal College of Nursing International Mental Health Research Conference 2017 Self esteem and the perception of academic feedback.
- Authenticity to Action Conference 2011 “Making Movies and moving people” the use of film in education.
- Medi Conf for General Practice 2010 CBT in Primary Care Key note lecture “
- Perinatal Mental Health Multi Agency conference 2004.
- Practice Development Conference University of Surrey 2003 Concurrent session on Practice Development in Mental Health
- Mental Health Practice Conference, Cambridge University 2003 Workshop on Practice Development in Mental Health.