I am a dedicated lecturer in Adult Nursing at Bournemouth University, with a particular interest in inclusive learning. Building on my education practice and post-graduate studies, I have also completed focused training in Universal Design for Learning (UDL), which has further fuelled my passion for making the educational journey more achievable for neurodiverse learners. My current research and scholarly work concentrate on Attention Deficit Hyperactivity Disorder (ADHD), which I am exploring in depth through my PhD studies.

PhD research title: How do pre-registration nursing students with a diagnosis of ADHD cope with learning on their programme?

Through this research, I am committing to enhancing understanding and support for neurodiverse students, fostering greater inclusivity in higher education.

My other interests in research are: - Critical Care Nursing - Acute Care Nursing

PhD Thesis Abstract:

How do pre-registration nursing students with a diagnosis of ADHD cope with learning on their programme?

Background: ADHD is recognized as a neurodevelopmental disorder (NICE, 2019a) that significantly impacts executive functions, including working memory, attention regulation, emotional regulation, planning, organizational skills, and task initiation (Sedgwick-Müller et al., 2022). Nursing education, as outlined by the Nursing and Midwifery Council (NMC, 2018), requires students to attain essential knowledge, skills, and behaviors for professional registration. This includes competencies in clinical judgment, prioritization, time management, and problem-solving. Current standards for nursing programs (NMC, 2023) involve a range of individual and group assessments aligned with predefined learning outcomes, spanning both theoretical teachings and practical placements where students are evaluated and provided with feedback on their performance. Given the executive function impairments and higher prevalence of mental health comorbidities among individuals with ADHD (Anastopoulos et al., 2018), it is plausible that these factors contribute to a distinct lived experience, potentially resulting in lower academic achievement and higher attrition rates compared to neurotypical peers (Arnold et al., 2015; Henning et al., 2022). While existing literature predominantly focuses on pharmacological and non-pharmacological treatments in younger populations (National Institute for Health and Care Excellence [NICE], 2019b), there is a notable gap in understanding the lived experiences of adults with ADHD enrolled in nursing programs, making this area a promising avenue for original research...

Aims: To develop a grounded theory that explains the experience of pre-registration nursing students with a diagnosis of ADHD in navigating the nursing programme.

Methods: The research will be conducted following ethical approval recruiting participants on a voluntary basis (Bournemouth University 2023a; Bournemouth University 2023b). Data will be collected using Semi-Structured interviews. Constructive Grounded Theory (Charmaz 2006) will allow constructing the meaning of the participants' experience with the aid of the researcher.

Discussion: The discussion will compare the research findings with the available publications

Conclusion: Drawing from collected data and discussions, this study aims to formulate a grounded theory that sheds light on the unique challenges and coping mechanisms of nursing students with ADHD.

Regional Event: Celebrating Neurodiversity - Presentation Abstract

How I make my learning more accessible.

This presentation, focuses on enhancing learning accessibility for neurodiverse students. It outlines some practical strategies aligned with the Web Content Accessibility Guidelines (WCAG) version 2.1, the Dyslexia Style Guide 2023, and Universal Design for Learning (UDL) principles. It aims to highlight the importance of colour contrast, clear text formatting, and designing learning sessions that addresses biases, connects prior knowledge, and sets meaningful goals. The presentation offers actionable insights for educators to create more inclusive and effective learning environments, and wishes to raise awareness around inclusive frameworks.