Enrico Sgroi
- 01202 962333
- esgroi at bournemouth dot ac dot uk
- Lecturer in Adult Nursing
- BG-410 4th floor
Biography
My name is Enrico Sgroi, and I am an Academic Lecturer in Adult Nursing at Bournemouth University. I began my professional journey by graduating with a degree in nursing from Italy in 2008, where I initially registered as a practicing nurse. Over the years, I have expanded my professional qualifications, obtaining registration to practice in Spain, the United Kingdom, and Australia.
Throughout my career, I have predominantly worked in Critical Care and Emergency settings, serving in roles such as Staff Nurse, Deputy Clinical Leader, and Deputy Practice Educator. These experiences have provided me with a deep understanding of the complexities and challenges inherent in high-pressure clinical environments.
My transition into academia began with a part-time secondment at Bournemouth University, which lasted for a year. In April 2023, I accepted a full-time position as a Lecturer, where I primarily teach undergraduate students in Adult Nursing. My responsibilities have gradually expanded to include increasing commitments in Post-Registration courses...
Currently, I am pursuing a PhD, with a focus on Attention Deficit Hyperactivity Disorder (ADHD) and inclusive learning strategies. My academic journey is further enriched by a scholarship that supports my research efforts. Through my work, I am dedicated to advancing the understanding of neurodiversity in nursing education and critical care practices. I am committed to fostering a more inclusive and supportive learning environment for all students, while continuing to contribute to the field of nursing through both education and research.
moreResearch
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.
moreRegional 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.
Profile of Teaching PG
- Deteriorating Adult Patient - Recognition and Management
- ECG Interpretation Workshop
Profile of Teaching UG
- Clinical Pharmacology & Medicines Management
- Applied Healthcare Sciences 2
- Caring for people with Complex Care Needs
- Clinical Leadership
- Team Working for Service Improvement
Conference Presentations
- Regional Event: Celebrating Neurodiversity – Strategies, Successes, and Stories, How I make my learning more accessible, 13 Sep 2024, Bournemouth University
Attended Training
- Universal Design for Learning in Postsecondary Education, 16 Sep 2023
Honours
- PG Certificate in Education Practice (Bournemouth Univeristy, 2023)
- Principles and Practice of Critical Care Nursing (40 Credits Lev. 7) (Bournemouth University, 2021)
Memberships
- Advance HE, Fellow (2023-), https://www.advance-he.ac.uk/
- Australian Health Practitioners Regulatory Agency, Member (2019-), https://www.ahpra.gov.au/
- Royal College of Nursing, Member (2016-), https://www.rcn.org.uk/
- Nursing and Midwifery Council, Member (2012-), https://www.nmc.org.uk/
- Ordine delle Professioni Infermieristiche, Member (2008-), https://www.fnopi.it/en/