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:

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterised by persistent inattention and/or hyperactivity-impulsivity that can impair executive functioning and negatively affect academic, occupational, and/or social functioning (World Health Organization, 2024). Within higher education, students with ADHD experience lower academic attainment and higher attrition rates compared to their peers (Sedgwick, 2018; Sedgwick-Müller et al., 2022). Nursing education presents additional demands, requiring integration of clinical judgment, prioritisation, time management, and problem-solving in line with UK professional standards (Nursing and Midwifery Council, 2018a). There is currently sparce evidence - mostly from North America - which describes challenges and strengths of this population; nonetheless, there is no knowledge at present of any study which theorised how pre-registration nursing students with ADHD cope throughout their learning journey within UK nurse education contexts.

Aim of the study: this study aims to develop a constructivist grounded theory explaining how undergraduate nursing students with ADHD cope with their learning journey.

Methodology: This study adopts a constructivist grounded theory approach (Charmaz, 2025), conceptualising coping as a socially constructed process (Folkman, 2001). Data collection commenced in October 2025 through in-depth semi-structured interviews with undergraduate nursing students diagnosed with ADHD... Data are analysed using line-by-line coding, constant comparison, and iterative category development. An initial purposive sample of 5 participants was selected to develop preliminary categories (ongoing) and inform subsequent theoretical sampling. Data Collection is ongoing and will continue to refine emerging categories until theoretical sufficiency is achieved. Ethical approval granted in September 2025 (ID: 66511).

Contribution and Implications: The study aims to generate a theoretical model that explains how nursing students with ADHD adapt to personal, academic, and clinical demands. By offering a context-specific understanding within UK higher education, the findings are likely to inform student support strategies, and policy development, ultimately benefitting retention and educational outcomes.

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.

How can we best design and deliver pulmonary rehabilitation education: Findings from preliminary Public and Patient Involved and Engagement workshop “Working together to improve PR education” facilitated by Pulmonary Rehabilitation Education Consortium (PREC)

Sgroi E , Welch L , Barker R, Loughran K, Pritchard A, Graham L, Armstrong, Williams S, Clifton H, Roberts N

Abstract Submitted for IPCRG 8th Scientific Meeting - Romania 2025

Welch, L. Williams, S. Sgroi, E. Barker, R.E. Pritchard, A. Graham, L. Loughran, K. Armstrong, 8. Clifton, H. Roberts, NJ., 2025. Valuing and Integrating PPIE in Research: Recommendations for researchers. BMJ Evidence-Based Nursing [online]. accessible from: https://blogs.bmj.com/ebn/2025/02/16/valuing-and-integrating-ppie-in-research-recommendations-for-researchers/