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Biography

CYP Digital Health.

Heidi's main research areas are:

1. Digital Health for Children and Young People (CYP)

(including technology for therapeutic interventions/approaches and technology for education of service users and nurses).

2. Children and Young People's Nursing fundamentals (e.g. pain, nutrition, child/family centred care, neurodiversity)

Her external engagement activities include being a national selection committee member for the NIHR Undergraduate Student Internship Programme. While within BU she is the Programme Lead for the Children and Young People’s Nursing Programme.

Heidi's route through academia has led her to Children’s and Young People’s Nursing, a research field that she feels passionate about. Having joined BU as Lecturer of Children’s and Young People’s Nursing, Heidi brings a range of experience to the role. Having trained as a CYP Nurse at the University of Surrey, she worked as a Research Assistant at the University of Southampton School of Nursing. Next, obtaining a Post Graduate Certificate of Education and a Master’s Degree in Education, she completed her PhD at BU...

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Research

Heidi has conducted a research study comparing the use of a virtual reality training simulation to traditional nurse education methods. The study was chosen as a Fusion Case study and the link can be found here: https://www.bournemouth.ac.uk/why-bu/fusion/using-virtual-reality-train-nurses Together with diabetes expert Dr Janet James and diabetes specialist nurse Simone Penfold, Heidi focused on developing a patient case study to teach student nurses how to effectively treat a diabetic emergency – hypoglycaemia. Hypoglycaemia is a medical emergency experienced by diabetics where their blood sugar drops too low. Hypoglycaemia was chosen as the focus of the work because an increasing number of patients admitted to hospital also have diabetes as a secondary condition so it’s becoming ever more important that nurses understand how to treat hypoglycaemia. In the case study, a patient is admitted to hospital and then experiences hypoglycaemia. The patient’s condition deteriorates and throughout the scenario the student is given a number of choices and their decision affects the patient’s outcome. Technology company Daden worked closely with the BU team to create an app based on the case study that simulates the emergency. The software can be used on computers, immersive technology including Oculus Rift and mobile phones with virtual reality (VR) headsets to really bring the experience to life. The simulation was carefully created to be both accurate and realistic – the setting is based on wards at Royal Bournemouth Hospital that the student nurses have worked in and the software has replicated the same equipment used within the wards so the experience is familiar to the student nurses...

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Heidi's doctoral thesis was entitled Singleton, H., 2020. Virtual technologies in nurse education: the pairing of critical realism with partial least squares structural equation modelling as an evaluation methodology. Doctoral Thesis (Doctoral).

Abstract:

Background: Virtual technologies have been, and continue to be, of significant interest to Higher Education (HE) educators. There have been many research studies carried out into the efficacy and acceptability of these technologies. But, this research (via a systematic literature review) found that there are significant methodological shortcomings in many of those studies, particularly with respect to understanding the mechanisms of the effect of virtual technologies on learning. Most papers were superficial and concentrated on the Technology Acceptance Model (TAM) of usability and ease of use. Some carried out perfunctory assessments of learning effect, but predominantly by measuring student enjoyment via subjective self-reporting. This thesis responded to this gap in the literature by implementing a non-immersive virtual reality (VR) (accessed via a laptop), educational simulation of a deteriorating diabetic patient and creating a novel and powerful method to evaluate the effect of that simulation on nurse education. Method: The systematic review of the literature led to the creation of a diabetes VR simulator. A novel approach was designed to evaluate this simulator which consisted of the pairing of a randomised controlled trial (RCT) (n=171), analysed via Partial Least Squares-Structural Equation Modelling (PLS-SEM)...

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Eczema Igloo (A BU Heif funded project): Immersive virtual reality to distract from itch for children with moderate to severe eczema.

Atopic eczema, (atopic dermatitis (AD) is a long-term inflammatory skin condition and one of the commonest childhood illnesses. It is a debilitating disease with high levels of disease burden for the patient (Blakeway 2020). The main symptoms are itch and dryness. AD is the most common long-term disorder, affecting up to 20% of children in industrialised countries (Tsakok 2019). Standard treatment is trigger/irritant avoidance and regular application of emollients and topical steroids/calcineurin inhibitors (Wollenberg 2020). There have been concerns around steroid withdrawal amongst some patients who have very severe AD. Hence, non-pharmacological treatments are being sort.

In addition to educational programmes, a range of psychological therapies are used to treat children. These include mindfulness, relaxation, and guided imagery techniques to distract children from the scratch itch cycle that contributes to insomnia and impacts on quality of life (LeBovidge 2021). The last Cochrane review of Psychological and Educational interventions revealed no robust interventions to enhance effective guided imagery in this context (Ersser et al 2014). Furthermore, virtual reality (VR) has not been sufficiently applied to intervention development in dermatology.

Traditionally, guided imagery has been used in the form of audio scripts spoken to the patient to guide their imagination away from any stress and the itching sensation (Vagnoli 2019)...

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Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person's work contributes towards the following SDGs:

Good health and well-being

"Ensure healthy lives and promote well-being for all at all ages"

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Quality education

"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"

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Peace, justice and strong institutions

"Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels"

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Partnership for the Goals

"Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development"

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