Schedule subject to change!

Keynote Speakers

Professor Lesley Baillie PhD, MSc, BA(Hons), RNT, RGN
Florence Nightingale Foundation Chair of Clinical Nursing Practice

Professor Lesley Baillie is an experienced acute care nurse, educator and researcher. She is particularly interested in developing and improving clinical practice and integrated care and she has published and presented widely on patient dignity and clinical practice developments. From 2006-2010, she led simulation developments interprofessionally at London South Bank University, where she established a new simulation centre. Lesley was Reader in Healthcare at University of Bedfordshire from 2010-2012, where she worked on projects to promote dignified and competent healthcare. In 2012, Lesley was appointed Florence Nightingale Foundation Chair of Clinical Nursing Practice, in a joint appointment between London South Bank University and University College London Hospitals.


Dr Kerry Reid –Searl (PhD, RN, RM, Bhlth Sc,  MClin Ed, PhD, MRCNA, FCN)

Dr Kerry Reid Searl is a Professor and Sub Dean of simulation in the school of nursing and midwifery at CQUniversity Australia. Kerry has had extensive nursing and midwifery experience within Australia including remote and regional Aboriginal and Torres Strait Islander communities. She has been involved in undergraduate nursing education for the past 21 years and has been the recipient of numerous teaching awards. Some of these include the CQUniversity Vice Chancellors Teaching Award in 2008 and 2010, a Faculty of Science Engineering and Health teaching award in 2008 and 2010, an Australian Learning and Teaching Citation for her outstanding contribution to student learning in 2008 and 2012, was named Pearson/Australian Nurse Teacher Society- Nurse Teacher of the Year in 2009 and in 2012 was awarded and Australian University Teaching Excellence Award. Kerry has become known nationally and internationally for her pioneering work in creating, designing, implementing and researching an innovative simulation strategy called Mask-Ed (KRS Simulation). This simulation technique, through the use of amazing silicone props, transforms the expert educator/ professional into a character who in-turn becomes the platform for learning and teaching. Kerry is also well published in international journals for her work around medication safety and has been the principal author, as well as co author, of several nursing texts books which have been sold nationally and internationally.



Thomas J. Doyle, MSN, RN
Chief Learning Officer, CAE Healthcare

Tom has over 33 years experience in healthcare as a registered nurse, hospital administrator, nurse educator and corporate executive responsibility. He is a recognized world expert in the use of experiential learning and simulation. He spent 5 years as Coordinator of the Patient Simulation Program at one of the first colleges in the US to purchase the Human Patient Simulator in the 1990s. In that role he facilitated integration of high fidelity patient simulation across the nursing program curriculum in addition to many allied health programs (EMS, Dental Hygiene, and Respiratory Care).
As Chief Learning Officer for CAE Healthcare, his role is to provide leadership to a global team, whom consults and assists our customers with applying, developing, implementing, and facilitating high fidelity simulation into their programs. Ultimately Tom is responsible for the educational strategic planning and implementation for CAE Healthcare. Tom is also appointed as a Visiting Fellow to the Faculty of Health, Science, andSports at the University of Glamorgan, Pontyprid, Wales and as a Visiting Research Fellow to the Faculty of Health and Human Services at the University of Huddersfield both in the United Kingdom.

MasterClass Presenters

Allison Wiseman

 

Allison Is a Senior Tutor in Physical Assessment in the School of Health and Social Care at the University of Surrey UK.Allison trained as a general nurse at Kings College Hospital, London where she eventually specialised in a career in adult critical care. Subsequently Allison has trained in paediatric critical care and has held senior positions in critical care. During this time she had extensive experience in teaching critical care to the interdisciplinary healthcare team and her research activity was focussed on creating inter-disciplinary learning packages for the critical care team members. Since joining the University of Surrey Allison has actively engaged in teaching in a simulated practice setting to both undergraduate pre-registration and post registration students and post graduate students. Her development and research activity has been more recently focussed on simulation and the development of teaching and learning strategies for students in a simulated practice learning environment to ensure an effective learning experience.

Catherine Haynes

Catherine is an adult branch tutor in psychosocial aspects of care at the University of Surrey. Catherine trained as a general nurse at St George’s Hospital, London, where she specialised in paediatrics. She then qualified as a district nurse working in Surrey where she ran several health clinics within a health centre as well as nursing within the community. She has experience in occupational health and worked as a research nurse prior to gaining a BSc (Hons) in psychology. Following this she worked in orthopaedics and trauma before joining Surrey University as an adult tutor specialising in psychosocial aspects of care. Catherine gained an MSc in Health psychology and has been teaching psychology and nursing skills to pre and post graduate students and has recently been involved in simulation taking a special interest in the holistic assessment of patients and the effect of simulation on student’s learning and development.

Jane Murray MSc, BA(Hons), RMN

Jane Murray is a Senior lecturer in mental health at Northumbria University. She teaches on both pre and post registration nursing programmes and undertakes some international teaching into Malaysia. She has worked as a mental health nurse for more than 20 years, specialising in care of the older person, particularly those with dementia, for the last 15. She joined Northumbria University in 2008 and has since helped to develop the use of simulation as a teaching and learning strategy within the mental health field. Over the last two years, in conjunction with her colleague, Ann Huitson, has developed a new debrief tool; the Emotional and Cognitive Debrief for Enhanced Learning or ECoDEL. The tool has been very well received both nationally and internationally and is now embedded in the pre registration curriculum from year one after feedback from students who have previously used it as well as being used on individual post registration modules.


Jacqueline England RGN DPSN BSc (Hons) MA FHEA

Jacqueline England is an experienced acute care nurse and educator. As an Associate Lecturer in Cyprus she developed and set up the first Simulation Centre in Cyprus at the University of Nicosia. She is particularly interested in developing and improving inter-professional practice through the use of simulation. She has presented at a range of international conferences on simulation in inter-professional education and assessment. Jacqueline was appointed as Simulation Development Officer for the East of England region, working on a National project, funded by the Higher Education Academy/ASPiH in Sept 2012. Jacqueline is the Inter-professional Learning Lead at the University of Bedfordshire and is currently working with colleagues across the Faculty of Health and Social Sciences and the wider University in developing and strengthening inter-professional education.


Inderjit Hair

My name is Inderjit Singh Hair but everyone calls me Indy. I have been working in the Simulation Centre at University of West London (UWL) for 12 years now in various roles. These have included PA to the centre manager and centre administrator. I am currently the Learning Support Technician a post I have held since 2009.
I enjoy my work as it is so varied and I’m still learning all the time, I enjoy the interaction with the students and the satisfaction I get, when I know I’ve made a difference to a students learning.
I have no nursing or physiology background so when I was offered the position of the Learning Support Technician and my initial reaction was no, but the team in the Simulation Centre persuaded me to say yes. With in service training and on-going development opportunities and the support and advice of the team I haven’t looked back since!

A firm fixture with the UK Nursing Conference, we will continue this year with three dynamic and interactive masterclasses that will be of interest to all delegates. Each class will be limited to 15 participants and bookings for these sessions will be available at registration on both days of the conference. Also this year we will introduce a few Special Interest Groups into the programme: A  Simulation Technologists Forum, an ASPiH Nursing SIG and a Centre Management SIG.

Below are some details of this year's sessions. More information on the presenters can be found on the speakers tab.

Masterclass - Debriefing
It’s not what you do it’s what you learn – reflective debriefing for enhanced learning
Jane Murray MSc, BA(Hons), RMN, University of Northumbria

This Masterclass offers people the opportunity to actively engage with the ECoDEL debriefing tool. The Emotional and Cognitive Debrief for Enhanced Learning has been developed by Jane Murray and Ann Huitson from Northumbria University specifically to help students harness the high expressed emotion in simulation and examine their own thoughts in relation to their behaviours. Students have evaluated the tool very positively and it has been shortlisted for a Student Nursing Times Teaching Innovation Award. Participants will be given the opportunity to watch video footage of pre registration mental health nurses engaging with high fidelity simulation and then examine the debrief process that followed.

Masterclass - Interprofessional Learning
Writing simulation scenarios for Inter-professional learning
Jacqueline England RGN, DPSN, BSc (Hons), MA, FHEA, University of Befordshire

Since the recent Francis report (DH 2013) there has been an increase in an already steadily developing field of inter-professional learning. The scope of this in a classroom or simulator facility may be limited but, in terms of the range of simulation available, from highest to lowest fidelities, the ability to learn from and with other health care service personnel is vast.
In order to create scenarios that fit the learning needs and outcomes the roles and factors from each discipline need careful consideration. Health care educators and facilitators need to think flexibly and in a broader perspective to ensure that the full range of disciplines are catered for within the scenario, even if those disciplines are not present at the simulation.
This masterclass will give a brief overview of work in progress at the University of Bedfordshire and allow the delegates to explore their own needs and work towards positive outcomes.


Masterclass - Professional Integrity
Professional integrity in simulation: Balancing conduct, commitment and capacity
Allison Wiseman, Catherine Haynes, University of Surrey

The term professional integrity has raised much debate in the literature due to its complexity (Banks, 2010 & Edgar & Pattinson, 2011). This may have arisen from the wide range of issues covered, including professional values and legal and ethical frameworks. Students need to apply and integrate these values to the evidence base supporting the simulated learning experience, thus contextualising their knowledge and skills. This integrated approach to learning, where the simulated experience is undertaken in context may enhance students’ ability to link theory to practice, thus narrowing the perceived theory practice gap (Weller, 2004). However for learning to be effective students’ must take responsibility. Higher education (HE) has an expectation that students will be self directed learners, ascribing to the principles of andragogy (Knowles, 1990). Additionally students are expected to adhere to codes of ethics and conduct from professional and regulatory bodies, such as the Nursing & Midwifery Council (NMC, 2008 & 2010) and Health Professions Council (HPC, 2008). This raises three questions for educators.
1. Are all students ready to be adult learners and understand the notion of professional behaviour?
2. What preparation & guidance do students require to uphold their professional integrity in simulated learning activities?
3. Should they sign up to a code of conduct for simulated learning activities and what should this include?
Learning outcomes:
To explore with attendees what professional integrity is
To identify how educators can enhance simulated learning experiences for all users through the implementation of INASCL standard 2


SIG - Simulation Technologists Forum
Inderjit Hair, University of West London
A great feature of last year's conference, the technologists forum allows technicians from around the country to come together and exchange ideas, tips and tricks on the technical side of simulation. Chaired by the effervescent Indy Hair there will also be representation from CAE Healthcares technical staff to engage in hands on solutions.