Category: Fields

Author spotlight: how does shift work affect healthcare students?

Author spotlight: how does shift work affect healthcare students?

Healthcare student Geri Gee has recently published an article about her research in our student research journal Fields. We caught up with her for a chat about her work and her experiences getting published.

How would you explain your research to someone new to the subject?

My research was designed to address the needs of healthcare students undergoing an academic degree, in order to practice in their relevant field, such as; nursing/ midwifery. It was evident from a literature review that there was little to no research supporting and identifying the impact of shift work on healthcare students. The literature review highlighted significant implications to shift work, therefore the team I worked with felt it necessary to explore how these implications could affect a healthcare professional so prematurely in their career and how these implications would impact on the future health of individuals and that of the national health service and its retention of healthcare professionals.

As a first time author, how did you find the process of getting published?

Having my work chosen to be published was very exciting. The step by step process required a fair amount of my personal time, in between applying for and commencing new employment. It was an educational process that was supported by the Press, who were very instructive and succinct in their advice. It was a both challenging and rewarding process.

How do you think this experience has helped you develop new skills?

Publishing my article has educated me on the difference between writing an assignment and writing for an academic journal. I feel that the process has encouraged me to consider further study and given me a drive to become involved in clinical research as the impact of the outcomes can be of a significant nature. I believe that my writing skills have improved alongside my skills to review reliability of research, which ensures practice based reading contributes to changing my personal practice, committing to meeting the current needs of the service users.

Read Geri’s article in Volume 3 of Fields

New issue of student research journal Fields

New issue of student research journal Fields

Launched in 2015, Fields is quite unique as a journal in that it gives students, both undergraduate and postgraduate, the chance to publish their work through a rigorous academic peer review process. As well as giving a platform to this excellent research, the process gives the students valuable experience of the publishing process – something which they can draw on if they choose to pursue a career in academia.

Following the great success of Volume 1 and Volume 2, we are pleased to announce that Volume 3 is now available to read on our open access publishing platform.

Read Volume 3 of Fields

Professor Janet Hargreaves has been Editor for the journal for two years, and has enjoyed seeing the journal develop from its first issue:

Having been involved with the development of this journal from its beginnings as an editorial board member, and for the past two years as editor, I feel privileged to have read such an excellent body of student work, and to be presenting the papers for this third volume.

Professor Janet Hargreaves, Editorial

In this new issue we have an impressively diverse range of subjects including literature, pharmacy, social care and engineering to name a few.  It is very rewarding to see such high quality work being produced by students across all of the seven Schools at the University.

Over the coming months we will be publishing blog posts by the authors to give you an insight into their research and their experiences of being published in Fields, so watch this space!

Congratulations to all the students for their hard work throughout the process.

Writing ‘boot’ camp to foster proactive and supportive writing cultures for undergraduates.

With Volume 3 of Fields about to be published, we are enjoying looking back at the development work @tali_hud has been doing with undergraduate researchers

Teaching and Learning Institute

The Teaching and Learning Institute logoThe Teaching and Learning Institute is gathering short case studies of academic practice to enable colleagues to share their approaches to teaching and learning more widely and encourage interdisciplinary and interprofessional learning.

The Teaching and Learning Institute coordinates, evaluates and disseminates inspiring and innovative teaching and learning

In this case study, Cheryl Reynolds, senior lecturer in the School of Education and Professional Development, writes about using writing ‘boot camps’. As part of a two-year, blended learning degree in Education, undergraduates need to develop the confidence and expertise to write convincingly about their own educational research. One way to support this is to foster proactive and supportive writing cultures for undergraduates. A two-day, writing ‘boot camp’ that sought to initiate such a culture was devised.

Why did you decide to try this out?

Many students struggle to meet the challenge of writing academically and were frequently requesting more emphasis on academic…

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