Welcome to the Neurodiversity Research Group at BNU. The increasing enrolment of neurodiverse students in HEI presents a shared and expanding challenge for academics. Research within the School in relation to this area will shed light on the experiences of neurodiverse students whilst exploring the facilitators and challenges. Fresh insight offers substantive room for change and improvement however the disclosure of learning difficulties remains a significant issue. A key driver for change is the establishment of a trusting and inclusive environment that embraces diversity without the need for labels, special measures or adjustments. Such an environment fosters a culture where all students can thrive.

Selected Current and Recent Projects 

'Effect of implementing the Oliver McGowan Mandatory Training on the knowledge and confidence of Nursing and Midwifery.' Nathen Green

The Oliver McGowan Mandatory Training (OMMT) is the preferred course of NHS England to meet the requirements stated in the Health and Care Act 2022 (Chapter 3, Part 6.181, Page 148) for The Mandatory Training on Learning Disabilities and Autism. The training is being rolled out nationally to registered Nurses and other Healthcare professionals, although there is no current provision within pre-registration nursing qualifications. BNU has been tasked by NHS England to pilot the implementation of the mandatory training into pre-registration courses and to evaluate the impact and effectiveness of the training.

The aim of this research is to determine the level of knowledge, experience and confidence with Learning Disabilities and Autism of Nursing and Midwifery students before and after receiving the Oliver McGowan Mandatory Training. The outcomes of this study will contribute to the overall evaluation of the training for pre-registration Nurses and Midwifes as required by NHS England who are responsible for the roll-out of the training nationally.

‘Global Ethnic Majority Student Midwives Experience of a Decolonised Curriculum- an Interpretative Phenomenological Analysis.’ Claire Stringer

Current PhD / MPhils

‘Developing metacognitive strategies to support non-native English-speaking students in learning academic writing skill.' Debbie-Kate Salvo

‘Clinical Practice Learning Environment Nursing Staff Survey on supporting students’ with mental health concerns.’ Margaret Rioga

Presentations

Decolonising Nursing and Midwifery: Our Journey So Far. Claire Stringer, Geoffrey Amoateng and Ntsoaki Mary Mosoeunyane

Responding to unequal health outcomes, ranging from significantly higher perinatal mortality rates for black women to the disproportionate impact of Covid-19 on minoritised ethnic groups, as well as to unequal staff and student experiences epitomised in pay and award gaps, BNU’s School of Nursing and Midwifery has embarked on a process of decolonising its curricula. This includes the adoption of a decolonisation statement and pledge, something which is becoming increasingly common across HE as institutions seek to address the legacy of colonial cultural practices woven within existing systems. Recognising that the identification of morbidity and clinical deterioration is often based on changes in skin colour and that much of this knowledge is derived from the care of women with light skin tones, which can contribute to unequal health outcomes, the Midwifery team designed a curriculum to ensure Midwifery students are educated to assess skin changes in all skin tones with confidence using clinical judgement. 

The new Midwifery curriculum also includes assessments specifically focused on holistic care identifying cultural needs and adaptations; employing guest lecturers who identify as global majority ethnicity; and a pedagogy that is not Eurocentric and goes beyond traditional Western epistemologies. The team will evaluating a critical overview of their multifaceted interventions to reduce award gaps, which include redesigning module assessment strategies and fostering an inclusive culture and sense of belonging for staff and students.

Selected Outputs

Maloret, Paul and Scott, Patricia (2017) Don’t ask me what’s the matter, ask me what matters: acute mental health facility experiences of people living with Autism Spectrum Conditions. Journal of Psychiatric and Mental Health Nursing, 25 (1). pp. 49-59. ISSN 1351-0126

Maloret, Paul and Welch, J (2018) The Principles of Caring for People with Learning Disabilities and/or Autism. In: Nursing Practice: Knowledge and Care, 2nd Edition. Wiley-Blackwell, pp. 193-209. ISBN 978-1-119-23747-1 Item not available from this repository.

Patel, Vinood B., Preedy, Victor R. and Martin, Colin R. (2014) Comprehensive Guide to Autism. Springer. ISBN 978-1461447894

Rawcliffe, David (2016) Autism spectrum disorder (ASD). In: Mental Health and Well-Being in the Learning and Teaching Environment. Swan & Horn. ISBN 978-1909675025

Rawcliffe, David (2020) Girls and autism: Educational, family and personal perspectives. Journal of Mental Health. p. 1. ISSN 1360-0567

Rochon, R., Knight, J., Smith, M., Avery, C. and Allen, N. (2023) Evaluating SELF: a new model of reflection for learning and promoting wellbeing. Advance HE's Mental Wellbeing in HE Conference 2023: Putting theory into practice - Creating a whole university approach to student and staff wellbeing. Manchester, 16 May 2023.

Contact Information

For more information about the Drug and Alcohol Research Group or any of its projects, please contact group lead Dr Julia Williams (julia.williams@bnu.ac.uk).