Research Profile
Mrs Alison
Power
Senior Lecturer in Midwifery
Faculty of Health, Education and Society
- Alison.Power@northampton.ac.uk
- 01604 892368
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Alison studied for a BSc in Midwifery at Coventry University.
Alison is a Senior Lecturer in Midwifery and has been lecturing at the University since 2006. She completed a Masters in Practice Education (Distinction) and is currently studying for a Professional Doctorate within the School of Health. Alison is the midwifery team’s representative on the School of Health Learning and Teaching Sub Group as well as their Service Users and Carers Representative. She has a keen interest in innovative learning, teaching and assessment strategies, in particular the judicious use of simulated learning, Open Educational Resources, social media and apps in curriculum delivery to offer students a diverse range of learning opportunities.
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Module Leader for the following modules:
- Preparation for NMC Stage 4 Teacher Standard (MSc Advanced Professional Practice)
- Essentials of Midwifery (BSc (Hons) Midwifery Studies)
- The Science of Reproduction (BSc (Hons) Midwifery Studies)
Teaching on the following modules:
- Research studies in midwifery (BSc (Hons) Midwifery Studies)
- Advanced research studies in midwifery (BSc (Hons) Midwifery Studies)
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Alison’s Masters dissertation was a primary research study which explored second year student midwives’ experiences of the management of obstetric emergencies in three settings: the clinical area as junior students, a simulated learning environment and in the clinical area as senior students. The study examined the relationship between theoretical input and clinical experiences to assess how effective simulated learning is in bridging the theory-practice gap. Findings suggest that effective simulated learning for the management of obstetric emergencies, underpinned by current evidence and facilitated by expert Clinicians and Academics, can bridge the theory-practice gap and develop students’ competence and confidence to meet NMC Standards on registration (NMC, 2009). In order to further develop and improve its contribution to the learning experience students identified a number of areas for improvement, namely ensuring the learning environment is authentic, relevant and practice-focused; equipment is realistic, up-to-date and fit for purpose; sessions are facilitated collaboratively between the University and Clinical Placement Provider to offer research-based, professionally credible education.
Recommendations from the study include the need for greater support for junior students in the clinical area; the introduction of regular reflection and debriefing sessions in the clinical area; peer deliberation during theoretical block weeks to allow students to discuss clinical experiences, thereby promoting shared learning. It was also suggested that students would benefit from a programme of simulated learning sessions in a midwifery specific Clinical Skills Laboratory covering all aspects of practice from basic clinical skills to the management of obstetric emergencies. Flexibility in terms of who should attend the sessions was deemed to be key, providing students with the opportunity to learn with their peers and/or students from all stages of training, bringing a range of clinical experiences and competencies to share and reflect on as a group. This initiative could also be an opportunity to promote interprofessional learning as students such as paramedics or drama students could be invited to take part in sessions identified as appropriate for collaborative learning.
The study identified a number of areas for future research studies including a follow up study to evaluate students’ experiences post qualification with regards managing obstetric emergencies to analyse the impact of simulated learning on their confidence in autonomous practice; a study of mentors’ and student midwives’ assessment of clinical competence and confidence as a result of embedding clinical skills in a spiral curriculum.
Alison’s Doctoral thesis explores student midwives’ construct of resilience.
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2019
- Power, A. and Wilson, A. (2019) Creating good habits: making reflection the norm. British Journal of Midwifery. 27(6), pp. 387-389. 0969-4900.
- Power, A., Abraham, J. and Neha, S. (2019) Managing women in pregnancy after bariatric surgery: The midwife as the co-ordinator of care. British Journal of Midwifery. 27(9), pp. 549-554. 0969-4900.
- Power, A. and Wilson, A. (2019) Mentor, Coach, Teacher, Role Model: What’s in a name? British Journal of Midwifery. 27(3), pp. 184-187. 0969-4900.
2018
- Power, A. and Holland, L. (2018) Are students ‘empty vessels’ or can previous experience enhance future practice? British Journal of Midwifery. 26(2) 0969-4900.
- Power, A. and Holland, L. (2018) Are students ‘empty vessels’ or can previous experience enhance future practice? British Journal of Midwifery. 26(2) 0969-4900.
- Power, A. (2018) Beyond Brexit: cross-border collaborations in midwifery education with the Florence Network. British Journal of Midwifery. 26(1) 0969-4900.
- Power, A. (2018) Beyond Brexit: cross-border collaborations in midwifery education with the Florence Network. British Journal of Midwifery. 26(1) 0969-4900.
- Power, A. and Underwood, M. J. (2018) CPD and revalidation: theory, practice and lessons from teachers. British Journal of Midwifery. 26(6), pp. 409-411. 0969-4900.
- Power, A., Dakri, T. and Irwin, W. (2018) Changemaker: preparing student midwives for employability, qualification and beyond. British Journal of Midwifery. 26(4) 0969-4900.
- Power, A., Dakri, T. and Irwin, W. (2018) Changemaker: preparing student midwives for employability, qualification and beyond. British Journal of Midwifery. 26(4) 0969-4900.
- Power, A. and Lowe, J. (2018) Perceptions of midwives with visible body art: OK or no way? British Journal of Midwifery. 26(3) 0969-4900.
- Power, A. and Lowe, J. (2018) Perceptions of midwives with visible body art: OK or no way? British Journal of Midwifery. 26(3) 0969-4900.
- Power, A. and Thomas, C. (2018) Restorative supervision for student midwives: the professional midwifery advocate in the classroom. British Journal of Midwifery. 26(5), pp. 344-346. 0969-4900.
- Power, A. and Jewell, L. (2018) Students in practice: the role of the student support midwife. British Journal of Midwifery. 26(7), pp. 475-477. 0969-4900.
2017
- Power, A. and Cole, M. (2017) Active blended learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery. 25(10) 0969-4900.
- Power, A. and Cole, M. (2017) Active blended learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery. 25(10) 0969-4900.
- Power, A. and Murray, J. (2017) Coping with end-of-year assessments: a survival guide for pre-registration midwives. British Journal of Midwifery. 25(8) 0969-4900.
- Power, A. and Murray, J. (2017) Coping with end-of-year assessments: a survival guide for pre-registration midwives. British Journal of Midwifery. 25(8) 0969-4900.
- Power, A. (2017) Courage, commitment and resilience: traits of student midwives who fail and retake modules. British Journal of Midwifery. 25(3) 0969-4900.
- Power, A. (2017) Courage, commitment and resilience: traits of student midwives who fail and retake modules. British Journal of Midwifery. 25(3) 0969-4900.
- Power, A. and Murray, J. (2017) How can universities ‘ASSIST’ student midwives with additional needs to achieve? British Journal of Midwifery. 25(4) 0969-4900.
- Power, A. and Murray, J. (2017) How can universities ‘ASSIST’ student midwives with additional needs to achieve? British Journal of Midwifery. 25(4) 0969-4900.
- Power, A., Rea, T. and Fenton, S. (2017) Life after death: the bereavement midwife’s role in later pregnancies. British Journal of Midwifery. 25(5) 0969-4900.
- Power, A., Rea, T. and Fenton, S. (2017) Life after death: the bereavement midwife’s role in later pregnancies. British Journal of Midwifery. 25(5) 0969-4900.
- Power, A. and Farmer, R. (2017) Pre-registration midwifery education: do learning styles limit or liberate students? British Journal of Midwifery. 25(2) 0969-4900.
- Power, A. and Farmer, R. (2017) Pre-registration midwifery education: do learning styles limit or liberate students? British Journal of Midwifery. 25(2) 0969-4900.
- Power, A. and Mullan, J. (2017) Vicarious birth trauma/PTSD: preparing and protecting student midwives. British Journal of Midwifery. 25(12) 0969-4900.
- Power, A. and Mullan, J. (2017) Vicarious birth trauma/PTSD: preparing and protecting student midwives. British Journal of Midwifery. 25(12) 0969-4900.
- Power, A. and Ridge, J. (2017) What does studying research methods have to do with practice? Views of student midwives and nurses. British Journal of Midwifery. 25(1) 0969-4900.
- Power, A. and Ridge, J. (2017) What does studying research methods have to do with practice? Views of student midwives and nurses. British Journal of Midwifery. 25(1) 0969-4900.
2016
- Power, A., Davidson, S. and Patrick, K. (2016) Being ‘with woman’ in contemporary midwifery practice: one Trust’s response to the Francis report. British Journal of Midwifery. 24(10) 0969-4900.
- Power, A., Davidson, S. and Patrick, K. (2016) Being ‘with woman’ in contemporary midwifery practice: one Trust’s response to the Francis report. British Journal of Midwifery. 24(10) 0969-4900.
- Power, A. and Rooth, C. (2016) Clinicians in the classroom: The consultant midwife. British Journal of Midwifery. 24(4), pp. 286-287. 0969-4900.
- Power, A. and Rea, T. (2016) Clinicians in the classroom: the bereavement midwife. British Journal of Midwifery. 24(3), pp. 219-221. 0969-4900.
- Power, A. and Gupta, K. (2016) Clinicians in the classroom: the consultant anaesthetist. British Journal of Midwifery. 24(5) 0969-4900.
- Power, A. and Gupta, K. (2016) Clinicians in the classroom: the consultant anaesthetist. British Journal of Midwifery. 24(5) 0969-4900.
- Power, A. and Rooth, C. (2016) Clinicians in the classroom: the consultant midwife. British Journal of Midwifery. 24(4), pp. 286-287. 0969-4900.
- Power, A. and Briody, P. (2016) Clinicians in the classroom: the matron. British Journal of Midwifery. 24(6) 0969-4900.
- Power, A. and Briody, P. (2016) Clinicians in the classroom: the matron. British Journal of Midwifery. 24(6) 0969-4900.
- Power, A. (2016) Experiences and expectations of student midwives entering the final year of their programme of study. British Journal of Midwifery. 24(12) 0969-4900.
- Power, A. (2016) Experiences and expectations of student midwives entering the final year of their programme of study. British Journal of Midwifery. 24(12) 0969-4900.
- Power, A. (2016) Midwifery in the 21st century: are students prepared for the challenge? British Journal of Midwifery. 24(1) 0969-4900.
- Power, A. and Ewing, K. (2016) Midwifery preceptorship: the next chapter. British Journal of Midwifery. 24(8) 0969-4900.
- Power, A. and Ewing, K. (2016) Midwifery preceptorship: the next chapter. British Journal of Midwifery. 24(8) 0969-4900.
- Power, A. and Briody, P. (2016) Preparing for your preceptorship midwife interview: a student’s guide. British Journal of Midwifery. 24(7) 0969-4900.
- Power, A. and Briody, P. (2016) Preparing for your preceptorship midwife interview: a student’s guide. British Journal of Midwifery. 24(7) 0969-4900.
- Power, A. and Quilter, J. (2016) Should left-handed midwives and midwifery students conform to the ‘norm’ or practise intuitively? British Journal of Midwifery. 24(9), pp. 656-659. 0969-4900.
- Power, A. and Grzelak, I. (2016) University midwifery societies: support for student midwives, by student midwives. British Journal of Midwifery. 24(11) 0969-4900.
- Power, A. and Grzelak, I. (2016) University midwifery societies: support for student midwives, by student midwives. British Journal of Midwifery. 24(11) 0969-4900.
2015
- Power, A. (2015) Contemporary midwifery practice: art, science or both? British Journal of Midwifery. 23(9), pp. 654-657. 0969-4900.
- Power, A. and Siddall, G. (2015) Ensuring practice is based on the best evidence: masterclass on literature searching. British Journal of Midwifery. 23(5), pp. 356-358. 0969-4900.
- Power, A. (2015) Is Facebook an appropriate platform for professional discourse? British Journal of Midwifery. 23(2), pp. 140-142. 0969-4900.
- Power, A. (2015) LinkedIn: Facebook for professionals? British Journal of Midwifery. 23(3), pp. 196-198. 0969-4900.
- Power, A. and Gordon, A. (2015) There’s an app for that – but how do we know if it’s a good one? British Journal of Midwifery. 23(6), pp. 442-444. 0969-4900.
- Power, A. (2015) Twitter’s potential to enhance professional networking. British Journal of Midwifery. 23(1), pp. 65-67. 0969-4900.
- Power, A. and Clews, C. (2015) Values-based recruitment and the NHS Constitution: making sure student midwives meet the brief. British Journal of Midwifery. 23(11), pp. 818-820. 0969-4900.
- Power, A. and Clews, C. (2015) Values-based recruitment and the NHS Constitution: making sure student midwives meet the brief. British Journal of Midwifery. 23(11), pp. 818-820. 0969-4900.
- Power, A. (2015) Welcome to class: a survival guide for commencing student midwives. British Journal of Midwifery. 23(10), pp. 746-748. 0969-4900.
- Power, A. (2015) Welcome to practice: a guide for the first labour ward placement. British Journal of Midwifery. 23(12), pp. 902-903. 0969-4900.
- Power, A. (2015) Welcome to practice: a guide for the first labour ward placement. British Journal of Midwifery. 23(12), pp. 902-903. 0969-4900.
- Power, A. and Coulson, K. V. (2015) What are OERs and MOOCs and what have they got to do with prep? British Journal of Midwifery. 23(4), pp. 282-284. 0969-4900.
- Power, A. (2015) What do service users want and who cares? British Journal of Midwifery. 23(8), pp. 594-596. 0969-4900.
2014
- Power, A. (2014) What is social media? British Journal of Midwifery. 22(12), pp. 896-897. 0969-4900.
This list was generated from NECTAR on Sun Apr 5 01:35:55 2020 BST.