University of Nottingham
Dr Gemma Stacey is the Programme Lead for the Graduate Entry Nursing programme at the University of Nottingham which includes responsibility for marketing, retention, curriculum design and resourcing, quality monitoring and validation via both University and NMC. She acted as a key contributor to the initial development of the GEN programme including taking the lead for the curriculum development of the mental health field content. This involved taking responsibility for internal and external reviews such as university and NMC validation (2009) and revalidation (2011), development of curriculum content, resourcing and developing the assessment framework in collaboration with service users, statutory, private and voluntary sector partners and academic external advisors (City University). The reputation of the mental health field of this programme is currently well established and has resulted in three applications per place and a yearly increase in commissions from 11 in 2009 to 44 in 2016.
Additionally Gemma completed her PhD studies exploring the practice learning experience of Graduate Entry Nursing. She has contributed to the growing evidence base focused specifically on Graduate Entry Nursing including articles on curriculum design, pedagogical approaches and issues of anti-intellectualism directed towards this student group. She has acted as an external advisor to support the development of GEN programmes across the UK and is the co-founder of the GEN international network which launched in October 2015.
Director of Undergraduate programmes, School of Nursing and Midwifery, Keele University.
Patricia has responsibility for the pre-registration nursing programmes in the School of Nursing and Midwifery and steered the development of the MSc in Nursing which commenced in 2016. Her interests lie in curriculum development, policy development and implementation and transition and her PhD from Lancaster University considered the education policy of health visitors. This interest in the importance of public health and primarily seeing education as transformative is part of the ongoing work she is involved in for example Patricia is part of a team studying the development of resilience in the student nurse curriculum. Future work with the MSc Nursing involves the development of other field pathways.
University of East Anglia
Jackie qualified with a BSc (Hons) in Nursing Studies from the Robert Gordon University, Aberdeen, in 1998. Following a varied clinical career that included coronary care and care of the elderly, she completed an MSc in Health Services and Public Health Research at the University of Aberdeen. Her research career began in Cambridge at NHS Blood and Transplant in the field of haematology, in particular sickle cell disease, where she examined clinical practice in relation to blood transfusion use. In 2004 she was awarded a nurse research fellowship via Kidney Research UK and completed a PhD at the University of Leicester. Her thesis examined how clinical decision making, patient education and clinician patient relationships had an impact on timely renal replacement therapy. She then worked as the project coordinator of an initiative that established a national tissue bank for women who were alloimmunised in pregnancy. Jackie returned to post doctoral research in 2013 as a member of the Palliative and End of Life Care research group at the Institute of Public Health at Cambridge University where she undertook an evaluation in to the Hospice at Home Service in Cambridgeshire. Jackie was a founder member of the Cambridge Nurses in Research group.
Jackie joined the University of East Anglia in March 2016 as a Lecturer in Adult Nursing and soon became Lead for Research Teaching on the Graduate Entry MSc in Adult Nursing. She also holds the Admissions Officer role for the programme.
University of Derby
I am the programme leader for the MSc Nursing (Adult) programme at the University of Derby and have worked in higher education for over ten years. I qualified as a registered adult nurse from Liverpool John Moores university in 2001 and worked predominantly in neurosurgery. I hold a PhD in nursing entitled “A study of family transition in the first year post-head injury: perspectives of the non-injured members”. Teaching experience includes a full and varied range of interprofessional healthcare topics taught at level 4 – 7. However specialist areas focus on research methods and evidence based practice. Research interest include the impact of head injury on the family, use of narrative inquiry to inform and support healthcare practice and pre-nursing care experience.
University of Southampton
Debra Ugboma is an adult nursing lecturer and Director of Programmes, Nursing and Midwifery. Debra works closely with Anne Baileff, Deputy Head of School (Education) to support the development of the Health Sciences education portfolio and student experience.
Debra’s clinical and published field is renal nursing and she has worked in a number of renal units across the UK in a variety of posts, including; peritoneal dialysis unit manager, pre-dialysis clinical nurse specialist and clinical nurse educator. Previous research has focused upon organ donation and support for families.
Debra has also worked overseas with Voluntary Service Overseas. Since joining the University of Southampton in 2001 as a Lecturer Practitioner, Debra has held a number of roles which include Programme Lead for the Post Graduate Diploma in Nursing (pre-registration), University Practice Co-ordinator for Acute Hospital Trusts and currently also cohort leads a work-based learning module for Registered Nurses working in renal care.
University of East Anglia
Marie McGee is the Course Director for the MSc adult nursing programme at the University of East Anglia which commenced Jan 2016. She was a key player in the development of this exciting new programme in preparing for NMC validation and subsequent curriculum development, marketing, admissions, assessment and overall quality review of the programme. Integral to this was working with practice partners to promote the new programme and work in collaboration with them for the delivery of the programme.
Working with graduate entry nurses has afforded her the opportunity to showcase their attributes and qualities since they commenced the programme at school and local level. I have a keen interest in demonstrating the impact GENs bring to nursing and look forward to raising their profile through the GEN forum.
Marie worked as a urology and rheumatology nurse practitioner where one of her areas of focus and research was on patient education. Her self- management initiative on ‘patient self – administration of Methotrexate’ was identified as an area of best practice by the Department of Health and published.
Since joining the University of East Anglia her area of expertise is Long Term Condition Management where she leads on these modules at undergraduate and post graduate level. She also teaches on the Advanced Practitioner Pathway in areas of advanced communication, Work Based learning and clinical assessment Currently she is completing a PhD on ‘Older people’s Experience of urgent and Emergency Care’ with an interest in Interpretative Phenomenological Analysis (IPA) as her research methodology.
University of Nottingham
Dr Nicola Wright is currently employed at the School of Health Sciences, University of Nottingham as an Assistant Professor in Mental Health. After the completion of her PhD in 2009, Nicola has held research posts at the School of Psychology, University of Birmingham and also the Collaboration for Leadership in Applied Health Research and Care Nottinghamshire, Derbyshire and Lincolnshire. Nicola’s current research interests focus on inpatient-community care transitions in mental health, youth mental health, the promotion of self management for young people who self harm within primary care, suicide awareness training for GPs and suicide risk assessment in primary care. Previously Nicola has undertaken projects linked to engagement in Assertive Outreach services, the need for follow on peer support after the completion of structured self management programmes and the experiences of knowledge brokers bridging the research-practice gap. Her methodological expertise is predominantly qualitative including qualitative service evaluation and improvement. Nicola has also undertaken a number of systematic literature reviews including a published Cochrane review. Nicola has previously been an Editor for the Mental Health Review Journal and is currently an Associate Editor at the Journal for Mental Health Training, Education and Practice. In relation to her role in nurse education, Nicola is the current module lead for B746SG Professional Development, Leadership and Innovation for Nursing Practice on the Graduate Entry Nursing (GEN) programme.
University of Nottingham
Susan was part of the core team who developed the graduate entry programme at the University of Nottingham which went live in 2009. She held responsibility for developing the problem based learning aspect of the curriculum, obtaining funding to develop video based case studies and involving key stakeholders in their authorship. Holding previous roles as adult lead and deputy director of the course she has been course lead since 2014. She has worked in the field of public health for over 25 years, within nursing, health promotion and academia and is lead for the community and public health module with GEN. She has published a range of articles and delivered international conference presentations and workshops on public health and nurse education. In 2012 she won the prestigious Lord Dearing Award for excellence in teaching and learning.
University of Southampton
“I became a registered nurse (adult) in 1995 and worked primarily in the field of critical care until taking a position as a lecturer at the University of Southampton in 2002. I have been involved in the Southampton graduate entry Postgraduate Diploma programme since its’ inception, and have been the Deputy programme lead for the PG dip since 2011. My primary interest as both educationalist and researcher is to understand the barriers prevent practitioners from delivering compassionate care, and to prepare future students to meet these challenges.”
Kingston University London
My career experience spans nurse education, nursing and professional practice, ensuring that risks are controlled in meeting standards set out by the professional and statutory regulatory bodies. I am currently a Principal Lecturer and Course Director for the Post Graduate Diploma (PgDip) two year programme in Nursing/Registered Nurse at Kingston University (KU) and St George’s, University London (SGUL). My previous role was as Senior Lecturer, Adult Field Lead in nursing within the BSc (Hons) three year pre-registration nursing programme. Both these roles have provided me with an overview of nursing education and professional practice with extensive involvement in curriculum design, academic regulations, quality and assessments. I led the design and implementation of the Nursing and Midwifery Council Pre-Registration Standards of Nursing Education (2010) into the current BSc (Hons) and PgDip programmes and have continued to led on the 2016 re-validation for the Post Graduate Diploma in Nursing/Registered Nursing two year programme.
My teaching experience within adult nursing spans both acute care within Trauma and Resuscitation and the community, through Case Management, Long Term Conditions and Public Health. Within clinical practice I led on the implementation of the Single Assessment Process across a busy NHS Foundation Trust and also implemented a Whole Systems Discharge Policy that bridged the gap for the service user across both the acute and community integrated pathway. I am involved in workforce development education through the development of bespoke programmes to meet workforce and changing service needs within health and social care settings. My underpinning philosophy of teaching involves utilising facilitation and role modelling with students to enhance and change practice. I have a lead role within simulation and clinical skills through learning and teaching and also lead as part of a team on the nursing students’ preparation for practice strategy. In my current role as Principal Lecturer: Course Director PgDip I am responsible for the quality of nursing educational provision and provide strategic leadership for the assessment processes both in theory and practice for module leaders and students.
It has been an interesting journey since the implementation of the all graduate nurse curriculum in 2011 and within the re-validation for the 2016 curriculum. It has been a privilege to be a part of the implementation and growth of the PgDip two year nursing programme at Kingston University and St Georges University London.
Oxford Brookes University
Juliet Bostwick works at Oxford Brookes University as one of three Programme Leads for pre-registration nursing in the Faculty of Health and Life Sciences. Juliet lead the development of the Graduate Entry nursing course in Adult, Mental Health and Children’s nursing and the first cohort graduated in 2012. Juliet is a 4th year EdD student and her research interests are in phenomenology, exploring graduateness and the experiences of graduate entry nursing students with non- cognate degree backgrounds. With a colleague Juliet is also undertaking an inter professional study evaluating Bachelors and Masters student experiences of dual level learning.
University of East Anglia
Coralie is the current Module 1 Lead for the MSc Pre-Registration Adult Nursing programme at the UEA. She is also module 3 lead on the BSc Pre-Registration Nursing programme and has recently been appointed Course Director for Adult Nursing (BSc January Intakes). Coralie has had a varied career over the past 25 years, initially working as a Health Care Assistant before commencing Nurse training in 1991. After qualifying as an Adult Nurse in 1994 she worked in Oxfordshire before returning to Norfolk to train as a Midwife. After qualifying she worked as a midwife in Norfolk for a few years then studied to become a Specialist Community Public Health Practitioner (School Nursing). Coralie worked as a School Nurse, then a School Nurse Practice Teacher until finally being promoted to Team Leader of both School Nursing and Health Visiting where she honed her skills in leadership and as a safeguarding children supervisor. In 2013 she went back to University to study the MSc Clinical Research course funded by the National Institute of Health Research which led to a change of career and a Lecturer in Nursing Sciences post at the UEA which began in late 2014. She is part of the MSc Pre-Registration Adult Nursing Programme team at the UEA which saw the commencement of the first cohort of students in January 2016.
Diane Phimister is Associate Head of the School of Nursing , Midwifery and Health at Coventry University with responsibility for a portfolio which includes overseeing and managing the quality processes of the pre-registration nursing curriculum; ensuring a positive student experience across all the disciplines that feature in the school portfolio; managing resourcing of the curriculum and in addition, contributing to the research agenda and income generation targets. Diane chairs a number of forums including the Faculty Service User and Carer engagement group of which she was a key founder.
Diane qualified as a mental health nurse 20 years ago; her clinical expertise embraces mental health practice and community health – with a particular focus on the effect of domestic violence and abuse on women’s mental health and issues related to suicidality and self -harm. Diane also supports cross university initiatives to support student emotional well-being.
Diane is currently studying for her doctorate which focusses upon life time relationship experiences and the influence on stay or leave decision making for mothers in domestically abusive relationships. Her primary research expertise is in qualitative methodologies and she has a particular interest in women’s issues.
Saint Louis University
Dr. Bobbi Shatto is currently employed at Saint Louis University School of Nursing as an Assistant Professor where she has experience teaching both traditional and direct entry students. Her clinical expertise is neuro-trauma and cardiovascular critical care as well as leadership. She completed her PhD studies exploring the transition to practice of Direct Entry Master’s students. Since that time, her research has continued on the transition to practice experience of not only Direct Entry students but has expanded to include traditional undergraduates. Her current focus is on student resilience and how that effects their transition to practice.
Bobbi is involved in several other research studies including the exploration of student debt and how it influences both students’ and graduate nurses’ thoughts in relation to nursing as a career. She is also investigating the epidemic of nurse bullying. She has studied and published articles on creative teaching methods which include Generational Issues and Flipped classrooms and is presently conducting a Systematic Review looking at Active Teaching Methods. Bobbi is currently a member of the Flipped Classroom Consortium and Sigma Theta Tau International.
La Trobe University
Melanie is a Senior Lecturer in Nursing and the Head of the Department of Rural Nursing and Midwifery in the La Trobe Rural Health School, La Trobe University. Melanie holds a PhD in Nursing with her dissertation focusing on fostering rural nurse leadership. Having presented at national and international nursing conferences she is an active researcher with particular interest in healthcare leadership and management, global nursing workforce mobility and internationalisation of nursing education. Published internationally, Melanie is a current reviewer for several international nursing journals including the Journal of Nursing Management, Nurse Education Today and BMC Nursing. Melanie is currently involved in a series of research projects with membership in school-level interdisciplinary research teams, international collaborative research teams and collaborations with local healthcare partners. The outcomes from these projects are intended to have impact on healthcare policy, practice, research and education. The projects are researching cultural intelligence of health science academics, the quality of teaching and learning in an international interprofessional global learning experience, how curriculum and the undergraduate learning experience impacts on mental health literacy and collaborative learning on a global scale for Nursing PhD candidates.
Melanie has recently completed a graduate certificate in higher education, curriculum, teaching and learning and has lead the development of Engagement in Professional Nursing, an undergraduate subject which focuses on corporate and clinical governance, leadership and management, organisational culture and transition to practice issues for graduate nurses. With extensive experience in blended learning, Melanie coordinates and teaches into the 3rd year of the Bachelor of Nursing, coordinates and teaches into the Initial Registration for Overseas Nurses Program, is the stream coordinator for the post graduate Master of Nursing subject Organisational Healthcare Leadership and supervises several higher degree by research students. Passionate about the globalisation of nursing education, Melanie manages international exchange for the department, teaches into the off shore Bachelor of Nursing in Singapore. Melanie has extensive industry experience holding nursing positions.
University of Derby
The University of Derby commenced two year, pre-registration masters programmes in nursing in September 2016. We also have similar programmes for radiography, sonography and occupational therapy. I am the head of department for Healthcare Practice at University of Derby. The department has more than 60 academic staff. There are over 1500 students studying with us. The programmes consist of nursing, radiography, sonography and assistant practitioner pre-qualification programmes. It also includes post-registration programmes for health visiting, district nursing, school nursing, nurse teaching, advanced practitioner and non-medical prescribing. The academic range is from foundation degree to masters and several staff are doctoral supervisors for PhD and professional doctorates.
I qualified as a registered nurse in 1990 and worked in hospital medical wards, coronary care and latterly in NHS clinical education until 2005. Since then I have been employed as a nurse academic by University of Derby.
My research experience includes project leadership for studies into preceptorship, transition from student to RN and clinical nurse educators (CNEs). As a result of the findings of the CNE research I co-founded, with Liz Allibone from the Royal Brompton, the national Clinical Nurse Educator Network in 2014 which now has over 300 CNE members. See www.derby.ac.uk/CNEnet. An up to date list of publications and associated citations is available on my Google Scholar page.
University of Greenwich
Simon is a Senior Lecturer, Mental Health Nursing, in the Department of Family Care & Mental Health, and has been in post since 2006.
Simon has a clinical background in therapeutic communities, therapeutic group work, and personality disorder.
His teaching interests are psychological therapies, law and ethics in mental health nursing, and the social sciences in psychiatry.
Simon is a PhD candidate undertaking research in antisocial personality disorder, autonomy and therapeutic environments.
Before taking on the MSc Nursing Programme Lead, Simon acted as Programme Lead for the BSc Mental Health Nursing pre-registration programme.
Simon takes an active interest in quality issues in both his department and Faculty.
Saint Louis University
Dr. Geralyn Meyer has been teaching students in an accelerated nursing curriculum since 1991. For 16 years she was the Coordinator of the Accelerated Bachelor of Science in Nursing (ABSN) program at Saint Louis University. She taught a variety of content in that program including Fundamentals of Nursing, Nursing Care of the Older Adult and Leadership and Management. In 2009 she was appointed chair of the taskforce that developed the first Accelerated Master’s in Nursing (AMSN) program in the State of Missouri. Dr. Meyer wrote the task force report and was heavily involved in securing approval for the new program from the appropriate curriculum committees at the university as well as from the Missouri State Board of Nursing. She was involved in implementing the new program and developing the courses for the first class of students which entered in August 2010. She currently teaches the Evidence Based Nursing course to the AMSN students.
Dr. Meyer holds certification as a National League for Nursing Certified Nurse Educator and as a Clinical Nurse Leader from the Commission on Nurse Certification.
Oxford Brookes University
Vicky is Programme Lead for the pre-registration Nursing Masters programme (Adult, Child and Mental Health), the Foundation Degree for Health and Social Care and the Return to Practice Programme at Oxford Brookes University. Her nursing background is in Orthopaedics, Care of the Older Adult and Urgent Care. She holds a sessional contract working as an Emergency Nurse Practitioner in a local trust. As well as contributing to the pre-registration programme Vicky also teaches on the Advanced Nursing Masters programme for qualified nurses. Current scholarly interests include exploring the experience of students on level 7 CPD course, the practice assessment of post registration masters students, and the development of a bespoke Research Experience placement for pre registration masters students.
Sara Morris is the Award Lead for MSc Nursing (Graduate Entry Pre-Registration programme) at Keele University, UK. Sara’s responsibilities include curriculum design, development of innovative learning and teaching approaches, quality monitoring, marketing and admissions. She led the development team for the MSc programme and is continuing to develop enquiry based learning across a range of programmes in the School.
Sara’s particular teaching and research interests are in acute care, clinical reasoning, advanced practice, analytical reflection, high fidelity simulation and effective communication. These interests are aligned to Sara’s clinical practice where she worked in a variety of clinical roles in Trauma, Emergency Care, Children’s services and as a Nurse Practitioner.
Sara has been involved in School level evaluative studies on innovations in learning and teaching and is currently working on evaluating the introduction of a graduate entry accelerated MSc with a focus on longitudinal outputs. Sara has recently completed a study to explore how to prepare neonatal nurses for difficult conversations with parents. Sara is a second year Educational Doctorate student at the University of Sheffield.
University of Derby
Denise Baker has been working in HE for almost 20 years. Her teaching experience extends from unregistered and support staff to postgraduate development of advanced practitioners. Her research interests include curriculum design and, more recently, apprenticeships. Denise is currently working at the University of Derby and oversees foundation degree, Bachelor’s and Master’s programmes. She has contributed to the development of the nursing apprenticeship nationally and is currently involved in the development of the nursing associate role.
University of Melbourne
Marie Gerdtz’s is Associate Professor and Head of the Department of Nursing at The University of Melbourne Australia. Marie’s interest in measuring the outcomes of GEN programs came about when she commenced her role as Department Head in late 2016. The Department of Nursing at The University of Melbourne was one of the first universities in Australia to introduce a graduate entry program to the profession in 2008 (Master of Nursing Science), however research studies of the outcomes of these programs is currently quite limited. Notwithstanding this lack of evidence the Nursing and Midwifery Board of Australia list eight accredited graduate entry programs in nursing at master’s level within its jurisdiction – the Nursing Council of New Zealand accredits one such program. Most recently A/Prof Gerdtz and the coordinator of the Master of Nursing Science at The University of Melbourne, Dr. Zerina Tomkins, have commenced a collaboration with University of Otago New Zealand and a number of other Australian Universities offering masters level GEN programs. Their work aims first, to describe the common elements of graduate entry master of nursing curricula across Australasia and second, to identify a set of agreed variables for evaluation and benchmarking purposes. It is anticipated that this work will provide a foundation for future evaluations of master’s level GEN programs both nationally and internationally.
University of Otago
Philippa Seaton is the Director of the Centre for Postgraduate Nursing Studies at the University of Otago, Christchurch, New Zealand. Philippa has held academic positions in both New Zealand and Australian tertiary institutions, and in her current role as the head of nursing at the University of Otago, is responsible for the academic and strategic management of the Centre. Philippa’s main research interests are in Nursing education; Technology enhanced learning and teaching; Clinical simulation; Inter-professional education; Health service delivery (including health technologies); and nursing workforce development for quality care (nursing and interprofessional). Philippa is a member of the Australasian Education, Simulation, and Safety Collaborative (The ESS Collaborative), a group of Australian and New Zealand academics researching nursing education and simulation.
The University of Otago developed the first (and currently the only) pre-registration graduate entry Master of Nursing Science programme in New Zealand. The Centre for Postgraduate Nursing Studies also offers postgraduate certificates and diplomas, masters and PhDs degrees for registered nurses. The University of Otago is currently collaborating with the University of Melbourne in a programme of research about the graduate entry nursing master’s degree. The current project also involves several other Australian universities who offer graduate entry nursing master’s programmes.
Dr Jonathan (Jonny) Branney is Programme Lead for the two-year PgDip in Adult Nursing at Bournemouth University. He has a substantial clinical background as both a registered nurse (critical care; accident & emergency) and a registered chiropractor. He is passionate about the role of biosciences in nursing education and promoting the use of innovative teaching techniques such as Team-based Learning to engage students. In relation to this he is an active member of the Biosciences in Nurse Education group and the Team-based Learning Collaborative. His research activities concern improving the management of pain. Notable work which he has published in international peer-reviewed journals includes investigating the mechanism of spinal manipulative therapy in the treatment of neck pain.
Leeds Beckett University
Since commencing her nursing career in Nursing Development Units in both Manchester and Oxford, Ros has remained at the forefront of advancing nursing practice. Specialising in cardiac prevention Ros has nursed and lectured across the UK working with organisations such as WeLReN (North West London Primary Care Research Network) and the British Heart Foundation.
An innovator in nurse education, Ros developed the first Masters Pathway in Advanced Practice in Cardiac Rehabilitation Nursing in the UK at Buckinghamshire Chilterns University and pioneered the use of co-operative learning groups and assertion reason question examinations while leading the Postgraduate Diploma with Pre-registration Nursing at University of York.
Ros joined Leeds Beckett University in 2017 where she is currently working with NHS partners to develop postgraduate nursing careers.
Ros has a keen interest in researching nurse education and her research interests include online learning and postgraduate nurse education. Her doctoral thesis explored the experience of online learners using entertainment-education in the sphere of cardiovascular care.
University of York
Devi is currently employed as a lecturer in Acute and Critical Care nursing team (adult field) at the University of York in the United Kingdom. I have worked primarily in the field of Cardiac Intensive Care and as an Extracorporeal Membrane oxygenation (ECMO) specialist. I contribute to the undergraduate, post-graduate and CPD modules. I also play a leading role within the department in the development and delivery of the PGDip Nursing programme. I am currently the module lead for the Knowledge and skills in Nursing practice module that is predominantly focused on anatomy and physiology. I further contribute to the supporting the individual with acute and complex care needs module in part three of the programme.
I currently supervise GEN students on the Adult field of Post Graduate Diploma programme.
Devi’s research interest is concerned with the socialisation of GEN students during their first clinical placement.
I am the Award Lead for the MSc Nursing (Adult) programme at Keele University and have worked in higher education since 2005. I have an interest in patient experience in healthcare education, practice, research and implementation science. My PhD focused on the experiences of older people in health crisis founded on clinical lead positions in hospital avoidance schemes. Teaching spans level 6 and 7 across the Faculty of Medicine and Health Sciences with a focus on research methods, patient and public involvement and evidence based practice. Research interests include patient narrative, home nursing and knowledge mobilisation.
University of Birmingham
Dr Amelia Swift is a Senior Lecturer in Nursing at the University of Birmingham and Director of the Masters in Nursing Programme which accepted its first students in September 2018. Amelia is keen to see the MNurs programme develop to include a strong graduate entry stream and to produce nurses who have the confidence and potential to become leaders of the future. She and her colleagues are keen to develop better outcomes for students who begin with a disadvantage.
Amelia’s research explores knowledge translation and effective use of technology enhancement to stimulate growth in independent learning skills and a thirst for knowledge in her students. She is the Chair of the British Pain Society Special Interest Group in Pain Education and an advocate of inter-professional learning and teaching.