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Chris joined the University of Huddersfield in February 2015 as Head of Post-Registration Education. Prior to this she had worked at the University of Bradford, in the Faculty of Health Studies, for a number of years where she held a variety of posts. These included Associate Dean Learning and Teaching (2012-2015) and University Lead for the ALPS CETL (2005-2010). She was awarded a National Teaching Fellowship in 2012 in recognition of her contribution to enhanced learning, assessment and feedback processes in higher education for the health sciences.
Chris is primarily interested in pedagogical research in the context of health care delivery. However, her expertise in technology enhanced learning and assessment and feedback is transferable to other settings. She is particularly interested in the relationship between learning, personal and professional development and the subsequent impact on professional practice and has undertaken a number of studies to explore this. She has led on the following funded projects:
Dearnley, C., Rhodes, C., Roberts, P., Williams, P. and Prenton, S. (2017) ‘Team Based Learning in Nursing and Midwifery Higher Education; A Systematic Review of the Evidence for Change’ Nurse Education Today . ISSN 0260-6917
McClelland, G., Horne, M., Dearnley, C., Raynsford, J. and Irving, D. (2015) ‘Experiences and Outcomes Among Undergraduate Health Professional Higher Education Students With Protected Characteristics: Disability, Gender, and Ethnicity’ Journal of Psychological Issues in Organizational Culture , 6 (1), pp. 38-64. ISSN 2041-8418
Hargreaves, J., Dearnely, C., Walker, S. and Walker, L. (2014) ‘The preparation and practice of disabled health care practitioners: exploring the issues’ Innovations in Education and Teaching International , 51 (3), pp. 303-314. ISSN 1470-3297
Dearnley, C., McClelland, G. and Irving, D. (2013) Innovation in Teaching and Learning in Health Higher Education The Higher Education Academy
Walker, S., Dearnley, C., Walker, E. and Hargreaves, J. (2013) ‘Risk, Fitness to Practice, and Disabled Health Care Students’ Journal of Psychological Issues in Organizational Culture , 3 (4), pp. 46-59. ISSN 2041-8418
Dearnley, C., Taylor, J., Laxton, J., Rinomhota, S. and Nkosana-Nyawata, I. (2013) ‘The student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings’ Assessment & Evaluation in Higher Education , 38 (4), pp. 436-450. ISSN 0260-2938
Taylor, J., Dearnley, C., Laxton, J., Nkosana-Nyawata, I. and Rinomhota, S. (2012) ‘The Perceptions of Health and Social Care Students of using Mobile 360 Degree Performance Feedback Tools in Practice Placement Settings’ International Journal of Mobile and Blended Learning , 4 (1), pp. 18-30. ISSN 1941-8647
Dearnley, C., Coulby, C., Rhodes, C., Taylor, J. and Coates, C. (2011) ‘Service users and carers: preparing to be involved in work-based practice assessment’ Innovations in Education and Teaching International , 48 (2), pp. 213-222. ISSN 1470-3297
Taylor, J., Dearnley, C., Laxton, J., Nkosana-Nyawata, I. and Rinomhota, S. (2011) ‘Using mobile 360 degree performance feedback tools in Health and Social Care Practice Placement settings: an evaluation from the students perspective’. In: Mobile Learning: Crossing Boundaries in Convergent Environments, 21st - 22nd March, 2011,
Dearnley, C., Elliott, J., Hargreaves, J., Morris, S., Walker, L., Walker, S. and Arnold, C. (2010) ‘Disabled People, Effective Practitioners: Enabling a Health Care Workforce that Better Reflects Society’ International Journal of Interdisciplinary Social Sciences , 5 (8), pp. 259-274. ISSN 1833-1882
Taylor, J., Dearnley, C., Laxton, J., Coates, C., Treasure?Jones, T., Campbell, R. and Hall, I. (2010) ‘Developing a mobile learning solution for health and social care practice’ Distance Education , 31 (2), pp. 175-192. ISSN 0158-7919
Chris has extensive experience and a successful track record of supervising both masters students and PhD students and has taught research methodology to graduate social science students across the University of Bradford. She is primarily a qualitative researcher with specific experience of grounded theory, social constructivism and action research.
Key areas of interest include approaches to learning and teaching that promote the personal and professional development of health care practitoners, and the subsequent delivery of care from a constructivist approach. Broad areas of interest include issues related to the improvement of health care services and delivery.
Chris has undertaken several studies related to Interprofessional learning and assessment and is particularly interested in further exploring health professional roles and how current boundaries could be overcome.
Chris has overall lead for the MSc Health Studies; she is also the strategic lead for all other MSc courses in the department with involvement in all new postgraduate and undergraduate SSPRD (Specialist Skills and Post Registration Development) course developments.
Chris has shared module leadership for the Health Studies Dissertation module.