Following a clinical background in adult nursing, I moved into higher education in the late 1980s, supporting students on both pre-and post-qualifying nursing programmes at a range of different academic levels. Over the last fifteen years this has been predominantly in the field of distance learning, firstly with the Royal College of Nursing Institute and, since 2007, at The Open University. Central to my approach is a desire that all education should, in some way, make an impact on practice and my education and research activity is predicated on this one, central aim. I have experience of a range of research projects under the broad heading of ‘life course transitions’. My early research interest was in the area of maternity services and, in particular, the experience of service users and their representatives. My PhD (1995-2000) developed this interest and used an ethnographic approach to explore men’s experiences of their transition to fatherhood. This prompted an interest in a number of conceptual frameworks including transition theory and the sociology of the body, both of which I have subsequently used in other empirical and writing projects. A second research theme relates to professional work-based learning including student support in practice, the transition to registered practitioner and beyond and, in particular, the impact of learning on practice.
Please see my link to The Open University Open Research Online repository
My interests can be grouped under the broad heading of 'life course transitions' and the scholarship of learning and teaching. My previous projects are listed below:
1995 Draper. £2,000 grant from a local NHS Trust to undertake a survey to explore maternity services users’ satisfaction with information received in the antenatal period. Lead applicant and sole researcher.
1996/7 Draper, Newburn, Dodds and Wang. £75,000 grant from the Department of Health as part of the Changing Childbirth Implementation Strategy. This was a collaborative project with the National Childbirth Trust designed to develop, implement and evaluate training for user representatives within the maternity services arena. Lead applicant and joint project manager.
2001 Draper and Watson. Unfunded evaluation of a local NHS cadet scheme. The study employed both quantitative and qualitative methods and explored former cadets’ experiences of a cadet scheme nine months into their pre-registration nurse education. Joint researcher and joint project manager.
2001/2 Draper, Jowett, Norman, Normand (with Watson and Wilson-Barnett). £107,753 grant from the Department of Health to undertake a national evaluation of NHS cadet schemes across England. Employing quantitative and qualitative methods, this was a collaborative project with King’s College London, the Universities of Hull and Luton, the RCNI, and the London School of Hygiene and Tropical Medicine. Joint applicant and joint project manager.
2007/9 Draper, Clark and Sparrow. £200,000 from the Higher Education Funding Council for England (HEFCE) as part of the Higher Education Innovation Fund 3 (HEIF3). The remit of the Impact on Practice (ImP) Project was to develop a framework to maximise the impact of continuing professional education on healthcare practice. Co-applicant and joint project manager.
2008/9 Draper, Sparrow and Gallagher. £16,000 from the OU Practice Based Learning Centre for Excellence in Teaching and Learning. This project explored student nurses' experiences of the transition from student to staff nurse. Lead applicant and principle investigator. http://www.open.ac.uk/pbpl/activities/details/detail.php?itemId=483420a1808e2&themeId=49887a1373845
2009/10 Draper McDonagh and Gallagher. £4,650 from the OU Practice Based Learning Centre for Excellenve in Teaching and Learning to undertake a project to explore Programme Tutor's experiences of tutoring students on the OU pre-registration nursing programme. Lead applicant and co-investigator. http://www.open.ac.uk/pbpl/activities/details/detail.php?itemId=49903573d2bd8&themeId=49887a1373845
2010/11 Draper and Clark: £75,000 from HEFCE Higher Education Innovation Fund (HEIF) 4 to explore the utility of the impact on practice framework developed in the HEIF 3 project. Secured £50,000 additional funding with East of England Strategic Health Authority (£125,000 in total).
2013 Draper and colleagues: £3,720 sponsored by the OU’s Pro Vice Chancellor for Learning and Teaching to explore the impact of the pre-registration nursing programme on nursing workforce development, employability and career progression
In the past, I have supported learning on a range of undergraduate and postgraduate courses including women's health, nursing theory, research and evidence based practice, gerontological nursing, leadership and the promotion of person-centred ways of working with older people.
In terms of learning and teaching processes, I am very interested in flexible and distance learning approaches, recognising the increasing need for nurses to be able to study more flexibly, when and where they can. As a national provider of supported and open distance learning, the OU is well positioned to respond to the education needs of nurses and other healthcare workers. Our current offer in the Faculty of Health and Social care includes learning opportunities for healthcare support workers including a part-time, pre-registration nursing programme for sponsored health care assistants (the only one of its kind using distance learning methods) and a post-qualifying education framework.
|Centre for Ageing and Biographical Studies (CABS)||Centre||Faculty of Health and Social Care|
|FHSC Teaching and Learning Research Group||Research Group||Faculty of Health and Social Care|