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Fi Croucher,
Assistant Professor

Information about Fi Croucher at the University of Bradford.

Sch. of Nursing & Healthcare Leadership
(Faculty of Health Studies)
Email:
f.croucher@bradford.ac.uk
Telephone:
+44 1274 236335
Photo of Mrs Fi Croucher

Biography

I amboth a registered general nurse (RGN) and a registered sick children’s nurse(RSCN) and have been nursing babies, toddlers, children & young peoplesince 1994. My principal area of practice was children’s acute medicine, but Ihave also cared for children on surgical units. I have a specific interest

in children’shigh dependency care and critical care nursing.

I am a paediatric advanced lifesupport instructor, teaching on national courses for the Resuscitation Council(UK). With this role, I also take the lead for Infant & Child basic lifesupport training for our student nurses.

I became a lecturer at the Universityof Bradford in 2013, following several years of attending university to deliverspecific teaching sessions from my base within the local acute hospital trust. Asa full time lecturer, I take my role very seriously and I am committed todelivering the highest standard of education that I can. I utilise manydifferent teaching approaches to meet the many different learning needs of ourstudents.

  • Lectures
  • Seminars
  • Debates and discussion
  • Clinical skills training
  • Formative feedback and support
  • Team based learning
  • Problem based learning

Teaching

Details on teaching interests, highlights and modules are available for Mrs Fi Croucher as follows:

Teaching interests

I am a European Paediatric AdvancedLife Support (EPALS) instructor with the Resuscitation Council (UK). Thisenables me to provide a specific source of expertise for the University.·

I take an active part in therecruitment of student nurses, making decisions about acceptance or rejectionand planning and implementation of the interview process.

I supervise end stage MSc studentsundertaking systematic reviews since September 2017.

I liaise closely with serviceproviders, clinicians and stakeholders to improve the student experiencethrough attendance at local Trust meetings and have established a regularuniversity update on the agenda.

I continue to be an effective personalacademic tutor, monitoring progress, ensuring disability requirements are met. ·

I have developed and deliveredinnovative assessments for the children’s nursing OSCE’s using manikins andpractice scenarios to ensure appropriate assessment of module outcomes.

I deliver training to undergraduateand post graduate nurses, from Children’s Nursing, Mental Health Nursing andAdult Nursing. I deliver training and education on a range of topics; somefield specific, others which are generic for example; care of acutely ill children,child and Infant resuscitation, palliative care of children, safeguarding, professional and ethical issues andaccountability. ·

I consider myself to be an inclusiveeducator that is able to determine different approaches to meet the educationalneeds of students through the use of student evaluations. Module evaluationsscore above 4 in the evaluation score for effectiveness and value of learning.

I am also a child nursing clinicalskills educator and deliver training on aspects of care that are current andevidence based to student nurses across levels 4-7.

I have peer reviewed teaching sessions forcolleagues using the university review template and also received peer reviewfeedback on my teaching. This provided me with evidence of good practicethrough engaging students and demonstrating good teaching strategies.

Since successfully undertaking thePGCHEP modules I have had the benefit of receiving additional educational inputin order for me to develop further. I now have a deeper understanding ofaspects such as curriculum design, outcome mapping, inclusive curriculums and adeeper understanding of different teaching ideologies. This deeperunderstanding has influenced my educational abilities to be more focused onimproving the student experience and meeting their needs in order to facilitatetheir development.

I reviewed how basic life support could bedelivered; recognising the student exposure to this whilst on placement wouldbe less than if they were on an adult placement. With this in mind, I sought todeliver a practical training session which focused on retaining specific keyskills that would be used in a ward based collapse scenario. This approach andhow I delivered it varied from the adult BLS approach which my other colleaguesdelivered. I considered our approach to best reflect the field specificrequirement of a Children’s nurse against those of an Adult nurse. This fieldspecific approach has worked well and I am able to verify whilst the sessionsare taking place that the students are developing further knowledge andlearning new skills. The students respond to this approach well and are able toimmediately recognise further learning and knowledge attainment.