Prof Paula Ormandy

Prof Paula Ormandy's Supervisions (3)

Professional Doctorate in Health and Social Care
Professional Doctorate

Level Professional Doctorate

Student Mrs Stacey Munnelly

Status Current

Part Time Yes

Years 2020

Project Title Using social media to raise the voice of chronic pancreatitis patients and understand their supportive care needs

Project Description An interactive netnographic study to explore the experiences of patients with a diagnosis of chronic pancreatitis.

Awarding Institution - The University of Salford

Director of Studies Paula Ormandy

Second Supervisor Cristina Vasilica

Level	Professional Doctorate
Student	Mrs Stacey Munnelly
Status	Current
Part Time	Yes
Years	2020
Project Title	Using social media to raise the voice of chronic pancreatitis patients and understand their supportive care needs
Project Description	An interactive netnographic study to explore the experiences of patients with a diagnosis of chronic pancreatitis.
Awarding Institution	- The University of Salford
Director of Studies	Paula Ormandy
Second Supervisor	Cristina Vasilica

PhD by Published Works
Doctor of Philosophy

Level Doctor of Philosophy

Student Dr Melanie Stephens

Status Complete

Part Time No

Years 2018 - 2019

Project Title Affective domain development of undergraduate nursing students: Defining, developing and measuring the impact of transformational learning activities.

Project Description Aim: Educational activities that develop the affective domain of nursing students and how this is measured was lacking and a call to address this was required.
Background: A lack of compassion in nursing has been acknowledged as having an impact on the delivery of quality care. To address this deficit Higher Education Institutions were tasked with refocusing education on caring. The effect of activities such as international placements, interprofessional education and simulation were examined exclusively by educational researchers on students’ values and beliefs. However, what was not clear was what teaching activities works for whom, when, and in what circumstances.
Method: This programme of eight published works used qualitative approaches including a metaethnography, an action research and grounded theory, to assess which activity had the greatest impact on affective domain development and the degree of modification in the nursing students involved.
Findings: In the advancement of new knowledge the findings provide: a new definition of the affective domain and the key educational activities that rouse the affective domain; the first international study to highlight a new perspective on the value of qualitative frameworks to aid assessment of modification of values, attitudes, beliefs, emotions, motivations, morals and social skills of nursing students; and a theoretical framework to operationalise affective domain development.
Conclusion: Answering the questions, what works for whom, when and in what circumstances, the generation of the Theoretical Framework for Affective Domain Development, represents a significant contribution to the field of nurse education.

Awarding Institution The University of Salford

Director of Studies Paula Ormandy

Second Supervisor Suryia Nayak

Level	Doctor of Philosophy
Student	Dr Melanie Stephens
Status	Complete
Part Time	No
Years	2018 - 2019
Project Title	Affective domain development of undergraduate nursing students: Defining, developing and measuring the impact of transformational learning activities.
Project Description	Aim: Educational activities that develop the affective domain of nursing students and how this is measured was lacking and a call to address this was required. Background: A lack of compassion in nursing has been acknowledged as having an impact on the delivery of quality care. To address this deficit Higher Education Institutions were tasked with refocusing education on caring. The effect of activities such as international placements, interprofessional education and simulation were examined exclusively by educational researchers on students’ values and beliefs. However, what was not clear was what teaching activities works for whom, when, and in what circumstances. Method: This programme of eight published works used qualitative approaches including a metaethnography, an action research and grounded theory, to assess which activity had the greatest impact on affective domain development and the degree of modification in the nursing students involved. Findings: In the advancement of new knowledge the findings provide: a new definition of the affective domain and the key educational activities that rouse the affective domain; the first international study to highlight a new perspective on the value of qualitative frameworks to aid assessment of modification of values, attitudes, beliefs, emotions, motivations, morals and social skills of nursing students; and a theoretical framework to operationalise affective domain development. Conclusion: Answering the questions, what works for whom, when and in what circumstances, the generation of the Theoretical Framework for Affective Domain Development, represents a significant contribution to the field of nurse education.
Awarding Institution	The University of Salford
Director of Studies	Paula Ormandy
Second Supervisor	Suryia Nayak

The impact of social media on patient information provision, networking and communication
Doctor of Philosophy

Level Doctor of Philosophy

Student Dr Cristina Vasilica

Status Complete

Part Time No

Years 2011 - 2015

Awarding Institution The University of Salford

Director of Studies Paula Ormandy

Second Supervisor Alison Brettle

Additional Supervisor Ben Light