Emily Norris
About
Biography
Emily is currently a Lecturer in Nutrition and Dietetics, contributing to multiple modules and practical sessions for this programme. She was previously the Placement Lead for undergraduate BSc Nutrition and Dietetics Programme between September 2020-January 2025.
After becoming a Registered Dietitian in 2017, I have worked within the NHS as a Graduate Dietitian in both an acute and community setting. In 2018, I moved into a Specialist Dietitian role in the areas of weight management, bariatric surgery and coeliac disease.
I joined the University of Surrey in 2020 as the Placement Lead which involves module leading all modules related to practice education (placements) for student Dietitians. With a focus on the organisation and implementation of practice education in healthcare settings and developing innovative learning opportunities including delivering regular practice educator training days for Dietitians and Dietetic Support Workers in clinical practice.
Emily has been pivotal in developing the Time for Dementia Programme as an integrated initiative as part of practice education and being part of the steering group for Schwartz Rounds.
I have a strong interest in the link between theory to practice, developing role plays and simulation-based learning to support this.
University roles and responsibilities
- Lecturer in Nutrition and Dietetics
- Time for Dementia Advisory for Dietetics
- Schwartz Steering Group Member
My qualifications
Affiliations and memberships
Publications
Introduction
Dietitians play a key role in the care of people with dementia, yet there is a lack of literature on the education of dietitians in this area. Dietetic students at the University of Surrey undertook the Time for Dementia programme as a mandatory component of their training to improve their knowledge of, and attitudes towards people with dementia. The programme was delivered online due to COVID-19 restrictions. Students met with people with dementia and their carers over a 2-year period. This study aimed to understand the learning experiences of dietetic students in Time for Dementia, and their perceptions of online delivery.
Methods
All dietetic students undertaking the Time for Dementia educational programme during 2020 and 2021 were invited to take part in a qualitative study. Three focus groups were completed with 14 students on completion of a 2 year Time for Dementia programme. A semi-structured topic guide was used to explore students' self-reported learning outcomes, their experiences of online learning, and their learning experiences around dementia. The data was analysed using reflexive thematic analysis.
Results
Three main themes were identified from the data. First, gaining a holistic understanding of the experience of life with dementia, described student learning on the lived experiences and the challenges faced by people with dementia. Second, shaping future practice, adapting approaches for dementia care, concerned the skills and attitudes that students highlighted as valuable for their future careers, and third, optimising learning in an online environment, outlined student's views and recommendations on online dementia education.
Conclusions
Longitudinal contact with people with dementia can improve knowledge about the realities of life with dementia and inform future practice. The positive learning outcomes reported in this study suggest that online contact with families with dementia can be successfully incorporated into the dietetic undergraduate curriculum.
Summary
The Time for Dementia programme provides an alternative to traditional dementia education by connecting dietetic students to people with dementia and their carers in an out-of-placement setting.
Contact with the families in the online environment led to positive learning outcomes about the lived experiences of dementia for the dietetic students.
Students stated taking part in the online programme was better than not doing it, but acknowledged that a physical connection would have enhanced their experience.
Narratives produced may support the design and delivery of future dementia education for dietetic and allied health professional students.