Since qualifying as a Registered Nurse I have worked in the field of oncology and haemato-oncology nursing. I have worked in a variety of areas including London teaching hospitals and a specialist cancer hospital. I was a successful Nurse Manager in Cancer Care managing a department which was granted the Charter Mark award for excellence twice, as well as being awarded ISO 9002 status.
I have worked in healthcare education since 1999 and at the University of Surrey in a variety of roles since 2001. I currently teach on a range of modules and programmes relating to health care management / leadership, professionalism and reflection in practice. I have a keen interest in enabling students to utilise their previous knowledge and experiences in higher education to further develop themselves. This aspect of my teaching practice aligns to my pedagogical research around approaches taken to teaching reflection in nurse education.
University roles and responsibilities
- Head of the School of Health Sciences
University of Surrey to host candid conversation on social media and mental health
University of Surrey academic awarded prestigious prize from Royal Society of Medicine
2017 Educational Doctorate (Kingston University)
2006 Dissertation research for MA Clinical Education (an Action Research Enquiry into the motivation of students undertaking required CPD).
1999 Responsible for the creation of a clinical trials unit in the Sussex Oncology Centre and its management. Negotiation of contracts to undertake National Clinical Trials, management of the team and ensuring standards of practice through the regional ethics committee.
- Reflective practice
- Reflective learning
- Action research approaches
- Supervision of undergraduate and postgraduate dissertation projects, and PhD projects.
Peer reviewed publications
2018 Coward, M. and Rhodes, A. Reflecting for patient care improvement. Nursing Management, Accepted for publication, July 2018.
2018, Coward, M. Reflection and personal learning. Nursing Management, Published, July 2018.
2018 Coward, M. Encouraging reflection in professional learning. Nursing Management. Published, June 2018.
2018 Coward, M. A Case Study to Explore Nurse Educators Approaches to Teaching Reflection. Submitted March 2018 to Nurse Education Today: under review.
2017 Coward, M. An enquiry into nurse educators’ beliefs, understandings and approaches to teaching the concepts of reflection to adult student nurses in UK Higher Education Institutes. Thesis submitted for Doctor of Education, awarded by Kingston University, Available at: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713147
2017 Bolger, S., Rhodes, A. and Coward, M. Impact of a maternal sepsis training package on maternity staff compliance with Trust guidelines. British Journal of Midwifery, 25 (2): 116-121
2016 Coward, M., Crombie, A., Joy, M., Ream, E., Tremblay, M. and Wilson, P. Primary Care Strategic Workforce Planning Programme. Researchgate, Available at: researchgate.net/publication/313267621_Future_Workforce_in_Primary_and_Community_Care_Report
2011 Coward, M. Does the Use of Reflective Models restrict critical thinking and therefore learning in nurse education. What have we done? Nurse Education Today, 31: 883–886
2018 Coward, M. and Rhodes, A. Utilising Interprofessional learning to engender employability IN Enhancing Employability in Higher Education through Work Based Learning, Morley, D. (ED). London: Palgrave Macmillan.
Women with diabetes are at increased risk of adverse maternal and fetal outcomes. Preconception care can minimise risk of complications and improve outcomes, but current provision is inadequate. Mobile technology, particularly smartphone apps, could improve preconception care provision but research is lacking in this area.
The study aimed to critically appraise the literature with respect to PCC educational interventions and highlight limitations of current interventions, and to develop a Preconception and Diabetes Information (PADI) app for women with type 1 or 2 diabetes and explore the system?s feasibility and acceptability.
A systematic review of the literature and a 2-phase mixed methods study design, (1) development and (2) feasibility and acceptability, were used. The app was developed via a co-design approach with women with diabetes, healthcare professionals and an app development company. A 3-month pre- and post-intervention study assessed preliminary outcome estimates (preconception care knowledge, attitudes and behaviours), user acceptability was also explored. Data collection methods included focus groups, semi-structured interviews and questionnaires.
The systematic review showed that PCC educational interventions had a positive effect on patient and behavioural outcomes, however, PCC uptake was low and the use of eHealth for PCC of women with DM was still in its infancy. The 2-phase mixed methods study design indicated a high level of enthusiasm and interest towards a preconception care app that could overcome shortfalls in current preconception care service provision. Improvements were recorded in knowledge of pregnancy planning and pregnancy-related risks, perceived benefits and self-efficacy to seek preconception care, and patient activation measure, following the 3-month app usage. Participants found the PADI app acceptable (satisfaction rating was 72%), useful and informative. Usage was episodic and influenced by functionality (manual data input) and personal factors (pregnancy intention, time/memory and conflicting priorities) that participants felt could be overcome via personalisation, automation, improved interactivity and daily reminders.
This is the first study to explore the acceptability and feasibility of a preconception care app for women with diabetes. It has positive implications in terms of overcoming barriers to preconception care provision and uptake, and changing preconception behaviours. In order that the contribution of the PADI app can be fully realised, further evaluation is required.
roles in the UK has risen dramatically. A significant milestone for the paramedic profession,
recent legislation granting paramedics independent prescribing rights means UK paramedics
are the first worldwide to receive this extension in scope of practice. Paramedic prescribing
capability is expected to increase autonomy for independent case management and
enhance capacity for service development. Local and national success is however likely to
depend on skilful implementation and the avoidance of historical barriers. This article aims to
raise awareness of potential barriers to early adoption of paramedic independent prescribing
in primary care. It identifies common pitfalls prior to training and provides seven practical
steps for paramedics considering pursuing non-medical prescribing training.