20092017
If you made any changes in Pure these will be visible here soon.

Personal profile

Research interests

 

Dr Channine Clarke is the Academic Lead for the Occupationl Therapy courses. She teaches on both the BSc (Hons) and the MSc Occupational Therapy (pre-registration) courses and is module leader for the post-graduate ‘Health Professional as an Eductaor’ module.  She has worked at the University since 2007.

 

Channine qualified as an Occupational Therapist in 1998, and has specialised in mental health, practicing within the Specialist and Secure Services for Sussex Partnership NHS Trust. She worked at The College of Occupational Therapists, developing their clinical audit and governance resources in 2001 and is currently a member of their Practice Publications Group.

 

She gained her MSc in Occupational Therapy from Exeter University in 2002, exploring service users’ experiences of decision-making in forensic services and completed her PhD on professional identity and occupational therapy students’ experiences of role-emerging placements in 2012. She is an MSc and PhD supervisor with expertise in Interpretative Phenomenological Analysis as a qualitative research methodology.

 

How I like to teach

I believe passionately in Problem based learning (PBL) as the pedagogic approach for the Occupational Therapy programmes. Underpinned by constructivist, humanistic, socio-cultural learning theories, I actively promote its whole-system application to maximise learning. I am an experienced PBL tutor, facilitating very active small groups to enable students to develop their knowledge and understanding and to resolve real-life practical problems. I work to create an ambiance where I am approachable, student-centered and yet stretching/ supportive, to develop critical reasoning and reflective practice.

 

I use a variety of blended learning approaches within PBL e.g. ‘You-Tube’ videos to facilitate discussion, sharing theoretical knowledge via ‘subject expert’ sessions and Camtasia presentations and guiding students’ reading by through digital reading lists. Through a Higher Education Academy Teaching Development Grant, awarded to the Occupational Therapy team, I have been able to develop authentic digital triggers. This E-learning facilitates self-direction, ready for lifelong learning in practice.

I underpin large-group sessions with experiential adult learning theories, balancing theory with activities that have practical application. This learning-by-doing reflects the occupational therapy philosophy and receives positive feedback from the students: “Thank you so much for today….It was perfectly balanced with practical group work. It was a very productive session that has really motivated me” (BSc student).

 I have won two Excellence in facilitating Learning awards from the University of Brighton.

 

 

Research interests

My pedagogic PhD (2012) explored students’ experiences of role-emerging placements. Key findings were that REP’s can act as strong catalysts for students’ ontological development; they developed deeper insights into who they are becoming as professionals. This led to a professional identity that was of their own making which contrasted with traditional placements where they felt to adopt their educator’s identity. Students identified REP’s as one of their most significant learning experiences which helped prepare them more effectively for practice. These findings are being transferred to all types of placements, and to other disciplines, so that educators can become more proactive in helping students develop their understandings of practice and professional identity. This research underpinned a curriculum development whereby all occupational therapy students at the University of Brighton now do a mandatory placement in a diverse setting.

                                                                           

My PhD research has led me to become known internationally as a key contributor within the field of practice learning, in particular the development of diverse placements. My publications are regularly cited and viewed on Research Gate. I have now developed a website for occupational  therapists working in divserse settings and run an annual conference to promote this area of practice.

My research continues in the pedagogic domain, including the long term effects of PBL in the workplace, educators’ narratives and diverse placements and practice.

 

Education/Academic qualification

PhD, University of Brighton

Fingerprint Fingerprint is based on mining the text of the person's scientific documents to create an index of weighted terms, which defines the key subjects of each individual researcher.

  • 47 Similar Profiles
occupational therapy Social Sciences
occupational therapist Social Sciences
graduate Social Sciences
student Social Sciences
Evidence-Based Practice Medicine & Life Sciences
experience Social Sciences
therapist Social Sciences
research planning Social Sciences

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 2009 2017

Open Access
File
Evidence-Based Practice
Focus Groups
Professional Practice
Occupational Therapists
Research

Lack of meaningful activity on acute physical hospital wards: older peoples' experiences

Clarke, C., Stack, C. & Martin, M. 12 Oct 2017 81, 1, p. 15-23 9 p.

Research output: Contribution to journalArticle

Open Access
File
Occupational Therapy
Emotions
Research
Boredom
Patient Participation
Open Access
File
Foot
Quality of Life
Interviews
Diagnostic Errors
Type 2 Diabetes Mellitus

The meaning of play for children and young people withphysical disabilities: A systematic thematic synthesis

Graham, N., Nye, C., Mandy, A., Clarke, C. & Morriss-Roberts, C. 14 Sep 2017

Research output: Contribution to journalArticle

Disabled Persons
Interpersonal Relations
MEDLINE
Meta-Analysis
Parents

Using children and young people as advocates to inform research design

Graham, N., Mandy, A., Clarke, C. & Morriss-Roberts, C. 3 Oct 2017 80, 11, p. 684-688 5 p.

Research output: Contribution to journalArticle

Open Access
File
research planning
physical disability
interview
communication
experience