معرفی
Rachel Pilkington serves as a Lecturer at the University of Salford's School of Health & Society and is an active member of the Centre for Applied Health Research. She teaches Year 1 students in the Nursing and Midwifery Council (NMC) Future Nurse Curriculum (FNC) Nursing Programme, with specific responsibilities as Co-module Leader for Transdisciplinary Science (TDS).
Her educational qualifications include:
- Registered Adult Nursing qualification (University of Manchester, 2004)
- Post Graduate Certificate in Academic Practice (PG CAP)
- Master's degree in Leading in Education
- Post Graduate Certificate in Gastroenterology
Rachel's research focuses on enhancing emergency care education through evidence-based methodologies. She investigates how simulation fidelity impacts student confidence in Basic Life Support scenarios, develops authentic learning frameworks for pre-registration nursing, and standardizes fundamental clinical skills like respiratory assessment and oxygen administration. Her work directly addresses critical gaps between academic training and real-world emergency response requirements, emphasizing measurable confidence outcomes alongside technical competence.
Recent publications (2023-2024) reveal a strategic focus on practical skill translation: Four 2024 studies examine simulation training efficacy, authentic learning implementation, and respiratory care standardization, while her 2023 oxygen administration research established foundational protocols. This output demonstrates consistent alignment between her clinical expertise and educational innovation, targeting high-impact areas where nursing competence directly affects patient survival in cardiac and respiratory emergencies.
Rachel's teaching methodology integrates 15+ years of frontline Emergency Department experience, particularly her role as Clinical Practice Facilitator where she trained healthcare professionals. Her approach emphasizes psychological readiness alongside technical skills, recognizing that confidence in high-stakes situations is as critical as procedural knowledge. Current projects focus on expanding simulation scenarios to cover sepsis recognition and multi-system emergencies within the Transdisciplinary Science curriculum.
