Gill Golder | University College Plymouth: St Mark & St John (original) (raw)

Papers by Gill Golder

Radiography

Introduction: In October 2020, a regional workforce action group was established jointly by Healt... more Introduction: In October 2020, a regional workforce action group was established jointly by Health Education England (HEE) and NHS England and Improvement (NHSEI) in the South West to work collaboratively to address the workforce challenges within diagnostic imaging. Fifty-eight internationally recruited radiographers were offered employment in departments across the region, the majority of them taking up their posts in the UK in early 2021. The aim of the study presented here was to evaluate the efficacy of a training resource developed by Plymouth Marjon University, with input from HEE and NHSEI, to support workplace and cultural integration for the new recruits. Methods: The training package to help newly recruited radiographers from outside the UK integrate into their host departments was developed using flexible learning opportunities centred on reusable digital learning assets. Self-paced e-learning sessions were augmented by group 'connected' sessions online. Two surveys were undertaken, exploring the impact of this workforce integration programme for International radiographers joining the NHS. Results: Survey results indicate that the integration programme's three-phase strategy has seen an impact on 6 out of 12 self-efficacy measures, raised awareness of challenges, and increased personal awareness of implications for practice. By the end of the programme, delegates were in the top two quintiles for their average well-being score. Conclusion: Principal recommendations include ensuring digital accessibility for new recruits as part of the on-boarding process, considering the timing of delivery of any online connected support sessions, the provision of long-term pastoral support; and mandating the training requirement for managers and team leaders. Implications for practice: Success of international recruitment campaigns can be enhanced through the implementation of an online integration package

Routledge eBooks, Oct 3, 2018

Routledge eBooks, Nov 8, 2022

All Saints Teaching School and Plymouth Marjon University conducted this research working with NQ... more All Saints Teaching School and Plymouth Marjon University conducted this research working with NQTs from over 14 schools, interacting with 20 teachers and potentially impacting on over 600 of their pupils

Mentoring Physical Education Teachers in the Secondary School, 2018

This chapter aims to support mentor in considering the evidence to underpin their practice. There... more This chapter aims to support mentor in considering the evidence to underpin their practice. There are a number of mentoring models which a mentor could adopt in order to support the growth and development of a beginning teacher. Attempts have been made to categorise different approaches to mentoring; for example, Maynard and Furlong suggested that there are three categories of mentoring: the apprentice model, the competence model and the reflective model. The apprenticeship model argues that the skills of being a teacher are best learned by supervised practice, with guidance from imitation of experienced practitioners. David Clutterbuck's model of developmental mentoring suggests that an effective mentor wants to draw on all four of the 'helping to learn' styles. Daloz argues that a combination of high challenge and high support needs to be offered by one as the mentor for a beginning teacher to learn effectively and to 'grow'

The chapter considers how the university sector as a key stakeholder in the promotion of an inclu... more The chapter considers how the university sector as a key stakeholder in the promotion of an inclusive physical culture can contribute to the development of disability (including para) sport. It focuses on two perspectives. The first considers universities as not just centres for knowledge production but also as focal points for promoting a critical pedagogy, forming the basis for developing disability sports coaches, scientists and administrators as critically reflective practitioners. The second relates to ways in which university portfolios can contribute to disabled athlete development through, for example, expanding the disability sport coaching base, adaptive strength and conditioning programmes, supporting the work of federations and engagement with research and development. The chapter closes by arguing that if universities are to serve the public good locally, regionally and globally, challenging neoliberal individualism at an institutional level and sharing information and ...

As a key stakeholder in the development of physical culture and the promotion of inclusive practi... more As a key stakeholder in the development of physical culture and the promotion of inclusive practice, the university sector has the capacity to contribute extensively to expanding and enhancing provision for disability sport at the local, regional and global level.1-3 Such activity is, in part, predicated on nurturing students as critical practitioners able to challenge established patterns of thinking about disability and traditional models of activity provision. This criticality should inform approaches to programming and promotion of inclusive practice both as part of the university physical activity portfolio and in the practitioner’s subsequent work with local, regional and international stakeholders. It should also equip students to challenge the systemic inequities increasingly characteristic of competitive disability sport in local and global settings.4-6 This paper reports on a small scale action research project, which sought to explore the impact of one University’s adopti...