Items where City Author is "Attenborough, J. A."
Article
Attenborough, J. 
ORCID: 0000-0002-4018-8445 (2021).
A century of professional regulation: what does it mean for nurses today?.
Nursing Times, 117(9),
pp. 18-21.
Attenborough, J. ORCID: 0000-0002-4018-8445 & Abbott, S. (2020).
Using storytelling in nurse education: The experiences and views of lecturers in a higher education institution in the United Kingdom.
Nurse Education in Practice, 44,
article number 102762.
doi: 10.1016/j.nepr.2020.102762
Reynolds, L. M. ORCID: 0000-0002-4288-3732, Attenborough, J. ORCID: 0000-0002-4018-8445 & Halse, J. (2020).
Nurses as educators: creating teachable moments in practice.
Nursing Times, 116(2),
pp. 25-28.
Attenborough, J. ORCID: 0000-0002-4018-8445, Abbott, S., Brook, J. ORCID: 0000-0002-8867-0150 & Knight, R-A. (2020).
Pioneering new roles in healthcare: Nursing Associate students’ experiences of work-based learning in the United Kingdom.
Work Based Learning e-Journal, 9(1),
pp. 35-60.
Attenborough, J. ORCID: 0000-0002-4018-8445, Abbott, S., Brook, J. ORCID: 0000-0002-8867-0150 & Knight, R.-A. ORCID: 0000-0002-7804-7250 (2019).
Everywhere and Nowhere: work-based learning in healthcare education.
Nurse Education in Practice, 36,
pp. 132-138.
doi: 10.1016/j.nepr.2019.03.004
Attenborough, J. ORCID: 0000-0002-4018-8445, Reynolds, L. M. ORCID: 0000-0002-4288-3732 & Nolan, P. (2019).
The nurses that roared: nurses from history who found their voices and challenged the status quo.
Creative Nursing, 25(1),
pp. 67-73.
doi: 10.1891/1078-4535.25.1.67
Attenborough, J. ORCID: 0000-0002-4018-8445 & Abbott, S. (2018).
The impact of Nursing and Midwifery Council (NMC) revalidation on the professional identity of academic staff in a higher education institution: A qualitative study.
Nursing Open, 6(2),
pp. 434-442.
doi: 10.1002/nop2.224
Attenborough, J. ORCID: 0000-0002-4018-8445 & Abbott, S. (2018).
Building a professional identity: views of pre-registration students.
Nursing Times, 114(8),
pp. 52-55.
Halse, J., Reynolds, L. M. & Attenborough, J. ORCID: 0000-0002-4018-8445 (2018).
Creating new roles in healthcare: lessons from the literature.
Nursing Times, 114(5),
pp. 34-37.
Attenborough, J. ORCID: 0000-0002-4018-8445, Knight, R.-A. ORCID: 0000-0002-7804-7250 & Brook, J. ORCID: 0000-0002-8867-0150 (2018).
Developing and sustaining a Community of Practice through Twitter for work-based learning.
Evidence-Based Nursing, 21(4),
pp. 89-90.
doi: 10.1136/eb-2018-102981
Attenborough, J. ORCID: 0000-0002-4018-8445 & Abbott, S. (2018).
Leave them to their own devices: healthcare students’ experiences of using a range of mobile devices for learning.
International Journal for the Scholarship of Teaching and Learning, 12(2),
article number 16.
doi: 10.20429/ijsotl.2018.120216
Attenborough, J. ORCID: 0000-0002-4018-8445, Knight, R.-A. ORCID: 0000-0002-7804-7250 & Parker, P. M. (2018).
Undergraduate student views about assessment workload.
Educational Developments, 19(19.3),
pp. 14-16.
Attenborough, J. (2017). Enabling revalidation for registrants working in an education setting. Nursing Times, 113(4), pp. 34-35.
Abbott, S., Robinson, A. & Attenborough, J. (2014). How would students prefer to be assessed? Report of a pilot research study. Learning at City Journal, 4(1), pp. 94-107.
Parker, P. M., Attenborough, J., Cunningham, M. , Holland, W. & Perkins, J. (2013). Interim Project report: Teaching Excellence: what is this and how can we assess and recognise this. Learning at City Journal, 3(1), pp. 93-98.
Attenborough, J., Gulati, S. & Abbott, S. (2012). Audio feedback on student assignments: boon or burden?. Learning at City Journal, 2(2),
Simpson, A., Reynolds, L. M., Light, I. & Attenborough, J. (2008). Talking with the experts: Evaluation of an online discussion forum involving mental health service users in the education of mental health nursing students. Nurse Education Today, 28(5), pp. 633-640. doi: 10.1016/j.nedt.2007.09.009
Thesis
Attenborough, J. ORCID: 0000-0002-4018-8445 (2021).
Nursing on the Edge: Nursing Identity in Liminal Spaces.
(Unpublished Doctoral thesis, Middlesex University)