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Dr Julie Derbyshire

Assistant Professor

Department: Nursing, Midwifery & Health

255 x 255 Julie Derbyshire Staff profileShe became a member of academic staff in 2002,  following  previous roles in Practice Development, Clinical Educator and Further Education. Whilst at Northumbria Julie has been a module co-ordinator for cross programme health care modules. Julie now teaches on modules focused on study skills, acute nursing care,  service improvement and has a special interest in facilitating interprofessional learning (IPL). Practice learning and clinical skills teaching is also part of Julie’s role. 



Campus Address

Room H101a
Coach Lane Campus

  • Please visit the Pure Research Information Portal for further information
  • The influence of culture, structure, and human agency on interprofessional learning in a neurosurgical practice learning setting: A case study, Derbyshire, J., Machin, A. 4 May 2021, In: Journal of Interprofessional Care
  • The Principles of Caring for People with Long Term Conditions, Pryor, C., Hand, A., Thompson, J., Derbyshire, J., Tiplady, S. 2021, Nursing Practice Knowledge and Care, Hoboken, US, Wiley
  • An evaluation study of a blended learning approach to teaching neurological observations using Kirkpatricks model, Derbyshire, J., Ford, C., Stephenson, S. 21 Mar 2019, North East Simulation Network Event
  • Leadership and Followership in Interprofessional Learning Groups, Crozier, S., Derbyshire, J., Machin, A., Wade, J. 8 Mar 2019, The Commonwealth Nurses & Midwives Federation 13th European Regional Conference
  • Neurological Disorders, Derbyshire, J., Hill, B. 8 Mar 2019, Learning to Care, China, Elsevier
  • Performing neurological observations, Derbyshire, J., Hill, B. 18 Oct 2018, In: British Journal of Nursing
  • The relationship between leadership, followership and inter-professional learning facilitation skills: reflections on research, theory and practice, Crozier, S., Derbyshire, J., Machin, A. Sep 2016, All Together Better Health VIII
  • Facilitating classroom based interprofessional learning: A grounded theory study of university educators' perceptions of their role adequacy as facilitators, Derbyshire, J., Machin, A., Crozier, S. May 2014, In: Nurse Education Today
  • Learning to work collaboratively: Nurses’ views of their pre-registration interprofessional education and its impact on practice, Derbyshire, J., Machin, A. 2011, In: Nurse Education in Practice
  • Enhancing the student experience through effective collaboration: a case study, Machin, A., Harding, A., Derbyshire, J. 2009, In: New Review of Academic Librarianship

  • Clare Boag Living through pregnancy, childbirth and the early weeks of motherhood with congenital heart disease: Women's experience of maternity care provided by multi-professional teams (MPT). An Interpretive Phenomenological Analysis Start Date: 01/10/2019 End Date: 07/10/2022
  • Barry Hill Research title: A hermeneutic phenomenological study exploring the role perceptions of Registered Nurses who work as academics in Higher Education Institutions in the northeast of England. Q: How do Adult Registered Nurses (RNs) working in Higher Educational Institutions (HEIs) perceive their academic (teaching and research) roles? Start Date: 24/07/2020

  • Education February 13 2017
  • Education MSc March 31 2007
  • Education BA (Hons) September 01 1997
  • Fellow (FHEA) Higher Education Academy (HEA) 2015
  • Registered General Nurse Nursing and Midwifery Council (NMC) 1992

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