Helen Pusey
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Helen Pusey has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Hilary Mairs
Division of Nursing, Midwifery and Social Work, University of Manchester, Manchester, UK
1 shared publication - John Keady
The University of Manchester/Greater Manchester Mental Health NHS Foundation Trust
1 shared publication - Simon Burrow
Division of Nursing Midwifery and Social Work, School of Health Sciences, The University of Manchester, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
1 shared publication - Tim Bradshaw
School of Nursing, Midwifery and Social Work, University of Manchester, Manchester, UK
1 shared publication
Latest Publications
- 6 November 2017
- Published by Emerald Publishing in The Journal of Mental Health Training, Education and Practice
- Vol. 12 (6) , 383-394
Student experiences of taught part-time study on a postgraduate dementia studies programme: findings from an electronic questionnaire survey
Purpose: The purpose of this paper is to describe the findings from an electronic questionnaire survey which set out to explore experiences of graduates of a part-time Master’s programme in dementia care at The University of Manchester. Design/methodology/approach: An electronic questionnaire survey was sent to 57 graduates who had studied on the programme since it began in 2003. Thematic analysis was applied to qualitative data from responses to six open-ended questions. Findings: In total, 31 completed questionnaires were received. Four key themes were identified from the qualitative data: juggling competing demands; experiencing personal growth and achievement; locating sources of support; and supporting changes to practice. Research limitations/implications: Limitations included the small sample size and the survey not covering the experiences of students who had failed to complete the first year of study. Originality/value: The study demonstrates the perceived value of dementia education at more advanced levels for people working in professional roles in dementia care, this included professional and personal development and supporting changes to practice. The study additionally adds to a limited evidence base relating to how mature, health and social care students experience part-time study in higher education and has implications for future research aimed at informing the development of appropriate course design and employer support.
- 6 November 2017
- Published by Emerald Publishing in The Journal of Mental Health Training, Education and Practice
- Vol. 12 (6) , 383-394
Student experiences of taught part-time study on a postgraduate dementia studies programme: findings from an electronic questionnaire survey
Purpose: The purpose of this paper is to describe the findings from an electronic questionnaire survey which set out to explore experiences of graduates of a part-time Master’s programme in dementia care at The University of Manchester. Design/methodology/approach: An electronic questionnaire survey was sent to 57 graduates who had studied on the programme since it began in 2003. Thematic analysis was applied to qualitative data from responses to six open-ended questions. Findings: In total, 31 completed questionnaires were received. Four key themes were identified from the qualitative data: juggling competing demands; experiencing personal growth and achievement; locating sources of support; and supporting changes to practice. Research limitations/implications: Limitations included the small sample size and the survey not covering the experiences of students who had failed to complete the first year of study. Originality/value: The study demonstrates the perceived value of dementia education at more advanced levels for people working in professional roles in dementia care, this included professional and personal development and supporting changes to practice. The study additionally adds to a limited evidence base relating to how mature, health and social care students experience part-time study in higher education and has implications for future research aimed at informing the development of appropriate course design and employer support.