Professor Claire Hamshire
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The influence of role models in undergraduate nurse education
K Jack, C Hamshire, A Chambers
Journal of clinical nursing 26 (23-24), 4707-4715, 2017
Should I stay or should I go? A study exploring why healthcare students consider leaving their programme
C Hamshire, TG Willgoss, C Wibberley
Nurse Education Today 33 (8), 889-895, 2013
“My mentor didn't speak to me for the first four weeks”: Perceived unfairness experienced by nursing students in clinical practice settings
K Jack, C Hamshire, WE Harris, M Langan, N Barrett, C Wibberley
Journal of clinical nursing 27 (5-6), 929-938, 2018
‘The placement was probably the tipping point’–The narratives of recently discontinued students
C Hamshire, TG Willgoss, C Wibberley
Nurse Education in Practice 12 (4), 182-186, 2012
The wicked problem of healthcare student attrition
C Hamshire, K Jack, R Forsyth, AM Langan, WE Harris
Nursing inquiry 26 (3), e12294, 2019
What are reasonable expectations? Healthcare student perceptions of their programmes in the North West of England
C Hamshire, TG Willgoss, C Wibberley
Nurse Education Today 33 (2), 173-179, 2013
The potential of student narratives to enhance quality in higher education
C Hamshire, R Forsyth, A Bell, M Benton, R Kelly-Laubscher, M Paxton, ...
Quality in Higher Education 23 (1), 50-64, 2017
Students' perceptions of their learning experiences: A repeat regional survey of healthcare students
C Hamshire, N Barrett, M Langan, E Harris, C Wibberley
Nurse education today 49, 168-173, 2017
‘She would wash the patients as if she was scrubbing a dirty plate in the sink’: exploring nursing students experiences of care delivery
K Jack, T Levett-Jones, R Ion, J Pich, R Fulton, AM Ylonen, C Hamshire
Nurse education today 90, 104444, 2020
Mind the gaps–Health Professions students’ views of support systems
C Hamshire, T Willgoss, C Wibberley
Widening Participation and Lifelong Learning 14 (1), 108-127, 2012
PLATO: A practice education tool to support learning and professional development
K Jack, C Hamshire
Nurse Education in Practice 37, 141-145, 2019
Should I stay or should I go
C Hamshire, TG Willgoss, C Wibberley
A study, 2013
“Feel the fear and do it anyway”… nursing students’ experiences of confronting poor practice
K Jack, T Levett-Jones, AM Ylonen, R Ion, J Pich, R Fulton, C Hamshire
Nurse Education in Practice 56, 103196, 2021
A case for using both direct and indirect benchmarking to compare university performance metrics
WE Harris, AM Langan, N Barrett, K Jack, C Wibberley, C Hamshire
Studies in Higher Education 44 (12), 2281-2292, 2019
Benchmarking factor selection and sensitivity: a case study with nursing courses
AM Langan, WE Harris, N Barrett, C Hamshire, C Wibberley
Studies in Higher Education 43 (9), 1586-1596, 2018
Transitions of first generation students to higher education in the UK
C Hamshire, R Forsyth, C Player
Understanding Experiences of First Generation University Students …, 2018
Fitting in with the team: Facilitative mentors in physiotherapy student placements
C Hamshire, C Wibberley
Teaching and Learning Inquiry 5 (2), 80-88, 2017
Designing games to disseminate research findings
C Hamshire, R Forsyth, N Whitton
European Conference on Games Based Learning, 208, 2013
Staying the Course-a Game to Facilitate Students' Transitions to Higher Education
C Hamshire, N Whitton, P Whitton
European Conference on Games Based Learning, 627, 2012
Developing a spiraling induction programme: A blended approach
C Hamshire, R Cullen
Supporting first year Student experience through the use of learning …, 2010
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