Hazel Chapman | University of Chester

My recent activities include: Guest Editing a special edition on Health Inequalities for the British Journal of Learning Disabilities; working with Professor Kay Mafuba at UWL to research the role of the intellectual disabilities (learning disabilities) Nurse for the Royal College of Nursing; co-ordinating the University of Chester Research and Knowledge Exchange Institute (RKEI) special interest group (SIG) in pedagogy; delivering a mentorship programme for post-doctoral researchers within the Faculty; researching the impact of undertaking a professional doctorate in health and / or social care with the University of Central Lancashire and the University of Salford; studying and writing about annual health checks for people with intellectual disabilities and autism.

I am a qualified RGN & RN(LD) & RNT, with a BSc(Hons) in Psychology, a Master’s degree in Education and a PhD in Health Consultation Experiences for People with Learning Disabilities. I am a Fellow of the Higher Education Academy. My nursing practice included children's surgical ward; outpatient and theatre nursing care for service users with a learning disability; care of adult service users with a learning disability and "challenging behaviour"; fracture healing research; emergency nursing. I have supervised postgraduate students of art therapy, public health and professional practice in health and social care.

I am Programme Lead for the Professional Doctorate in Health and Social Care, Leading modules on Sociology for Professional Practice, Research Methods and the Thesis module. I lecture in Nursing, Health and Social Care, with a focus on evidence-based practice, research and health sciences. I run modules across all levels from undergraduate to doctoral level. I am the research co-ordinator in the Acute Adult Care department. I supervise doctoral and master’s students’ research studies.

I am an External Examiner for Doctoral Programmes in Social and Community Work and in Health at the University of Central Lancashire.

I presented findings from my work with Professor Kay Mafuba on the role of the intellectual disabilities Nurse at the Trinity

Health and Education International Research Conference (THEconf), March 2023; I co-presented our early findings from a collaboration with Professor Aidan Worsley (UCLAN) and others on the impact of undertaking professional doctoral studies at the Joint Social Work Education and Research Conference, Glasgow (June 2023).

My research focuses on inclusive research for people with learning disabilities and their families, as well as the relationship between health practitioners, service users and their families / carers. I also carry out pedagogical research. My PhD on the health consultation experience for people with learning disabilities was supervised by Prof. Andy Lovell in Learning Disability Studies (Faculty of Health & Social Care), and Prof. Ros Bramwell in Psychology. My external examiners were Professor Bob Gates and Professor Sheila Payne.

My successful doctoral students have researched areas such as: a symbolic interactionist and Marxist analysis of care homes for older people; and psychological safety for the multidisciplinary team in a forensic mental health institution in Germany. Topics my current doctoral students are investigating include: the experience of counselling for people with long-term physical health conditions; meaningful activity for inpatients following traumatic brain injury; women’s experiences of a diagnosis of borderline personality disorder; women’s experiences of having tuberculosis in Uttar Pradesh; workplace socialisation in trainee nursing associates; challenges and strengths in the provision of an Approved Mental Health Professional Service. I am an experienced doctoral examiner.

Chapman, H.M. (In Press). Annual Health Checks for People with Intellectual Disabilities – What Needs to be Done? Learning Disability Practice

Rees, A. , Chapman, H.M. (2022). An Exploration of Physiotherapists’ Perceptions and Experiences of Risk in Discharge Planning. Agility.

Tollerfield, I., Chapman, H.M., Lovell, A. (2021). Underlying thinking pattern profiles predict parent-reported distress responses in autism spectrum disorder. Journal of Autism and Developmental Disorders. Published online May 2021.

Chapman, H. M. (2022). Ageing well. Activity for healthy ageing, a review of interventions to improve health and wellbeing in older people. Active Cheshire. (embargoed report).

Mafuba, K., Forster, M., Chapman, H., Kiernan, J., Kupara, D., Kudita, C. and Chester, R. (2021). Understanding the contribution of intellectual disability nurses: Scoping research. Volume 3 of 3 – Compendium of intellectual disability nursing interventions. London: University of West London / RCN Foundation.

Mafuba, K., Chapman, H., Kiernan, J., Kupara, D., Kudita, C. and Chester, R. (2021). Understanding the contribution of intellectual disability nurses: Scoping research. Volume 2 of 3 – Scoping survey research report. London: University of West London / RCN Foundation.

Mafuba, K., Forster, M., Chapman, H., Kiernan, J., Kupara, D., Kudita, C. and Chester, R. (2021). Understanding the contribution of intellectual disability nurses: Scoping research. Volume 1 of 3 – Scoping literature review report. London: University of West London / RCN Foundation.

Clucas, C., Chapman, H.M. (2019). Nurses’ experiences of communicating respect to patients: Influences and challenges. Nursing Ethics.

Chapman, H.M. Handbook of intellectual disabilities: Integrating theory, research and practice. Matson, J. L. (Ed.) Springer, 2019, ISBN: 978‐3‐030‐20842‐4. £131‐50 (HB); £96‐50 (PB). British Journal of Learning Disabilities, 10.1111/bld.12439

Chapman, H. M., Lovell, A., Bramwell, R. (2018). Do health consultations for people with learning disabilities meet expectations? A narrative literature review. British Journal of Learning Disabilities, 0-18.

Chapman, H. M. (2018). Person-centred healthcare research: A personal influence. International Practice Development Journal. 8(1)

Chapman, H. M. (2018c). Theories for practice 6: Social class. Nursing Times, 2018(6), Social Class. Nursing Times, 114.

Chapman, H. M. (2018b). Theories for nursing 5: Gender theory. Nursing Times, 2018(5), Gender theory. Nursing Times, 114.

Chapman, H. M. (2018a). Nursing theories 4: Adherence, compliance and concordance. Nursing Times, 2018(4), Adherence, compliance and concordance. Nursing Times, 114.

Chapman, H. M. (2018). Nursing Theories 3: Nursing Models. Nursing Times, 2018(3), Nursing models. Nursing Times, 113(111), 134.

Chapman, H. M. (2017b). Theory for Practice 2: Clinical Supervision. Nursing Times, 2017(2), Clinical supervision. Nursing Times. 113(112), 130.

Chapman, H. M. (2017a). Theory for practice 1: Person-centred care. Nursing Times, 2017(1), Person-centred care. Nursing Times. 113(110), 159.

Chapman, H. M. (2017) Comment: ‘Nurses should understand practice in relation to theory’. Nursing Times. 113(111), 17

Ebrahimi, V.A., Chapman, H.M., Mann, T. (Eds). (2018). Reablement services in health and social care: a guide to practice for students and support workers. Basingstoke, United Kingdom: Palgrave Macmillan

Chapman H.M. (2018). Taking control: the psychosocial benefits of reablement. Chapter in Reablement services in health and social care: a guide to practice for students and support workers. Basingstoke, United Kingdom: Palgrave Macmillan

Dibsdall, L. Clampin, A., Chapman, H.M. (2018). Reablement and Support Workers. Chapter in Reablement services in health and social care: a guide to practice for students and support workers. Basingstoke, United Kingdom: Palgrave Macmillan

Ebrahimi, V.A., Chapman, H.M. (2018).Conclusion. Chapter in Reablement services in health and social care: a guide to practice for students and support workers. Basingstoke, United Kingdom: Palgrave Macmillan

Chapman, H. M. (2015). The health consultation experience for people with learning disabilities: A constructivist grounded theory study based on symbolic interactionism. University of Chester.

Clucas, C. & Chapman, H.M. (2014). Respect in final-year student nurse – patient encounters – an interpretative phenomenological analysis. Health Psychology & Behavioural Medicine, 2, (1), 671 – 685

Chapman, H.M. & Clucas, C. (2014). Student nurses' views on respect towards service users — An interpretative phenomenological study. Nurse Education Today, 34 (3), 474-9.

Chapman, H. M. (2013). Preparing to write in How to write well: a guide for health and social care students by Keeling, J., Williams, J. & Chapman, H.M. (Eds). McGraw-Hill / Open University Press.

Keeling, J., Chapman, H.M., Williams, J. (Eds.). (2013). How to write well: A guide for health and social care students. Buckingham, United Kingdom: Open University Press.

Clucas, C. & Chapman, H.M. (2013). Factors influencing behaviours of respect towards service users in student nurses. Poster presentation. University of Derby Conference on Qualitative Research in Applied Psychology, 20.06.13.

Hansell, R. & Chapman, H.M. (2013). Washing and dressing: A care plan. New Scholar: The Journal for Undergraduates in Health and Social Care, 1, 12-15.

Merreywether, J. & Chapman, H.M. (2013). Attitudes of nursing staff to inpatient mobilisation: A literature review. New Scholar: The Journal for Undergraduates in Health and Social Care, 1, 24-28.

Rylance, R., Chapman, H.M., Harrison, J. (2012). Who assesses the physical health of inpatients? Mental Health Practice, 16 (2), 14-20.

PhD
MA (Education)
RNT
BSc (Psychology)
RN(MH)/DipHE
RGN

I am a Senior Fellow of the Higher Education Academy, and a Chartered Member of the British Psychological Society.

Dr Hazel Chapman