Donna Goddard

Donna's research interests are in the fields of health and justice  nursing - both in the UK and internationally. A particular aspect includes the history of prison nursing within the wider context of nursing history. Donna's research interests also encompass community health and community nursing with an emphasis on reducing/addressing health inequalities within marginalised and vulnerable groups.

Donna enjoys supervising master's level students whose topic areas are based within primary care. Examples of dissertation topics include exploration of the factors that influence the prescribing decision-making of nurse prescribers in acute care in relation to antibiotics; clinical supervision and advanced nurse practitioners in general practice; health promotion and substance misuse. 

Donna is a Senior Lecturer in Community Nursing and is pathway lead for General Practice Nursing within the Community Specialist Practice Masters and BSc (Hons) courses. Donna's clinical background was in primary care across a number of settings such as homelessness services and the UK Health and Justice System in various clinical leaderhsip and service management roles. Donna is a strong advocate for providing career progression and all aspects of professional development for nurses working in these challenging yet rewarding environments as well as within mainstream primary care. To this end, Donna co-developed and now leads a work-based learning module to facilitate the transition into primary care of newly qualified nurses and 'new to general practice' nurses. Donna has also published in the field of prison nursing and has presented at several international conferences on the topics of professional identity and social justice. As a non medical prescriber herself, Donna supports General Practice Nurses (GPNs) and other healthcare practitioners in their prescribing studies on the independent prescribing programme offered at the University. She also co-authored an independent prescribing textbook for GPNs.

Donna's approach to teaching and learning is reflective of and grounded in adult learning theory. Her approach is facilitative with an emphasis on mentoring and coaching allowing students to explore their evolving specialist practice roles and encouraging clinical leadership qualities to emerge through experiential learning.