Currently browsing: Items authored or edited by Phil Coleman https://orcid.org/0000-0003-0266-3556

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Coleman, P.; Jimenez, Y.; Kumsa, M.J.; Punch, A.; Jeyandrabalan, M. and Akudjedu, T.N. (2024). Explaining the practicum experiences of diagnostic radiography undergraduates in Australia and Ethiopia using the theory of human relatedness. Radiography, 30(2) pp. 517–523.

Coleman, Phil and Tang, Anson (2023). Explaining the Practicum Experiences of Pre-Registration Nursing Students in Hong Kong using the Theory of Human Relatedness. International Journal of Work Integrated Learning, 24(2) pp. 227–240.

Coleman, Phil (2023). Practicum structures and nursing student retention/achievement rates in a United Kingdom university: a quantitative analysis. Quality Advancement in Nursing Education - Avancées en formation infirmière, 9(1), article no. 7.

Coleman, Phil (2023). An Examination of Block and Integrated Practice Learning Models within Employer Sponsored Pre-Registration Nursing Programmes. Doctor of Education (EdD) thesis Newcastle University.

Coleman, Phil (2022). The use of block and integrated practicum structures within employer-sponsored pre-registration nursing programmes: a Critical Realist study. Journal of Nursing Education and Practice, 12(3) pp. 47–58.

Coleman, Phil (2022). The Theory of Human Relatedness as a Potential Underlying Causative Mechanism in Nursing Student Placement Experiences: A UK-Based Critical Realist Study. International Journal for Research in Vocational Education and Training, 9(1) pp. 44–65.

Coleman, Phil (2022). Validity and Reliability within Qualitative Research for the Caring Sciences. International Journal of Caring Sciences, 14(3) pp. 2041–2045.

Coleman, Phil (2021). An Overview of Critical Realism and its Relevance as a Philosophical Approach to Research in Nursing and Nurse Education. EC Nursing and Healthcare, 3(2) pp. 168–174.

Coleman, Phil (2021). “Yes, the type of student supervision matters, but what about the placement structure?” – A Critical Realist review of block and integrated practice learning models within pre-registration nursing programmes. Journal of Nursing Education and Practice, 11(1) pp. 39–50.

Coleman, Phil (2021). A Realist Synthesis of Potential Underlying Causative Mechanisms Related to the Optimal Design of a Nursing Student Practicum. EAS Journal of Nursing and Midwifery, 3(3) pp. 106–117.

Coleman, Phil Michael (2020). A Critical Realist review of practice learning experiences within pre-registration nursing programmes. EAS Journal of Nursing and Midwifery, 2(3) pp. 202–212.

Coleman, Phil and Vance, Gillian (2020). A Critical Realist Review of Pre-Registration Nursing Student Stress. International Journal of Studies in Nursing, 5(2) pp. 28–40.

Coleman, Phil (2019). Purpose, Quality and Value in Critical Realist Research within Nurse Education. Nurse Media Journal of Nursing, 9(1) pp. 103–116.

Coleman, Phil (2019). Cultural differences in General and Psychiatric Nurses: A critical analysis using Social Identity Theory. Aporia: The Nursing Journal, 10(2) pp. 17–27.

Coleman, Phil (2019). An examination of Positivist and Critical Realist Philosophical Approaches to Nursing Research. International Journal of Caring Sciences, 12(2) pp. 1218–1224.

Coleman, Phil (2019). In-depth interviewing as a research method in healthcare practice and education: value, limitations and considerations. International Journal of Caring Sciences, 12(3)

Coleman, Phil and Mendelson, Felicity (2011). The Integrated Vocational Route (IVR): an employer-driven learning programme in health & social care practice at the FE/HE interface. In: The Future Agenda for Higher Level Skills and Work-Based Learning. University Vocational Awards Council Annual Conference., 11-12 Nov 2010, York.

Coleman, Phil (2003). Mature student perceptions of formal and informal learning on a diploma in childcare and education course. Research in Post-Compulsory Education, 8(2) pp. 231–248.

Coleman, Philip M. (2002). The pre-entry guidance experiences of students undertaking an 'access to health and professions allied to medicine' (PAMs) programme. Research in Post-Compulsory Education, 7(3) pp. 307–324.

Coleman, Philip M. (2002). Ethical practices in the provision of guidance by further education health care tutors who hold a nursing, midwifery or health visiting qualification. Journal of Further and Higher Education, 26(2) pp. 119–128.

Coleman, Philip M. (1993). Depression during the female climacteric period. Journal of Advanced Nursing, 18(10) pp. 1540–1546.

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