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

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.

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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.

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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.

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

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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.

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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.

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

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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.

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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.

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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.

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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.

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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.

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

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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.

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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.

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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)

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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.

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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.

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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.

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

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