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Dr Robin Lewis PhD

Senior Lecturer


I am an applied researcher with an expertise in health care workforce development and organisation. My interests lie in the development of new roles.


3) A significant contribution to Research and Innovation (R&I) I joined Sheffield Hallam University (SHU) in 2006 as a Senior Lecturer, having previously worked as a Non-Clinical Lecturer at the University of Sheffield. Since 2006, I have demonstrated a sustained commitment to developing my research activity whilst still maintaining a full teaching portfolio. Although I still carry a full teaching load, I am a research active member of teaching staff designated as having a ‘significant responsibility for research’ role and will be part of the SHU UoA 3 return for the upcoming REF. My profile, reputation, and expertise in the rapidly emerging area of health care workforce development is underpinned through nationally significant evaluative research and partnership working with both the public sector and third sector organisations. This means that I am quickly developing an excellent track record in successfully securing funding for evaluation projects, having secured funding worth over £380,000 to date. I will provide evidence to demonstrate how I have successfully integrated my teaching, learning and research activity together with effective professional and business engagement. This work provides an effective evidence base for developing and assessing the impact of new, non-medical roles. The evidence I will present consists of a number of interrelated strands based around the development and evaluation of the impact upon patient care of new roles and new ways of working. There is now a wider recognition of the need for evaluating new roles and the education that underpins them. As the need for health care workforce specialist expertise grows, I have made an increasing number of successful bids for funding through larger public sector organisations such as Health Education England (HEE). HEE are the strategic commissioners of health care education in the UK. The the majority of our post-registration, post-graduate students are mature, 'non-traditional' students. They have not come through the traditional education pathways and undertake part-time, post-graduate qualifications whilst working full time in highly demanding roles. To support the students I teach in reaching their full potential, a flexible, truly student-centred approach to learning and teaching is required. I have developed a pedagogical approach to learning and teaching, which uses an innovative combination of Knowles' views on adult learning (andragogy), Vygotsky's concepts of 'scaffolding' and 'zones of proximal learning' together with Allport's 'contact hypothesis'. This approach has been presented at a number of international medical and nurse education conferences. By undertaking relevant pedagogical activity and the dissemination of innovation to colleagues, I ensure that my teaching is engaging, effective and comes from a sound research-informed base. Understanding how to engage non-traditional students so that they may learn effectively is a central strand of my academic activity. Students have indicated that they appreciate the often-unorthodox ways in which I teach difficult subjects. This is evidenced in part by my consistent nomination for inspirational teaching and inspirational research supervisor awards.


Department of Nursing and Midwifery

Health And Wellbeing

Subject Area

Advanced Clinical Practice


MSc Advanced Clinical Practice.


Contemorary Issues in Advancing Practice; Researching for Practice; Dissertation.


Evaluation of the SYB Workforce Development Hub GPN Training Programme.

Relevant Projects

Evaluation of the SYB Workforce Development Hub GPN Training Programme Research Internship Programme Progression Evaluation Evaluating the Roald Dahl Specialist Nurse role An evaluation of the impact of Education and Training for Care Home Staff in Doncaster MBC (CHETE) An evaluation of the South Yorkshire Advanced Training Practices Scheme The use of ECP services by Care Homes in Doncaster.


Key Publications

Lewis, R., Strachan, A., & Smith, M.M. (2012). Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? A review of the current evidence. Open Nursing Journal, 6 (1), 82-89.

Journal articles

Nightingale, J., Fowler-Davis, S., Grafton, K., Kelly, S., Langham, C., Lewis, R., ... Harrop, D. (2020). The role of Allied Health Professions and Nursing Research Internships in developing a research culture: a mixed-methods exploration of stakeholder perspectives. Health Research Policy and Systems, 18 (1), 122.

Lewis, R., Ibbotson, R., & Kelly, S. (2019). Student nurses' career intentions following placements in general practice through the advanced training practices scheme (ATPS): findings from an online survey. BMC Medical Education, 19 (1), 448.

Souter, G., Lewis, R., & Serrant, L. (2018). Men, Mental Health and Elite Sport: a Narrative Review. Sports Medicine Open, 4 (1), 57.

Lewis, R., & Kelly, S. (2018). GP/GPN partner* perspectives on clinical placements for student nurses in general practice: can a community of practice help to change the prevailing culture within general practice? BMC Family Practice, 19 (156).

Lewis, R., & Kelly, S. (2018). Changing hearts and minds: examining student nurses' experiences and perceptions of a general practice placement through a 'community of practice' lens. BMC medical education, 18 (1), 67.

White, N., Clark, D., Lewis, R., & Robson, W. (2016). The introduction of “Safety Science” into an undergraduate nursing programme at a large university in the United Kingdom. International Journal of Nursing Education Scholarship, 13 (1), 1-8.

Lewis, R. (2015). Help to spot deterioration. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 29 (25), 74.

Lewis, R. (2014). Reducing harm from pressure ulcers. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 29 (12), 74.

Lewis, R. (2014). Addressing dehydration. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 28 (51), 74.

Mcclimens, A., Brewster, J., & Lewis, R. (2014). Recognising and respecting patients’ cultural diversity. Nursing Standard, 28 (28), 45-52.

Lewis, R. (2014). Blood glucose checks. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 28 (26), 66.

Mcclimens, A., Brewster, J., & Lewis, R. (2013). Treatment of clients in the NHS: a case study. Learning Disability Practice, 16 (6), 14-20.

Lewis, R. (2013). Fluid investigations. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 28 (12), 74.

Lewis, R. (2013). Too hot... or too cold? Nursing standard (Royal College of Nursing (Great Britain) : 1987), 27 (51), 72.

Lewis, R. (2013). Keep pressure in check. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 27 (38), 72.

Lewis, R. (2013). Get your finger on the pulse. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 27 (25), 72.

Mcclimens, A., Brewster, J., & Lewis, R. (2013). Dr Tulp, I presume : intellectual disability and ethnicity in Rotherham. Journal of intellectual disabilities, 17 (1), 78-89.

Mcclimens, A., Lewis, R., & Brewster, J. (2012). Dr Tulp attends the soft machine: Patient simulators, user involvement and intellectual disability. Journal of Intellectual Disabilities, 16 (3), 173-182.

Lewis, R. (2012). Interprofessional learning in acute care: Developing a theoretical framework. Nurse Education Today, 32 (3), 241-245.

McClimens, A., Lewis, R., & Brewster, J. (2012). The anatomy lesson of Dr Nicolaes Tulp: what can it teach us today? Journal of Intellectual Disabilities, 16 (1), 17-27.

Lewis, R. (2012). An air of confidence. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 27 (13), 72.

Lewis, R. (2012). Vital signs are vital for a reason. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 26 (51), 72.

Lewis, R. (2011). Learning the 'SMART' Way... Results from a Pilot Study Evaluating an Interprofessional Acute Care Study Day. Nurse Education Today, 31 (1), 88-93.


Nightingale, J. (2021). An independent evaluation of the role, impact amd contribution of the specialist children's nurses jointly appointed by RDMCC and the NHS.

Lewis, R., France, A., & Fegan, C. (2018). Impact Evaluation of Integrated Care Practitioner Programme (phase 2): Report for North West UK Vanguard Steering Group and HEE.

Lewis, R. (2017). An Independent Analysis of the Care Homes Education and Training (CHETE) Initiative: Report for Doncaster Metropolitan Council and CCG.

Lewis, R., & Kelly, S. (2016). An Evaluation of the Yorkshire and Humber Advanced Training Practices Scheme: Report for HEE.

Lewis, R., Kelly, S., Whitfield, M., McKenzie-Smith, M., & Strachan, A. (2013). An evaluation of a simulation-based educational programme to equip HCAs with the necessary non-technical skills to undertake their role safely and effectively, specifically in relation to the measurement of vital signs. Sheffield Hallam University, Centre for Health and Social Care Research.

Mcdonnell, A., & Gerrish, K. (2011). Capturing the impact of advanced practice roles in nursing.

Internet Publications

Nightingale, J. (2019). Study delves into work of Charity’s underdog specialist nurses.

Lewis, R. (2018). Dr Robin Lewis comments upon working with the Roald Dahl Marvellous Children's Charity.

Other publications

Lewis, R., & Kelly, S. (2017). Would ‘growing our own’ practice nurses solve the workforce crisis? Mark Allen Group:

Lewis, R., & Kelly, S. (2015). Education for healthcare clinical support workers.

Other activities

 I am a columnist for the Nursing Standard, writing a regular column on clinical issues, and I am a reviewer for the Nursing Standard and the Journal of Advanced Nursing.

Postgraduate supervision

I currently supervise 4 PhD students.

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