Rachel’s teaching draws on leadership theory, quality improvement, learning theory, change theory; preparing students for leadership roles within complex health and social care systems. She leads the Health and Wellbeing (Level 4) and Clinical Practice Experience 3 (Levels 6 and 7) modules, embedding recovery-oriented and co-production approaches, simulation-based learning, and professional skill development.
She provides academic and pastoral support as a link lecturer and dissertation supervisor and has led the redesign of the Mental Health Clinical Skills curriculum, embedding mental health-specific simulation to enhance student confidence and preparedness for practice.
Her research and knowledge-exchange activity includes funded evaluation work on co-designed residential care for children and young people, simulation-based learning to improve outcomes following non-fatal strangulation and self-harm, and editorial work on a forthcoming Taylor and Francis publication examining racism experienced by healthcare professionals. Her research interests include leadership in healthcare education, simulation-based learning, self-harm, and social justice.