Browse by University of Northampton Authors

Article

• Power, A., McLarnon, N., Hutchins, M., O'Carroll, V., Wetzlmair, L.-C., Blumenthal, S., Boyle, L., El-Awaisi, A., Greaves, P. J. and Park, V. (2022) Rethinking assessment for interprofessional learning during COVID-19: steering a middle course. British Journal of Midwifery. 30(10), pp. 572-581. 0969-4900.
• Hutchings, M., McLarnon, N., McDermott, J., Watson, A., Power, A., Anderson, E. and Owens, M. (2022) Practice-based learning and the impacts of COVID-19: doing it for real? British Journal of Midwifery. 30(6), pp. 333-344. 0969-4900.
• Sy, M., Park, V., Nagraj, S., Power, A. and Herath, C. (2022) Emergency remote teaching for interprofessional education during COVID-19: student experiences. British Journal of Midwifery. 30(1), pp. 47-55. 0969-4900.
• Wetzlmair, L.-C., Fiston Kitema, G., O'Carroll, V., El-Awaisi, A., Power, A., Owens, M., Park, V., McKinley, M. and Anderson, E. (2021) The impact of COVID-19 on the delivery of interprofessional education: it's not all bad news. British Journal of Midwifery. 29(12), pp. 699-705. 0969-4900.
• Power, A., Sy, M., Hutchings, M., Coleman, T., El-Awaisi, A., Kitema, G., Gallagher, J., Herath, C., McLarnon, N., Nagraj, S., O'Carroll, V., Owens, M., Park, V., Pope, E., Wetzlmair, L.-C., Greaves, P. J. and Anderson, E. (2021) Learning in lockdown: exploring the impact of COVID-19 on interprofessional education. British Journal of Midwifery. 29(11), pp. 648-652. 0969-4900.
• Power, A. (2020) The start of an academic year like no other. British Journal of Midwifery. 28(10), p. 357. 0969-4900.
• Power, A., Abraham, J. and Neha, S. (2019) Managing women in pregnancy after bariatric surgery: The midwife as the co-ordinator of care. British Journal of Midwifery. 27(9), pp. 549-554. 0969-4900.
• Power, A. and Wilson, A. (2019) Creating good habits: making reflection the norm. British Journal of Midwifery. 27(6), pp. 387-389. 0969-4900.
• Power, A. and Wilson, A. (2019) Mentor, Coach, Teacher, Role Model: What’s in a name? British Journal of Midwifery. 27(3), pp. 184-187. 0969-4900.
• Power, A. (2018) Interprofessional education : shared learning for collaborative, high-quality care. British Journal of Midwifery. 27(2), pp. 128-129. 0969-4900.
• Power, A. (2018) Supporting failing students: how collaboration is key. British Journal of Midwifery. 26(9), pp. 615-617. 0969-4900.
• Power, A. and Jewell, L. (2018) Students in practice: the role of the student support midwife. British Journal of Midwifery. 26(7), pp. 475-477. 0969-4900.
• Power, A. and Clapham, L. (2018) Future-proofing simulation and clinical skills. British Journal of Midwifery. 26(8), pp. 545-546. 0969-4900.
• Power, A. and Underwood, M. J. (2018) CPD and revalidation: theory, practice and lessons from teachers. British Journal of Midwifery. 26(6), pp. 409-411. 0969-4900.
• Power, A. and Thomas, C. (2018) Restorative supervision for student midwives: the professional midwifery advocate in the classroom. British Journal of Midwifery. 26(5), pp. 344-346. 0969-4900.
• Power, A., Dakri, T. and Irwin, W. (2018) Changemaker: preparing student midwives for employability, qualification and beyond. British Journal of Midwifery. 26(4) 0969-4900.
• Power, A., Dakri, T. and Irwin, W. (2018) Changemaker: preparing student midwives for employability, qualification and beyond. British Journal of Midwifery. 26(4) 0969-4900.
• Power, A., Dakri, T. and Irwin, W. (2018) Changemaker: preparing student midwives for employability, qualification and beyond. British Journal of Midwifery. 26(4) 0969-4900.
• Power, A. and Lowe, J. (2018) Perceptions of midwives with visible body art: OK or no way? British Journal of Midwifery. 26(3) 0969-4900.
• Power, A. and Lowe, J. (2018) Perceptions of midwives with visible body art: OK or no way? British Journal of Midwifery. 26(3) 0969-4900.
• Power, A. and Holland, L. (2018) Are students ‘empty vessels’ or can previous experience enhance future practice? British Journal of Midwifery. 26(2) 0969-4900.
• Power, A. (2018) Beyond Brexit: cross-border collaborations in midwifery education with the Florence Network. British Journal of Midwifery. 26(1) 0969-4900.
• Power, A. (2018) Beyond Brexit: cross-border collaborations in midwifery education with the Florence Network. British Journal of Midwifery. 26(1) 0969-4900.
• Power, A. and Holland, L. (2018) Are students ‘empty vessels’ or can previous experience enhance future practice? British Journal of Midwifery. 26(2) 0969-4900.
• Power, A. and Mullan, J. (2017) Vicarious birth trauma/PTSD: preparing and protecting student midwives. British Journal of Midwifery. 25(12) 0969-4900.
• Power, A. and Mullan, J. (2017) Vicarious birth trauma/PTSD: preparing and protecting student midwives. British Journal of Midwifery. 25(12) 0969-4900.
• Power, A. and Cole, M. (2017) Active blended learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery. 25(10) 0969-4900.
• Power, A. and Cole, M. (2017) Active blended learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery. 25(10) 0969-4900.
• Power, A. and Cole, M. (2017) Active Blended Learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery. 25(10), pp. 668-670. 0969-4900.
• Power, A. and Murray, J. (2017) Coping with end-of-year assessments: a survival guide for pre-registration midwives. British Journal of Midwifery. 25(8) 0969-4900.
• Power, A. and Murray, J. (2017) Coping with end-of-year assessments: a survival guide for pre-registration midwives. British Journal of Midwifery. 25(8) 0969-4900.
• Power, A., Rea, T. and Fenton, S. (2017) Life after death: the bereavement midwife's role in later pregnancies. British Journal of Midwifery. 25(5) 0969-4900.
• Power, A., Rea, T. and Fenton, S. (2017) Life after death: the bereavement midwife's role in later pregnancies. British Journal of Midwifery. 25(5) 0969-4900.
• Power, A. and Murray, J. (2017) How can universities ‘ASSIST’ student midwives with additional needs to achieve? British Journal of Midwifery. 25(4) 0969-4900.
• Power, A. and Murray, J. (2017) How can universities ‘ASSIST’ student midwives with additional needs to achieve? British Journal of Midwifery. 25(4) 0969-4900.
• Power, A. (2017) Courage, commitment and resilience: traits of student midwives who fail and retake modules. British Journal of Midwifery. 25(3) 0969-4900.
• Power, A. (2017) Courage, commitment and resilience: traits of student midwives who fail and retake modules. British Journal of Midwifery. 25(3) 0969-4900.
• Power, A. and Farmer, R. (2017) Pre-registration midwifery education: do learning styles limit or liberate students? British Journal of Midwifery. 25(2) 0969-4900.
• Power, A. and Farmer, R. (2017) Pre-registration midwifery education: do learning styles limit or liberate students? British Journal of Midwifery. 25(2) 0969-4900.
• Power, A. and Ridge, J. (2017) What does studying research methods have to do with practice? Views of student midwives and nurses. British Journal of Midwifery. 25(1) 0969-4900.
• Power, A. and Ridge, J. (2016) What does studying research methods have to do with practice? Views of student midwives and nurses. British Journal of Midwifery. 25(1) 0969-4900.
• Power, A. (2016) Experiences and expectations of student midwives entering the final year of their programme of study. British Journal of Midwifery. 24(12) 0969-4900.
• Power, A. (2016) Experiences and expectations of student midwives entering the final year of their programme of study. British Journal of Midwifery. 24(12) 0969-4900.
• Power, A. and Grzelak, I. (2016) University midwifery societies: support for student midwives, by student midwives. British Journal of Midwifery. 24(11) 0969-4900.
• Power, A. and Grzelak, I. (2016) University midwifery societies: support for student midwives, by student midwives. British Journal of Midwifery. 24(11) 0969-4900.
• Power, A., Davidson, S. and Patrick, K. (2016) Being ‘with woman’ in contemporary midwifery practice: one Trust's response to the Francis report. British Journal of Midwifery. 24(10) 0969-4900.
• Power, A., Davidson, S. and Patrick, K. (2016) Being ‘with woman’ in contemporary midwifery practice: one Trust's response to the Francis report. British Journal of Midwifery. 24(10) 0969-4900.
• Power, A. and Quilter, J. (2016) Should left-handed midwives and midwifery students conform to the ‘norm’ or practise intuitively? British Journal of Midwifery. 24(9), pp. 656-659. 0969-4900.
• Power, A. and Ewing, K. (2016) Midwifery preceptorship: the next chapter. British Journal of Midwifery. 24(8) 0969-4900.
• Power, A. and Briody, P. (2016) Preparing for your preceptorship midwife interview: a student's guide. British Journal of Midwifery. 24(7) 0969-4900.
• Power, A. and Ewing, K. (2016) Midwifery preceptorship: the next chapter. British Journal of Midwifery. 24(8) 0969-4900.
• Power, A. and Briody, P. (2016) Preparing for your preceptorship midwife interview: a student's guide. British Journal of Midwifery. 24(7) 0969-4900.
• Power, A. and Briody, P. (2016) Clinicians in the classroom: the matron. British Journal of Midwifery. 24(6) 0969-4900.
• Power, A. and Briody, P. (2016) Clinicians in the classroom: the matron. British Journal of Midwifery. 24(6) 0969-4900.
• Power, A. and Gupta, K. (2016) Clinicians in the classroom: the consultant anaesthetist. British Journal of Midwifery. 24(5) 0969-4900.
• Power, A. and Gupta, K. (2016) Clinicians in the classroom: the consultant anaesthetist. British Journal of Midwifery. 24(5) 0969-4900.
• Power, A. and Rooth, C. (2016) Clinicians in the classroom: the consultant midwife. British Journal of Midwifery. 24(4), pp. 286-287. 0969-4900.
• Power, A. and Rooth, C. (2016) Clinicians in the classroom: The consultant midwife. British Journal of Midwifery. 24(4), pp. 286-287. 0969-4900.
• Power, A. and Rea, T. (2016) Clinicians in the classroom: the bereavement midwife. British Journal of Midwifery. 24(3), pp. 219-221. 0969-4900.
• Power, A. and Rea, T. (2016) Clinicians in the classroom: the bereavement midwife. British Journal of Midwifery. 24(3), pp. 219-221. 0969-4900.
• Power, A. (2016) Midwifery in the 21st century: are students prepared for the challenge? British Journal of Midwifery. 24(1) 0969-4900.
• Power, A. (2016) Midwifery in the 21st century: are students prepared for the challenge? British Journal of Midwifery. 24(1), pp. 66-68. 0969-4900.
• Power, A. (2015) Welcome to practice: a guide for the first labour ward placement. British Journal of Midwifery. 23(12), pp. 902-903. 0969-4900.
• Power, A. and Clews, C. (2015) Values-based recruitment and the NHS Constitution: making sure student midwives meet the brief. British Journal of Midwifery. 23(11), pp. 818-820. 0969-4900.
• Power, A. and Clews, C. (2015) Values-based recruitment and the NHS Constitution: making sure student midwives meet the brief. British Journal of Midwifery. 23(11), pp. 818-820. 0969-4900.
• Power, A. (2015) Welcome to class: a survival guide for commencing student midwives. British Journal of Midwifery. 23(10), pp. 746-748. 0969-4900.
• Power, A. (2015) Contemporary midwifery practice: art, science or both? British Journal of Midwifery. 23(9), pp. 654-657. 0969-4900.
• Power, A. (2015) What do service users want and who cares? British Journal of Midwifery. 23(8), pp. 594-596. 0969-4900.
• Power, A. (2015) What do service users want and who cares? British Journal of Midwifery. 23(8), pp. 594-596. 0969-4900.
• Power, A. (2015) Contemporary midwifery practice: Art, science or both? British Journal of Midwifery. 23(9), pp. 654-657. 0969-4900.
• Power, A. and Gordon, A. (2015) There's an app for that - but how do we know if it's a good one? British Journal of Midwifery. 23(6), pp. 442-444. 0969-4900.
• Power, A. and Gordon, A. (2015) There's an app for that - but how do we know if it's a good one? British Journal of Midwifery. 23(6) 0969-4900.
• Power, A. and Siddall, G. (2015) Ensuring practice is based on the best evidence: masterclass on literature searching. British Journal of Midwifery. 23(5), pp. 356-358. 0969-4900.
• Power, A. and Coulson, K. V. (2015) What are OERs and MOOCs and what have they got to do with prep? British Journal of Midwifery. 23(4), pp. 282-284. 0969-4900.
• Coulson, K. and Power, A. (2015) What are OERs and MOOCs and what have they got to do with prep? British Journal of Midwifery. 23(4), pp. 356-358. 0969-4900.
• Power, A. (2015) LinkedIn: Facebook for professionals? British Journal of Midwifery. 23(3), pp. 196-198. 0969-4900.
• Power, A. (2015) LinkedIn: Facebook for professionals? British Journal of Midwifery. 23(3), pp. 196-198. 0969-4900.
• Power, A. (2015) Is Facebook an appropriate platform for professional discourse? British Journal of Midwifery. 23(2), pp. 140-142. 0969-4900.
• Power, A. (2015) Is Facebook an appropriate platform for professional discourse? British Journal of Midwifery. 23(2), pp. 140-142. 0969-4900.
• Power, A. (2015) Twitter’s potential to enhance professional networking. British Journal of Midwifery. 23(1), pp. 65-67. 0969-4900.
• Power, A. and Siddall, G. (2015) Ensuring practice is based on the best evidence : masterclass on literature searching. British Journal of Midwifery. 23(5), pp. 356-358. 0969-4900.
• Power, A. (2015) Welcome to practice: a guide for the first labour ward placement. British Journal of Midwifery. 23(12), pp. 902-903. 0969-4900.
• Power, A. (2014) What is social media? British Journal of Midwifery. 22(12), pp. 896-897. 0969-4900.
• Power, A. (2014) What is social media? British Journal of Midwifery. 22(12), pp. 896-897. 0969-4900.

Conference or Workshop Item

• Power, A. (2022) 'Gaming': gamification for the advancement of multiprofessional/interprofessional groupwork. Using a games-based approach for synchronous interprofessional education (IPE) to facilitate students' learning with, from and about each other and support the development of collaboration, negotiation, conflict resolution and leadership skills. Poster presented to: NETNEP 2022 8th International Nurse Education Conference, Sitges, 2022-10-19 - 2022-10-22.