I am an NMC Registered Nurse and NMC registered teacher. Before employment at the University my main responsibilities were to ensure high quality learning experiences for pre-registration students and supporting mentors in practice. Through this experience I gained employment in a similar role for Post Registration students at the University of Bolton. I have been employed by the University of Bolton (UoB) since 2005.

Over the years I have designed, developed and updated curricula as appropriate, and I have implemented and delivered a number of programmes. I have worked in partnership with National Health Service (NHS) Trust colleagues in order to meet workforce needs. It is essential for preparation of any teaching and learning that researching and reading the most current up-to-date literature takes place in order to inform the sessions. In addition, as an academic it is important that research is undertaken to inform practice / teaching.

During the completion of an MSc in Collaborative Healthcare the research dissertation involved an exploratory study into how trainee advanced practitioners identify a medical assessor. This helped to improve the quality of practice learning opportunities for future students on the MSc Advanced Practice Programme.

Due to my experience in supporting mentors I was appointed to lead the MSLAP programme and the development of mentors in the workplace. My expertise lies within mentorship and supporting the learning and assessment of students in practice. All students on Nursing and Midwifery Council (NMC) pre-registration nurse education approved programmes are required to have a mentor and a ‘sign off’ mentor whilst in practice. In connection with this work in developing and supporting mentors I have written a series of 11 articles for the Nursing Standard in relation to mentoring and supporting students in clinical practice. A list of the published series can be found below.

Throughout my clinical and nursing academic career, I have been deeply involved in all aspects of pre-registration nurse education which thus led me to designing, writing, developing and implementing the innovative model of nurse education: BSc (Hons) Nursing (Adult) and referred to from here as the ‘The Bolton Model’.

My PhD Professional Practice title: Changing the direction of Nurse Education: The development and implementation of the first Non-commissioned BSc (Hons) Nursing (Adult) programme in England.

This thesis provides a critical analysis, appraisal and justification of the professional practice undertaken to design, develop and implement an innovative non-commissioned nurse education programme: the first in England.

Research Interests and Research Subject Specialisms:
Academic and research interests include: Nurse Education, mentorship, supporting learning and assessment in practice, work-based learning and evidenced-based practice, quality.

Teaching Responsibilities:
Head of School. Teaching areas / topics include: Mentorship, facilitation of teaching, learning and assessment in practice, Evidenced based practice, Research proposal, Mentorship and Dissertation supervisor.

Publications and Research Outputs:
Houghton T. (2016) Developing Mentors to Support Students in Practice. Part 1: Standards to Support Learning and Assessment in Practice. Nursing Standard, 30, 22, 41.

Houghton T (2016) Developing mentors to support students in practice. Part 2: Establishing effective relationships. Nursing Standard, 30, 26, 41-48

Houghton T (2016) Developing Mentors to Support Students in Practice. Part 3: Creating a learning environment. Nursing Standard, 30, 29, 40-48

Warburton D, Houghton T, Barry D (2016) Developing Mentors to Support Students in Practice. Part 4: Facilitation of learning 1, Nursing Standard, 30, 32, 40-47

Warburton D, Houghton T, Barry D (2016) Developing Mentors to Support Students in Practice. Part 5: Facilitation of learning 2, Nursing Standard, 30, 35, 41-48
Houghton, T. (2016) Developing mentors to support students in practice, Part 6 Assessment and Accountability; 1 – Assessment in practice, Nursing Standard, 30, 38 41-49,

Houghton, T. (2016) Developing mentors to support students in practice, Part 7 Assessment and Accountability; 2 – Importance of feedback and managing failing students, Nursing Standard, 30, 41, 41-49

Houghton, T. (2016) Developing Mentors to Support Students in Practice. Part 8: Assessment and Accountability: 3 –Accountability and Sign Off mentors, Nursing Standard, 30, 49, 45-52

Barry, D. Houghton, T, Warburton, T. (2016) Developing Mentors to Support Students in Practice. Part 9: Evidence based practice, Nursing Standard, 30, 51, 42-48

Barry, D. Houghton, T, Warburton, T. (2016) Developing Mentors to Support Students in Practice. Part 10: Leadership, Nursing Standard, 31, 4, 46 - 53

Houghton, T. (2016) Developing Mentors to Support Students in Practice. Part 11: Evaluation of students learning experience, Nursing Standard, 31, 9, 42-51

Gibson, R., Carson, J., Houghton, T., (2019) Stigma towards non-suicidal self-harm: evaluating a brief educational intervention, British Journal of Nursing (accepted for publication - awaiting publication)

Kuti, B., and Houghton, T., (2019) Servicer User involvement in teaching and learning: student nurse perspectives, Journal of Research in Nursing (accepted for publication - awaiting publication)

Conferences
Houghton, T., and Kuti, B., (2017) NET 2017 International Networking of Healthcare Education Conference. Patients as Coach Team. An innovative teaching and learning strategy to embed service users into nurse education programmes

Houghton, T., (2017) Practice Education Conference - Supporting Learning and Assessment in Practice

Houghton, T, and Howarth, J. (2016) NHS England and RCN Conference – Changing Strategic Context: Leading the nursing contribution – April 2016 – a. Conference agenda Professional Debate – Cutting student bursaries will encourage far more student nurses into training. debate discussion paper

Houghton, T, and Howarth, J. (2016) NET 2016 International Networking of Healthcare Education Conference - An innovative model of nurse education: Non-commissioned adult nursing programme through collaborative/partnership working.

Houghton (2016) The development of a Non-Commissioned BSc (Hons) Nursing (Adult) programme the first in England in order to meet the workforce needs: Initial reflections. Education Forum International Conference

Houghton T (2009) Portfolio Development / Gathering Appropriate Evidence. Supporting healthcare professional students in clinical practice
Conference, Bolton Hospital NHS Foundation Trust.

Houghton T (2009) Essential Qualities of Mentor, Multiprofessional Mentor Conference, Pennine Acute Hospitals NHS Trust.

Winter A, Houghton T, First S. (2008) 7 Habits of Problem Based Learning. The University of Bolton Annual Learning and Teaching Conference.

Armstrong A and Houghton T (2007) ‘Partnership working to enhance WBL ‘. Launching pioneers in healthcare. North-West Celebration Event.

Allen D, Bond K and Houghton T (2007) How to retain WBL learners? A case study approach to demonstrate retention strategies used’. – UVAC Annual Conference – Work-based learning. Excellence in Practice.

First S, Houghton T, Winter A (2007) ‘An academic community in the workplace: The implications of a professional employer-led postgraduate programme’. Accepted for presentation at the Escalate Education Conference at Nottingham – 24 – 25 May..

Winter A, First S, Houghton T (2007) ‘Critical Companionship in a developing academic team’. Accepted for presentation at The University of Bolton Annual Learning and Teaching Conference.

Winter A, First S, Houghton T (2006) ‘Communities of Practice – Advanced Practice Programme’. Presented at The University of Bolton – Teaching & Learning Conference

Houghton T (2005) ‘The World Model and how to implement’ Presented at The University of Salford – Mentors mini conference.