School of Health Sciences
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Kim Russell

Director of Educational Development and Global Reach, Faculty of Medicine & Health Sciences



Kim trained as a Nurse in Birmingham before qualifying as a Midwife in 1985. She worked as a clinical midwife in Worcestershire for fourteen years before moving to Higher Education in 2000 to teach on the first Midwifery degree program at the University of Worcester. During her career she has taught on a number of pre and post-registration Midwifery programs, worked as an educator developer and programme lead for the BSc. (Hons) Midwifery at the University of Worcester. Kim joined the School of Health Sciences as Head of Midwifery Education and also leads leads on Postgraduate Education

Teaching Summary

As an educator, my aim is to prepare students for professional practice and develop their capacity to lead and enlarge the midwifery profession. My teaching of physiological birth is based on the… read more

Research Summary

Current research interests include students' experiences of reflective learning and assessment on professional degree programs and the student transition to Higher Education.

Publications include:

Russell, K (2017) Factors that support change in the delivery of midwifery led care in hospital settings. A review of current literature. Women and Birth. Journal of the Australian College of Midwives (In Print)

Russell, K. Walsh, D. Scott, I and McIntosh, T (2014) Effecting change in midwives waterbirth practice behaviours on labour: An Action Research Study. Midwifery

Russell, K. Scott, I. Weaver, L. Upton, P. (2012) An evaluation of a program of lunchtime staff/student engagement seminars in two discipline areas: was it worth it? Compendium of Effective Practice: Proven ways to improve student retention and success, Higher Education Academy: London.

Russell, K (2011). Planning for adversity: building resilience. In Snow, S. Get into Nursing and Midwifery. A Guide to Application and Career Success, pages 124-129 Russell, K (2011) Struggling to get into the pool room. A critical discourse analysis of midwives water birth practices. The International Journal of Childbirth, vol.1 (1) March pages 52-60. A new midwifery journal, all papers peer reviewed.

Russell, K. Walsh, D. (2009) Can the use of behavioural intervention studies support change in professional practice behaviours? A systematic review of the literature, Evidence Based Midwifery Journal, RCM, 7 (2): 54-59 June.

As an educator, my aim is to prepare students for professional practice and develop their capacity to lead and enlarge the midwifery profession. My teaching of physiological birth is based on the creation of authentic learning experiences in the belief that learning through active enquiry and reflection helps students gain capability and confidence.These approaches promote meaningful interaction with learners and the attainment of skills and attributes which support evidence-based midwifery practice. I regularly supervises undergraduate and post graduate dissertations and lead the MSc. Empowering Midwifery Practice module. I was awarded a National Teaching Fellowship by the Higher education Academy in 2012 for Excellence in Learning and Teaching.

Past Research

My PhD research used action research to find solutions to improve the low waterbirth rate involved excellent communication, facilitation and team working skills to bring about practice change. The successful introduction of interventions and increased levels of social support resulted in significant increases in the promotion of pool use by labour ward midwives.

Grounded theory was used to describe labour ward midwives experiences of the use of normal birth skills and knowledge

Future Research

Evaluation of midwifery education, Midwifery ways of knowing. The promotion of scholarship in midwifery education

School of Health Sciences

B236, Medical School
Queen's Medical Centre
Nottingham, NG7 2HA

telephone: +44 (0)115 95 15559