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Deborah Rainey


  • Room 06.323 - Medical Biology Centre

    United Kingdom


Research activity per year

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Personal profile


I am a registered nurse with clinical experience in cardiothoracic,  bowel and general surgery. My clinical positions were as a staff nurse, ward sister and senior nurse manager before i commenced my career in Higher education. 

Since commencing in higher education, I have predominately taught nursing students in the 2nd of their undergraduate program.  The subjects i teach include pathophysiology of acute and chronic conditions, nursing care of patients with acute and chronic needs. Incorporated into the modules is patient assessment, health promotion, nursing clinical skills. Other areas I have taught the nursing students is use of Evidence based Nursing and how they can apply research evidence into their nursing practice. I have also taught Management and Leadership which incorporated teaching how to prioritise, delegate and lead care.

All the modules adopted a variety of assessment methods, which I was involved in implementing and using to assess the nursing students. These included exams, assignments, poster presentation, patient teaching presentations, OSCE for nursing clinical skills and peer assessed workbooks. A key area contribution to the assessment strategies are providing the student with feedback and feedforward, giving advice and guidance to ensure development academically.

I am involved in facilitating nursing and interprofessional simulation. This has included helping to implement this with in the school and to assist in writing scenarios used during the simulation. A large aspect of simulation is supporting and debriefing the student during and after the simulation enabling them to reflect on their strengths and areas that can be developed in the clinical environment.


I have co ordinated modules assisting to develop, implement and review content. This role included aspects of organisation of timetables and staff, and assessment grade rosters which I presented at the board of examiners. 

I have undertaken the role of Year Lead.  This incorporated implementing a new curriculum working with the four fields of nursing teams to implement and streamline module content and assessments ensuring all were relevant to their field but were comparable across all fields.  This role also entailed developing, booking and  organising timetables, allocating appropriate teaching staff to the relevant expertise of teaching. A key area of the role was to provide pastoral support to the students, during times of personal and academic stress, guiding and advising them to achieve the best outcome.

During this role I sat on a variety of committees, including BOE, Student and staff council, educational committee, program review, and extension and extenuating circumstances committee.

I am currently Academic Lead for Clinical Practice, the key elements of this role are being the link between practice and the university, working very closely with clinical partners relating to student issues, student placements and support of students in practice. I organise and liaise with link lecturers for all clinical areas assisting and supporting as required. I work very closely with the  practice education team, independent sector managers and nursing allocations team in relation to sourcing and developing new practice learning areas.

The role also entails supporting students during their clinical placements when they raise concerns or concerns are raised where they are involved this can be university based through to supporting during NMC investigations.

I sit on a variety of university and practice partner committees included in this is the student and staff consultation committee, partnership,  regional education forum and mapping of placement committee. I also represent the university on task force committees predominantly related to clinical placements.

During 2019 -2020 a major element of this role was in relation to developing and implementing the Future Nurse Standards for Nurse Education. This involved developing the curriculum and practice reflecting the standards.  A regional approach was  taken within Northern Ireland in relation to student supervision and assessment,  this necessitated all three AEIs working together and producing the assessment documentation to be used by every nursing student. To achieve this I represented QUB at various committees and meetings and communicated back to QUB staff.  For the university I have created the program calendar for two intakes of students, this had to ensure that both academic and practice had equal amounts of hours with the flow considering university and NMC regulations.  

 As part of the development group I  was involved in the NMC revalidation for the undergraduate program, where I presented the practice element of the curriculum and answered questions for the NMC reviewer. In which we gained a commendation of work and the NIPAD.

Research Interests

My research interests are student learning especially in relation to nursing clinical skills, blended learning and technology.

I have completed my Educational Doctorate thesis in which I undertook 2 primary research studies exploring blended learning and clinical skills. Prior to undertaking the research, a computer-based learning asynchronous package was developed by myself and a computer technician. This incorporated interactive learning activities relating to pathophysiology of the brain and the sequencing of the clinical skill, a video exemplar of the skill and a simulation of the clinical skill using an animated patient to undertake the neurological observations and then record on the observation chart.

This computer package was then incorporated into a blended learning teaching  strategy. The aim of this was for the students to complete the package prior to the skills class then during the skills class the students used case studies and peer learning where they simulated the skill on each other with one student being a nurse the other a patient and the other an assessor.

The first study used an RCT approach investigating if there was a difference between knowledge and skill acquisition between 2nd year nursing students who were taught the clinical skill of neurological observations by instructional face to face method of teaching or ones who used blended learning incorporating a computer based learning package. Data was collected using a MCQ theory test and an OSCE, the results were analysed using SPSS.

The second study used a case study approach using focus groups and thematic analysis to investigate nursing students opinions and perceptions of using blended learning to learn a clinical skill.

Education/Academic qualification

Sep 1999Sep 2003

Award Date: 10 Sep 2003

External positions

External examiner for undergraduate modules , University of West London

2011Feb 2016


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