Dr Sharon Weldon is a Reader in Nursing Research and Education at the School of Health Sciences, in the Faculty of Education, Health Science and Human Sciences. Sharon is Deputy Head for Research and Enterprise, Centre Lead for Professional Workforce Development of the Institute for Lifecourse Development (ILD), Leadership and Communication, and Reader in Nursing Research and Education.
Contributions to the Sustainable Development Goals:
Dr Weldon's work supports SDGs 3 - Good Health and Well-Being, 4 - Quality Education and 10 - Reduced Inequalities.
Simulation for healthcare education
SDG 3 - Good Health and Wellbeing
The Greenwich Learning and Simulation Centre (GLASC) is led by a team with wide ranging expertise in translational simulation-based education and research. Our facilities are state-of-the-art employing the latest technology, equipment and flexible clinical and domestic spaces across a broad range of health-related contexts. Through a combination of realistic environments, virtual and mixed reality with lifelike manikins and video feedback, our students can work through evolving scenarios to challenge and develop their practice.
Alternatively, researchers can observe and manipulate the healthcare environments and scenarios to improve, test and develop the field. We have developed a cyclical system where we use simulation to explore healthcare to identify where improvements can be made or where new ways of doing things need to be translated into simulated training for our students to have a better comprehension of the workforce requirements. Our work at the GLASC thus contributes to SDG 3, to “Ensure healthy lives and promote well-being for all at all ages”.
SDG 4 - Quality Education and SDG 10 - Reduced Inequalities
Our strategy is to ensure that our simulation facilities and equipment represent reality from a technical, environmental, emotional, cultural and social perspective. Healthcare is full of diversity, and we want to replicate this to ensure an authentic and familiar experience.
Traditionally, simulation manikins have been generic in appearance, and therefore not representing the full spectrum of individuality in our society. Even today it is difficult to find realistic BAME manikins in simulation facilities. We have therefore worked with industry partners to develop a range of BAME and culturally inclusive simulation manikins.
In addition, we draw on the sim-versity toolkit to develop and assess our approach throughout the spectrum of our activities. In this way, we also contribute to SDG’s 4 and 10, to, respectively, “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and to “Reduce inequality within and among countries.
Our Commitment to Sustainability
Here at Greenwich we recognise our responsibility for ensuring we deliver sustainability across our teaching, research and operations and this is reflected in our University Strategy 2030. In June 2020, we also committed our teaching staff to include sustainability in their programmes. This is included in the Curriculum Framework.
Our Global Responsibility
The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. - Source United Nations
