Professor Vince Ramprogus joined Bolton University as Emeritus Professor of Health following his retirement from Manchester Metropolitan University, where he was Pro Vice Chancellor ( Health & Communities) and Dean of the Faculty of Health, Psychology and Social Care. Since joining MMU in 2004, he led and established the Faculty and departments as centres of excellence in teaching, as well as a high performing Research Institute for Health & Social Care and A Centre for Enterpise & Innovation. He also established successful partnerships with NHS trusts, Local authorities and social services. These partnerships have led to innovative developments in research, teaching and practice development, with the establishment of multi-professional and multi- sector collaboration to improve patient care. Examples include joint appointments and projects, the GM Health Innovation & Education Cluster, and the GM Health Commission, both involving NHS, Local Authority and Third Sector engagement. Vince was also actively involved with the newly establish NHS bodies such as the GMAHSN, NWLETB, & GM Health & Wellbeing Board.

Vince completed clinical courses in both Adult nursing and mental health and worked in clinical practice for 14 years before moving into Higher Education. He has a degree in Psychology, an MSc in Clinical Nursing and his PhD was based on eliciting knowledge from clinical practice.

Much of his academic career has involved developing and implementing innovative approaches to learning, teaching, research and practice and leading significant changes as part of national strategy or policy.

Qualifications

Academic: BA (Hons) Psychology, MSc (Clinical Nursing), PhD
Professional: RGN, RMN, CPN, RNT

Synopsis of research and publications

My research and publication profile centres on ‘Knowledge and Skills development in practice’. This focus brings together the inter-related areas of Theoretical and philosophical bases of nursing practice, Contemporary issues in nursing, Clinical skills development, and Conceptualisation of professional education, which includes inter-professional working in health care, clinical role evolution, clinical-academic interface and evaluation of professional education.

Together the publications articulate the relationship between the philosophical underpinnings of healthcare practice and the development of knowledge and skills within the complex and messy reality of clinical practice. The publications also surface the tensions that exist between predominant scientific research methodologies and the context of practice knowledge development by different levels of practitioners, from the health care assistant to the clinical specialist, as well as across professional disciplines.

Overall the papers contribute towards a better understanding of how practitioners create knowledge and develop skills within clinical practice, within both single and multi-professional contexts of health/social care delivery. The ultimate and direct impact of the research is the enhancement of practice for improved patient care.