Candidates for Trustee (Education)
Ashley Richardson
If elected, how would you help ensure the board was effective and what would you prioritise?
Having worked in a variety of practice settings at senior levels spanning NHS, third (charity) sector and private/event medicine I would draw upon my experience as both a senior leader and past Trustee within an air ambulance charity to support the effective functioning of the Board. Noting that there are several Trustee positions being appointed to, I would work with fellow Board members to establish effective and proactive relationships engaging with Board development so that as a Trustee board we can discharge our duties fully for the benefit of the College. In doing so I would support the Board in developing good relationships with the Chief Executive and other senior office holders recognising the purpose, roles and responsibilities of the Board. I have some experience of the forming and development of Trustee Boards within the Charity sector and as a senior leader and Consultant Paramedic within an NHS ambulance Trust am well used to developing functioning and effective teams. From previous experience, I would advocate members of the Board actively consider the seven principles of public life when discharging their duties. My early priorities (with specific relation to education) would be to further develop a relationship with the Colleges Head of Education, deepen my understanding of the current workstreams and strategic direction offering advice and counsel as appropriate. Reviewing previous board papers. Drawing upon my already embedded relationships with the professions regulator, the HCPC, the National Education Network for Ambulance Services (NENAS) and the Faculty of Prehospital Care of the Royal College of Surgeons of Edinburgh I would look to support the Head of Education with stakeholder relationships across key organisations.
How will you use your background, skills and experience to support the work of the board?
I have enjoyed a diverse prehospital career spanning 20-years, and in doing so have developed a wealth of experiences and skills that would support my success as a Board member with the College of Paramedics. As previously discussed, my career has included working across a spectrum of practice settings. Since 2019 I have worked within senior leadership roles whereby, I have been accountable and responsible for clinical practice including education, contributing to and leading governance activities. In addition to my primary employment, I am a member of the National Education Network for Ambulance Services (NENAS), an active member of the curriculum committee within the Intercollegiate Board for Training in Prehospital Emergency Medicine (IBTPHEM) and hold a voluntary office as Examiner Training lead for the Faculty of Prehospital Care spanning the prehospital care examinations. Similarly, I am a member of the Paramedic Education Network, recently set up by the College. All of which give me valuable insight and experience in the strategic direction of education and training in the prehospital sector across the nation (that includes Paramedicine and multi-professional working). Having previously been an elected Trustee within an air ambulance charity Board, I understand the role and function of Boards. I have a good understanding of the commitment required and a proven ability to be diligent and professionally curious – offering the critical friend to those in office discharged with the task of running the charity. In recognising the purpose of the Board is to set the strategy for the College, I would draw upon my previous and current lived experience is strategy development and implementation – learning from the successes and challenges, focussing upon effective and overt communication and engagement. I believe that my MSc in Healthcare Leadership would also support me in fulfilling my Board responsibilities, having a good understanding of dimensions of leadership and key interdependencies will assist in building, developing and utilising key relationships to discharge my duties to the Board.
What other skills and experience will you bring to the role you are standing for?
With a long and diverse career history, I have become well known as a trusted and credible senior leader and clinician, possessing a positive reputation across the nation. I am a natural communicator, able to interact with all at varying levels and though a variety of mediums (in person or virtually), believing in visibility and engagement. Over the past four and a half years, I have been the strategic lead for Education and Training across two regional NHS ambulance Trusts providing positive leadership through challenging times working to build strong foundations for improvement. In these roles I am responsible for Paramedic pre-registration/post-registration training and education, providing continued professional development opportunities, developing and delivering practice education and preceptorship. With this experience I have a good working knowledge of education regulators, Higher Education Institutions, Further Education colleges, awarding bodies and professional bodies. I am a full member and possess a good understanding of the College of Paramedics having previously operated as an ‘alternate’ regional representative and spoken on their behalf at planned events/conferences i.e. Student Paramedic conference and the Emergency Services Show. I take great pride in my profession and self, living by core personal values that align nicely to The Seven Principles of Public Life. I am a champion of inclusion as evidenced by my work alongside my organisations staff network groups, where I also sit as the Consultant Paramedic on our organisations Inclusion and diversity group.
Kevin Cowen
If elected, how would you help ensure the board was effective and what would you prioritise?
If elected I am fully willing and able to support the board with as many hours per week as required and attendance at meetings where required. I would support the Board in its delivery of its charitable objects and be an advocate for education in all aspects of my work. As per 1.1.3 of the Articles of Association I will be fully engaged with promoting education and training in Paramedic Sciences and related areas within the profession and 1.1.4 encouraging and sharing good clinical practice and high standards of care through research and leadership. I am familiar with the structure of the College and would be able to develop a good working relationship with the Head of Education. This would enable constructive / supportive critical observation of the Educational Directorates work. I would have awareness of the financial state of the College by actively engaging in the annual report and be invested in the sustainability of the organisation, making contributions, where required, to enable growth. I am passionate about maintaining standards and as such will contribute ensuring the College works towards ensuring adherence and alignment with its charitable objects. I am willing to have challenging but constructive and supportive conversations where required to maintain these standards. I fully adhere to the Seven Principles of Public Life and I exhibit these in my own behaviour both whilst at work but also within my personal life My Priority's would be to further expand the supportive work around students that are vulnerable to unprofessional and illicit behaviours. I would also prioritise the promotion of the College / engaging with our members and making it a professional body that everyone wants to join and will actively contribute to. I would at all times be an advocate of the profession, the College and education. Another priority would be to address the diversity deficit in the charitable leadership and commit to working to change that.
How will you use your background, skills and experience to support the work of the board?
I have worked for the East of England Ambulance Service since 2001 in a variety of roles. I registered as a Paramedic in 2006 and have since then undertaken a variety of roles outside the core duties of a Paramedic mostly within the Education framework. These have included Clinical Mentor, Field Operations Trainer and Education and Training Officer. My current role is within the Clinical Practice Specialist team for EEAST and as a link tutor with the University of Hertfordshire where I oversee around 75 BSc students’ placements during the academic year alongside supporting the academic team with OSCES, placement briefings / de briefings and interviewing for new intakes. Alongside this I have been part of the Integrated Care Board for Herts and West Essex placement provision strategy. This has provided vital networking opportunities and shared learning opportunities from other healthcare partners. Before this I managed one of the four training centres within EEAST at our Welwyn Garden City site from 2017 -2022, where I was responsible for managing a team of 10 Education and Training officers, budget management, building management and the partnership working with Herts Urgent Care who we share the building with. Throughout all this time I have been a College of Paramedic Liaison actively representing and promoting all aspects of the college. My work within EEAST and specifically within the Hertfordshire and West Essex Sector has enabled the joining of operational management both local and senior leadership teams with practice educators and students both BSC and otherwise to enable a safe, proactive, and clinically sound educational environment. This extensive experience enables me to be able to support the board with my knowledge and experience of not only education teaching and training but also my knowledge and skills in leadership / management of teams and networking with the Integrated Care Boards and Allied Health Professionals. I would further be able to support with budgetary matters and maintaining sustainability. I have also extensive experience with project management, and I am accredited with the QSIR Collage and able to teach and run NHS Quality Improvement courses nationally. This is alongside my accreditation in Internal Quality Assurance across all the education courses within EEAST with a national level 4 IQA qualification.
What other skills and experience will you bring to the role you are standing for?
I have good leadership skills which I have demonstrated in my management of Wewlyn Garden City's training centre and within my current role as Clinical Practice Specialist leading and supporting BSc Students / Practice Educators, operational managers and senior leaders. I have excellent communication skills and bring experience of coaching / chairing meetings / writing education courses at level 3 and 4 which have been accredited and also internal course writing. I present to weekly and monthly Senior Leadership meetings both in written and verbal formats. I am able to take the initiative, work independently and collaborative where required and I am a excellent team player. I have excellent organisational skills and I am able to manage my time effectively and efficiently. I have excellent IT skills and have experience across a wide suite of programs including Word /Excel /PowerPoint /SharePoint and Outlook.
Chris Baker
If elected, how would you help ensure the board was effective and what would you prioritise?
As an elected Trustee I would work with the board to consider the long-term direction of the College by utilising the knowledge that gained from 13 years in paramedic higher education, from a perspective of design, communication with stakeholders, recruitment of students and staff, implementation, review, feedback, and ongoing change to reflect the needs of the profession. I am confident in speaking up to be a voice for the needs of not just registered paramedics, but also those on their educational journey, considering support to navigate difficult and challenging situations, such as that witnessed during the pandemic. The most pressing issues within our profession, in my opinion, would be the limited ethnic diversity and need to expand the number of paramedics from underrepresented groups, including those with disabilities who may not take the traditional NQP path upon registration. The safety of students relating to the recent report in the Independent and to support practitioners who wish to support these students must be a priority. Consideration must be given to what can be undertaken to challenge this area of ambulance culture, considering best practice and paramedic and student support to better reflect the standards we should expect of registrants. I would also consider how we might better recognise lived experience and develop routes into the profession for those from backgrounds where education may have been a challenge. I will ensure that a gain a greater understanding of the charitable aspect of the College, and work with the board to develop the areas detailed above within the charitable sector. I will take on the role of advocate for registrants and students to ensure that the board consider the immediate and long term needs of the profession. A good relationship has been built with the Head of Education, having worked with them to develop an inclusive curriculum, but would be willing to challenge if I believed there was a need to do so for the betterment of the profession. Another important area is that of preceptorship education, both for the NQP and for the mentor, and it is great to see recognition of this within the College. To support the College in the design of the preceptorship structure should also be a priority.
How will you use your background, skills and experience to support the work of the board?
I have experience as a Course Director, Head of a Paramedic Section on one of the largest programmes in the UK, am an Associate Professor and HCPC panel member. I have been an external examiner for another paramedic programme, and am currently undertaking a doctoral studies, being in the final data gathering stage. The skills garnered provide a great deal of experience in higher education, with experience of leading a validation, curriculum design and development, fair and appropriate assessment, student recruitment, and student support and welfare. Prior to higher education I was employed as a clinical tutor with an Ambulance Trust working with new and experienced staff. As the role attracts mature students as well as those leaving school it is necessary to also consider the impact of life outside of work, and the impact on educational pathways, whether on a linear higher education or apprenticeship programme, or on update days within a Trust. I have worked with the College to consider the new curriculum, and what changes can be made with regard to content and to placement, but believe that it is important to recognise how far the profession has come, and how far it still has to go. Having worked with external providers to expand paramedic placement there needs to be greater emphasis on what paramedics can bring to wider healthcare practice, recognising the ability to work across the NHS in recognition of the long term workforce plan. This aligns with not only pre-registration education, but ongoing post-registration education and development, and benefits not just the paramedic but also the Ambulance Trusts seeking rotational paramedics. Paramedics have such a unique set of skills, and the recognition of the portability of these skills is dependent upon a strong message from the College, and working across Trusts and placement providers to ensure ongoing development of the profession.
What other skills and experience will you bring to the role you are standing for?
Doctoral studies being undertaken focus upon EDI, seeking to understand why so few paramedics registered are from underrepresented groups. This has been an interesting journey, already providing some answers that will be fed back to the College (and to my own institution) to consider how the profession can seek to be more inclusive and attract a broader range of applicants. Not all paramedics wear green, and the need to consider those who have not chosen to work on an ambulance, but rather to take up roles in primary care and elsewhere within the health community requires consideration. In recognition, I have co-led on a project with the College to implement the first inclusive curriculum within the UK, with a view to recruiting a small number of students (initially) who for a variety of reasons will either chose not to, or not be able to, undertake the NQP programme. There is a need to consider where the profession is heading to, and that the paramedic is an individual who can cope with a variety of patients, with a variety of conditions, in a variety of environments, even when those environments are changing. Student support and safety is a serious issue within our profession, and this is also an area where I bring experience to the role, but also recognise the pressure that sits on practice educators to constantly support those in education, and the need for support for clinical supervisors. I work closely with the ACP team in my institution, and recognise the important of post registration studies to support paramedics to develop into a range of clinical roles, recognising how important education is, both at a vocational and institutional level. Experience gained as an HCPC panel member provides valuable insights into where paramedics make mistakes that led them to be before the regulator, and how such mistakes might be avoided.
Tristan Bellin
If elected, how would you help ensure the board was effective and what would you prioritise?
I would first priorities goals, getting feedback from members and paramedics alike. Setting up short term, medium term and long term goals. I would encourage open communication between groups, ie, research and education. This would allow for the separate groups to still grow together and aid each other.
How will you use your background, skills and experience to support the work of the board?
My background is very diverse, from working with governments to set up scopes and clinics, to HEM and education. I believe my background allows me to see the need for education throughout a paramedics career and how it should not just be during their time at university. I am able to communicate and get my point across to most and have a passion for what I do, so it’s not just a job for me. I have worked with multiple cultures, races and organisations around the world so I understand diversity and how to implement strategies in diverse environments. My time management and organisation skills should help me get the job done
What other skills and experience will you bring to the role you are standing for?
I understand the need for paramedics to be viewed differently by the world but to also view themselves differently, and that starts in education. The gap between education and practice and then qualifying and continuing education needs to be address. My background into all types of paramedicine allows me to see those gaps not just in one sector but in all I am proactive and determined, with a creative mind.
Natalie Ashcroft
If elected, how would you help ensure the board was effective and what would you prioritise?
As a trustee for education within the College of Paramedics, enhancing the education, training and preceptorship of Paramedics both pre and post registration in line with the college’s strategy would be my primary goal. A key priority is to standardise Paramedic pre-registration curriculums across all education providers. This should include not just Paramedic HEI but also apprenticeships and dual registration programmes which have a Paramedic element. My vision is that providers would still be innovative in their teaching and meeting individuals needs but a minimum standard criterion would ensure all Paramedics are educated to a set standard. This would provide assurance to HCPC but also to the public and furthermore be a supportive tool for the members to be empowered to shape their own professional career. I envisage this process being through an accreditation process endorsed by the college. In addition to the vital work of standardising curriculums, I believe it is imperative to address the crucial aspects of Practice education, clinical supervision, and preceptorship. Ensuring that the high standards set for education providers seamlessly translate into clinical practice placements is paramount. Whether through apprenticeship routes or via HEIs, clinical practice should encompass the breadth of the Paramedic profession, spanning all pre-hospital emergency care settings as well as primary and secondary care settings, with specific competencies tailored to provide a comprehensive understanding. Furthermore, I advocate for a more structured approach to the Newly Qualified Paramedic (NQP) process. The college has the opportunity to be providing clearer direction on meeting learning outcomes and the implementation of guidance on how NQPs can best be supported both within and outside of ambulance services across the UK and Northern Ireland, ensuring all NQPs receive the necessary support and guidance to successfully transition into the profession. A primary focus for the College involves supporting of MSci dual registration programs and integrating these dual-qualified Paramedics into our membership framework. It's imperative to devise strategies to support these individuals as they embark on their careers, especially within the traditional ambulance service setting. This entails delineating their future educational and training pathways, ensuring they receive tailored support to thrive in their roles. Furthermore, there's a pressing need to delve into the realm of Advanced Practice within the pre-hospital setting. By delving into further research and development, we can ascertain the requisite educational framework for future advancements. This may necessitate the creation of bespoke advanced practice programs tailored specifically for Paramedic clinicians. The training and development of Paramedics are pivotal in ensuring their retention within the profession. As technology continues to advance, so too does the scope of practice for Paramedics. It's imperative to focus on incorporating new technologies, service improvements, and research into educational curricula. This ensures that future Paramedics are equipped with the knowledge and skills necessary to harness the full potential of the profession. Drawing upon my extensive experience across various paramedic settings, including education, I bring firsthand insights into the challenges and opportunities within the field. My expertise in paramedic education, post-registration training, continuing professional development, and practice education positions me to make informed strategic decisions aimed at propelling the profession.
How will you use your background, skills and experience to support the work of the board?
As a trustee for education within the College of Paramedics, I bring a wealth of experience and expertise that I'm eager to leverage in supporting the board's strategic vision. With over a decade of service in the ambulance sector, I've navigated various leadership roles and currently serve as an Advanced Paramedic Practitioner. My journey into this career began through a direct university route, granting me insights into the challenges and opportunities inherent in paramedic education. In addition to my extensive tenure in the ambulance service, I've also contributed to primary and secondary care settings, further broadening my understanding of the paramedic profession. Serving as an honorary lecturer at universities in the North West, I've had the privilege of collaborating with multiple Higher Education Institutions (HEIs) across diverse programs, including the Nurse/Paramedic MSci and the Paramedic apprenticeship program. This breadth of exposure has endowed me with invaluable insights into the nuances of paramedic education, informing my contributions to discussions surrounding curriculum development and professional development initiatives. One particular passion to me is the support and transition of Newly Qualified Paramedics (NQPs) into the profession. I've spearheaded efforts within the North West Ambulance Service to refine the NQP consolidation program and have personally overseen its implementation, alongside the induction sessions for Paramedic apprentices. These initiatives reflect my dedication to ensuring a seamless transition for NQPs and optimising their success within the field. Complementing my practical experience is a Master's level education in Advanced Clinical Practice, with a specialisation in education and strategic leadership. This academic foundation equips me to contribute meaningfully to educational strategy and policy development within the College. Moreover, I possess a comprehensive understanding of charity governance processes, acquired through participation in the NHS Future Leaders non-executive mentorship program. This knowledge ensures that I am well-equipped to fulfil my duties as a trustee, navigating regulatory requirements with diligence and integrity. My track record of fostering strong relationships with external stakeholders underscores my commitment to advancing the College's objectives. Having collaborated on national projects such as social prescribing, hospital handover, and SDEC implementation, I am adept at leveraging my communication and networking skills to drive collaboration and enhance the profession's reputation. With a strategic mindset and analytical acumen, I am poised to contribute to the board's strategic planning processes, offering informed perspectives that align with the College's mission and vision. Through effective utilisation of my background, skills, and experience, I am confident in my ability to make meaningful contributions to the College of Paramedics, furthering its goals of advancing paramedic education and professional development.
What other skills and experience will you bring to the role you are standing for?
In summary, my extensive and varied background in both Advanced clinical practice and educational background positions me as a strong candidate to support the board to achieve the strategic goals and have the members interests in all decisions. I have experience working within different strategic environments within the NHS and therefore have the ability to think strategically and utilise communication skills to build strong relationships and creating a shared vision. The non-executive leadership programme gave me experience of working at an associate non executive level within a hospital setting, giving me valuable experience for working as a trustee for the college of Paramedics. I am passionate about life long learning and instilling a learning culture within the profession for continual professional development. I believe that by providing members with a wide range of opportunities throughout their career that membership will expand due to the development and support the college gives to its membership. My values are aligned to the seven principles of public life. The role of the trustee for education would give me the opportunity to support, manage and drive change and develop education strategy for the future paramedic profession. I will actively contribute to fostering an inclusive and equitable work environment where every individual is treated with dignity, respect, and fairness. As someone with a learning disability I understand some of the barriers and challenges that members may encounter when access education and I am passionate about making education accessible for all. I am committed and able to give the time required for this role and I am able to be flexible to meet with the college and board members when required. I have a drive and passion to improve the education in all aspects of paramedic practice and to see the profession excel. I feel I would be an asset to the college and be able to bring my knowledge and experience to drive innovation and deliver on all objectives, as well as being able to support the Board, Head of education and the college team to deliver on strategic objectives.
Grant Walkey
If elected, how would you help ensure the board was effective and what would you prioritise?
I would initially undertake a GAP analysis to understand the current situation. Once ascertained current state I would look to prioritise based on a RAG (red, amber, green) priority scale. Any work would be undertaken in consultation with other groups to avoid replication of work but to also align with all policies and procedures of the college but also encompassing the colleges objectives and values.
How will you use your background, skills and experience to support the work of the board?
Being operational in various SAR formats and teaching has been my main profession for many years and I currently combine operational duties as a specialist paramedic on frontline ambulances with being involved in voluntary search and rescue both as a trainer and operationally. As such my main paid roles is as the managing director for my own company, specialising in training and consultancy in the fields of rescue, medical and safety, specialising in offshore and maritime medicine and also being the clinical lead for a number of lifeboat stations and additionally teaching for SCAS as a clinical education manager. My role prior to this was with the RNLI as the Clinical Training Manager where I was an operational paramedic but also the manager of the casualty care training team in which I was responsible for the management, education and teaching of lifeboat crew, lifeguards, staff and many others as part of my job within the RNLI. Clinically I have continually tried to push myself and advance my clinical knowledge and skill base ranging from basic first aid to first responder to EMT and finally paramedic and now as a specialist paramedic working in A&E’ and on the Urgent care service. I also teach on a number of faculties including World Extreme Medicine (WEM) Anaesthesia Trauma and Critical Care (ATACC) and SLS GB. My various roles have enabled me to develop strong leadership, successful people management and high-level diplomacy and clinical skills within a variety of team structures. I thrive on challenges and finding innovative solutions whilst striving for excellence as a SAR professional and clinician. I also adapt to changes and feel comfortable leading teams into a new direction and transitional changes. As an SME in numerous topics, I have beneficial experience of both operational and academic environments. I have used this knowledge to successfully work with different levels of stakeholders across the RNLI and other emergency services and built various positive external relationships, making sure my contributions are kept in line with the overall objectives of helping people. With my present knowledge base and varied experiences in saving lives, combined with my desire for continuing professional development I believe I could be considered an asset in any involvement in working with the college if given the opportunity.
What other skills and experience will you bring to the role you are standing for?
I bring the ability to relate to a number of individuals who don't just work as HCP's in the ambulance sector. I have a multifaceted educational and operational background including being a qualified teacher and assessor and combined with experience as working as a paramedic in different settings means I can see the role through different lenses. Additionally I am passionate about paramedic education and would welcome sharing some of my own experiences to help shape the future of the college and supporting and developing paramedicine.
Benjamin Haselwood
If elected how would you help ensure the board was effective and what would you prioritise?
I hold the position of Deputy Head of Clinical Development / Education within the Strategy, Culture and Education Directorate of a large NHS Trust. I have extensive experience spanning clinical, operational and regional tactical leadership roles, including chairing and representation across governance committee, board-level and strategic tiers. This includes deputising for both our Directorate’s Deputy Director of Education and our Head of Education. I have recently been seconded with NHSE&I and HEE refining my systems / ICS leadership through developing, embedding and enhancing the voice and credence of the Paramedic profession. Pertinent to Board effectiveness, my interests focus on human factors, clinical leadership development and strategic transformational change. This ethos will ensure the Board is effective in its charitable outputs, augmented by my experience of governance processes and assurance mechanisms. Already engrained within my practise and credibility are the principles of Trustee public life. My position demands upholding transparency in decision-making and delivering sound judgement with a robust rationale, combined with an overarching objectivity and accountability. In the current climate, I appreciate integrity and honesty and recognise the work ahead to improve the equity and diversity issues within charity leadership. I continue to actively advocate cultural change within my Trust and via my AHP Faculty and Council work. My interpersonal skills and ability to motivate, influence multi-professional collaborations, and drive transformational change are essential here and demonstrated throughout my scholarly activity. My level of insight and understanding is sensitive to the current system pressures and our competing priorities. Maintaining stability and momentum is a key Board priority, but tactfully exploring the association and congruent alignment of Education Directorate workstreams alongside wider College strategy and national agenda is vital. I recognise that education is essential to all our roles across a spectrum of different Paramedic-based specialities. It is incumbent on us to ensure our profession continues to be progressive and exert greater influence and impact across the environments of practice education, clinical supervision / preceptorship and life-long learning. My Directorate’s workstreams involve developing clinical practice across the four pillars. This includes advanced and specialist practice, down to newly qualified preceptees and return to practice registrants. Whilst this affords me first-hand deep exposure pertinent to this Trustee role, my personal workstreams within the ICS, AHP and NHSE spheres provide crucial experience and breadth. Furthermore, the educational facet of my Trust position, recent PgCert studies, my conceptual paradigm via scholarly activity, and Fellowship status, will provide congruent alignment to delivering the next iteration of our curriculum guidance document and five-year strategy. The single enabler we need to prioritise to ensure momentum, impact and longevity, is closer engagement and collaboration with both our current and potential membership tranches.
How will you use your background, skills and experience to support the work of the board?
In close alliance with associate Directorates, this Trustee role will be a catalyst to nurture, refine and cascade this unified vision for the benefit of the wider profession and healthcare sector. Drawing on my experience of complex systems leadership whilst navigating a dynamically evolving landscape, my repertoire of skills, attributes and acumen can be quickly applied and tailored here – each essential for maintaining momentum, stability and harmony with current College workstreams. From a uniquely personal perspective, this will be further enhanced from having known and worked alongside key current and previous Directorates’ post holders for many years. As such, I relish the opportunity to provide supportive and constructive observation to complement peers’ domain expertise, yet sensitively ensure the critical obligations of the impartial Trustee lens are upheld. I am able to provide Congress assurance and confidence via my character and intrinsic drivers being a “known entity”. Knowing colleagues across all elements of the Congress tripartite provides me a deep level of professional history. The benefits of these established inter-personal networks will also quickly support forming high-performing team dynamics and delivering outcomes. Furthermore, key in strengthening the College and fulfilling our vision, is the continued engagement and voluntary benevolence of our members across all tiers. From my long-held College Liaison role, I have a valuable appreciation of this. Further augmented from extensive research and engagements during my 2021, 2022 and 2023 candidacies for Chair of the Paramedic Council, Trustee, Representative, and Associate Head of roles.
What other skills and experience will you bring to the role you are standing for?
My portfolio delivers workstreams at a granular level with tangible improvements felt by learners, clinicians and patients; plus the strategic lens of cultural growth across the Paramedic profession at national levels. It forms an advocacy and enabler for the next generation of Paramedic leaders who will continue our legacy and the profession’s trajectory. I hold strong values, behaviours and an ethos that underpin my character – leading with compassion, integrity and a unified vision. My innovative concepts enabled our leadership team to thrive at delivering key national / strategic clinical education and development workstreams against unprecedented recent challenge. My preliminary findings formed a conceptual paradigm presented at the College’s International Education Conference, and an evolved iteration at the AACE Ambulance Leadership Forum. I continue to evolve my theoretical and experiential learning developed via my NHS leadership coaching and mentoring. This has enhanced my personal insight, impact and adaptability as a senior leader, and I recognise my intrinsic motivation and values stem from tangible purpose. My voluntary role as NHSE&I Clinical Senate Assembly Member also ensures that our niche Paramedic expertise is further embedded at all tiers of the healthcare system. These tools, cognitive processes, and skills have been further refined on my NHS Leadership Academy award in senior healthcare leadership. And combined with this opportunity, will augment that fulfilment and provide a strong presence and influence to develop our professional family further. Effective clinical education is vital to the profession’s continued growth and I relish the opportunity to be that conduit for our future. Ultimately holding the College’s ethos, interests and future aspirations at our core as we navigate our strategic journey. In summary, I can provide the knowledge, skills, experience, credibility and voluntary time commitment to further the College’s strategic objectives; supported by an altruistic drive, and an aligned vision via the critical lens the position of Trustee demands.