DORA
DORA (De Montfort Open Research Archive) is De Montfort University's research repository. It forms the primary public and institutional record of DMU research outputs. The breadth of research at DMU means that these outputs include articles, conference papers, books, book chapters, and other material available in a digital form. The record for each item contains descriptive information as well as, where possible, a version of the final research output. DORA also provides access to DMU PhD theses. This includes most PhD produced from 2009 onwards.

Communities in DORA
Select a community to browse its collections.
Recent Submissions
A Learning Journey, modules, pathways and CPD
(2020-09-11) Rowan, N.
For learners entering University they know they have a passion for their subject and are hungry to learn, however their journey is not always clear and the pathways to knowledge can be closed within modules or levels. Throughout the University knowledge can be siloed which may stop learners making intuitive leaps between modules and fully grasping the interconnected nature of their programmes. As for programmes with pathways, it is not always clear what a pathway will entail until the learner is already committed to that journey and other pathways may start to appear more appealing.
Through a CAI sabbatical I aimed to create a Blackboard Community that encapsulates a learners journey on our programmes in Product Design and allow the learner to access key materials and skills in a single place without the barriers of module or level. The aims of this project were:
• To place all core knowledge in a single easily accessible place
• To allow learners to openly see and interact with materials from all levels of their study at a point that it interests them
Additional benefits to this resource have been:
• This resource can be used proactively to inspire students with material which may not be on their core module. In my area we have 3 programmes that share a number of core modules with specialisations. This has allowed students to view non-core materials.
• This resource can be used retrospectively, to further support students who have struggled in an LO in a specific assessment. On our mark sheets we have produced a formula which looks at a student’s grade for a specific LO and it that drops below a threshold a comment can be added to their feedback saying “I note you have struggled with X please find additional resources on that topic here X’
DMU Forensics: Tripartite (Tri Active Modal) Experiential Learning from Crime Scene to Court
(2021-10) Nichols-Drew, L.
DMU Forensics: Tripartite TAME (Tri Active Modal Experiential) Learning from Crime Scene to Court
Experiential learning is at the heart of the Chartered Society of Forensic Sciences accredited BSc (Hons) Forensic Science undergraduate degree at De Montfort University. The course accreditation requirements are aligned to key stages within the Criminal Justice System: Crime Scene Investigation, Forensic Laboratory Analysis and the Evaluation, Interpretation and Presentation of Evidence at Court.
At DMU, we implement a Tri Active Modal Experiential approach for the student active learning experience: physical (utilising on campus facilities such as the crime scene house and non-residential space, industry specification laboratory facilities and court rooms), integrating contextual information provided by academic colleagues from our practitioner casework experience, with the virtual world (embracing innovative and immersive technologies).
This is a transformative heutagogy, integrating professional expectations with essential employability skills, via co-creation, object and problem-based learning.
This novel approach will be of interest to courses across DMU and will demonstrated the paramount importance of experiential learning in enhancing the student experience.
Using physiology teaching to support pharmacists to assess patients in the community
(The Physiology Society and the Academy of Healthcare Sciences, 2022-04-01) Harrison, Tim
The role of the pharmacist is rapidly evolving, with pharmacists increasingly involved in holistic patient-centred care. This is driven by a focus on community-based health services and the increasing use of the pharmacy workforce to fill gaps in other sectors. The Community Pharmacy Consultation Service (CPCS), commissioned in 2019 connects patients with minor illness with community pharmacists, with referrals coming from NHS111 and general practice. As part of this service, pharmacists need to be able to assess patients and be vigilant for acute illness presentation, understanding how to refer patients for whom they have concerns. Central to this is the application of the National Early Warning Score (NEWS), as developed by the Royal College of Physicians, an aggregated score allocated to physiological measurements that standardises and improves the detection and response to acute illness in adult patients. NEWS, including the relevance of the physiological response has been taught in postgraduate pharmacy practice in recent years as part of non-medical prescribing studies. However, with the advent of the CPCS, and the recently revised initial education and training standards for pharmacists, which both recognise the evolving role of the pharmacist, NEWS is being increasingly taught across all levels of pharmacy education so that pharmacists are equipped to keep patients safe as they deliver clinically appropriate near patient services, and support patients with self-care.
How to use clinical reasoning in pharmacy
(Royal Pharmaceutical Society, 2022-02-01) Rutter, Paul; Harrison, Tim; Mills, Lizzie
Research ethics training, challenges, and suggested improvements across Europe: Radiography research ethics standards for Europe (RRESFE).
(Elsevier, 2022-08-05) Bockhold, S.; McNulty, J.; Abdurakman, E.; Bezzina, P.; Drey, N.; England, A.; Flinton, D.; Khine, R.; McEntee, M.; Mekiš, N.; Precht, H.; Rainford, L.; Sá Dos Reis, C.; Santos, A.; Syrgiamiotis, V.; Willis, S.; Woodley, J.; Beardmore, C.; Harris, R.; O'Regan, T.; Malamateniou, C.
The Radiography Research Ethics Standards for Europe (RRESFE) project aimed to provide a cross-sectional view of the current state of radiography research ethics across Europe. This included investigating education and training in research ethics, and identifying the key challenges and potential improvements associated with using existing research ethics frameworks.