Dr Jacquie Ridge

Dr Jacquie Ridge is a Registered Nurse (Adult), a Fellow of the Higher Education Academy (UK) and is a Senior Lecturer within the Field of Nursing at the University of Northampton, UK.

She received a Doctor of Philosophy investigating Professional Identity in Adult Nursing from the University of Northampton, UK in 2020, a MA Women’s Studies also from the University of Northampton, UK, in 2000, and a BA (Hons) Health from Liverpool John Moore's University, UK in 1997.

Jacquie’s teaching qualifications include a Certificate of Education (Cert Ed), and a Postgraduate Certificate in Teaching in Higher Education (PGCTHE), both from the University of Northampton. A Postgraduate Certificate in Research Degree Supervision (PGCert) is underway, with completion planned for Summer 2025. Alongside an application for Senior Fellowship, recognizing impact and influence brought to disciplinary areas.

Jacquie’s research interests are professional identity, its legitimacy and authenticity, derived from doctoral research investigated using Visual Grounded Theory. Her methodological interests are qualitative, specifically Grounded Theory and Visual Research. She is in the process of disseminating her findings through publication, alongside application to curriculum with the current BSc (Hons) nursing. 

She is a founder member of the Non-Traditional Research Methods (NTRM) Network, established through a mutual passion for exploring unorthodox research methods, that are non-traditional in the areas that we work. The purpose of the network being to provide a space for meaning cross disciplinary research debate, encouraging creativity in this aspect of research design. Since the first event in March 2021, a virtual network has been established, with international reach, of both presenters and audience, that sees confirmed schedule of events tri-annually (The Non-Traditional Research Methods Network (NTRM): Overview | LinkedIn) .

Jacquie is also a co-founder of a support group for colleagues translating the experiences of being a ‘borderlander’ (Billot, et al, 2021), academic staff being and becoming doctoral students struggling to combine these dual identities. Established February 2022, Staff and Student (Postgraduate) Support group, meet virtually every 6-8 weeks for one hour. This interdisciplinary, cross faculty group provide a safe space to discuss knowledge development and research with the intention of alleviating isolation and vulnerabilities of being staff as student.

Reference:
Billot, J., King, V. Smith, J. & Clouder, L. (2021) Borderlanders: academic staff being and becoming doctoral students, Teaching in Higher Education, 26:3,438-453. DOI: 10.1080/13562517.2021.1891408

• Elaine Williams, An ethnographic exploration of the experience of peri menopausal women and the impact of Botulinum Toxin Type A facial injection on mood’
• Fiona Creed ‘Does professional judgement enhance the identification of patients whose condition is deteriorating in an acute hospital setting?’
• Brigette Gouda, ‘Do dental nurses in England have a role in the early intervention of oral healthcare for infants and toddlers during mandated contacts by Specialist Community Public Health Nurses?’
• Hannah Cannon, Recent change of supervisory team to reflect chosen methodology Grounded Theory Methods (RQ tbc.)