Virtual Patient Care Consultant

Covering Letter

With eight years of experience In the clinical healthcare field, person-centred care has been at the forefront of my profession, regarding all professional roles I have fulfilled. Below demonstrates my experience and reflects my ability to fulfil the role of a Virtual Patient Care Consultant, Including all key responsibilities, besides five years of experience remote working In teaching, doctoral-level research and practical person-centred integrative psychotherapy. Before I note my previous experience In the key responsibilities required for this role, I wish to note that I have full equipment, Internet connection, I have flexible availability and I am open (and excited) to work In different timezones with patients across the world.

A demonstration of my suitability reflecting your key responsibilities:

Patient Interaction and Support:

Demonstrated below In my career profile; I have experience In providing healthcare In online settings, besides domicile (home visits) and clinic settings. In my previous line of work, I was a Lower-limb Health Practitioner providing hands-on patient care for eight years, three years of which I became a teacher of my practice In further education and managed three clinics with five beds each. In my years of teaching, I not only provided guidance to a record of 500 patients, I also taught patient-centred care and assessed my level 4 students on their competence. As a result of this experience, I feel very confident to conduct Initial and follow-up consultations, as not only do I approach this skill as a professional, but I appreciate the theories and frameworks behind patient care as an assessor. In line with your requirements, I also provided remote care to the patients to check the progress of their treatment, and signposted to relevant health professionals when required. As a demonstration of my ability to offer emotional support, I also have experience In counselling Integrative psychotherapy, where I attended 2 semesters of an MSc In counselling and Integrative psychotherapy and Wolverhampton University. I withdrew to pursue my PhD early. With this experience, I learned how to build client relationships using Rogerian person-centred therapy and I obtained ten therapeutic hours on placement. The counselling delivered was In line with the frameworks and expectations set by the BACP.

Care Coordination and Health Education:

In my previous line of work, I navigated and provided care plans for patients with a range of healthcare needs, which also Involved applied knowledge and Individualised care for those with medical Issues, most commonly Including diabetes and poor lifestyle related conditions . This required gentle and empowering encouragement of behaviour change, underpinning/implementing relevant public health theories and frameworks to Increase patients internal locus of control and boost health efficacy. This Involved entering the patients frame of reference to build relationships; Influencing effective communication and understanding. As a public health graduate with experience In health promotion, I understand the value of nudge theories used effectively In order to educate patients of healthier choices. Besides this, my experience In psychotherapy has equipped me to develop helpful and achievable educational materials to diffuse Individually and across platforms, In order for people to understand their condition and manage their health behaviours well. Above all, I understand the Importance of self-care and In recent years, self-care has been the core of my advocacy In my professional life.

Documentation and Record Keeping:

My teaching role also included clinical management. This involved handling private and confidential files and patient records, occasional receptionist duties and administration, including navigation of our new online patient records system. In addition to managing three clinics (3x 5 beds) at Stonebridge college, I have been teaching Foot Health Practice students in their final two-week examination, whilst assessing reflective journals, written assignments and assessing through direct observation. This required following guidelines and marking criteria set by the awarding body (Innovate) and regulated with the Office of Qualifications and Examinations Regulation (OFQUAL).

Besides managing and handling patient records, I also taught my students the Importance of filling notes effectively, complying with professional standards set by our college and wider practice guidelines set by HCPC. From an assessors role; I was responsible for Inspecting, educating and marking official records, using professional standards set by HCPC (podiatry). As a result of this, I feel confident with writing, handling and overseeing patient records whilst complying with GDPR and patient transparency. Not only do I understand the requirements of them from experience In podiatry and psychotherapy (and the differences In both), I understand the legalities underpinned. I am also fully aware that within each health sector and company, patient notes differ and have unique requirements. As a fast and logical learner, I am fully keen and open to learn your ways, whilst being excited to liaise and co-collaborate with other professionals In the team.

Quality Assurance and Improvement:

With my experience In evaluating and monitoring patient situations and outcomes, I understand the Importance of effective and realistic care plans using Individualised Interventions (and adapting throughout trial and error). To example some professional experience; I often made custom orthotics for previous patients which required regular maintenance and follow-up appointments to ensure a change In gait (or just simply compatibility with lifestyle). I also continuously evaluated treatments for specific health conditions and worked with the patient to evaluate the effectiveness, whilst sometimes looking for alternative options compatible with the patients current and future needs. In addition to clinical practise experience, In psychotherapy I often Integrated realistic, Individualised and achievable lifestyle adaptations to suit the clients, which Involved deeply understanding my patient and co-creating together In a fun and Inspiring manner. A note to quality Insurance; I have a catalogue of 8 years of CPD as I value the Importance of continuation of professional development.

This has enhanced my professional Integrity of quality assurance. As an ex-researcher, I completely value updates In research and have always applied new findings to my practice.

Technical Proficiency:

As my teaching role required remote and practical deliverance, I feel as though my experience with blended learning has equipped me well to use virtual resources to communicate and handle confidential documents with confidence. Besides this experience, my long hours of PhD study Involved constant technical Involvement, which Included meetings online besides hours of critical reading and sharing of research on common (and lesser used) databases. As part of my history In handling confidential data online, I am confident to comply with security protocols and I am used to abiding by the Information Commissioner’s Office.

Please see below my career profile, alongside my qualifications and additional skills. Thank you for providing this opportunity to apply, and I hope that my key attributes translate well to highlight my suitability for this role. I welcome any questions and most of all, I look forward to hearing from you,

Grace Brown.

Career Profile

Teacher and assessor in FE from May 2020. Delivering blended learning through practical and online lectures, alongside the management of three- foot health clinics in Edgbaston. Registered Foot Health practitioner (domiciliary and clinic based) with an outstanding record of work ethic, continuously providing high morale, demonstrating transformational leadership and in busy environments. Fully flexible and adaptable to work on high- demand with additional experience of long hours through current full-time work in FE and previous employment in television production on TV/ film sets. Thriving in busy environments, I find teaching, leadership and social interaction / collaboration a key strength. I have pride in designing projects, adapting methods and reaching targets with my team. I understand the passion of personal and career growth from owning my own businesses in both healthcare and special effects make up artistry. As a previous doctoral student in Health Research at the University of Wolverhampton, I am passionate about academia and educational growth. I enjoyed applying a co-creational, student-led approach to allow students to find their own paths in their independent learning journey as well as professional development and interpersonal engagement.

As a single mother, I find empathy is not a skill, but a natural trait and I thrive personally by empowering and supporting others abilities. I see potential in everyone and I particularly enjoy watching individuals discover this themselves. I am a driven and motivated in both my professional career and academia, all whilst being a full-time single mother of two. Being a single mother has also enhanced my time-management skills as I have always fulfilled the expectations required in work, just as required from other co-workers who don’t have the additional spinning-plates. I am honoured to receive recognition from both my school and university for my career achievements in the form of awards such as the Pauline Fuller Award (University of Wolverhampton) and the International Women’s Day 2024 Award (Shelfield Academy).

At Stonebridge Associated Colleges (Birmingham), My teaching role also included clinical management. This involved handling private and confidential files and patient records, occasional receptionist duties and administration, including navigation of our new online patient records system. In addition to managing three clinics (3x 5 beds) at Stonebridge college, I have been teaching Foot Health Practice students in their final two-week examination, whilst assessing reflective journals, written assignments and assessing through direct observation. This required following guidelines and marking criteria set by the awarding body (Innovate) and regulated with the Office of Qualifications and Examinations Regulation (OFQUAL).

Delivering lectures of up to 30 students in classroom settings, I found person-centred, empowering teaching methods extremely rewarding. The role involved assessing formative and summative assessments, both online and college setting based. Due to the nature and context of the teaching subject (Foot Health Practice) the role required management three clinics providing 500 patients with professional clinical care, complying with infection control and prevention procedures, treatments, aftercare advice, alongside preparing for clinic and education inspections. In the teaching and clinic management role, vulnerable patients required additional support which provided inter-sectorial opportunities to liaise with GP’s and outside healthcare practitioners. In addition to teaching, I have experience in marking/assessing assignments of up to 2000 words. Assessments featured the human anatomy, infection prevention and control, diabetic foot care, understanding pathologies and treatments of the foot and setting up and managing clinical practice. Academic writing, spelling and grammar were a key element assessed within the assignments.

My teaching experience has been a combination of practical medical demonstrations amongst lecture-based theoretical delivery, on most occasions, I have been the only lecturer present at the college, but most of all, I thoroughly enjoy working collaboratively with my co-workers.

Public Health

As a 2021 graduate in Public Health from the University of Wolverhampton, obtaining a first-class degree with honours, I transferred my passion for research into my PhD (in Health Research) in order to become an advocate, close gaps and make an impact of change for a population group I am most dedicated to; female inequalities. I feel that my research experience has most definitely broadened my knowledge of data collection and managing statistics, but above all; seeking effective and necessary methods for improving health outcomes in populations with significant gaps and needs. Mirrored in the current Public Health Skills and Knowledge Framework, amongst public health professionals it is widely accepted that public health issues and challenges are complex varied and continuously evolve through our ever-changing environments. With my experience in public health, and my study of public health, I know that recent financial difficulties across the country will most definitely impact our local health outcomes within Birmingham, and with this acknowledgment comes a stronger demand for local public health professionals to collaborate together as a tighter team than ever to address growing health needs. This also intensifies the need to teach emerging and upcoming public health professionals/students of the ever- growing demands of our population, subsequently inspiring the new generation of public health professionals to advocate for change through various disciplines; health behaviour, health promotion, assessing and addressing various health needs.

I have a drive to research, broaden my knowledge and make an impact within health promotion and ill health prevention. I manage data and statistics well whilst seeking methods for improvement in necessary areas of health. Studying the foundations and principles of public health initiatives inspired me to create my own outside of university, including breastfeeding support and open water drowning prevention. During my undergraduate studies, I planned and developed an initiative to prevent loneliness in the elderly during the COVID-19 pandemic, this included Gantt charts, evaluation of outcomes plans and strengths and limitations. I have worked in two group projects to deliver presentations, displaying the principles of the UNICEF baby friendly initiative. Other group work included a COVID-19 prevention presentation.

I have collected data and created a report for my local high street using the Royal Society of Public Health, ‘Health on The High Street’ campaign, giving my local village its Higher Richter score using the RSPH’ guidelines and framework. This involved critical analysis and clear data collection. I possess a keen interest in the study of data collection and research methods. I have critiqued four primary research articles studying the prevalence of autism spectrum disorder and risks in pre-term infants, whilst developing my own new research proposal. In health promotion, I have created and presented a poster aimed at students, using the Diffusion of Innovation theory by E.M. Rogers, to effectively guide the select population to relevant mental health support groups. I have also used various sociological theories to justify suicide rates in men as a public health issue in the UK, and assessed the impacts of globalisation on lower-income countries and compared female outcomes in Ghana with Afghanistan during the succession of Isis. For my final dissertation, I found a research gap and created a study proposal to assess Covid-19 vaccine hesitation in adults aged 50 and over in the West Midlands. Within my literature review, I uncovered various themes that lead to vaccine hesitation that demanded study.

I was elected as student representative in 2019 and again in 2020 and 2021. This involved supporting my university colleagues with any issues they have. I received training to deliver this role. The role requires two annual meetings with university staff and lecturers. Becoming a student representative to a group of 34 students has developed my leadership and organisation skills. In my final year of study, I collected feedback from my whole peer-group and held a personal staff meeting with the faculty lead to address our concerns of online studying throughout the pandemic. I successfully managed to lift the weight of our grading criteria for hundreds of students across Public Health and Health Studies. As a result, I was awarded the Pauline Fuller Award, alongside a first-class degree with honours at my graduation.

Any personal assignments, work experience examples, 27-page RSPH, HOHS’ report, or other relevant reports can be sent on request.

Therapeutic Experience

In my previous role as a teacher and assessor in further education, I was known by other staff members to be the colleague who included mindfulness and self compassion into my classes; this very quickly became a stereotype that I was the ‘go to’ staff member for students to approach with personal difficulties, it was an honour to provide an ear for so many people and I truly value their trust. It became apparent to me after self-reflecting regularly in the role, that I didn’t suit the ‘teaching’ role as much as I initially thought, as I was expected by superiors to have a transactional teaching style and implement rules and expectations to the students that didn’t align with my core values as a teacher, or as an individual. I am very grateful for the experience, as it has taught me that I thrive in pastoral roles with the embodiment of therapeutic care as opposed to transactional leadership roles. With my own transformational style of teaching, I am proud to note that my students received remarkably high learning outcomes and I truly believe that this was a consequence of having an encouraging and supportive environment. It is from this role that I recognised the absolute difference that psychological support can have in personal development. I truly believe and know that students need their voices heard and I am proud to have contributed to their learning journeys, leaving with optimism of the future in my new career.

In the above summary of experience, I have noted several years of work within the TV and film industry. I wish to take this opportunity to demonstrate the transferable skills I have developed which I believe align well with roles in the healthcare field. Being a make up artist in fast-paced environments, our environment is the only space on a film set that is quiet and still. This opens the door to develop relationships with individuals who value the serenity, and oftentimes due to the nature of my subjects role, they often come stressed, rushed and tired. Admittedly due to the long hours we worked, the subjects I worked with only had our hour to relax and talk…about anything. My favourite thing about this role was the developing of relationships, whilst putting them at ease and empowering them for the day ahead. The feedback I have received after receiving awards in my career really reflected me as an individual rather than my artistic talents. To me, this means the world. The Samaritans and MIND were also an honour to work for, as those charities truly align with me as an individual, and slot right in to my career profile for this role.

Experience with Children and adolescents

Besides being a single mother with two children aged seven and ten with my eldest being diagnosed with autism,

I have worked with a diverse range of children on set in high pressure situations. Sadly on reflection, I often disliked the environments the children were in and provided them with encouragement and support whilst being a trustworthy adult to talk to. I believe our relationships were crucial at that time, as I provided an environment for them to be themselves whilst playing together.

Towards the latter stage of my artistry career, I was provided an opportunity to give a talk at the secondary school I previously attended, as they reached out to me in recognition of my achievements. As a speaker at their International Women’s Day event, I spoke with career advice whilst presenting my journey with the hopes of inspiring others to achieve their dreams. Following this event, I was invited to attend regularly as a workshop host to GCSE Performing Arts pupils. Together as a class, we have expressed our creativity with freedom and I have truly valued encouraging the pupils to discover what expression means to them. It is from this role that I discovered a belonging and meaning to this world, as the feedback I have received so far has re-affirmed that empowerment comes naturally to me. I truly value the time I spend when I support and psychologically hold children and young people.

Additional Qualifications

First year of Social Sciences at the Open University (60 credits).

The Pauline Fuller honorary award from the University of Wolverhampton.

Level 3 Certificate in Assessing and Vocational Achievement (CAVA) – Awaiting the certificate.

First Class BSC Hons in Public Health at the University of Wolverhampton.

Diploma in Interior Design at the Interior Design Institute.

Level 3 diploma in counselling and psychotherapy (in progress).

Level 4 diploma in Deluxe Barbering at the Quarters Barbering Academy.

Diploma (DIPfhp) In Foot Health Practice at the College of Foot Health Practitioners (Alliance) – insured and up to date.

Member of the Royal Society of Public Health since 2020.

Registered with the Alliance of Foot Health Practitioners since 2017.

AS level:

English Literature, Media, and Performing arts.

GCSE:

18 GCSE’s, 4 of which A* and 4 of which A’s

Including English language, English Literature, Maths and triple science.

Professional training:

Diploma in Leadership (level 1- sports).

The Royal Society of Public Health (RSPH) Alcohol Champions certificate of participation Level 1.

The Royal Society of Public Health (RSPH) conference at Wolverhampton University, 19/02/2020.

First year of Social Sciences at the Open University (60 credits).

First year of Public Health (BSC hons) at Wolverhampton University.

Media, TV, fashion and SPFX Make up at the DFMA make up academy.

Diploma in Interior Design at the Interior Design Institute.

Diploma (DIPfhp) In Foot Health Practice at the College of Foot Health Practitioners (Alliance) – Insured and up to date.

AS level: English Literature, Media, and Performing arts.

GCSE: 18 GCSE’s, 4 of which A* and 4 of which A’s Including English language, English Literature, Maths and triple science.

Professional training and CPD:

Diploma in Leadership (level 1- sports).

The Royal society of Public Health (RSPH) membership, EFT training (with certification) 18/02/2020.

The Royal Society of Public Health (RSPH) conference at Wolverhampton University, 19/02/2020.

CAVA (RQF) Level 3 certificate in Assessing Vocational Achievement (2021) May 2022.

The Alliance of Foot Health Practitioners conference October 2021 (with certification).

Updated on working in Covid-19 with DFMA PPE IN PRACTICE TRAINING 2020 (with certification).

ADDITIONAL SKILLS/ACHIEVEMENTS

Interests and advocacy:

In each of the three years of my undergraduate studies at Wolverhampton University, I was fortunate enough to be voted (on three occasions) as the course rep for my year group. This involved supporting my peers, asking for/ receiving feedback and attending CMC meetings with staff and lecturers. I thoroughly enjoyed this role as I had the benefit of participating in both online and physical professional gatherings. Although I enjoyed being a voice for my peers, I particularly appreciated discovering what goes on behind the scenes and learning new ways of professionally communicating.

During my studies at university, I identified a devastating inequality that is continuously grossly unaddressed in the UK. As I was studying matters of mental health, stigma, The Social Determinants of Health and health inequalities, I noticed that single mothers face overwhelming burdens; cultural stigma, work-place discrimination, ageism, unsolicited sexualisation and financial unfairness in everyday life. Furthermore, upon research of this topic, I found it upsetting that a large volume of these women are victims of domestic abuse and sociocultural abandonment. To express my desire for change, I created two social media accounts to raise awareness of the disparities this population face, in order to reach the younger audience. This passion project provided me with an opportunity to support and empower individuals in such unfortunate situations, raise awareness and relieve them from the stigma they face in education, workplace settings, in society and in everyday life. I enjoy monitoring this project using evidence-based theories and evaluation tools I learned at university. So far, I am proud to have achieved my goal of providing anonymous support and reaching wider audiences. Although I feel accomplished with this progress, I am fully aware that there is still a long way to go.

In addition to the above project, I am currently studying my PhD in Health research, with a feminist approach, I am examining the mental health impacts of women in a specific population who face health inequalities amongst a heightened risk of domestic violence and death. This research is being complete in my free time as I have been fortunate enough to have a flexible workload. I am currently in my first year of study. I am currently applying a co-creational approach to my research, by inviting individuals who fit the research criteria to include their views. This not only enhances my study, but also champions equality whilst empowering women and improving mental health outcomes.