Melanie Clarkson

Click the video to watch Melanie talk about her career.

What is your current role?

I’m a Senior Lecturer in Radiotherapy and Oncology at Sheffield Hallam University. I support undergraduate students through my role as a placement learning tutor (PLT) at radiotherapy departments in Middlesbrough and Newcastle-upon-Tyne. Within this role I provide academic and pastoral support while students are on clinical placement.

I’m also the clinical lead for the undergraduate programmes; I maintain strong relationships with our clinical partners and provide support to clinical staff to ensure good quality placements and learning environments. I use my collaborative skills from clinical practice to work as part of a large team in providing undergraduate education. I provide wellbeing sessions to all cohorts on the undergraduate programme, as well as collaborative and interprofessional teaching on topics such as mental health capacity, working in teams and service improvement. I’m involved in postgraduate education as the programme lead for the MSc advanced clinical practice radiotherapy and oncology course, with additional roles as moduleleader for two core modules (in expert practice for extended roles and advancing specialist practice).

Do you still make time for your own development and further progression?

Working with practitioners in a variety of scopes of practice is extremely interesting. It is exciting to see where practitioners are working, pushing the boundaries to provide excellent care and supporting patients, families and the service. This has enhanced my passion for advanced practice and has seen my external roles develop to include working with Health Education England (HEE) on writing the non-surgical oncology Advanced Clinical Practice (ACP) framework. I also work for HEE as a reviewer for portfolios, credentials and accreditation for the Centre for Advancing Practice. I applied for this role to enable the voice of our small profession to be represented at a national level.

To further expand my advanced practice knowledge, I am a member of the Association of Advanced Practice Educators UK (AAPE UK), attend the ACP workstream for the Aspirant Cancer Career and Education and Development (ACCEnD) programme and I am an external examiner for the advanced clinical practice programme at the University of Teesside. I am extremely passionate about my profession, and I am honoured to be a member of the therapeutic radiography family. Being involved in these projects means I have a role in directing the profession in a positive manner.

In 2021 I became a senior fellow at the Higher Education Academy (now known as Advance HE), which recognises leadership within the educational field. My areas of research are around wellbeing and advancing practice. Collaborating with the wider international community and other professions is something I am passionate about to ensure advanced practice is recognised for its impactful role worldwide.

How did you reach this point in your career?

I qualified as a therapeutic radiographer from the University of Central England in Birmingham in 1999. Six months later I went back to college to complete my postgraduate certificate in education (PGCE), qualifying in January 2002. I also gained status as an NVQ level 3 assessor, using my skills in support and assessment across numerous educational pathways. From this early stage in my career, I knew I wanted to be involved in the education and training of others. As well as a passion to teach, I was also keen to learn myself. In September 2002 I embarked on my MSc in health sciences (cancer care) at the University of Teesside, completing the programme in 2005.

In October 2007, I was seconded to Sheffield Hallam University (SHU) as a professional development facilitator (PDF). I adored this role as I was able to support undergraduate learners following different pathways such as the diploma of higher education, BSc, postgraduate diploma and, more recently, the pre-registration MSc. This secondment allowed to me to adapt my teaching styles to different levels of education and to learners with different learning requirements.

In 2009 I became a superintendent therapeutic radiographer in education and training. This clinical leadership role supported my development as a leader in the academic setting. In 2014, a senior lecturer and PDF role was advertised at SHU, which provided the opportunity to bring all my previous education and clinical skills into the education arena. Once in my role as an academic I applied my transferable skills and took leadership roles as clinical lead for the undergraduate programme and course leadership for the MSc in advanced clinical practice in radiotherapy and oncology.

What support have you found helpful along the way?

Throughout my career I have had supportive managers in both clinical practice and academia, who have encouraged and supported my development through my own learning such as my PGCE and MSc. I’ve also been able to access teaching opportunities in neighbouring trusts and charities to further expand awareness of the role of radiotherapy in the cancer pathway and of therapeutic radiographers. Educating others about the pathway increased my confidence in front of an audience and to develop suitable resources. It also allowed further networking; this is an underrated skill, as once you are ‘out there’ other opportunities follow. So, it is really important to talk to others at any event you attend. Access to secondments has also been important
in my development. My managers were again supportive in allowing me to develop in those roles when they arose.

What’s the most rewarding part of your role?

Definitely seeing the development of the individual, both as a professional and as a person. Seeing individuals reach their full potential and have a positive effect on patient care means you still have that connection to the patient and an impact. Networking has been key to my development, as speaking with like-minded people means you can develop education and training that is fit for purpose and further develops the workforce.

What advice would you offer anyone who wants to become an academic?

If you have an interest in education, I strongly encourage you to look at opportunities at your local higher education institute, where you could become a visiting lecturer in your area of expertise or have an impact on students’ development as part of the student liaison/assessment team.

You could become a STEM ambassador to promote science, technology, engineering mathematics (STEM) professional careers and educate others on your role. Alternatively, you could mentor or inspire prospective students via Inspiring the Future, which encourages professionals to talk about their job, career and educational route to inspire and motivate young people.

Networking within your trust and external organisations can open opportunities to work in different areas that can then lead onto to other projects. Don’t be frightened to reach out to people you would like to work with.