Staff Profile

I am a qualified pharmacist registered with the General Pharmaceutical Council. I have teaching experience in the areas of pharmacy practice, clinical skills and work-based learning. I am currently the lead for work-based learning provisions on the MPharm course.

I joined the School of Pharmacy in September 2019 having formerly worked as a locum pharmacist in hospital and community pharmacies while undertaking a PhD in Pharmacy Education with Keele University. In this time I also contributed to teaching and mentoring undergraduate Pharmacy students at two Schools of Pharmacy. Prior to this I worked at The James Cook University Hospital in Middlesbrough.

I currently manage he work-based learning placements for the MPharm course. This includes delivering placements for Stage 3 Pharmacy students at the Royal Victoria Infirmary where the students provide a counselling services to hospital inpatients. I am also involved in a range of other pharmacy practice teaching including the teaching of clinical skills to all stages, reflective practice and professional development, and interprofessional education.

I am keen to encourage reflective practice in teaching as well as innovation. Work-based learning is central to my role and I encourage students to learn from what they see in practice at the RVI. I am also involved in developing a bespoke prescription-generating educational tool to supplement the development of skills in legally and clinically checking prescriptions.

My PhD research evaluates the use of a novel simulation-based 'virtual patient' to help train pharmacists and pre-registration trainees in conducting patient counselling for those taking NOAC medicines. It is from this research that I developed an interest in Pharmacy Education and pedagogical research, and also innovative use of technology. 

I am currently working on an evaluation of a novel undergraduate Pharmacy student work-based learning placement. In addition to my work in educational research I also have an active interest in wider pharmacy practice research, particularly around patient experiences and digital health.  

• Richardson CL, Rook L, Pearson E, Mundell A, Todd A. Identification and evaluation of medication-related issues relating to patient’s own drugs by pharmacy students while on placement in a tertiary hospital. International Journal of Clinical Pharmacy 2022, Epub ahead of print.
• Rathbone AP, Richardson CL, Mundell A, Lau WM, Nazar H. Exploring the role of pharmacy students using entrusbable professional activities to complete medication histories and deliver patient counselling services in secondary care. Exploratory Research in Clinical and Social Pharmacy 2021, 4, 100079.
• Nazar H, Rathbone AP, Richardson C, Livsey L, Husband AK. Young@Heart clinic: a feasibility study of an undergraduate pharmacy student-led blood pressure and healthy lifestyle clinic. The International journal of pharmacy practice 2021, 29(3), 277-284.
• Lindsey L, Richardson CL. Involved stakeholders or voiceless backseat drivers: Volunteer patients’ experiences and perceptions of undergraduate pharmacy education. Pharmacy Education 2021, 21(1), 597-603.
• Richardson CL, Chapman S, White S. Establishing the acceptability and usability of an animated virtual patient simulation. Exploratory Research in Clinical and Social Pharmacy 2021, 4, 100069.
• Richardson CL, Chapman S, White S. Experiencing a virtual patient to practice patient counselling skills. Currents in Pharmacy Teaching and Learning 2021, 13(12), 1593-1601.
• Richardson CL, Chapman S, White S. Measuring the educational benefits of using a virtual patient to practice pharmacist-patient consultations. Pharmacy Education 2021, 21, 382-389.
• Richardson CL, White S, Chapman S. Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review. BMJ Simulation and Technology Enhanced Learning 2020, 6(6), 332-338.
• Richardson CL, Chapman S, White S. Virtual patient educational programme to teach counselling to clinical pharmacists: development and proof of concept. BMJ Simulation & Technology Enhanced Learning 2019, 5(3), 167-169.