Lorraine has over a decade of experience working in an academic institution, previously as a clinical academic and currently as a registered adult nurse lecturer and researcher. She holds a strong teaching portfolio in BSc and MSc level education which is centred around of Improvement and Innovation and is a recognised Fellow of the Higher Education Academy. She is Theme Lead for Innovation and Improvement in the BSc Nursing Programme and is an Early Career Qualitative Researcher with interests in Healthcare Improvement Science; Nurse Education; Ethnography; Context, Complex systems and interventions, Evaluation, Quality Improvement and Innovation.

Her PhD explored the contextual factors that influence the QI learning experiences of student nurses in the practice setting through ethnographic case studies across multiple acute care settings. Thesis due 2024.

Publications include:

Armstrong L, Moir C, Taylor P (2023) How, and under what contexts, do academic–practice partnerships collaborate to implement healthcare improvement education into preregistration nursing curriculums: a realist review protocol. BMJ Open. doi: 10.1136/bmjopen-2023-077784

Armstrong L, Shepherd A and Harris F (2017). An evaluation of approaches used to teach quality improvement to pre-registration healthcare professionals: an integrative review. International Journal of Nursing Studies, 73.

James B, Beattie M, Shepherd A, Armstrong L and Wilkinson J (2016). Time, fear and transformation: student nurses' experiences of doing a practicum (quality improvement project) in practice. Nurse Education in practice, 19.

Armstrong L, Lauder W and Shepherd A (2015). An evaluation of methods used to teach quality improvement to undergraduate healthcare students to inform curriculum development within pre-registration nurse eduction: a protocol for systematic review and narrative synthesis. Systematic Reviews, 4:8