Dr Lee Jagodzinski EdD, MSc (Dist), PGCert HE, SFHEA

• Senior Lecturer in Children’s Nursing, contributing to curriculum delivery, assessment, academic advising, moderation, and quality assurance across pre-registration and postgraduate programmes
• Academic Lead for Simulation, providing strategic leadership for healthcare simulation across the School of Health Sciences and supporting the integration of regulated simulated practice within professional curricula
• Programme Lead for the MSc Interprofessional Healthcare Simulation, including curriculum design, validation, assessment strategy, quality assurance, student progression, and recruitment
• Faculty Academic Conduct Officer, supporting assessment governance and academic conduct processes
• Contributor to School and Faculty work relating to simulation strategy, curriculum development, learning spaces, professional standards, and quality assurance
• Doctoral and postgraduate supervision, including support for qualitative, reflexive, practitioner inquiry, and autoethnographic research.

2026 Doctor of Education, University of Greenwich
Thesis title: Psychological Safety and the Educator’s Self: An Autoethnographic Inquiry into Simulation, Power, and Practice.

• Senior Fellow of the Higher Education Academy / Advance HE
• Registered Nurse: Child, Nursing and Midwifery Council
• Peer reviewer for healthcare education and simulation journals
• Invited speaker at national and international healthcare education and simulation conferences
• Active engagement with national simulation networks and professional communities relating to healthcare simulation education.

Dr Lee Jagodzinski’s scholarly interests are centred on simulation-based healthcare education, psychological safety, educator identity, power, ethics, emotional labour, and professional formation. His doctoral research used autoethnographic inquiry to examine psychological safety and the educator’s self within simulation, with a particular focus on how power, vulnerability, identity, and practice are experienced in healthcare education. His wider scholarly work includes qualitative methodology, reflexive practitioner inquiry, debriefing, wellbeing, ethics in healthcare simulation, and the integration of regulated simulated practice within professional curricula.

• Psychological safety in healthcare education and simulation
• Autoethnography and reflexive qualitative methodologies
• Ethics, power and identity in professional learning
• Educator practice, emotional labour and professional formation
• Debriefing, wellbeing and moral complexity in healthcare education
• Regulated simulated practice and curriculum integration.

• Jagodzinski, L., Van de Venter, R. et al. (2026) ‘Person-centred care education in practice: Students’ and academics’ evaluation of a postgraduate radiography module’, Journal of Medical Imaging and Radiation Sciences
• Jagodzinski, L., Essex, R. et al. (2023) ‘A systematic scoping review on the evidence behind debriefing practices for the wellbeing of healthcare workers’, Frontiers in Psychiatry
• Jagodzinski, L., Essex, R. et al. (2022) ‘A systematic mapping literature review of ethics in healthcare simulation and its methodological feasibility’, Clinical Simulation in Nursing.