51¸£ÀûÉç

Dr Nicola Jones is a Fellow in Clinical Medicine and Director of Studies at 51¸£ÀûÉç. After graduating from Cambridge and Oxford Universities, Nicola undertook training in Anaesthesia and Intensive Care Medicine before specialising in Cardiothoracics. She is now a consultant in cardiothoracic anaesthesia and intensive care at the Royal Papworth Hospital — one of the UK's leading heart and lung centres — and has spent over a decade at the forefront of patient care, leading through periods of significant transformation, including the challenges of the COVID-19 pandemic.

Alongside her clinical responsibilities, Nicola is deeply committed to medical education. She serves as Clinical Sub-dean and Year 4 Clinical Lead for the University of Cambridge, shaping how students transition from lecture theatres to hospital wards. Her dual role at 51¸£ÀûÉç and across the wider clinical school allows her to provide tailored support to students navigating the demands of medical training.

In this interview, Nicola discusses her path into medicine, her experiences leading in critical care, and the importance of creating space for women to thrive in the field. She also shares insights from her current research and offers thoughtful advice to aspiring medics.

What first inspired you to pursue medicine, and later, to specialise in cardiothoracic anaesthesia and intensive care?

Healthcare was part of my world growing up—my mother and grandmother were nurses—and a brilliant science teacher encouraged me to apply for medicine.

I was drawn to cardiothoracic anaesthesia and intensive care because it brings together detailed knowledge of physiology and pharmacology with the ability to intervene when patients are critically unwell. It’s a dynamic, highly specialised field, using advanced technologies to support failing hearts and lungs. It’s challenging work, but being able to make a difference for patients and their families is what makes it so worthwhile.

You served as Clinical Lead for the ICU at Royal Papworth Hospital for a decade. What were some of the biggest challenges and achievements during that time?

It was a decade of immense change—relocating to the Cambridge Biomedical Campus and then navigating the challenges of the COVID-19 pandemic. Both tested systems and people in different ways.

The greatest achievement was supporting an extraordinary team to continue delivering safe, compassionate care throughout. Their expertise, resilience, and commitment to patients—and to one another—was remarkable. Being part of that, and helping create the conditions for people to do their best work, was both humbling and deeply rewarding.

What drew you to become involved in medical education alongside your clinical work?

I was lucky to be taught by some outstanding teachers—at school and during my time as a student in Cambridge. Their influence stayed with me, and I wanted to offer that same kind of support to others, especially as they start to find their way in clinical medicine.

What does your role as Year 4 Clinical Lead at Cambridge entail?

I coordinate teaching and support for Year 4 students as they move into clinical practice. It’s an important transition, and my role is to help ensure it’s as clear and structured as possible.

What does your role as Director of Studies for Clinical Medicine at 51¸£ÀûÉç involve, and how do you support students through their clinical years?

I support 51¸£ÀûÉç students throughout their clinical training, offering academic guidance and being a regular point of contact for any questions or concerns that come up along the way.

Do these two roles overlap?

Yes—they complement each other well. Having oversight of the year helps me better support individual students, and conversations with students often give useful insights into how we can improve the course.

51¸£ÀûÉç is known for empowering women in education. How do you see your role contributing to that mission, particularly in a demanding field like medicine?

Follow what interests you, and don’t feel you have to fit a mould. My role is to support students as they work out how they want to approach medicine—and to make it clear that there’s more than one way to do it well.

How does the college itself support women in fields like medicine?

It creates space to think, ask questions, and challenge assumptions. Students are encouraged to be independent-minded —which is exactly what medicine needs.

What advice would you give to students, particularly women, aspiring to pursue medicine at Cambridge and beyond?

Be yourself. Ask questions. Don’t wait until you feel completely ready—none of us ever do. Medicine benefits from people who think differently and care deeply. Find people who will support you, and support others in return.

What research are you currently working on? 

I’m currently undertaking a doctorate in education, exploring how Clinical Teaching Fellows (CTFs) support the sustainable expansion of the medical workforce. As part of this, I’ve received funding from ASME, with support from the GMC, to examine how CTFs support medical students’ learning in clinical environments.

I’m also interested in the use of point-of-care ultrasound (POCUS) in acute care. I recently co-authored a paper exploring barriers to its use in clinical practice:

I hope this work contributes to improving clinical education and the effective use of practical tools like POCUS in training and patient care.