About
Donna Pearce serves as a Lecturer in Pre-Registration Children and Young People's Nursing and Advanced Clinical Practice at the University of Salford's School of Health & Society. She holds dual leadership roles as Pathway and Module Lead for Post-Registration Specialist Practice and member of the School Leadership Team for Inequalities and Inclusivity in Research. As Senior Fellow of the Higher Education Academy and Queens Nurse, she coordinates international student exchanges with Finland while contributing to the Centre for Research on Inclusive Society.
Her research centers on amplifying marginalized voices through patient and public involvement, with current projects evaluating special needs education in Southwest Cambodia's M'Lop Tapang NGO (serving 5,000 vulnerable children), UK-based healthy lifestyles promotion for early years, and integration pilot realist evaluation. This work directly advances UN Sustainable Development Goals for health equity, inclusive education, and reduced inequalities through community-engaged methodologies.
Recent publications demonstrate interdisciplinary focus spanning global health interventions, UK health inequity analysis, and innovative nursing education tools. Her 2025 book details Cambodian special needs education outcomes while the journal article establishes nursing's critical role in dismantling systemic health disparities, complemented by simulation-based child protection training resources.
Professional recognition includes:
- Senior Fellow of the Higher Education Academy
- Queens Nurse designation
As MSc Dissertation supervisor and AMC/FTP investigator, Pearce mentors future nursing leaders while developing practice-oriented educational resources. Her simulated child protection conference exemplifies commitment to translating research into clinical training tools that address real-world safeguarding challenges through role-play scenarios.
Affiliated with the Centre for Research on Inclusive Society, her work operationalizes the university's 'Building Prosperity, Equity & Community' theme through international collaborations like the Cambodia special needs programme evaluation. This fieldwork directly connects UK nursing education with global health equity initiatives, particularly focusing on vulnerable children's outcomes in resource-limited settings.
