Nickey Rooke

Nickey Rooke serves as an Associate Professor in Adult Nursing within the School of Health Sciences at the University of East Anglia, holding a Doctor of Nursing Science from the University of Essex and contributing extensively to nursing education through research and publications focused on clinical assessment and practice innovation.

Dr. Rooke's academic qualifications include:

• Doctor of Nursing Science from the University of Essex (2010-2018), focusing on Patient Involvement in the Assessment of Pre-registration Adult Nursing Students' Practice.
• Master of Arts in Interprofessional Healthcare Education from the University of Suffolk (2004-2006).
• Bachelor of Science in Community Nursing Practice from the University of East Anglia (2000-2003).

Her research program targets critical gaps in nursing education, particularly patient involvement in clinical assessments, mentorship frameworks for sign-off roles, and dual-role challenges for educators operating across academic and clinical settings. She investigates interprofessional collaboration and quality improvement systems to bridge theoretical learning with real-world practice, directly influencing pre-registration curriculum development and competency evaluation standards in adult nursing.

Analysis of Dr. Rooke's publications (2014-2022) reveals a progressive focus from foundational mentorship evaluation toward strategic leadership in educational transformation. Her work increasingly emphasizes systemic change management, with recent chapters addressing how nurse educators can drive quality improvement and function as change agents within healthcare institutions.

Professional recognition includes:

• Senior Fellow of the Higher Education Academy

Dr. Rooke supervises doctoral candidates in nursing education as evidenced by her own thesis supervision experience, though specific advisees aren't listed. While no active grants are detailed in available records, her research on sign-off mentorship and dual-role dynamics demonstrates sustained engagement with NHS education frameworks and accreditation standards.

No dedicated laboratories or formal research teams are referenced in current institutional materials, though her collaborative publications with colleagues like Morson and Phillips indicate active participation in scholarly networks within the School of Health Sciences.