Assoc. Prof. Ayten Kaya Kılıç is an academic in the Department of Social Service at Akdeniz University's Manavgat Faculty of Social and Human Sciences. Her research focuses on social work, mental health interventions, disaster trauma, stigma in healthcare, and institutional care dynamics. She has advised 3 theses and contributes to social policy research. Her work addresses critical issues such as post-disaster psychological recovery (e.g., Kahramanmaraş Earthquake trauma studies), stigma reduction for mental health patients, and social support systems for institutionalized individuals. She has published extensively on topics like fire disaster survivor resilience, schizophrenia stigma via social media analysis, and comparative care quality between institutional and home-based mental health settings. Prof. Kılıç collaborates with healthcare professionals to improve child abuse reporting protocols and designs competency-based training programs for social workers. Her research spans qualitative and quantitative methods, emphasizing community-level interventions and policy reforms.
Jennifer Lynn Roye is a Clinical Assistant Professor and Assistant Dean for Simulation and Technology at the University of Texas at Arlington College of Nursing and Health Innovation . She serves as Director of the Undergraduate Health Informatics Certificate Program and leads the Fundamental Telehealth Skills course. Dr. Roye holds an EdD in Instructional Leadership (2025) and MSN in Nursing (2003) from UTA. EdD, The University of Alabama (2025) MSN, UTA (2003) BSN, UTA (1998) ADN, Tarrant County College (1997) Her research focuses on simulation pedagogy , telehealth education , AI applications in nursing , and rural healthcare training . She develops extended reality (XR) and virtual simulation programs to enhance clinical competency, with recent work on cognitive load management and empathy development in nursing students. Key article trends include AI integration in clinical simulations , XR for rural healthcare , and interprofessional collaboration . Notable grants include a $149,136 Texas Higher Education Coordinating Board award for PROTECT clinical training during the pandemic. Scientific recognition : National Academies of Practice Member (2024) NLN Steve Cerame Scholarship (2024) Judy Bonner EdD Award (2021) Dr. Roye mentors computer science senior design teams and serves on UTA’s Strategic Planning and Faculty Issues Committees. She leads the Smart Hospital simulation lab and directs initiatives at the Center for Innovation in Health Informatics .
Heidi Cheung, PhD, is Director of Placement Learning at Sheffield Hallam University. She oversees placement learning quality and strategy across the Faculty, focusing on robust, equitable, and safe placement management informed by research. Her work integrates curricular interpretation with best practice in inter-professional education. Teaching focuses on public health, epidemiology, and quantitative data analysis. Research expertise includes clinical placement engagement in primary care, community, and PIVOs (private/independent/voluntary organizations), supported by HEE North West funding. She led the Placement Pathway Project, published in the British Journal of Nursing and as a faculty report. Professional activities include Partner Governor at a NHS Foundation Trust and Trustee for a healthcare charity. Her work bridges academic research with practical healthcare workforce development strategies.
Angela Ellis is a Senior Lecturer in Nursing at Sheffield Hallam University's College of Health, Wellbeing and Life Sciences. With qualifications including RGN, ONC(Hons), BSc (Hons) Nursing Practice, and MSc Health Professional Education from Huddersfield University, she specializes in healthcare management, safeguarding, orthopaedics, and neurosciences. Trained as a nurse in Wakefield (1985), with NMC registrations as Registered General Nurse and Registered Teacher Teaches across undergraduate and postgraduate adult nursing programs Coordinates Barnsley-area clinical placements as Link Lecturer Active in recruitment of pre-registration nursing/midwifery students Safeguarding Tutor for the English Football Association Her research and teaching focus on clinical collaboration, complexity assessment, and professional practice development in healthcare settings. She previously completed her MSc at the University of Huddersfield in 2009 and maintains strong clinical ties through her educational practice.
Pauline Mitchell is a Senior Lecturer at Sheffield Hallam University, serving as Course Leader for the Part-time MSc Medical Ultrasound programme and Team Leader for Diagnostic Imaging. She joined the university in 2004 in a dual role spanning Diagnostic Radiography and Ultrasound. Her work combines clinical practice with academic leadership to ensure curriculum relevance and practitioner competency. She maintains active clinical involvement in General Medical, gynaecological, obstetric, and small part ultrasound scanning to inform her teaching and research. Pauline’s research focuses on Professional Portfolios, clinical competencies in ultrasound roles (band 5/6), and healthcare workforce planning. Notable projects include collaborations with the Sports and Exercise Research team and contributions to HEEM’s workforce deficit analysis. She has held roles such as External Examiner at London South Bank University (2009-2013) and has been recognized as a Fellow of the Higher Education Academy. Her teaching responsibilities include the BSc (Hons) Diagnostic Radiography and MSc Medical Ultrasound programmes within the College of Health, Wellbeing and Life Sciences. She actively participates in college leadership, deputising for programme leads and engaging in focused working groups to advance interprofessional initiatives.
Petros Lameras is an Associate Professor (Research) at the Research Centre in Postdigital Cultures within Coventry University's Institute for Creative Cultures. His research focuses on technology-enhanced learning, serious games design, and inquiry-based pedagogies. He has contributed to numerous EU-funded projects exploring educational technologies and game-based learning. Education: PhD in Educational Informatics (University of Sheffield, 2010), MSc in Information Systems (University of Sheffield, 2004), PGCert in Teaching and Learning in Higher Education (Coventry University, 2016). Research Interests: Game-based learning in STEM education Inquiry-based learning frameworks Serious games for teacher training Learning analytics and teaching analytics Generative AI in education XR applications in cultural heritage Awards: Society for Research Into Higher Education Award (2014), Essential Features of Serious Games Design Award (2014), British Academy Research Grant (2020). Advising: Supervises four PhD students (three at Coventry University, one at University of Warwick) focusing on AI in education, games design, and XR. Projects: Leads initiatives like GameAid (AI in teaching via serious games), FAiR (environmental awareness through art), and Pedagogy-driven sensor-centric games.
Dr. Jo Bishop is an Associate Professor and Associate Dean of Student Affairs and Service Quality at Bond University's Faculty of Health Sciences & Medicine. Her research focuses on student and staff well-being within medical education curricula, particularly through empirical evidence. She chairs key committees like the Promoting Well-being Working Group and contributes to national frameworks such as the Every Doctor, Every Setting Framework. Bishop holds a PhD in Cartilage Research (2004) and leads the Bond University Medical Program's curriculum development. Her roles include advancing medical education pedagogy, harmonizing graduate transitions to the healthcare workforce, and advocating for systemic well-being initiatives in medical training. Qualifications: PhD in Cartilage Research (2004). Research Interests: Medical student well-being, curriculum design, medical education policy, and interdisciplinary collaboration. She actively participates in international medical education committees, including the Medical Deans of Australia and New Zealand (MDANZ). Contributions: Co-authored the 2019 Medical Student Wellbeing – A Consensus Statement and led the Learner Wellbeing chapter in Understanding Medical Education . Her work emphasizes aligning well-being initiatives with educational outcomes and fostering adaptive leadership in health professions. Advising & Grants: While no specific grants are listed, her leadership roles and committee contributions reflect extensive involvement in institutional and national educational strategies. She advises on curriculum reforms and well-being policies across medical programs. Labs/Teams: Central to her work is the Bond University Medical Program and collaborative networks like the National Doctors Health & Wellbeing Leadership Alliance.
Dr. Margot Parkes is a Professor at the University of Northern British Columbia's Faculty of Human and Health Sciences, cross-appointed to the Northern Medical Program. She holds the Canada Research Chair in Health, Ecosystems and Society (2009-2019) and serves as Interim Dean. Her research integrates ecosystem approaches to health, focusing on watershed governance, planetary health, and Indigenous-informed methodologies in rural and remote communities. Her work emphasizes Co-benefits for health, ecosystems, and equity through initiatives like LEAPH and the ECHO Network Transdisciplinary collaborations addressing climate change and resource extraction impacts Development of integrative frameworks for health and environmental decision-making She leads multiple funded projects including SSHRC and CIHR grants examining health impacts of resource development. Her extensive publication record includes seminal works on ecosystem health and environmental determinants of health. She serves on editorial boards for The Lancet Planetary Health and contributes to global health policy through UN and OECD initiatives.
Sarah Stenson is a Researcher affiliated with Charles Sturt University’s School of Nursing, Paramedicine and Healthcare Sciences, based at the Children’s Voices Centre. Her work focuses on mandatory reporting of child maltreatment by registered nurses and improving nursing education to address reporting barriers. She holds a Master’s in Nursing (Child and Family Health) from the University of Western Sydney (2014) and a Nursing Bachelor’s from Charles Sturt University (2008). Research Interests: Sarah investigates how pre-service nursing education prepares professionals to fulfill mandatory child protection roles, leveraging qualitative methods and integrative reviews. Her work intersects child protection policy, healthcare ethics, and professional development in pediatric care. Recent Research Trends: Her publications (2024-2025) emphasize analyzing nurse attitudes toward child maltreatment reporting, evaluating educational interventions, and exploring child communication methods through cultural-historical frameworks. These studies contribute to SDG4 (Quality Education) and SDG16 (Peace, Justice). Awards: Charles Sturt Excellence Award (2023), Dean’s Medal (2014), Karitane Award (2014) Teaching & Grants: Engaged in curriculum development for nursing education, peer review of teaching practices, and mentoring new academics. Active in conference organizing (e.g., MCAFHNA Brisbane 2024) and collaborative research networks. Labs/Teams: Core member of the Children’s Voices Centre, contributing to policy-impact projects like ‘Listening to children’s voices to inform healthcare procedures’.
Denise Blanchard is the Associate Professor and Associate Head of School in the Department of Nursing, Paramedicine and Healthcare Sciences at Charles Sturt University. She leads strategic projects, manages staff, and fosters industry/community connections. Her teaching expertise includes curriculum development, particularly in research methodology and evidence-based healthcare. She co-created an interprofessional 'all teach, all learn' model for accreditation-aligned education. Her research focuses on systematic review methodology, clinical decision-making, and family-centered care in critical/aged care settings. She employs simulation techniques to improve patient safety and communication. Denise is a member of Cochrane Nursing Care Network, aiming to reduce research waste by translating evidence into clinical practice. She has supervised PhD students including Atem Dau and Krishna Lambert, focusing on topics like diabetes control and cancer prevention. Denise mentors nurses on professional standards and ethics via the NMBA. She contributed to the Port Macquarie Nursing Simulation Lab, enhancing clinical training infrastructure.
Helen Adamson is an Assistant Professor at the University of Bradford within the Faculty of Health Studies , specifically the School of Allied Health Professions & Midwifery . As the associate professional lead for Diagnostic Radiography , her research focuses on patient safety , human factors in radiography , and CT protocol optimization . She teaches undergraduate modules for the BSc Diagnostic Radiography degree and leads the Postgraduate Certificate in Computed Tomography. Email: H.K.Adamson@bradford.ac.uk Teaching: Diagnostic Radiography curriculum, CT specialist training Research Outputs: 5 publications (4 peer-reviewed, 1 conference) 2021-2023 Recent research articles examine communication skills development via simulation training, MRI practice learning experiences, radiation incident analysis in NHS trusts, pandemic-era CT service adaptations, and competency frameworks for advanced radiography roles. Her work bridges clinical practice, education theory, and healthcare safety systems.
Becky Antich is an Assistant Professor at the University of Bradford, where she joined in 2021 as a Lecturer on the BSc (Hons) Occupational Therapy programme. She serves as joint placement lead and leads the Year 1 Professional Skills module. Her career spans clinical roles in children’s therapy, mental health, orthopaedics, and rehabilitation, with a focus on reablement services bridging inpatient and community care. Education: BSc from University of Huddersfield (2008) MSc in Health, Wellbeing, and Social Care (2024), with a dissertation on informal carers’ use of smart technology in dementia care Research interests include technology for carer support, undergraduate education demographics, and clinical placement strategies for healthcare students. She has published on strategic partnerships in healthcare.
Dr Amy Pritchard is a Lecturer in Mental Health (Practice) at Middlesex University’s Department of Mental Health & Social Work, within the Faculty of Health, Social Care and Education. Her research focuses on mental health service evaluation, help-seeking behaviors, and gambling-related issues in military populations. She holds a PhD from Swansea University (2020) on recovery-oriented inpatient services, combining mixed methods to assess policy implementation. Education: PhD in Mental Health (2020) Previous academic roles at Swansea University Research Interests: Amy investigates recovery-oriented care models, barriers to mental health support in military communities, and wellbeing interventions. Her work with the Royal Air Force Benevolent Fund explores help-seeking behaviors among RAF personnel and veterans. Teaching & Leadership: As Programme Leader for the PG Dip Mental Health Practice (collaborating with NHS trusts), she teaches nursing, mental health, and social work. She specializes in social inclusion, communication skills, and research methods. She leads interprofessional symposia across health disciplines and supervises postgraduate dissertations. Collaborations: Works with NHS trusts, RAF organizations, and academic partners on applied mental health research and education initiatives.
Mary Jo Larson serves as Senior Research Scientist II at the Institute for Behavioral Health, Brandeis University, specializing in health services research focused on mental health, substance abuse, and military healthcare systems. Her work examines access, quality, and cost of care for vulnerable populations including military service members, veterans, and those experiencing homelessness or incarceration. Her educational background includes a Ph.D. from Brandeis University and a Master of Public Administration from Harvard University's John F. Kennedy School of Government. Dr. Larson's research centers on mental health services delivery, substance abuse treatment systems, and integrated care models. She has particular expertise in military and veterans' health, studying post-deployment health outcomes, opioid prescribing patterns, and complementary health approaches. Her work frequently addresses disenfranchised populations through longitudinal studies and clinical trials, including a major investigation of military members returning from deployment and a pilot trial on academic detailing for opioid prescribers. Analysis of her recent publications reveals consistent focus on military health systems, opioid crisis interventions, and mental health policy. Key trends include examination of nonpharmacologic pain treatments, impacts of healthcare reform on mental health access, and innovative harm reduction strategies for substance use disorders, with strong emphasis on real-world clinical implementation. Her scientific contributions have been recognized through: Leadership Fellow, Bush Foundation (1983-1984) Predoctoral Trainee in Mental Health Economics, National Institute of Mental Health (1985-1987) Lucius N. Littauer Fellow, Harvard University (1985) Best in Theme abstract award, AcademyHealth (2010) Dr. Larson secures research funding for primary data collection and secondary analyses examining addiction care systems, integrated services for co-occurring disorders, and military health outcomes. She teaches global mental health policy and has directed feasibility studies of web-based training for mental health clinicians, demonstrating commitment to both research translation and workforce development. She currently leads a longitudinal study of military deployment impacts and designs clinical interventions like her academic detailing program for opioid prescribers, working closely with military healthcare systems and community organizations serving vulnerable populations.
Dr. Celeste Foster is an Associate Professor of Mental Health Nursing at the University of Salford, specializing in children and young people’s (CYP) mental health. She leads the Mental Health and Neurodiversity research theme within the Centre for Applied Health Research, School of Health & Society. Her clinical and research expertise spans psychoanalytic approaches to adolescent mental health, self-harm interventions, developmental trauma, and digital health innovations. She is a 2025 Skellern Lecturer, delivering a keynote on CYP mental health nursing at the University of Manchester. Education & Experience: With over 28 years in the field since 1995, Dr. Foster has pioneered research in CAMHS PICU nursing interventions and evidence-based practice. She co-leads national projects with NAPICU to improve inpatient mental health care quality and leads a multidisciplinary team developing Mood on the Move—a smartwatch tool for self-harm management. She serves on the NAPICU Executive Committee and the Journal of Psychiatric Intensive Care Editorial Board. Research Focus: Her work bridges clinical practice, policy, and technology. Key areas include psychodynamic approaches to relational care, organizational support for neurodiverse families, and digital solutions for CYP mental health. She has authored textbooks like Mental Health: A Non-Specialist Introduction and published over 28 peer-reviewed articles. Awards & Recognition: Skellern Lecturer 2025 (premier UK mental health nursing honor), invited speaker at international conferences, and peer reviewer for major journals like the British Educational Research Journal and Contemporary Psychotherapy . Grants & Projects: Leads a £60K project on Mood on the Move usability (2023-24), co-leads NAPICU’s 3-year stakeholder engagement initiative (2024-27), and chairs the Adult Social Care Nursing program (2024-29). Professional Service: Supervises PhD candidates (e.g., January Wood), chairs conferences, and advises NHS/CAMHS inpatient units. Her work emphasizes ethical, trauma-informed care and workforce development.
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