Pauline Stanton is Honorary Professor in Management at RMIT University's School of Education, specializing in human resource management within healthcare and public sector contexts. Her research examines high-performance work systems, ethical leadership, and industrial relations in complex organizations. Research investigates people management challenges in healthcare systems internationally, with case studies in Pakistani hospitals, Vietnamese public sector, and Australian health services. Current projects analyze Lean management implementation and its impact on professional identities in healthcare. Supervises doctoral candidates examining workforce development, indigenous employment, and healthcare management innovations. Authored influential studies on performance management evolution and union strategies in scientific professions.
Dr. Rammina Yassaie is a Senior Lecturer in Clinical Leadership at Sheffield Hallam University's Centre for Leadership in Health and Social Care, joining in 2022 after a decade as a practicing medical doctor. She specializes in compassionate, inclusive, and eco-ethical leadership, focusing on sustainable healthcare and planetary health integration into clinical curricula. Her work includes leadership development programs for healthcare professionals and collaborations with organizations like the NHS Leadership Academy and the Faculty of Medical Leadership and Management. Education: MBChB (Hons), MA, PGCE Professional Background: Pediatric and General Practice training, followed by leadership roles in union representation and systems leadership. Her research interests emphasize leadership's role in addressing climate change, advocating for healthcare systems that prioritize planetary health. She has authored articles and blogs on topics such as climate activism in healthcare, ethical leadership, and systemic challenges in the NHS. As an Editorial Fellow for BMJ Leader , she curates content on planetary health leadership and reviews leadership literature. Dr. Yassaie has presented at national and international conferences, including workshops on collective leadership and climate crisis responses. Her teaching includes modules on Leading People and Teams, Systems Leadership, and Leading Change within the Leadership in Health and Social Care course. Her recent articles analyze the intersection of climate crisis and medical ethics, the need for institutional climate preparedness, and leadership frameworks for sustainable healthcare systems. She actively advocates for healthcare institutions to support climate activists and align policies with planetary health goals.
Alicia Lacy is Assistant Professor of Athletic Training in the College of Education and Human Development at the University of Maine. Her research investigates unlearning processes in athletic healthcare and evidence-based practice implementation, with emphasis on overcoming habitual practices. Previously, she taught at the University of Connecticut and A.T. Still University. Research examines organizational conflicts in athletic training settings, knowledge translation barriers, and stakeholder perceptions of athletic training roles. Work spans healthcare systems analysis, professional education, and clinical decision-making frameworks. Recent publications analyze employment model impacts, parental/administrator perceptions of athletic training, and strategies for bridging research-practice gaps. Methodologies include qualitative analysis of workplace dynamics and systemic healthcare challenges. No scientific awards are documented in provided materials. As journal reviewer for athletic training publications, Dr. Lacy contributes to professional standards development. Service includes NATA Foundation’s Educational Resources Committee and Korey Stringer Institute’s Medical Advisory Board.
Daisy D’Silva Toscano is a Senior Lecturer and Course Leader for the PGDip Step Up to Social Work at Buckinghamshire New University. She brings extensive experience in social work practice and management, including roles as a Programme Manager in India and Social Work Team Manager in the UK. Her work focuses on child protection, disabilities, and placements for social work students. Education: Master’s in Social Work, University of Mumbai (India) Research Interests: Her key areas include interprofessional practice, domestic violence, honour-based killings, and violent youth radicalisation. She leads initiatives to integrate People with Lived Experience into social work curricula. Projects & Collaborations: She contributed to an EU-wide research project on violent youth radicalisation with seven European countries and evaluated the North East Social Work Alliance, a major UK social work teaching partnership. Achievements: Fellow of the HEA Completed a landmark research project on Violent Youth Radicalisation Teaching & Advocacy: Daisy emphasizes student development through academic and placement experiences, ensuring they become effective social workers. She is registered with Social Work England and advocates for practical skill integration.
Dr. Vanessa Robinson-Dooley is Professor and Director of the PhD Program at Simmons University's School of Social Work. As a Licensed Clinical Social Worker (LCSW) and Certified Nonprofit Professional (CNP), her clinical expertise spans adolescent/adult psychotherapy, community health, and intimate partner violence intervention. She holds a PhD and MSW from the University of Georgia, an MPA from Drake University, and a BA from Spelman College. Her research examines self-management strategies for chronic disease/behavioral health disparities, particularly among African American populations. She co-leads an NIH-funded project developing peer-led interventions for Black men with chronic conditions and studies youth sports' impact on mental health. Additional foci include cultural competence in clinical practice and social work education reform. Publications consistently address health equity, cultural competency, and community-based interventions, with recent work emphasizing COVID-19 impacts on marginalized groups. Her research portfolio demonstrates methodological diversity including community participatory approaches. Awards & Honors: Governor's Teaching Fellowship (2018) WellStar College Faculty Fellow (2015-2016) Undergraduate Teacher of the Year (2012) Graduate Teacher of the Year (2011) Doctoral Student of the Year (2005) Teaching Portfolio Recognition (2004) As PhD Program Director, she oversees doctoral training and advises graduate researchers. She secured NIH funding as Co-PI for community health interventions and previously led university-community partnerships addressing geriatric health disparities.
Dr. Lela Hobby is a Clinical Associate Professor in the School of Nursing at the University of West Florida. She specializes in teaching online courses for the RN to BSN program, focusing on health assessment, evidence-based practice, and public health nursing. Her research interests include disaster preparedness, obesity prevention, oral health in preschoolers, and improving nursing education through interprofessional collaboration. Education: Bachelor’s in Nursing from Medical College of Georgia Master’s in Family Health Nursing (with a minor in Nursing Education) from University of San Diego Doctorate in Nursing Practice in Public Health from University of Massachusetts, Amherst Research highlights include a study on HPV vaccine injection pain (published in the Journal of the Pediatric Infectious Diseases Society) and international contributions to interprofessional education workshops. She is also a registered yoga teacher and certified personal trainer. Professional experience includes prior roles as a clinical instructor at University of Massachusetts and contributions to community-based health programs.
Kim English is a Professor at Trent University's Trent/Fleming School of Nursing, Department of Nursing. She holds a BScN from Toronto Metropolitan University, an MN from Toronto, and is a doctoral candidate at William Howard Taft University. Her research focuses on rural and remote nursing practices, decolonizing curricula, and anti-racist healthcare approaches. She actively collaborates internationally on rural healthcare initiatives and sits on the Canadian Association of Rural and Remote Nurses' executive board. Key research areas include Indigenous health advocacy, virtual reality applications in nursing education, and addressing systemic racism in healthcare. She has received the Trent University Excellence in Online Education Award (2020) and contributes to global nursing networks like the Global Rural Nurse Exchange. Current projects involve trauma-informed Indigenous nursing curriculum development and enhancing rural healthcare scopes of practice through international fellowships. Kim's work bridges clinical experience with educational innovation, emphasizing inclusive pedagogy and anti-oppressive practices. She explores virtual simulations for nursing education and collaborates across disciplines to improve rural healthcare access, particularly in Indigenous communities.
Winnie Sun is an Associate Professor in the Faculty of Health Sciences at Ontario Tech University. Her research focuses on gerontology, community health, home care safety, assistive technologies, and dementia care. She holds a PhD in Health Services and Policy Research from the University of Toronto (2004), an MSc in Nursing Administration (2002), and a BSc in Nursing (1995), all from the University of Toronto. Her research explores patient safety in home care, self-care in chronic disease management, and the use of technology to support aging populations. Notable projects include evaluating social recreational programs for dementia patients and developing mobile health technologies for safer client care. Dr. Sun collaborates with the AGE-WELL NCE and has secured funding through agencies like SSHRC and the Canadian Frailty Network. Her publications span topics such as deprescribing practices in home care, nurse-patient communication, and opioid abuse prevention through simulation-based learning. She has received grants totaling over $300,000, including projects on anti-ageism campaigns, virtual reality for dementia therapy, and age-friendly health systems. Dr. Sun’s teaching innovations include empathy development in healthcare and opioid overdose simulation training. She advises on interdisciplinary teams and has mentored students in gerontechnology and health policy research.
Dana Chorney is a Professor in the Faculty of Health Sciences at Durham College and an Adjunct Faculty member at Ontario Tech University's Faculty of Health Sciences. She holds a BScN from the University of Windsor and an MN from the University of Toronto. Her clinical background spans oncology, cardiopulmonary care, and community nursing. She teaches courses including Pharmacology for Nurses, Health Assessment, and Nursing Practicum Foundations. Her research focuses on Simulation-Based Education and Intraprofessional Education , emphasizing the use of innovative technologies (e.g., iPads, serious games) and decentralized simulation tools to enhance nursing education. She has led or collaborated on grants totaling over $250,000 , including SSHRC-funded work on opioid education and a RPNAO grant exploring PN & BScN student collaboration. Notable grants include: SSHRC Public Outreach Grant (2020s): Measuring outcomes of social services RDNAO Grant (2015): Intraprofessional education experiences iPad Integration Studies (2013–2017): Exploring mobile tech in nursing pedagogy Her work frequently involves interprofessional collaboration, with presentations at international conferences (e.g., CASN, INACSL, ICERI). Key themes include opioid epidemic response, technology in nursing education, and simulation standardization. She has co-authored over 15 peer-reviewed articles and conference proceedings since 2013. Chorney actively participates in educational innovations such as the HELPERS model for simulation facilitation and graphic novels for presimulation preparation. She has mentored numerous faculty and students in grant writing and curriculum design, contributing to Durham College’s nursing program excellence.
Lisa Schwartz is a Professor in the Department of Health Research Methods, Evidence, and Impact at McMaster University's Faculty of Health Sciences. She specializes in medical ethics, palliative care in humanitarian contexts, and health policy research. Her work examines ethical frameworks for disaster response, patient engagement, and global health equity. Canadian Academy of Health Sciences Fellow Focus on humanitarian healthcare ethics Expert in palliative care policy Research Highlights: Schwartz's scholarship explores moral experiences of healthcare workers in crises, ethical challenges in humanitarian innovation, and equity considerations in lung cancer screening. Her recent work includes community engagement strategies during project closures and analysis of the Canadian Feminist International Assistance Policy (FIAP). Scientific Awards: Inducted as Fellow, Canadian Academy of Health Sciences Teaching: She instructs courses on bioethics and research ethics involving human subjects, emphasizing practical applications for healthcare professionals.
Meredith Vanstone is an Associate Professor in the Department of Family Medicine at McMaster University, where she also directs the MD/PhD program. She holds the Canada Research Chair (Tier 2) in Ethical Complexity in Primary Care. Her research focuses on navigating ethically complex decisions in primary care, particularly addressing gaps in clinical evidence, social inequities, and the moral distress experienced by healthcare professionals. Her work emphasizes patient-centered approaches to care, including strategies for managing cannabis use during pregnancy, improving mental health screening post-pandemic, and enhancing palliative care access through specialized certifications. Dr. Vanstone employs mixed-methods and qualitative methodologies, often collaborating with patients and clinicians to co-produce solutions. Key Areas: Moral distress in healthcare, social determinants of health, gender/racial pay gaps in medicine, pandemic healthcare impacts Contributions: Pioneered studies on physician roles in addressing poverty-related health issues, developed frameworks for integrating palliative care into primary practice, and analyzed pandemic-driven shifts in clinical decision-making. Her research highlights systemic challenges in healthcare equity, such as disparities in gestational diabetes screening uptake and barriers to mental health support during crises. Dr. Vanstone’s work bridges clinical practice, policy, and education, aiming to strengthen both patient experiences and clinician well-being.
Kristen R. Choi, PhD, PMHNP-BC, FAAN is an Associate Professor and Audrienne H. Moseley Chair in Nursing at the University of California, Los Angeles (UCLA) School of Nursing. Her research focuses on health services and policy approaches to mental health, trauma, and health disparities among children and vulnerable populations. Dr. Choi holds adjunct roles at KPSC and directs the UCLA National Clinician Scholars Program. She maintains a clinical practice as a psychiatric mental health nurse practitioner (PMHNP) at a community psychiatric hospital in Los Angeles. Her work spans individual, family, and systemic levels, emphasizing trauma-informed care, homelessness, and autism advocacy. Education : - BSN, University of Michigan School of Nursing (Ann Arbor, MI) - PhD, University of Michigan School of Nursing - MS in Health Policy and Management, UCLA Fielding School of Public Health - Postdoctoral Fellowship, UCLA National Clinician Scholars Program Research Interests : Dr. Choi’s research addresses adverse childhood experiences (ACEs), trauma-informed care, autism spectrum disorder (ASD), and health policy. She investigates interventions for vulnerable populations, including unhoused individuals and children with developmental disabilities. Recent work explores vaccine outreach strategies, telehealth sustainability, and firearm policy impacts on public health. Awards : - 2020 Forbes '30 Under 30' in Healthcare - 2021 American Academy of Nursing Fellow - 2022 Early Career Achievement Award from the University of Michigan School of Nursing Grants & Collaborations : Funded projects include studies on ACE screening, pandemic vaccine strategies for marginalized groups, and teletherapy for ASD. She collaborates with community health workers and policy stakeholders to bridge clinical and systemic gaps in mental health access. Future Work : Ongoing projects focus on longitudinal firearm policy analysis, racial disparities in developmental healthcare, and expanding trauma-informed training for maternity professionals. Her lab prioritizes actionable research to improve health equity for children and underserved communities.
Dr. Kristi K. Westphaln is an Assistant Professor and Coordinator for the Pediatric Advanced Practice Nursing Program at UCLA School of Nursing. She holds a PhD in Nursing from the University of San Diego and completed a transdisciplinary postdoctoral fellowship at Case Western Reserve University School of Medicine. Her clinical expertise spans over 20 years in pediatric nursing, including roles at Rady Children’s Hospital, Children’s Hospital Los Angeles, and the Rainbow Center for Women and Children. Her research focuses on improving outcomes for children impacted by abuse/neglect, child welfare systems, and social determinants of health. Professional activities include editorial board membership with Child Abuse and Neglect and leadership roles with NAPNAP and the Nicole Parker Foundation for Children. Awards include the 2023 NAPNAP Los Angeles Chapter’s Outstanding Nurse Practitioner of the Year. Education: BSN (2004, California State University Los Angeles), MSN (2008, UCLA SON), PhD Nursing (2018, University of San Diego), and MS Clinical Research (2021, Case Western Reserve University). Research emphasizes child protection teams, children’s advocacy centers, and resilience mechanisms in vulnerable populations. Her work bridges clinical practice, policy advocacy, and community-based interventions to address systemic inequities affecting child health outcomes. Current clinical practice involves the Audrey Hepburn CARES team at CHLA.
Dr Catherine Manathunga is an Associate Professor at the School of Education Policy and Implementation, Victoria University of Wellington. She holds an honorary role at the University of Queensland's School of Education. Her research focuses on postgraduate supervision dynamics, interdisciplinary research education, and the historical evolution of university teaching practices. She earned a B.A. (Hons) and PhD from the University of Queensland, and a Postgraduate Diploma in Education from Queensland University of Technology. Her work critically examines power structures in academic supervision, intercultural dimensions of doctoral training, and the professional development of research supervisors. Recent projects include studies on Ethiopian higher education quality frameworks and industry-academia PhD collaboration outcomes. She has supervised over 30 doctoral candidates in areas like international student support and effective teaching evaluation methodologies. Key contributions include co-editing A Class of Its Own: The History of Queensland University of Technology and authoring influential articles on cross-cultural supervision challenges. Her research spans 35+ journal articles and 10 conference papers, emphasizing pedagogical innovation and global educational equity.
Nancy X. Y. Lin is a Sessional Lecturer and PhD Candidate at the University of British Columbia’s School of Social Work within the Faculty of Arts. She specializes in healthcare social work, focusing on disability inclusion and mental health accessibility, particularly for individuals with acquired brain injuries. Her research bridges psychosocial support adaptation and cross-disciplinary healthcare practices. Lin holds an MSW (2019) and BSW (2016) from UBC, with current doctoral studies (2021–present) supported by SSHRC and UBC awards. Research interests include disability inclusion in healthcare, psychosocial adjustment post-disability, evidence-based practice integration, and epistemological pluralism. She is affiliated with the UBC Centre for Collaborative Research on Hoarding and Coping with Neurological Symptoms Lab. Recent work addresses systemic exclusion in stroke psychosocial research and mental health accessibility innovations. Lin has published widely on disability inclusion, hoarding disorder interventions, and social work education. Awards include SSHRC Storytellers Final Winner (2024) and SSHRC Canada Graduate Scholarship. Her teaching emphasizes practical skill development in MSW programs, supported by stakeholder collaboration insights.
