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Dr.Richard Mottershead Academic RankAssistant Professor - Visiting


  • Specialization Mental Health Nursing, Armed Forces & Veterans (maharib alqadim) Health

Research Interests:

  • Mental Health, psychosocial interventions, psychological therapies, armed forces and veterans (maharib alqadim) health and social care needs.


Education PhD in Mental Health Nursing – University of Chester, UK. MSc in Professional Education – University of Wales, UK. Post-Graduate Certificate in Education, University of Wales, UK. BSc (Hons) of Nursing (Mental Health), University of Wales, UK. BSc (Hons) Sports and Exercise Science, University of Wales, UK. Royal Military Academy, Sandhurst. UK.
Assistant Professor of Nursing 2021-Present. Consultant Clinical Nurse in National Health Service (Pandemic) -2020 Senior Lecturer of Nursing/Psychological Therapies – 2008-2020 Clinical Charge Nurse – 2005-2008 Commissioned Officer within the British Army – 1996-2002
Professional Activities Reviewer for the Journal of Gulf Education and Social Policy Review (GESPR). External Examiner of bachelor and post-graduate nursing degrees inc. Florence Nightingale School of Nursing and Midwifery, King’s College London. Ministry of Climate Change and Environment Research Network – Health Advisor
UK Registered Nurse/MOHAP (UAE) Licensed Clinical Nurse UK Registered Nurse Tutor UK Fellow of the Higher Education Academy (HE Advance) UK Fellow of the Royal Society of Public Health UK Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce Professional Member International Association of Professionals in Humanitarian Assistance and Protection Sigma Theta Tau (Nurse Leader & Researcher) International Honour Society of Nursing
Selected Research Projects Mottershead R. The social prescribing of psychosocial interventions in the treatment of addictions and substance use disorders with military veterans: a reclamation of identity and belonging F1000 Research 11:944 Sept 2022 Scopus/Pub Med Mottershead R. Peer Review Report For: Mohd Rom NA, Yaakob ML, Md. Hassan N and Ramli HS. Mental illness due to homelessness: a qualitative case study in Melaka, Malaysia F1000Research F1000 Research 11:26 – 11, 2022 Scopus/Pub Med ( Mottershead R and Alonaizi N. A narrative inquiry into the resettlement of armed forces personnel in the Arabian Gulf: a model for successful transition and positive mental well-being F1000 Research 10:1290 Jan 2022 Scopus/Pub Med Mottershead, R (2021) maintaining resilience through restorative clinical supervision during the covid 19 pandemic within acute mental health services in wales, united kingdom. Bioscience Research 18(SI-1): 67-71 Sept 2021 Web of Science Mottershead R and Ghisoni M. (2021) Horticultural therapy, nutrition and post-traumatic stress disorder in post-military veterans: developing non-pharmaceutical interventions to complement existing therapeutic approaches. F1000 Research 10:885 Oct 2021 Scopus/Pubmed
Bachelor and Masters supervisor within Nursing, Health and Social Care. Commencing as a PhD supervisor.
Awards and Recognitions Nominated 2016 Nurse Educator of the Year – UK Nursing Times Awards. Appointment as FHEA, Fellow, Higher Education Academy, UK ( 2008) Professional Member International Association of Professionals in Humanitarian Assistance and Protection Fellow Royal Society for Public Health - 1st Fellow for the Emirate of Ras Al Khaimah, United Arab Emirates. - 45th Fellow acknowledged within the United Arab Emirates. Fellow Royal Society for the encouragement of Arts, Manufactures and Commerce. - 1st Fellow for the Emirate of Ras Al Khaimah, United Arab Emirates. Registered Clinical Tutor, UK Nursing and Midwifery Council Sigma Theta Tau International Honour Society of Nursing Nurse Leader and Researcher The Creative Communities Group Community Member (United Arab Emirates) To Present Day
Serving on committees at the University of Sharjah, College of Health Sciences, Department of Nursing. Community health and wellbeing community project within northern Emirates. Supporting military veterans and emergency service personnel health and wellbeing needs.
Teaching Philosophy I consider myself to be fortunate to be able to call myself a nurse clinician, educator and researcher for over 20 years. During this time, I have trained nursing, medical and allied healthcare students in both undergraduate and postgraduate provision within the UK, UAE, Central Africa and Eastern Europe. Nurse education, both within the education institution and in clinical practice, is a complex process and as a result, my role as a nurse educator has been multifaceted, going beyond simply establishing knowledge with the student but inspiring learning and professional and personal growth. I have taught across the fields of nursing (with my specialism being mental health. My teaching philosophy stems from my own educational roots within the UAE where I studied and was raised. I have a focus on the building of a culturally respectful and tolerant relationship between the student and myself as the educator. I seek to create a learning environment that ensures that the student is not a passive recipient but enthusiastically seeks knowledge. I foster a Socratic method of teaching that supports awareness of knowledge basis and establishes growth of curriculum requirements which leads to high success rates of my students evidenced within the UK (nominated as nurse educator in 2016 – Nursing Times) and in the UAE. I believe that the teaching-learning experience is an interchange built on a relationship of trust. Elements of Adult Learning Theory, constructionist learning, heutagogy, self-determined learning, social learning theory and cognitive load theory and all contribute to my approach to teaching which has also been heavily influenced by recent needs to adapt learning styles due to Covid-19. As a nurse educator, I see myself as a guide and role-model to the learning journey. I provide accurate information to learners, but I must also use my clinical nursing role to guide learners, and support their unique and diverse needs in learning. I am a registered nurse in the UK (NMC) and in the UAE (MOHAP approved) and this allows me to create ‘praxis’ between the theory and practice gaps that can be a challenge for clinical learners as they grow and develop. This perspective supports my approach within nurse education: from programme development, curriculum design and creating courses to meet the healthcare market requirements. I relish the implementation of classroom activities and evaluation strategies as an educator that take students from nursing student to competent clinician. It is my belief, that the role of the educator is a service to the learner and the communities that we serve. I became a nurse to provide care and solace to others and as an educator, I am in service to my students to disseminate my experience and continue the development of the nursing profession under the ethos of ‘Serve to Lead’.
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