Dr Mynesha Sankar

A registered nurse and academic with specialist expertise in acute respiratory medicine and advanced clinical practice, I bring extensive clinical expertise, scholarly insight, and strategic leadership to higher education. Since joining London South Bank University in 2011 as a senior lecturer in adult nursing, I have developed a distinctive academic profile that seamlessly integrates clinical credibility, pedagogical excellence, strategic leadership, and a deep commitment to educational innovation and academic citizenship.

I have held several significant leadership roles, including Cohort Leader, Course Director, Interim Deputy Head of Division, Athena Swan Lead for the Nursing and Midwifery department, and current Course Quality Committee member. In these positions, I have co-designed, led and delivered inclusive curricula across all levels of nursing programmes, directly supporting the university's strategic priorities in educational excellence, widening participation, curriculum innovation and equality, diversity and inclusion. 

Beyond teaching and assessing, I contribute actively to the institutional  governance and citizenship. I serve as a member of the Fitness to Practice Panel and the Academic Appeal Panel (occasionally acting as chair) and as Conciliator for the Adult Nursing Department. Externally, I hold national esteem indicators as a Quality Assurance Agency (QAA) reviewer for the Nursing and Midwifery Council and as a longstanding judge for the Student Nursing Times Awards (since 2020). A Senior Fellow for the Higher Education Academy and Lead Link Lecturer for Barts Health, I actively mentor master's students at both pre- and post-registration levels, research interns, support staff applying for their fellowships and supervise PhD candidates.  

As an early career researcher, I am developing an independent scholarly profile that contributes to excellent national and international research in nursing education with a focus on two interconnected themes: bridging the theory-practice gap in nursing and midwifery students' education and advancing a decolonisation and anti-racist approach to nursing pedagogy. 

My doctoral research (EdD), completed in 2023, employed interpretative phenomenological analysis titled 'Nursing and Midwifery Students' Lens: Connecting Theoretical Knowledge with Clinical Practice'. This work has informed a programme of dissemination at high-profile national and international platforms. These include keynotes and invited presentations on learner support, critical pedagogy, and the students' experience in bridging theory and practice. Notable contributions include:

• Presentation at the RCN Education Forum National Conference and Exhibition, Glasgow, Scotland (2025) Focusing on Nursing and Midwifery Students' Lens: Connecting Theoretical Knowledge with Clinical Practice.
• Presentation at the ACORN Showcase of Nurse and Midwife-Led Research Conference at Guy's and St Thomas' NHS Foundation Trust. London (2024) Connecting Theoretical Knowledge with Clinical Practice. 
• Invited speaker at The Collaborative Online International Learning (COIL) event hosted by Campus Gasthuisberg, Belgium (April 2024, virtually). 'Understanding Racism'. 
• Presentation at the NET Working and Innovation in Healthcare Education Conference, Liverpool, England (2023) Critical Pedagogical Approach to Enabling Students' Success through Enhanced Learner Support. 
• Panel presenter at the SIGMA Nursing International Congress, Edinburgh, Scotland (2023) Collecting Data During a Pandemic: A Doctoral Student's Experience. 
• Keynote speaker at the Association of South East Asian Nations (ASEAN) conference, China (2021, virtually) Challenges and Responses that Nursing Education is Facing Under the COVID-19 Pandemic.
• Keynote speaker at the Association of South East Asian Nations (ASEAN) conference, China (2020, virtually) Faculty Development Training and Nursing Education Innovation.
• Keynote speaker at the Association of South East Asian Nations (ASEAN) conference, China (2019 in-person) International Cooperation in Nurse Training.

Complementing this work, I maintain a strong research interest in decolonising the nursing curriculum and fostering critical consciousness for equity. Scholarly output includes the following:

• A forthcoming publication co-authored with Dr Agness Tembo from the University of Sydney, NSW, Australia, and Professor Moorley from LSBU. Title: Anti-racist Pedagogy and Decolonising Curriculum Design: Fostering Critical Consciousness for Equity in Nursing Education (currently under review).
• A forthcoming book chapter as an invited co-author with Professor Tamar Rodney from John Hopkins University USA titled: Intersectionality in Nursing (currently under review).  
• Moorley, C., West, R., Sankar, M., Ramdeen-Mootoo, G. (2025) Honouring the Windrush Generation: a legacy of care amidst adversity. Journal of Advance Nursing. https://doi.org/10.1111/jan70084 
• Sankar,M. (2024) Decolonisation of the Nursing Curriclum:an evidence-based perpective. Evidence-Based Nursing 29 (2) 127-126. https://doi.org/10.1136.ebnurs-2024-104180
• Sankar, M. (2024). Nursing and Midwifery Students' Lens: Connecting Theoretical Knowledge with Clinical Practice: An Interpretative Phenomenological Study (Doctoral Dissertation. London South Bank University). 
• Moorley, C., Sankar, M., Kirkby, S. (2019) Skills for Effective Practice in Moorley's, C. (Ed.), Introduction to Nursing for First-Year Students. Learning Matters. Sage.

I actively support the research culture of the school by supervising master's students at pre- and post-registration levels, research interns, and PhD candidates while also mentoring early-career colleagues in their scholarly development, such as applying for their Senior Fellowship of the Higher Education Academy. Through these activities, I seek to generate new knowledge with real-world impact, contribute to the school research group and engage in national and international networks that strengthen innovation and enterprise in nursing education. 

Academic Supervision

4 SFHEA, 7 MSc students, 1 research intern, 1 Doctoral candidate

Doctoral Supervision

N. G. C- Exploring the Lived Experiences of African Caribbean Women in Senior Leadership Roles in the UK Health Service at the Intersection of Race, Ethnicity and Gender. 

I am committed to translating research and educational expertise into tangible enterprise and innovation activities that deliver real-world impact in nursing education and clinical practice. Through sustained external engagement, I contribute to knowledge exchange by bridging academic insight with sector needs at local, national and international levels. 

Since 2020, I have served as a judge for the Student Nursing Times Award. This high-profile national role involves rigorous evaluation of innovative educational initiatives, leadership projects and practice development submitted by nursing students and partner NHS Trust across the UK. By identifying and celebrating excellence in pre-registration education and practice, I actively promote the dissemination of best practice and support the scaling of impactful innovations across the profession. 

Complementing this, my role as a QAA reviewer for the NMC enables me to shape national standards in nursing education. In this capacity, I evaluate programme quality, curriculum innovation, and alignment with professional regulatory regulations, thereby contributing to sector-wide enhancement and the development-orientated models. 

My scholarship in the decolonisation of the nursing curriculum and anti-racist pedagogy further informs enterprise-orientated activities. I have developed evidence-based resources and perspectives (including an editorial in Evidence Base Nursing and forthcoming work on fostering critical consciousness in nursing education) that can be translated into CPD offerings, workshops and consultancy to support organisations in embedding inclusive and equitable educational practices. 

As an early-career researcher, I am actively seeking opportunities to expand my enterprise portfolio through knowledge exchange projects, short courses, and collaborative initiatives with healthcare providers and professional bodies. These activities are designed to maximise the impact of my research on theory-practice integration and curriculum decolonisation while generating value for external stakeholders and contributing to the income-generating priorities of the school. 

As a senior academic, I design and deliver high-quality, evidence-based pedagogy across all levels (4 - 8) of nursing programmes. My teaching portfolio centres on the development of clinically competent, critically reflective, and research-aware practitioners equipped to meet the complex demands of contemporary healthcare. 

Core subject areas include:

• Research and Evidence-Based Practice – teaching and supervising students in the principles of research methodology, critical appraisal of evidence, and the application of research findings to improve clinical practice and patient outcomes.
• Care of the Deteriorating Patient - Leading and delivering content for this module focused on early recognition, assessment and management of acutely unwell adults, including the application of tract and trigger systems and escalation protocols for pre- and post-reg students. 
• Acute and Complex Care – leading and delivering content on the pathophysiology, holistic management, and evidence-based intervention for patients with acute and complex health conditions.
• Cardiac Critical Care – delivering specialist content on the management and evidence-based care of patients with acute and complex cardiac conditions for post-reg students. 
• Clinical skills and simulation – leading, designing and facilitating immersive practical skills sessions that bridge theory and practice in a safe, authentic learning environment for BSc and MSc students.
• Biosciences, Anatomy and Physiology – delivering applied biosciences content that underpins safe clinical decision-making and professional practice for BSc and MSc students.

I contribute to both pre-and post-registration pathways, with a strong emphasis on inclusive assessment strategies and the application of critical pedagogy to support students in connecting theoretical knowledge with clinical practice. My teaching is informed by my specialist background in acute respiratory medicine, my EdD and my ongoing scholarship in theory-practice integration, decolonising nursing curricula and anti-racist pedagogy.

Through module leadership, course development, personal tutoring, and supervision of master's-level intern projects and PhD, I consistently work to enhance students' experience, progression, and employability while ensuring programmes remain responsive to NMC standards, NHS priorities, and sector-wide innovation. 

In addition to my core teaching, assessing, research and enterprise activities, I undertake a range of strategic and operational responsibilities that support the effective functioning of the School of Nursing and midwifery and the wider university. 

Student Support and Pastoral Leadership – As Conciliator, I play a key role in the fair, impartial and supportive resolution of students' concerns and formal complaints across the university. This position involves investigating complex student issues and working towards equitable and timely resolutions. I also serve as a personal tutor and clinical lead link lecturer, offering academic, clinical and pastoral guidance to help students achieve their full potential and progress successfully through their programme. 

Governance and Professional Regulations – I am an active member of the university's Fitness to Practice Panel and the Academic Appeal Panel (occasionally acting as chair). These roles enable me to uphold professional standards, fairness, and due process within nursing education. 

Equality, Diversity and Inclusion Leadership – As former Athena Swan Lead for the school of Nursing and Midwifery, I supported initiatives to promote gender equality, inclusive cultures, and equitable career progression for staff from diverse backgrounds. 

External Quality Assurance and National Engagement – I contribute to national standards in nursing education as a QAA reviewer for the NMC. Since 2020, I have also served as a judge for the Student Nursing Times Award, evaluating innovation and excellence across the UK. I also peer review articles for academic journals and books in nursing education and pedagogy and decolonising the nursing curriculum. 

Mentorship and Staff Development – I actively mentor academic colleagues across schools in their application for Senior Fellowship of the Higher Education Academy, supporting their professional development and career progression. 

Research Supervision and Capacity Building – As an early career researcher, I supervise master's students (pre- and post-registration), research interns, and PhD candidate while also guiding early career colleagues in developing their scholarly profile and research capabilities. 

Complementing my supervisory responsibilities, I deliver on the Community Research in Health and Social Care module, equipping community nurses with applied research skills to address real-world challenges in community-based health and social care settings. Additionally, I contribute to the award-winning ELEVATE programme, a leadership and career development initiative specifically designed to improve healthcare outcomes by addressing disparities in maternity and neonatal services. Through ELEVATE, I support the development of future leaders in healthcare who are equipped to drive equitable and sustainable improvement in maternal and neonatal care. 

These responsibilities demonstrate my commitment to academic citizenship, institutional leadership, and the broader advancement of nursing education beyond my immediate pedagogical duties.