Skip to main content
I am an Associate Professor in Nursing and the Founder of the Heritage2Health(H2H) Scheme, with a background in public health nursing, adolescent research and entrepreneurship. The scheme coaches and empowers student nurses and teachers to become 'Learning Disability' champions in hospital and education settings. H2H achieves this through arts and drama projects with young people with learning disabilities and the National Trust, StoryAID and Bern O'Donaghue ( contemporary artist).
H2H seeks to transform the hospital and education experience of children, young people, and families, by empowering students to enact nursing as 'relational inquiry', to always thoughtfully choose who they are 'being' as they 'act' and be a stand for their own rights and dreams, in order to be a stand for others. Since the pandemic H2H has successfully piloted virtual drama projects with Dysart School and designed an AccessibleAPP with MSc Computing students. H2H is re-launching as a placement provider in 2021. https://www.nursingtimes.net/students/we-have-been-supported-to-move-out-of-our-comfort-zone-and-challenge-our-assumptions-03-09-2021/
In addition to teaching across a range of BSc and MSc Nursing programs, I am an Associate Fellow, Honorary Secretary, and member of the Royal Society of Medicine General Practice with Primary Care Council. I have authored three children's plays, and am due to publish my first children's book Ubuntu the Lion with the Long Long Mane, which explores 'feeling' different and diversity.
I am currently crafting a play to be performed by H2H participants; to celebrate Miss Alison Macfee ( WW1 Nurse) and her work with Toc-H and global social action. I am an Outsider Artist and Founder member of The Collective - which supports the sharing of emerging contemporary artists/art in the home. I am a Brain Injury Survivor., live with Bi-Polar and the joys of Dyslexia.
In my downtime, I love being with my family and friends in nature, and knitting.
Associate Professor Nursing
My teaching focuses on integrating 'relational inquiry', supported by relational pedagogy into clinical and taught modules.
Whilst I have a background in undertaking adolescent research my most recent collaborative research was the Heritage Lottery Fighting For Our Rights Project which collected and shared the oral histories of the Disabled Activist from 1950-1990 in Kingston (http://www.kingstonfightingforourrights.co.uk/
Currently my focus is understanding the impact of the Heritage2Health Scheme for all stakeholders and expanding this programme collaboratively to other university-communities in the UK. Through this work I am exploring the philosophical underpinning of professionalism as a relational concept in order to better prepare the becoming nurse for the uncertainties of practice.
Nash-Patel, Theresa, Morrow, Elizabeth, Paliokosta, Paty, Dundas, Jane, O'Donoghue, Bern and Anderson, Eli (2022) Co-design and delivery of a relational learning programme for nursing students and young people with severe and complex learning disabilities. Nurse Education Today, 119, p. 105548. ISSN (print) 0260-6917
Nash-Patel, Theresa, Anderson, Eli, O'Donaghue, Bern, Paliokosta, Paty and Morrow, Elizabeth (2022) StoryAID : nursing students' relational learning with young people with intellectual learning disabilities. Journal of Nursing Education, ISSN (print) 0148-4834 (Epub Ahead of Print)
Nash-Patel, Theresa, Schrivener, Hannah and Dean, Sashane (2021) ‘We have been supported to move out of our comfort zone and challenge our assumptions’. Student Nursing Times,
Paliokosta, Paty and Nash, Theresa (2019) Fighting for our rights : perceived gains from transforming the curriculum through a narrative of activism. International Journal for Cross-Disciplinary Subjects in Education, 10(2), pp. 4041-4047. ISSN (online) 2042-6364
Nash, Theresa, Cierach, Kasia and Forte, Denise (2011) Pilot results: production of a multimedia resource to develop entrepreneurial learning within health and social care students: the h2hconnection workshop. In: Linsey, Tim, (ed.) Quality enhancement in learning and teaching: How Kingston University is improving the student experience. Kingston University Academic Development Centre. pp. 20-22. (Unpublished)
Forrest, Simon and Nash, Theresa (2007) Difference and diversity as determinants of health: ethnicity, gender and disability. In: DeBell, Dianne, (ed.) Public health practice & the school-age population. London, U.K. : Hodder Arnold. pp. 37-56. ISBN 9780340907207
Ooms, Ann, Chandler, Karen, Chavrimootoo, Danielle, Crighton, Elizabeth, Francois, Judith, Gale, Julia, Howard, Louise, Inch, Jessica, Nash, Theresa, Price, Jayne and Ryan, Nicola (2020) Clinical placement experiences of nursing students during COVID-19. In: Kingston University Festival of Research; 29 Jun - 10 Jul 2020, Kingston, U.K. [Held online]. (Unpublished)
Paliokosta, Paty and Nash, Theresa (2018) ‘Fighting for our Rights’, Transforming the curriculum through engagement with real-life experiences. In: World Congress on Special Needs Education (WCSNE-2018); 10-13 Dec 2018, Cambridge, U.K.. (Unpublished)
Nash, Theresa (2009) Outcomes from a cross sector knowledge transfer partnership: Heritage2Health. In: Innovation through knowledge transfer 2009: research with impact; 02 Dec 2009, East Molesey, U.K.. (Unpublished)
Nash, Theresa (2007) 'Heritage2Health': a new cross-generational, pan-disability, cross-disciplinary approach to shared learning: preliminary results. In: Unhealthy professional boundaries? Working together in health and social care; 04 - 05 Dec 2007, London, U.K.. (Unpublished)
McCutcheon, Dominic [Contributor], Nelson, Jackie [Contributor], Maxwell, Jan [Contributor], Nash, Theresa [Contributor] and de Sousa, Marcelle [Contributor] (2013) Adolescence: boundaries and connections: an RCN guide for working with young people. (Manual) London, U.K. : Royal College of Nursing.
Nash, Theresa, Needham, John, Greenwood, Nan, Forrest, Simon and Towell, Tony (2007) Adolescence: boundaries, connections and dilemmas. The report of an RCN survey into how nurses support young people in health care settings. (Project Report) London, UK : Royal College of Nursing. 52 p. ISBN 9781904114888