Dr Tabeth Timba-Emmanuel

Teaching
Research

Internal teaching at Abertay

I am a member of the module team for AHD014, an Access to Health and Sport Science module that introduces students to the structure and normal function of the human body. My contribution includes delivering content on public health.

I am also a member of the module team for the Placement and Professional Development modules (MHN111, MHN221, MHN341). These first-, second-, and third-year modules are designed to prepare students for practice and support the development of the skills and professional behaviours required of mental health nurses. My teaching contribution includes clinical skills development such as basic life support, catheterisation, medication administration, and venepuncture.

I am the module lead for MHN231, a Placement and Professional Development module that supports Placement 6 (final placement of second year) and Placement 7 (first placement of third year). I support students during clinical placements and facilitate on-campus learning, exploring topics such as safeguarding of children and adults and critical discussion of relevant contemporary issues in mental health nursing.

I am also the module lead for MHN226, a second-year module focusing on public health in the context of mental health nursing. This module covers policy, determinants of health, public health priorities in mental health, health promotion, and the needs of individuals with complex needs across the lifespan. I regularly invite guest speakers from organisations such as Dundee City Council Community Health Team (Communities, Safety & Protection), Dundee and Angus Foodbank, NHS Inclusion Health Service, and the NHS Family Nurse Partnership.

In addition, I am the module lead for MHN336, a third-year module that develops students鈥� understanding of complex collaboration and teamwork, linking theory to practice in community-based settings. The module explores themes including community working, multidisciplinary partnership, inclusive frameworks for community health, the mixed economy of care, and assessment of need. Guest speakers include representatives from Dundee International Women鈥檚 Centre, DVVA, and Dundee Carers Centre.

I also co-supervise Masters and PhD students with colleagues across 91快活林.

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Pedagogical research:

I have a particular interest in widening participation and increasing access to higher education. This refers to efforts aimed at ensuring that people from all backgrounds have fair opportunities to enter, succeed in, and benefit from university education. It particularly focuses on groups that have historically been underrepresented or disadvantaged in higher education, including individuals from lower socioeconomic backgrounds, ethnic minority communities, care-experienced backgrounds, mature learners, disabled students, and those from areas with low university participation rates.

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Interests

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My research interests include Type 2 diabetes, HIV prevention, Stigma, health inequalities, culturally competent healthcare, and ethnic minority health.

My research experience includes qualitative and mixed-methods studies, systematic reviews, meta-synthesis, scoping reviews, thematic synthesis, and framework analysis.

I completed my PhD at the University of Dundee in 2019, where my doctoral research explored HIV prevention amongst African-born women living in Scotland. My work used a qualitative approach to explore the social, cultural, and relational factors influencing women鈥檚 experiences of HIV prevention following migration. Following completion of my doctorate, I published a systematic review and meta-synthesis in听Ethnicity & Health examining the experiences of married Southern African women in protecting themselves from HIV/AIDS.

In 2024 to 2025, I worked with See Me Scotland, NHS Education for Scotland (NES), and the Mental Welfare Commission for Scotland in a related research initiative titled听Stigma by Association. In this, we examined stigma by association in mental health nursing, focusing on how stigma linked to mental illness also affects mental health nurses. Using mixed methods, including surveys and interviews across Scotland, the study explored impacts on recruitment, retention, job satisfaction, and professional identity. The study highlights organisational and societal attitudes that contribute to feelings of being undervalued compared with other nursing fields. It underscores the need for targeted interventions to address associative stigma and strengthen workforce wellbeing and sustainability. A comprehensive report was subsequently published, synthesising the findings and translating them into practical recommendations for policy, education, and workforce development (see: Halliday, W., Lozano-Casal, P., Rudd, B., Nguyen, V., Scott-Pearce, M., Russell, K., et al. & Moynihan, V. (2025). Stigma by association in mental health nursing).

My current research interests include Type 2 diabetes management, health inequalities, ethnic minority health, culturally responsive healthcare, and Patient and Public Involvement (PPI). I have conducted research into听Cultural Competence in Type 2 Diabetes Nursing: Developing Knowledge of BAME Groups to Enhance Patient Compliance. This work used mixed-methods (qualitative and quantitative) approaches to explore barriers and facilitators influencing engagement with diabetes care among ethnic minority communities in Scotland. This work contributed to improving the understanding of culturally appropriate diabetes care and strengthening engagement with underserved populations. 听

I am committed to patient-centred care and meaningful patient and public involvement (PPI) at every stage of the research process, including study design, participant engagement, analysis, and dissemination. I am passionate about ensuring that research remains accessible, inclusive, and grounded in the real-world experiences of the communities it seeks to support.

Pedagogical research:

I have a particular interest in widening participation and increasing access to higher education. As part of my Fellowship of the Higher Education Academy, I explored the experiences of ethnic minority nursing students in clinical learning environments, focusing on barriers and facilitators to effective learning, as well as strategies to better support students.

My collaboration with See Me Scotland, NHS Education for Scotland (NES), and the Mental Welfare Commission for Scotland on the research initiative Stigma by Association, mentioned above, also examined how stigma associated with mental illness can extend to and affect mental health nursing students, influencing their professional identity, learning experiences, and sense of value within healthcare settings. (see: Halliday, W., Lozano-Casal, P., Rudd, B., Nguyen, V., Scott-Pearce, M., Russell, K., et al. & Moynihan, V. (2025). Stigma by association in mental health nursing).

I also collaborated with colleagues at 91快活林, Drew and Lindsay, on a systematic review examining the role of mentors in assessing nursing students in practice settings. The study critiques incremental 鈥渢inkering鈥� approaches and highlights the need for more substantial reform to strengthen assessment reliability, mentor preparation, student support, and professional accountability (see Drew, K., Timba-Emmanuel, T., & Lindsay, I. (2026).听Moving beyond tinkering round the edges: A systematic review of the role of the mentor in the assessment of nursing students in practice.听Nurse Education in Practice, 92, 104745.听).

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