Mrs Rebecca Sandys

I am Deputy Dean within the School of Nursing, Midwifery, Allied & Public Health at Canterbury Christ Church University, bringing together my clinical background, experience in senior academic leadership and specialist expertise in professional regulation, professional standards and fitness to practise.

My career has been shaped by a commitment to developing healthcare professionals who are knowledgeable, confident and prepared for the responsibilities of practice. I have a particular interest in the relationship between education, professional identity, regulatory standards and public protection, and how we can support individuals to make successful transitions into professional practice.

Alongside my University role, I contribute to professional regulation through my work with the Health and Care Professions Council's fitness to practise processes and my involvement in professional education and quality assurance. These experiences inform my approach to academic leadership, particularly in relation to professional accountability, evidence-informed decision-making, fairness and the importance of maintaining public confidence in healthcare professions.

Within higher education, I am passionate about widening participation, developing inclusive pathways into healthcare careers and ensuring that education responds to the changing needs of students, employers and the communities we serve. I work closely with academic colleagues, professional bodies and healthcare partners to develop opportunities that connect education with professional practice and workforce development.

My doctoral research explores the experiences of internationally educated allied health professionals transitioning into UK practice, with a particular interest in the relationship between professional registration, readiness for practice and the support needed during this transition.

I believe effective leadership combines clear professional expectations with compassion, collaboration and a genuine commitment to developing others. Whether working with students, colleagues or professional partners, my focus is on creating opportunities, strengthening professional practice and making a meaningful contribution to healthcare education and the professions it serves.

I'm an experienced healthcare professional and senior academic leader, I bring expertise in healthcare education, professional regulation, fitness to practise and strategic leadership.

My work focuses on developing inclusive, high-quality education, widening participation and strengthening partnerships across health and social care. I am passionate about creating opportunities for students to succeed, supporting professional development and ensuring graduates are prepared for the changing demands of healthcare practice.

Alongside her academic leadership, I contribute to professional regulation and is undertaking doctoral research exploring the transition of internationally educated allied health professionals into UK practice

My approach to teaching and learning is grounded in my clinical background and experience in healthcare education, with a strong emphasis on connecting academic knowledge, professional standards and the realities of clinical practice.

I am particularly interested in how we prepare students not only to meet the requirements of professional registration but to develop the confidence, critical thinking, professional judgement and adaptability needed throughout their careers. I believe effective healthcare education should challenge and support students in equal measure, creating environments where they feel able to question, reflect, learn from experience and develop their professional identity.

Throughout my academic career, I have contributed to course development, curriculum design, quality assurance and the enhancement of teaching and learning across healthcare disciplines. My current leadership responsibilities allow me to work collaboratively with academic teams, students, employers and professional partners to ensure our courses remain inclusive, evidence-informed and responsive to evolving healthcare needs.

I have a particular interest in interprofessional education, simulation-based learning and the integration of professional values, patient safety and public protection throughout the student learning experience. Widening participation and supporting successful transitions into and through higher education are also central to my educational philosophy.

I see teaching as more than the transfer of knowledge. It is an opportunity to inspire curiosity, build professional confidence and support individuals to become thoughtful, compassionate and accountable healthcare professionals who can make a meaningful difference to the people and communities they serve.

My research interests focus on the transition into professional healthcare practice, professional identity, regulatory standards and the experiences of individuals entering and developing within the healthcare workforce.

I am currently undertaking doctoral research exploring the experiences of internationally educated allied health professionals transitioning into professional practice in the UK. My research is particularly concerned with the relationship between professional registration and readiness for practice, examining the challenges experienced during the transition into UK healthcare environments and the support that may enable individuals to develop confidence, professional identity and a sense of belonging.

Through this work, I am interested in understanding how internationally educated healthcare professionals experience the expectations of UK practice, including differences in professional cultures, regulatory requirements and workplace environments. My aim is to contribute evidence that can inform education, employer support and more consistent approaches to professional transition and workforce integration.

My wider scholarly interests include fitness to practise, professional accountability, public protection and the relationship between education and professional regulation. Drawing on my experience in regulatory decision-making and academic leadership, I am particularly interested in how professional standards are understood, taught and applied, and how educational institutions can support the development of safe, reflective and compassionate practitioners.

I also have a strong interest in widening participation, inclusive education and workforce development, particularly the opportunities and barriers experienced by individuals entering healthcare professions through different educational and career pathways.

Across these areas, I am committed to research that has practical relevance, informs professional education and contributes to improving the experiences of healthcare professionals and the quality of care provided to the communities they serve.

My external appointments and professional activities reflect my commitment to maintaining high standards in healthcare education, supporting professional regulation and contributing to the wider development of the healthcare workforce.

I serve as a Panel Member and Chair within the Health and Care Professions Tribunal Service, contributing to independent fitness to practise proceedings, regulatory decision-making and public protection. I am also involved in the accreditation and approval of professional education through my work with the College of Radiographers, supporting the quality and standards of healthcare education and professional preparation.

Alongside these responsibilities, I undertake external examining across higher education, providing independent oversight of academic standards, assessment and the quality of student learning experiences.

I contribute to professional networks, advisory groups and collaborative working groups that bring together colleagues from higher education, professional bodies and healthcare organisations. These activities provide opportunities to share expertise, contribute to discussions on professional standards and educational development, and influence approaches to workforce preparation, professional practice and quality improvement.

I have a particular interest in collaborative work that strengthens the relationship between education, regulation and employment, including widening participation, professional transitions and the development of inclusive pathways into healthcare careers.

Beyond higher education and professional regulation, I contribute to educational governance as a school governor, supporting strategic development, accountability and opportunities for young people.

Across my external roles, I value the opportunity to bring different perspectives together, contribute to constructive professional dialogue and ensure that learning from regulatory, educational and workplace environments informs continuous improvement in professional education and practice.