Dr Richelle Duffy

Assistant Professor

School: Healthcare and Nursing Sciences

Richelle has extensive experience working within the higher education sector and has held a variety of roles including Assistant Subject Head (Undergraduate Curriculums), Director of Teaching and Learning, Work Based Learning Lead (Health Programmes), and numerous Programme Lead and Module Lead roles. She also undertakes a range of consultancy roles such as periodic reviewer, curricula approval and validation events, and external examiner roles for several Higher Education initial teacher preparation programmes. Her current role within the institution is Programme Lead for the Academic Apprenticeship Award -Teaching Specialist Route for early career teachers and Deputy Programme Lead for the institutional wide Post Graduate Certificate in Academic Practice. Working within the department of Nursing, Midwifery, and Health she leads the department Peer Observation and Support Scheme and the Northumbria University Professional Recognition Scheme.

Campus Address

D001 CLC West
Faculty of Health & Life Sciences
Newcastle Upon Tyne
NE7 7XA

Email Richelle

Research Themes and Scholarly Interests

Richelle’s research centres around constructivist approaches, grounded theory, and qualitative research methods. An experienced supervisor she has supported students undertaking PhD, Professional Doctorate and PhD by publication routes both within the UK and internationally. She also chairs a number of PhD progression panels and acts and subject expert.

Key Publications

Please visit the Pure Research Information Portal for further information
The evolving role of paramedicine educators: A scoping review, Sheahan, J., Duffy, R., Cunningham, C. 1 Jun 2025, In: African Journal of Emergency Medicine
A Model to Support the Development of Professional Capital in Trainee Teachers: A Constructivist Grounded Theory, Cole, S., Duffy, R. 24 Apr 2024, In: Journal of Professional Capital and Community
Enhancing quality in same day emergency care: A service improvement perspective, Gibson, S., Duffy, R. Jan 2024, In: International Journal for Advancing Practice
What are ambulance crews’ experiences of using a mechanical chest compression device for out-of-hospital resuscitation? A constructivist qualitative study utilising online focus groups: A constructivist qualitative study utilising online focus groups, Blair, L., Duffy, R. 1 Sep 2022, In: British Paramedic Journal
Maximising the potential of early career healthcare educators, Duffy, R. 7 Sep 2021, NET 2021 Conference
PhD by Published Works Principal Supervisor: Dr Helen Howlett: Title: Building a case for a standardised antenatal alcohol screening programme in the UK., Duffy, R. 2021
A study of the skills, education and qualifications of nurses performing dermatological surgery in the United Kingdom, Eddy, L., Duffy, R. 20 Dec 2019, In: Dermatological Nursing: The journal of the British Dermatological Nursing Group
International models and student voice effecting professional programme design for personal and professional capital, Duffy, R., Cole, S. 20 Jul 2018, Advance HE: Teaching and Learning Conference 2018
The personal and professional capital of Master's level study for teachers, Duffy, R., Cole, S. 13 Sep 2018, British Education Research Association (BERA) Annual Conference 2018
Prevalence survey of alcohol consumption at antenatal booking in pregnancy: comparing blood biomarker analysis to self-report, Howlett, H., Mackenzie, S., Gray, W., Rankin, J., Strehle, E., Duffy, R., Brown, N. 12 Sep 2016, European Conference on FASD 2016

Professional Activity

Please visit the Pure Research Information Portal for further information
Membership of network: HOT Coffee: How Others Teach (Event) 2022
Other: PhD Lead Supervisor 2015

PGR Supervision

Jennifer Mc Dermott Taught research skills: do they support teachers in staying in the classroom and/or increase agency and autonomy? A study using a Master’s in Expert Teaching. Start Date: 01/10/2023
Elaine Francis How does frailty impact discharge decision-making for ‘frail women’? Start Date: 01/10/2024

Further Information

Richelle's expertise mainly focuses on higher education pedagogies, role transition into higher education, and the construction of blended academic and discipline identities. This includes the design of institutional-wide educational programmes to support early career teachers to develop academic leadership skills from diverse discipline backgrounds. She also supports staff working in full-time educational roles within the healthcare sector to develop innovative and inclusive educational programmes.

Her research vision embeds a commitment to constructivist approaches and qualitative methodologies, particularly grounded theory. Her Doctoral research examined the construction of academic identity in nurse educators, and she designed a conceptual model for use by the higher education sector to enhance understanding of this phenomenon.

Committed to student-centred pedagogies she works with a broad range of academic and support teams across the institution and sector to examine how we can foster constructivist approaches to teaching, learning, and assessment with our students to promote engagement and foster a sense of belonging within the HE sector.