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Rhiannon Eley

Principal Lecturer

School of Nursing and Midwifery

Department of Pre-Registration Nursing

Contact Details

email: r.eley@worc.ac.uk

Rhiannon Eley is a Principal Lecturer in the School of Nursing and Midwifery at the ºÚÁÏÍø. Her work focuses on intercultural education, international student experiences, and the ways in which migration, language, and culture shape learning, belonging, and professional identity within healthcare education.

Rhiannon's teaching and research explore how universities can create inclusive learning environments that support students from diverse linguistic, cultural, and educational backgrounds. She has a particular interest in the experiences of international nursing students and healthcare professionals, and the role that education plays in developing culturally responsive practitioners equipped to work in increasingly diverse healthcare settings.

She is currently completing doctoral research at King's College London, examining the experiences of Nigerian nurses in the UK. Using ethnographic and narrative approaches, her research investigates themes of migration, identity, belonging, language, and professional formation.

Her wider research interests include internationalisation in higher education, intercultural learning, structural racism, decolonisation, and equity in healthcare education. In 2023, she completed a Florence Nightingale Foundation Leadership Scholarship exploring structural racism within nursing education and practice. 

Before joining the ºÚÁÏÍø, Rhiannon held academic, clinical education, and research roles within King's College London, University College London Hospitals, and Guy's and St Thomas' NHS Foundation Trust. She originally qualified as a registered nurse in 2007 and has experience working internationally in Somaliland, Madagascar, Laos, and Saudi Arabia.

In addition to her academic research, Rhiannon writes and speaks on issues relating to internationalisation, intercultural education, migration, belonging, and equity in higher education. Her work seeks to connect research, policy, and practice, creating opportunities for critical reflection on how educators and institutions can better support diverse student communities. She regularly contributes to professional and public-facing discussions on these topics through blogs, presentations, and scholarly outputs.