Empowering refugee families
in transit: the development of
a culturally competent and
compassionate training and
Head of the Research Centre, Department of Mental Health and Social Work, Middlesex University, UK
Anthropologist, Department of Mental Health and Social Work, Middlesex University, UK
Independent Consultant, Greece
President, EDUNET Association, Romania
Lecturer, Nursing Department, National and Kapodistrian University of Athens, Greece
Lecturer, Nursing Department, Vorarlberg University of Applied Sciences, Austria; Senior Project
Manager, St. Augustinus Gruppe, Germany
Neuroscientist and Social Psychologist, Department of Medical and Surgical Sciences and Advanced
Technologies, University of Catania, Italy
Associate Professor, Department of Nursing, Cyprus University of Technology, Cyprus
Irena Papadopoulos, Research Centre for Transcultural Studies in Health, Department of Mental Health and Social Work,
School of Health and Education, Middlesex University, The Burroughs, London NW4 4BT, UK.
Journal of Research in Nursing
!The Author(s) 2021
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Background: Refugee parents who fled conflicts suffered violence and traumas and face huge
challenges in supporting the health and welfare of their children while in transit.
Aims: To describe the development of a culturally competent and compassionate training and
support package (TSP) for nurses, social and health care workers and volunteers, with a focus on
parenting needs among unsettled refugees fleeing conflict.
Methods: The multi-method approach included: a scoping review covering parenting needs of
refugees fleeing conflict zones; collection of stories from refugee parents, healthcare workers and
volunteers via a mobile application; discussions between team members; a piloted and evaluated
Results: High levels of family distress and deterioration of parental identity were identified.
Informed by these results, the curriculum is articulated along 20 bite-sized learning units,
covering four age stages of childhood as well as targeting adults’ well-being. Pilot training was
evaluated positively, confirming feasibility and usefulness of the TSP.
Conclusions: Unsettled refugee parents fleeing conflicts face psycho-social and practical difficulties
negatively affecting their parenting skills. The care workforce should be trained in order to provide
culturally competent and compassionate support to help these families. Open access digital
platforms are promising as autodidactic and self-help tools among hard-to-reach populations.
culture, compassionate care, mental health, mobility, multi-methods, parenting/families, practice
development, public and patient involvement, violence
The role of nurses and other health and social care practitioners is crucial for the well-being
of refugee families, who often have speciﬁc unmet health needs (Bartelson & Sutherland,
2018; Sackey et al., 2021). Nurses are key because they carry out the ﬁrst assessment,
screening and referrals procedures for services (Crowley, 2009), if these are available, and,
more broadly, they occupy a unique position not only in improving understanding and
practice in the care of vulnerable migrants, but also in the promotion of their rights
(Shaﬀer et al., 2019). However, both nursing research and practice with unsettled families
ﬂeeing conﬂict is hampered by several practical diﬃculties, such as doing research through
camps, building acceptance and maintaining privacy (Halabi, 2005; Ogunsiji et al., 2018). In
with ﬁndings of a recent systematic review (Robertshaw et al., 2017), the International
Council of Nurses found that ‘‘numerous barriers to access to healthcare have been
identiﬁed and include legal, health system resource constraints, discrimination,
bureaucracy, fear of deportation, inability to communicate, lack of ﬁnancial resources,
shame/stigma, and diﬃculty navigating the healthcare system’’ (International Council of
Nurses, 2018, p. 1). The same document underlines the ‘‘signiﬁcant role’’ played by nurses
to better help migrants and refugees. Nevertheless, it is also pointed out that caring for these
populations is ‘‘complex, and nurses must be supported through education, ongoing training
and with adequate resources in order to provide high-quality, culturally-competent care’’
(International Council of Nurses, 2018, p. 1; Papadopoulos & Shea, 2018). This is an
emergent speciality and education and training in refugee nursing are still developing
2Journal of Research in Nursing 0(0)
(Evgin & Muz, 2020; Sackey et al., 2021), with promising experimental projects, such as the
creation of the ﬁrst nursing school in a refugee camp hosting families ﬂeeing long-term
´nez-Linares et al., 2019). Overall, many questions are left unanswered
around, for example, how health practitioners can better meet the parenting support
needs of unsettled refugee children and parents.
Refugee parents are central to supporting the health and care needs of their children
(Bryant et al., 2018). Having ﬂed conﬂicts where they suﬀered diﬀerent types of violence
and traumas, both self- and child-care can be unimaginably hard for refugee parents during
the phases leading to resettlement. Post-ﬂight parents’ poor well-being, impaired parenting
and unhappy family environments are high risk factors for developing family conﬂict,
insecure attachments and mental health distress in children, at least as strongly as pre-
departure and journey-related traumatic events (Miller & Jordans, 2016). Evidence is
available on the negative health consequences of war-related violence and migration
hardship in survivors, in both children and parents (Browne et al., 2017; Charlson et al.,
2019; Dimitry, 2012). The role of post-migration social determinants of conﬂict-aﬀected
refugees has been shown to have an impact on their mental health (Hou et al., 2020;
Hynie, 2018). Studies have concentrated on the parenting needs among refugee families
while re-settling, for example, on the conﬂicting tension between refugees own parenting
styles and those of the host country (Deng & Marlowe, 2013). In contrast, there is not an
abundance of evidence around parenting support needs during pre-settlement phases. Those
studies of refugee families ﬂeeing the atrocities of the Syrian conﬂict found that children
present trauma symptoms, such as bed wetting, fear of loud noises and bright lights, in
addition to increased regressive and violent behaviours and bad parent-child
communication, anxiety and fear (Cartwright et al., 2015; El-Khani et al., 2016).
Advancement in interventions is occurring, and pioneering programmes have been
delivered, which account for the relevance of cultural beliefs and peer support in
parenting (Weine, 2011), maternity (Sioti et al., 2018), and unaccompanied minors
(Sarkadi et al., 2018), and all are yielding promising results. Similarly, interventions for
re-settling war-aﬀected refugee children (e.g., the establishment of child friendly spaces,
Metzler et al., 2019) generally register improvement in behavioural and emotional
symptoms (Pacione et al., 2013). However, interventions with a narrower focus on refugee
parenting support needs during pre-settlement phases remain scant. An exception is the
project in which routine humanitarian deliveries of bread were utilised to distribute
parenting information leaﬂets and questionnaires to adults looking after children in
conﬂict zones inside Syria; overall rating of the leaﬂet was positive in nearly 70% of
responses, indicating the need for immediate parenting support (El-Khani et al., 2016).
Another pilot intervention assessed the feasibility of delivering and evaluating the ‘‘Caring
for Children Through Conﬂict and Displacement’’ intervention with caregivers in the West
Bank, and preliminary outcome data indicated the potential to both improve family
functioning and reduce children’s problem behaviour (El-Khani et al., 2019). Finally, the
development of the mobile application Vroom is a strategic intervention using digital media
to oﬀer hard-to-reach pre-settled families a self-help tool. Vroom is a parenting mobile
application originally developed by the Centre of the Developing Child at Harvard
University, and recently adapted and piloted with Syrian refugee families in cooperation
with International Rescue Committee. This case study has shown the eﬀectiveness of using
low-cost and easily scalable mobile technology to support hard-to-reach populations (Wilton
et al., 2017).
Papadopoulos et al. 3
Study and aims
This paper discusses the work of the IENE8 Empowering Migrants and Refugee Families with
Parenting Skills project within the framework of the Intercultural Education for Nurses in
Europe (IENE) programme. The IENE8 was funded by the EU ERASMUSþprogramme.
The main objective of the project has been to develop a comprehensive training and support
package (TSP). The target populations of the TSP are frontline nurses and other socio-health
professionals and volunteers with the aim of improving their knowledge and skills in the care of
pre-settled refugee parents and children. The educational resource is also intended as an
autodidactic, self-help and interactive tool for refugees themselves, and other users. The TSP
has fully open access online via the IENE Knowledge Hub (KHub) for IENE8 (https://
ienerefugeehub.eu/iene8/) which is conceived as a focal point for the exchange of knowledge
and support primarily in relation to vulnerable migrants who arrive in Greece through Turkey
from Syria, Iraq and Afghanistan. Six European countries participated in the IENE8 project:
Cyprus (coordinator), Germany, Greece, Italy, Romania and the UK.
The research questions used as a basis for the development of the TSP were:
(1) What are the basic parenting support needs of refugee families in transit?
(2) What are the basic training needs of nurses and other socio-health professionals and
volunteers working with this population?
A multi-method research approach was used to answer these questions, which included the
following seven actions.
Scoping review. A scoping review was undertaken between 15 November and 15 December
2018 to map the parenting needs of refugee families with children regarding (a) parenting
skills and (b) factors that provide resilience, empowering parents and children. Inspired by
the framework by Arksey and O’Malley (2005), the review was conducted using the
following keywords: migrant/refugee/asylum seekers, parents/parenting skills, refugee
children, child health, health/healthcare needs, psychological support, psychotherapy,
mental health, psychological trauma, well-being, health promotion, psycho-social, cultural
identity, separation, diversity, resilience, empowerment, inequality, education. Four
categories of evidence sources were included, and for each one diﬀerent data sources were
used: for scientiﬁc peer-reviewed literature, we searched EBSCO (CINAHL, MEDLINE,
Pubmed), Google Scholar, Cochrane, PsycINFO, and ScienceDirect; for grey literature,
WorldCat, Bielefeld Academic Engine (BASE), Open Grey, and other national databases
and oﬃcial websites were interrogated; in relation to mass media and third sector reports,
the search engine Google was employed, in addition to websites of media and third-sector
organisations identiﬁed via opportunistic and snowball sampling. Each partner used these
keywords both in English and in their own language, meaning that sources in Greek,
German, Italian and Romanian were also searched. For those included sources in these
languages, partners produced a short summary in English. Only sources dated between
2010 and 2018 were included, given that the Syrian Civil War began in March 2011.
Refugee parents’ and care workers’ stories. Each project partner collected three to ﬁve
testimonies of refugee parents’ stories, based on a template developed by the project
4Journal of Research in Nursing 0(0)
partners (https://ienerefugeehub.eu/stories/). The stories could come from social and health
care workers, or from refugee parents themselves, and were translated in all partners’
languages, plus in Arabic and Farsi. However, two methods were used for the collection
of stories: (a) contacting social and health care workers and refugee parents to provide their
stories using the IENE8 mobile application; (b) the Greek partners interviewed refugee
parents and added their stories through the mobile application. Team members reviewed
the stories for any sensitive information before uploading stories onto the KHub.
This study only required ethical approval for the conduct of interviews with refugee parents
in Greece (Ethics Committee of Doctors of the World/Me
´decins du Monde – Greece-MdM-
Greece, Ref.255, and endorsed by the MdM Board of Directors). All refugees interviewed were
given, and/or read in their native language, an information sheet and a consent form to sign or
approve verbally. These documents explained the study’s details, gave the ethical approval
information and speciﬁed that the participation in the study was totally anonymous and
voluntary. The stories independently uploaded by participants onto the project website were
automatically anonymised by the mobile application, and the research team ensured, before
approval, that no personal data were contained in the stories.
Data analysis and identification of themes. Thematic analysis was conducted for both the
evidence gathered by the scoping review and the stories collected (Braun & Clarke, 2006).
The process of analysis entailed a familiarisation with the data, followed by an extrapolation
of key concepts and topics to identify patterns leading to the establishment of themes. Two
team members independently conducted the analysis and frequently had meetings to reach
consensus, until thematic saturation was reached, and ﬁnal themes deﬁned.
Curriculum model and contents. The curriculum was informed by the following: (a) the original
Papadopoulos, Tilki and Taylor model of cultural competence in nursing (Papadopoulos,
2006; Papadopoulos et al., 1998), and the more recently developed Papadopoulos Model for
Culturally Competent and Compassionate Care (Papadopoulos, 2018); (b) ﬁndings of the
aforementioned scoping review; (c) ﬁndings from the stories; (d) pre-existing knowledge and
expertise of the team in child development and parent-child relationships.
The development of the curriculum occurred between January and May 2019 and entailed
three consecutive steps:
(a) development of the IENE8 European Model for the Caregivers of Migrant and
Refugee Families in Transit (see Figure 1);
(b) visual systematisation of results of the thematic analysis into a diagram oﬀering a
meaningful and practical synopsis of the main challenges of unsettled refugee families
(see Figure 2);
(c) design of a detailed curriculum content map condensed in an infographic (see Figure
3), which illustrates the topics of the ﬁnal 20 sub-units of the curriculum.
In line with the curriculum model and themes, contents followed four main age phases of
child development (i.e., 0–24 months, 2–6 years, 6–12 years and 12–18 years), with the
addition of a stream dedicated to adults, both parents and practitioners. During a
transnational meeting in May 2019 in London, themes, curriculum model, content and
structure were discussed and approved by all partners.
Bite-sized learning units. Based on their stronger competences, each partner chose three sub-
units to develop into bite-sized learning units (BSLUs), to be made available on the KHub
Papadopoulos et al. 5
and to be used during the pilot training workshop. The creation of BSLUs is based on a
template developed and tested during previous IENE projects, and combines theory with
activities, reﬂexivity and extra resources. All BSLUs drafts were shared with the project
partners, revisions were undertaken where needed and subsequently approved by all
Guide and pilot training. The seventh and last action entailed: a) the compilation of a training
guide, enriched with good practices’ example; b) the delivery of the pilot training to test and
evaluate the TSP developed. For this project, two new evaluation tools were developed
professionals-and-volunteers: (a) a good practice activity using a given template, that all
partners deliver so to assemble a practical compendium of eﬀective training activities; (b) a
post-course reﬂection activity using a given scenario (Amira’s Story), where participants
provide a self-reﬂection on their learning and produce an action plan.
Team expertise and discussions. Importantly, frequent international and national team
discussions constituted a relevant methodological tool. Some partners are frontline
Figure 1. European training model for the caregivers of migrant and refugee families in transit. The
development of the curriculum occurred between January and May 2019 and entailed, as a first step, the
development of the IENE8 European model for the caregivers of migrant and refugee families in transit.
6Journal of Research in Nursing 0(0)
practitioners, working with refugee families in camps and shelters, others have long-term
experience in culturally competent and compassionate nursing, also in relation to migrants
and refugees, and others are specialised in education and training. The challenges
experienced by the IENE8 team primarily had to do with the number of translations,
assuring its authenticity and accuracy.
Rigour and trustworthiness were ensured by the combination of methodologies and data sources,
and the involvement of an international multi-disciplinary research team. This study design
entailed a robust triangulation, covering the four main types of: method, data source,
investigator and theory triangulation (Carter et al., 2014). Furthermore, the quality of the
TSP’s delivery was ensured by the production of a training guide, informed both by
innovative educational approaches and the team’s long-term experience. The TSP was piloted
and the evaluation kit consisted of a comprehensive set of tools. All through the project, recurrent
meetings resolved uncertainties and discrepancies to reach consensual decisions.
In total, 124 evidence sources were included in the scoping review and 27 testimonies of
refugee parents’ stories were collected. Detailed documents reporting on the scoping exercise
and the stories collected are available from the project KHub (i.e., IO 1 Mapping National
and International Literature and IO 5 Introduction to KHub Stories, http://
ienerefugeehub.eu/iene8/results/). The thematic analysis of the two pieces of research for
this publication led to the identiﬁcation of four macro-themes, capturing the key challenges
of unsettled refugee families and how to best respond to them. These are presented in Figure
2. The last one, ‘‘Parental Powerlessness’’, results from all the causes of the traumas in the
previous three challenges and contributes to increased risks of self-conﬂict and loss of
identity as parents. Parents can feel helpless and unable to protect their children during
the journey, when they faced risk of harm or violence at some point (see Figure 4).
Similarities in coping strategies could be identiﬁed: mostly seeking services to share
concerns and support their children, trying to be positive and connecting with the
community (see Figure 5). These ﬁndings have informed the development of the curriculum
model and its content map, which is detailed in Figure 3.
Each project partner chose three sub-units from the list of 20 to develop into BSLUs. Due
to the COVID-19 pandemic, only one training could be delivered in time to be reported in
this publication, the other seven were postponed. The workshop took place in Limassol,
Cyprus, on 27 February and 5 March 2020 and was attended by 68 undergraduate, senior
year student nurses. For the pre-course self-directed learning, participants were asked to
read and reﬂect on three BSLUs. The classroom learning agenda revolved around an
overview of IENE projects; the development of the IENE8 curriculum and its KHub; the
presentation of two BSLUs; a workshop on mindfulness and on working together; and a role
play. In the workshop evaluation questionnaire, participants reported that the training, the
material used, the information and knowledge gained were all very helpful and up to date;
they also reported that the workshop improved their skills to understand and empower
unsettled migrant/refugee families on parenting and child-family healthcare needs. In the
impact evaluation questionnaire, participants declared that it was something diﬀerent from
Papadopoulos et al. 7
Figure 2. Challenges for refugee families in transit. The second step for the development of the curriculum consisted of the visual systematisation of
results of thematic analysis into a diagram offering a meaningful and practical synopsis of the main challenges of unsettled refugee families.
8Journal of Research in Nursing 0(0)
Figure 3. Curriculum content map. The second step for the development of the curriculum consisted of the creation of a detailed curriculum content map
condensed in an infographic.
Papadopoulos et al. 9
what they usually do, and they appreciated that it was not only about theory, but it entailed
the acquisition of skills that can be applied in practice. The activities and presentations
broadened their perception and understanding regarding refugee families, and they asked
for more similar events to be organised.
According to the last report of the United Nations High Commissioner for Refugees, 79.5
million people were forcibly displaced in 2019. Of these, only 107,800 were admitted for
Figure 5. Coping strategies. From the analysis of the parenting stories collected, similarities in coping
strategies could be identified: mostly seeking services to share concerns and support their children, trying to
be positive, and connecting with the community.
Figure 4. Challenges during the journey. From the analysis of the parenting stories collected, it has
emerged that parents can feel helpless and unable to protect their children during the journey, when they
faced risk of harm or violence at some point. PSS: Psycho-Social Support.
10 Journal of Research in Nursing 0(0)
resettlement and 40% were minors (UNHCR, 2020). This implies that the number of
unsettled refugee families around the world is high, yet little research has been conducted
around their parenting support needs, with far more attention given to re-settling contexts.
This study is therefore contributing to ﬁlling a considerable gap in refugee studies. It
constitutes an impact-oriented project advancing both knowledge and intervention
programmes in relation to some of the most severe conﬂict-related refugee crises of our
times (Abbas, 2019), which are having a considerable impact on the humanitarian and
healthcare systems of several host countries (Dumit & Honein-AbouHaidar, 2019).
Our results are in line with available evidence suggesting that the basic parenting support
needs of refugee families in transit are diﬀerent from those in resettlement contexts,
particularly due to key protective factors lacking for re-settling refugee children. For
example, a stable context with social and parental support, and family cohesion and
friends (Fazel et al. 2012) are not at hand for pre-settling families. Furthermore, as our
study suggests, living in temporary camps and shelters poses speciﬁc challenges, such as
environmental and sanitary threats, dearth of services and the sense of an abrupt
discontinuation with socio-cultural practices and network. Among the few studies available
around unsettled families, one showed that disruptions of family structure and parenting
roles, values and practices occur as early as during pre-ﬂight stages, and result in a sense of
parental powerlessness (Williams, 2010). Another study conducted among refugee families
living in caravans in Mexico highlighted how parents’ emotionally distraught state can lead to
over-protectiveness, harshness and reversal of parent-child roles (Browne, 2018). These
parental behaviours can result in both internalising and externalising behaviour problems
in children, as a study pointed out in relation to young refugees from Syria and Iraq re-settling
in Germany (Buchmu
¨ller et al., 2018). Evidence is therefore growing around the importance
of understanding and meeting the family and parenting needs of unsettled refugees ﬂeeing
conﬂict. The development of the IENE8 TSP has responded to these ﬁndings, which suggest
that an adequate response should foster resilience and heal distress in children and parents,
while also aiming at improving the family environment as a whole, targeting environmental,
daily stressors, as others have also recommended (Miller & Jordans, 2016).
The IENE8 TSP advances the limited research on interventions to address refugees’ parenting
needs, making the case for the need to embed socio-cultural and psychological ﬁrst aid into
programmes in primary health and education for conﬂict-related displaced families (Fazel &
Betancourt, 2018; Peltonen & Punama
¨ki, 2010). As in other pioneering projects (Wilton et al.,
2017), our study is making use of information and communication technology (ICT), so that it
stands as an open access, self-help tool, which is also interactive, empowering and ultimately peer-
led. This support format can be particularly eﬀective in reaching populations who are on the
move, diﬃcult to access and assist otherwise, and is a promising step in the use of ICT in post-
conﬂict refugeedom (Bock et al., 2020; Taftaf & Williams, 2020).
The role of frontline nurses and other health and social care professionals is pivotal
during emergencies and crises (Magnaye et al., 2011). As a training tool, the IENE8 TSP
can be used by nurses, healthcare professionals and volunteers, as an autodidactic and train-
the-trainers instrument, to be better equipped to empower the numerous refugee families in
transit around the world. However, preparedness in this sense, and speciﬁcally in relation to
parenting needs among refugees in transit, appears to need advancement. The engagement of
this project with nurses advanced awareness on this topic through meetings, newsletters and
social media dissemination. The stories provided by the nurses and other healthcare workers,
as well as the refugee parents, oﬀered a rich source of the knowledge which helped achieve
Papadopoulos et al. 11
some useful skills to support parenting under extreme and unpredictable conditions. This
was corroborated by the participants in the training who expressed that the TSP was both
timely and innovative and of direct practical use responding to their evolving training needs
(Willey et al., 2018).
Furthermore, the TSP is fundamentally informed by the constructs of culturally
competent and compassionate care (Papadopoulos, 2018), which is increasingly
established as a necessary approach to all service users, and arguably even more necessary
when assisting refugee populations (Brennan et al., 2017; Chau, 2020; Mechili et al., 2018).
As also described by the International Council of Nurses (2018), culturally competent care is
essential when caring for refugees, and nurses are called to enhance their cultural competence
to provide ‘‘ethical, respectful, culturally-sensitive’’ and holistic care to displaced people and
their families; (International Council of Nurses, 2018, p. 3).
This study has occurred during the COVID-19 pandemic when in-person meetings were
prevented, while the funding body did not allow the delivery of online training at the time
of writing. This situation resulted in the main limitation of this study, that is that the TSP
could be only partially tested and evaluated, with a reduced sample size of nursing students
only. Additionally, standard limitations of scoping reviews (Sucharew & Sucharew, 2019)
and qualitative research (Doyle et al., 2020) are also present, yet these are outbalanced by the
solid triangulation of the multiple methods employed.
Unsettled refugee families ﬂeeing conﬂicts face speciﬁc psycho-social and practical diﬃculties
that negatively aﬀect their parenting skills. Nurses, social and healthcare workforces should
be trained in culturally competent and compassionate support, to better help this population
in their unsettled circumstances and make the most of available resources, thereby
maintaining their children’s and their own health and welfare. The use of ICT both for
(self-)training and (self-)support purposes is promising for this hard-to-reach population,
and their health and social care professionals and volunteers.
Key points for policy, practice and/or research
.Innovative research is needed to better understand the training needs of nurses, health
and social care professionals and volunteers in order to better prepare them for the
care of refugee families, while also being able to boost their self-care under extreme
and unique circumstances.
.Evidence-based interventions catering for the speciﬁc needs of this population, and
which take into account the family as a whole, as well as the speciﬁc needs of parents
and children are necessary; the use of ICT is highly promising as a ﬂexible and
empowering tool among these hard-to-reach groups.
.In front of the ongoing conﬂict-related ‘refugee crisis’, both in Europe and elsewhere,
policy makers should increase their eﬀort to support rigorous, open-access and self-
directed training for nurses and other healthcare professionals, which is also culturally
competent and compassionate. Appropriate national and international policies should
also facilitate the establishment of standards of nursing care for refugee families.
12 Journal of Research in Nursing 0(0)
We would like to thank all the refugee families, all the nurses, the health and social care professionals
and volunteers who took part in this study, and shared their/a story of refugee parenting on the move.
We would also like to acknowledge the following colleagues for their contribution to this study:
Athena Kalokairinou, Orazio Licciardello, Elena Rousou, Christina Tsorou.
Declaration of conflicting interests
The author(s) declared no potential conﬂicts of interest with respect to the research, authorship and/or
publication of this article.
Approval was granted from the Ethics Committee of Doctors of the World/Me
´decins du Monde –
Greece-MdM-Greece, Ref.255, and endorsed by the MdM Board of Directors.
The author(s) disclosed receipt of the following ﬁnancial support for the research, authorship, and/or
publication of this article: This work was supported by the ErasmusþProgramme of the European
Commission [agreement number 2018-1-CY01-KA202-046848].
Irena Papadopoulos https://orcid.org/0000-0001-6291-4332
Runa Lazzarino https://orcid.org/0000-0002-4206-4913
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Irena Papadopoulos (PhD, RM, RN)is the Head of the Research Centre for Transcultural
Studies in Health at Middlesex University. Irena is a trained general nurse, community nurse
and a midwife.
Runa Lazzarino is an Anthropologist based at the Research Centre for Transcultural Studies
in Health at Middlesex University since November 2018.
Ourania Sakellaraki is an Economist with a Master’s degree in Business Informatics. She is
specialised in designing transnational synergy projects for NGOs and public bodies, as well
as academic institutions.
˜uis the President of EDUNET Organization from Romania and general
manager of the ‘‘EDUNET’’ Nursing School. He graduated in social sciences and holds
an MA in the Management of European Projects.
Paraskevi Apostolara is a Lecturer at the Nursing Department of the University of West
Attica and a scientiﬁc collaborator at the National and Kapodistrian University of Athens,
¨stheinrich is a Lecturer at the Nursing Department of the Vorarlberg
University of Applied Sciences in Austria and a senior project manager at the St. Augustinus
Gruppe in Neuss, Germany.
Manuela Mauceri Neuroscientist and Social Psychologist, Since 2003 she has worked at the
Department of Educational Sciences at the University of Catania, Italy.
Christiana Kouta is an Associate Professor at the Department of Nursing of the Cyprus
University of Technology. She is the Head of the Master in Advance Nursing and
Community Health and Care.
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