Dr. Tracey Harrington

Dr. Tracey Harrington, PhD, RGN, RNT, BNS (Hons), MSc (Psychotherapy), MSc (Exercise & Nutrition), is an experienced academic and interdisciplinary researcher in the School of Nursing, Psychotherapy and Community Health at DCU. She has extensive experience in higher education, teaching undergraduate and postgraduate students since 2007 across a range of areas including nursing, research methods, sexual health, and health education.

She currently teaches modules in sexual health, teaching & learning in health and society, care of children with renal disease, & reading health research, supporting students to develop, critical thinking, evidence-informed practice and advanced clinical competence in complex and varied healthcare contexts.

Dr. Harrington was awarded her PhD from Imperial College London. Her doctoral research examined adipose tissue distribution in newborn infants and resulted in multiple peer-reviewed publications in high-impact journals. Her academic background spans clinical nursing, biomedical research, health promotion, and psychotherapy, underpinning a strongly interdisciplinary approach to both teaching and research.

She has held key leadership roles within DCU, including Programme Chair of the PRCN Programme and the Professional Development Framework, contributing to programme development, accreditation, and student progression. She has also led and supported innovative initiatives in partnership with Student Service and Student Union, including the introduction of consent workshops and bystander education programmes within the university.

Dr. Harrington’s research and scholarship focus on health and wellbeing, trauma-informed care, sexual health and consent education, gender-based violence, and stigma in healthcare. Her work is characterised by a strong emphasis on translating research into practice through education, digital innovation, and collaboration with policy and community stakeholders.

She is actively engaged in national and international collaborations across academia, healthcare, and the NGO sector, particularly in areas relating to consent education, human trafficking, and healthcare wellbeing. Her work reflects a commitment to research-informed teaching, student engagement, and meaningful societal impact.

Research Interests

My research programme is interdisciplinary, focusing on trauma-informed healthcare and education, with particular emphasis on sexual health and consent education, gender-based violence, and the needs of vulnerable populations, including young people and individuals experiencing trauma. A central strand of my work examines mental health and wellbeing, stigma in healthcare, and bias within health systems, with the aim of informing more compassionate, equitable, and evidence-informed practice. This work is underpinned by a strong commitment to EDI and the application of UDL principles to support inclusive, accessible, and responsive healthcare education. I am particularly interested in how education can support the development of critical thinking and reflective practice in students navigating complex and sensitive healthcare contexts, ensuring they are equipped to respond to diverse patient needs. I also explore the role of digital health and communication, including the use of social media and eHealth approaches to enhance engagement, education, and mental health promotion, particularly among young people. My earlier research in maternal, infant, and child health and nutrition informs my ongoing interest in health inequalities and early-life determinants of health, contributing to a coherent programme that integrates biomedical, psychosocial, and educational perspectives.

Teaching Interests

My teaching philosophy is grounded in student-centred, inclusive, and evidence-informed practice, with a strong emphasis on engagement, critical thinking, and real-world application. I aim to create dynamic learning environments that support diverse learners, including neurodivergent students, through the integration of Universal Design for Learning (UDL) and Equality, Diversity and Inclusion (EDI) principles.

A key focus of my practice is the meaningful integration of digital pedagogy to enhance student engagement and participation. Through innovative approaches, including the use of social media–supported learning and interactive digital tools, I support students to develop digital literacy, collaborate effectively, and engage actively with course content.

I place strong emphasis on linking theory to practice, particularly within healthcare education, encouraging students to critically evaluate evidence and apply knowledge in complex, real-world contexts. I am committed to continuous reflection and enhancement of my teaching, informed by student feedback, emerging research, and evolving best practice in higher education.