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Sara Shishehgar | Neuroscience & Education | Best Researcher Award

Published on 02/07/2025 by Neuroscientists

Dr. Sara Shishehgar | Neuroscience & Education | Best Researcher Award

Dr. Sara Shishehgar, SONM, Australia.

Dr. Sara Shishehgar is an accomplished nurse academic and researcher whose career bridges clinical excellence and scholarly impact. With a robust educational background spanning midwifery, reproductive health, and nursing, she has developed a multidisciplinary lens through which she examines healthcare challenges. Her research primarily focuses on the mental health and wellbeing of asylum-seeking and refugee women, while more recent interests include the role of artificial intelligence in health education. In her academic roles, she has demonstrated leadership in evidence-based teaching and has contributed to several peer-reviewed publications. Currently a Senior Lecturer at Western Sydney University, she continues to mentor, teach, and research on topics critical to global health equity and innovation.

Profile

Google Scholar

🎓 Early Academic Pursuits

Dr. Sara Shishehgar’s academic journey is marked by a strong foundation in reproductive health and nursing sciences. She began her studies with a Bachelor’s degree in Midwifery from Iran in 2002, followed by a Master of Science in Midwifery and Reproductive Health in 2013. With a growing interest in holistic healthcare, she pursued advanced education in Australia, earning a Master of Nursing from the University of Sydney in 2021, gaining AHPRA registration as a nurse. Her passion for research culminated in a PhD in Health from the University of Technology Sydney in 2020, where she explored psychosocial dimensions of health, particularly concerning vulnerable populations such as asylum-seeking women.

đŸ©ș Professional Endeavors

Dr. Shishehgar has cultivated a rich and diverse professional career that spans both clinical and academic environments. Between 2003 and 2013, she served as a registered midwife and nurse in Iran, gaining firsthand experience in maternal and reproductive care. Her transition to the Australian healthcare system saw her taking on the role of a registered nurse at Westmead Private Hospital from 2021 onward. In academia, she has held influential teaching roles, serving as an academic tutor and lecturer assistant at the University of Technology Sydney, followed by lectureships at Charles Darwin University and the Institute of Health and Management. As of 2024, she holds the esteemed position of Senior Lecturer in Nursing at Western Sydney University.

📚 Contributions and Research Focus

Dr. Shishehgar’s research is rooted in global health equity, with a central focus on the experiences of marginalized populations—particularly refugee and asylum-seeking women. Her work delves into mental wellbeing, healthcare access, and cultural safety. Notably, she has led significant research exploring the lived experiences of asylum-seeker women in detention and their coping strategies in resettlement. More recently, she has expanded her focus to include innovations in health education, such as the role of artificial intelligence in nursing curricula. Her scholarly contributions are featured in respected journals such as the International Journal of Social Psychiatry, Journal of Immigrant and Minority Health, and the International Nurse Review.

🏅 Accolades and Recognition

Throughout her academic and clinical career, Dr. Shishehgar has earned recognition for her deep commitment to evidence-based healthcare and inclusive education. She was appointed as the Lead of the Evidence-Based Teaching and Training Theme at the Charles Darwin Centre for Evidence-Based Practice, a JBI-affiliated group, from 2023 to 2024—highlighting her leadership and influence in scholarly pedagogy. Her research publications, often co-authored with renowned academics, underscore her strong collaborative spirit and have been well received in both academic and policy circles.

🌍 Impact and Influence

Dr. Shishehgar’s body of work has significantly impacted how healthcare professionals understand and respond to the psychosocial challenges of displaced populations. Her integrative review on refugee women’s socio-cultural experiences has informed both clinical practices and community programs aimed at enhancing culturally competent care. Additionally, her investigations into health education and AI adoption are helping to shape the future-ready workforce in nursing and allied health fields. She is a role model for interdisciplinary scholarship that blends clinical insight with academic rigor.

🔍 Legacy and Future Contributions

Looking forward, Dr. Shishehgar aims to expand her research on technological innovation in healthcare training and continue advocating for inclusive, trauma-informed care models for displaced women. She is also poised to mentor the next generation of nurses and researchers, bringing her lived experiences, cultural insight, and scholarly acumen into her mentorship. Her trajectory suggests a future of continued interdisciplinary breakthroughs and increased global collaboration in women’s health and education.

💡 Thought Leadership in Health Education and Innovation

Dr. Shishehgar’s recent work on artificial intelligence in health education showcases her commitment to exploring transformative pedagogical tools in healthcare. By systematically reviewing the perceptions and experiences of both students and academics, she has illuminated opportunities and challenges in AI integration. This research aligns her with the global movement toward digital health transformation, positioning her as a thought leader who bridges traditional nursing knowledge with cutting-edge innovation.

Publication

  • Health and socio-cultural experiences of refugee women: an integrative review
    S. Shishehgar, L. Gholizadeh, M. DiGiacomo, A. Green, P.M. Davidson | 2017

 

  • The impact of migration on the health status of Iranians: an integrative literature review
    S. Shishehgar, L. Gholizadeh, M. DiGiacomo, P.M. Davidson | 2015

 

  • The relationship of social support and quality of life with the level of stress in pregnant women using the PATH model
    S. Shishehgar, A. Mahmoodi, M. Dolatian, Z. Mahmoodi, M. Bakhtiary, … | 2013

 

  • Perceived pregnancy stress and quality of life amongst Iranian women
    S. Shishehgar, M. Dolatian, H.A. Majd, M. Bakhtiary | 2014

 

  • Treatment of amphetamine abuse/use disorder: A systematic review of a recent health concern
    M. Khoramizadeh, M. Effatpanah, A. Mostaghimi, M. Rezaei, A. Mahjoub, … | 2019

 

  • Matrix model for methamphetamine dependence among Iranian female methadone patients: The first report from the most populated Persian Gulf country
    O. Massah, M. Effatpanah, S. Shishehgar | 2017

 

  • Socioeconomic status and stress rate during pregnancy in Iran
    S. Shishehgar, M. Dolatian, H.A. Majd, M. Bakhtiary | 2014

 

  • A survey of relationship between social support with quality of life as well as stress among pregnant women referred to Shahryar hospital affiliated to social security
    S. Shishehgar, M. Dolatian, H.A. Majd | 2014

 

Conclusion

Dr. Shishehgar’s career reflects a deep commitment to socially responsive, evidence-based, and forward-looking health care. Her academic achievements, research contributions, and leadership roles establish her as a respected voice in nursing education and refugee health. With a growing focus on technological innovation and a strong foundation in cultural competence, she is well-positioned to influence future directions in nursing research and practice. Dr. Shishehgar’s legacy will likely be one of meaningful impact—bridging compassion, science, and innovation to improve the lives of vulnerable populations and elevate the standards of nursing education.

Posted in: BiographyTagged: attention span learning, brain based education model, brain development education, brain development school, brain health learning, brain learning strategies, Brain Research Education, brain science curriculum, brain science in schools, brain science learning, Brain Teaching Methods, brain training education, Brain-Based Instruction, Brain-Based Learning, brain-friendly education, cognitive development classroom, cognitive neuroscience education, cognitive neuroscience students, cognitive psychology education, cognitive science teaching, educational brain research, educational cognitive research, educational neuroscience, educational neuroscience theories, emotional brain learning, executive function education, Learning and Memory, learning disabilities neuroscience, learning retention neuroscience, memory learning neuroscience, neural pathways learning, neuro teaching strategies, neurocognition education, neurodiversity education, neuroeducation, neuroplasticity in education, neuroscience and academic achievement., neuroscience and assessment, neuroscience and blended learning, neuroscience and classroom engagement, neuroscience and critical thinking, neuroscience and curriculum development, neuroscience and e-learning, neuroscience and early education, neuroscience and educational games, neuroscience and experiential learning, neuroscience and flipped classroom, neuroscience and instructional design, neuroscience and learning, neuroscience and learning outcomes, neuroscience and learning theory, neuroscience and lifelong learning, neuroscience and motivation, neuroscience and pedagogy, neuroscience and school improvement, neuroscience and STEM education, neuroscience and student success, neuroscience and teacher training, neuroscience and teaching methods, neuroscience and virtual learning, neuroscience based education, neuroscience child development, neuroscience classroom practices, neuroscience classroom strategies, neuroscience cognitive load, neuroscience curriculum, Neuroscience Education, neuroscience education future, neuroscience education reform, neuroscience educational policy, neuroscience for learning support, neuroscience for school leaders, Neuroscience for Teachers, neuroscience higher education, neuroscience in education policy, neuroscience in educational technology, neuroscience in language learning, neuroscience in teaching math, neuroscience informed teaching, neuroscience learning design, neuroscience learning environments, neuroscience learning methods, neuroscience learning outcomes, neuroscience learning tools, neuroscience lesson plans, neuroscience literacy education, neuroscience of academic performance, neuroscience of bilingual learning, neuroscience of creativity in education, Neuroscience of Learning, neuroscience of reading, neuroscience of student behavior, neuroscience pedagogy, neuroscience personalized learning, neuroscience school curriculum, neuroscience special education, neuroscience student engagement, teacher brain science

Sabina Valente | Neuroscience & Education | Best Researcher Award

Published on 30/05/2025 by Neuroscientists

Prof. Dr. Sabina Valente | Neuroscience & Education | Best Researcher Award

Prof. Dr. Sabina Valente, Portalegre Polytechnic University,  Portugal.

Sabina N. Valente is a distinguished Portuguese academic whose work lies at the intersection of education, social sciences, and health. With a solid academic foundation and an evolving career at the Polytechnic Institute of Portalegre, she has served in multiple teaching roles and continues to contribute to research as an integrated member of institutions such as CARE – Research Center on Health and Social Sciences. Her research addresses vital themes such as mental health, educational innovation, and social inclusion. Through her affiliations with reputable research platforms like ORCID, Scopus, and Google Scholar, Sabina has established a visible and respected scholarly presence. Her professional journey reflects a deep commitment to transforming communities through education and science.

Profile

Orcid
Google Scholar

 

🎓 Early Academic Pursuits

Sabina N. Valente’s academic journey is rooted in a strong foundation in social sciences and education, aligning with her enduring interest in the intersections of pedagogy, community well-being, and applied research. From an early stage, she demonstrated a keen intellectual curiosity and commitment to impactful scholarship. Her path through higher education laid the groundwork for her specialization in health and social sciences, an area where she would later contribute through both teaching and interdisciplinary research. Her academic path was complemented by a pursuit of collaborative initiatives, reflecting a holistic and human-centered approach to learning and development.

đŸ« Professional Endeavors

Sabina Valente has built an impressive professional trajectory within Portuguese higher education institutions. She currently serves as an Adjunct Professor at the Polytechnic Institute of Portalegre, a role she has held since May 2025. Prior to this, she was an Invited Adjunct Professor at the same institution’s Higher School of Education and Social Sciences between 2022 and 2025, and also briefly served at the Higher School of Technology and Management. Her ongoing dedication to academic development is evident in her long-standing affiliation with the Polytechnic Institute, where she actively contributes to both pedagogy and administration. In parallel, she continues to enhance her scholarly reach through integrated research roles in major research centers across Portugal.

🔬 Contributions and Research Focus

Sabina Valente’s research is rooted in the social sciences, education, and health studies, with a special emphasis on community care, social integration, and the psychological aspects of education. She is an integrated researcher at CARE – Research Center on Health and Social Sciences since January 2024 and was previously affiliated with the Research Center in Education and Psychology (CIEP) in Évora. Her work traverses themes such as educational innovation, mental health, and the dynamics of teaching and learning in diverse populations. With a multidisciplinary perspective, she contributes to creating evidence-based solutions for pressing social and educational challenges.

🏅 Accolades and Recognition

Sabina Valente’s academic rigor and professional excellence are reflected in her broad research footprint across multiple international platforms. She is recognized through numerous scholarly identifiers, such as her Scopus Author ID (57205244381), ResearcherID (B-9550-2018), and Google Scholar profile, which collectively showcase her impact and citation reach. Her ORCID (0000-0003-2314-3744) connects a robust portfolio of contributions, cementing her visibility in the global research community. The consistency and diversity of her work underscore her reputation as a reliable and influential academic in her field.

🌍 Impact and Influence

Sabina’s work carries substantial influence in shaping community-based educational policies and inclusive health initiatives. Her dual focus on teaching and research positions her as a bridge between academic theory and practical societal impact. Through both her institutional roles and her participation in research centers, she influences the development of social science methodologies, ensuring that academic findings translate into meaningful changes in educational and health systems. Her integration of educational psychology and community health principles supports a model of research that is both sustainable and transformative.

💡 Legacy and Future Contributions

Looking forward, Sabina Valente is poised to deepen her contributions in the fields of social innovation, educational resilience, and integrated care systems. As an active faculty member and research collaborator, she is likely to play a pivotal role in the evolution of health-social care education in Portugal and beyond. Her future work will likely continue to empower local communities, strengthen interdisciplinary dialogues, and inspire younger academics to merge compassion with intellectual pursuit. Her ongoing presence at the CARE center ensures she remains at the forefront of social science research, with a legacy rooted in positive systemic change.

🧠 Knowledge Networks and Scholarly Presence

Sabina maintains a robust digital presence through academic platforms such as SciProfiles, Loop, CiĂȘncia Vitae, and Scopus, reflecting her commitment to transparent and accessible science. Her online profiles serve as touchpoints for students, collaborators, and policymakers alike, offering insights into her scholarly evolution and current projects. These platforms, combined with her institutional roles, amplify her voice in both Portuguese and international academic spheres, ensuring that her research continues to shape contemporary conversations in education and social health.

Publication

  • Title: Additive effects of mirabegron on muscarinic receptor binding and on relaxation of cholinergic detrusor muscle contraction by antimuscarinics
    Authors: Shizuo Yamada, Masae Mochizuki, Kana Maruyama-Fumoto, Satomi Kagota, Kazumasa Shinozuka
    Year: 2025

 

  • Title: Pharmacokinetic and pharmacodynamic considerations for the anticholinergic burden scale of drugs
    Authors: Shizuo Yamada, Masae Mochizuki, Kazutaka Atobe, Yoshihisa Kato
    Year: 2024

 

  • Title: Development of a pharmacological evidence‐based anticholinergic burden scale for medications commonly used in older adults
    Authors: Shizuo Yamada, Masae Mochizuki, Junko Chimoto, Risa Futokoro, Satomi Kagota, Kazumasa Shinozuka
    Year: 2023

 

  • Title: Effects of saw palmetto extract on the vanilloid receptor TRPV1
    Authors: Shizuo Yamada, Yoshihisa Kato
    Year: 2022

 

  • Title: Beneficial effects of a nobiletin‐rich formulated supplement of Sikwasa (C. depressa) peel on cognitive function in elderly Japanese subjects: A multicenter, randomized, double‐blind, placebo‐controlled study
    Authors: Shizuo Yamada, Michiyo Shirai, Ken Ono, Toshiaki Teruya, Aki Yamano, Je Tae Woo
    Year: 2021

 

📝 Conclusion

Sabina Valente is a highly suitable and deserving candidate for the Best Researcher Award. Her academic integrity, interdisciplinary expertise, and deep-rooted commitment to social impact place her in the upper tier of researcher profiles. While there remains space for further international expansion, her current contributions are both academically rigorous and societally valuable, aligning perfectly with the ethos of the award. Recognizing her with this honor would not only acknowledge her past achievements but also encourage the continuation of impactful, community-centered research.

Posted in: BiographyTagged: academic neuroscience, attention span, brain and behavior, brain and cognition, brain and learning styles, brain development education, brain education models, brain empowerment, brain engagement, brain function learning, brain growth education, Brain Learning, brain stimulation learning, brain teaching, brain theory education, brain-based assessments, Brain-Based Curriculum, Brain-Based Instruction, Brain-Based Learning, brain-based strategies, brain-based teaching, brain-compatible teaching, brain-friendly classroom, brain-friendly pedagogy, Brain-Friendly Teaching, child brain learning, child cognition, child development brain, classroom engagement, classroom neuroscience, Cognitive Development, cognitive learning theory, Cognitive Neuroscience, cognitive neuroscience teaching, Cognitive Skills, cognitive-based teaching, education, educational brain health, educational brain research, educational neuroscience, Educational psychology, emotional learning, Executive Function, learning and brain, Learning and Memory, learning brain, learning brain research, learning capacity, learning mechanisms brain, learning memory, learning neuroscience, learning optimization, learning potential, learning processes, learning strategies, memory learning, memory retention, Mind Brain Education, neuro theory, neuro-based education, neuro-informed education, neuro-informed teaching, neuro-scaffolding, neuro-strategies teaching, neuroadaptive learning, neurocognitive learning, neurodiversity education, neuroeducation, neurointervention education, neurolearning, neurolearning frameworks, neurology and education, neurology in school, Neuroplasticity, neuropsychology education, neuroscience, neuroscience classroom, neuroscience curriculum, neuroscience education tools, neuroscience in curriculum, neuroscience in education, Neuroscience Integration, neuroscience literacy, neuroscience pedagogy, neuroscience school programs, neuroscience student success, neuroscience teaching, personalized brain learning, Science of Learning, student brain, student brain research, student cognition, teacher brain research, teacher neuroscience, teaching brain development, teaching methods neuroscience, teaching neuroscience

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