Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Dr Christine Mantzouka
Senior Lecturer
Dr. Christine Mantzouka: Senior Lecturer in Adult Nursing with six years in Nursing Education. Expertise in well-being, chronic condition management, and lifestyle changes. Committed to advancing chronic care and working on innovative research.
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About
Dr. Christine Mantzouka: Senior Lecturer in Adult Nursing with six years in Nursing Education. Expertise in well-being, chronic condition management, and lifestyle changes. Committed to advancing chronic care and working on innovative research.
Dr. Christine Mantzouka is a Senior Lecturer in Adult Nursing at Leeds Beckett University. With a rich background in clinical oncology and a deep research interest in chronic conditions and well-being, she brings a wealth of knowledge to her teaching, thereby elevating the educational standards for nursing students. In her capacity as module leader for 'Developing Professional Skills' at Level 5 and 'Population Health and Wellbeing' at Level 6, Christine meticulously tailors the curriculum to address the dynamic needs of healthcare. Her pedagogical approach marries rigorous academic theory with practical, patient-centred care, ensuring that her students are well-prepared for the multifaceted challenges of modern nursing.
Christine's leadership role as the cohort leader for the January intake allows her to mentor and guide aspiring nurses on their educational journey. Her dedication to academic growth is evident in her supervision of Master's level dissertations, and her involvement with her first PhD candidate demonstrates her scholarly depth. Christine's teaching ethos is driven by her desire to instil a resilient foundation in evidence-based practice and compassionate patient care in her students.
In research, Christine's interests are intricately linked with her clinical specialisations. Her exploration of the nuanced aspects of chronic condition management and its psychosocial impacts aims to revolutionise patient care through qualitative research methodologies. She is at the forefront of research that seeks to understand and improve the lived experiences of those with chronic illnesses, contributing to both academic discourse and practical, impactful patient care models. Currently, Christine leads a research project examining stress and coping mechanisms among Nursing Students at Leeds Beckett University.
Beyond academia, Christine is a lifelong learner and an advocate for a balanced lifestyle. Her personal interests, such as board games, attending music gigs, and hiking, enrich her perspective and inform her teaching, underscoring the importance of holistic well-being.
Christine's dedication to education, research, and personal development supports her efforts not only to equip students to tackle healthcare challenges with knowledge and empathy but also to make a significant contribution to the field of chronic condition management, with the ultimate goal of enhancing patient outcomes and quality of life.
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Research interests
Dr. Christine Mantzouka's current research trajectory is concentrated on the psychosocial dimensions of chronic illness management, an area that is pivotal in enhancing patient care and well-being. Her work, particularly in the realm of oncology, provides critical insights into the patient experience, with a focus on developing comprehensive support mechanisms that can be integrated into current healthcare practices.
Research is not only instrumental in shaping policy and patient-care protocols but also serves as a cornerstone for educational content, ensuring that the next generation of nurses is adept in both the emotional and physical aspects of chronic care.
Additionally, Christine's current project, exploring stress and coping mechanisms among nursing students, is set to encourage changes in how future healthcare workers are trained to manage their own well-being, which is fundamental in a profession known for its high emotional toll. This holistic focus on both caregiver and receiver well-being positions her research at the forefront of not just academic inquiry but practical, real-world application.
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Publications (3)
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Competence evaluation processes for nursing students abroad: Findings from an international case study
April 2017
Nurse Education Today51:41-47 Elsevier BV
Tommasini C, Dobrowolska B, Zarzycka D, Bacatum C, Bruun AMG, Korsath D, Roel S, Jansen MB, Milling T, Deschamps A, Mantzoukas S, Mantzouka C, Palese ABACKGROUND: Assessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired. OBJECTIVES: The aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad. DESIGN: A case study design was adopted in 2015. SETTING AND PARTICIPANTS: A purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached. METHODS: Tools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method. FINDINGS: All clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as 'Technical skills' (=60), 'Self-learning and critical thinking' (=27) and 'Nursing care process' (=25) competences. Little emphasis was given in the tools to competences involving 'Self-adaptation', 'Inter-professional skills', 'Clinical documentation', 'Managing nursing care', 'Patient communication', and 'Theory and practice integration'. CONCLUSIONS: Institutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation.
Well-being, type 2 diabetes and alcohol consumption: a literature review
29 March 2017
Primary Health Care27(3):26-30 RCN Publishing Ltd.
Mantzouka C, Morrall P, Gilmartin J, Waite-Jones JExploring the Experiences of Individuals With Type 2 Diabetes in the Context of Alcohol Use and Lifestyle Change: A Phenomenological Study
December 2025
Scandinavian Journal of Caring Sciences39(4):e70149 Wiley
ABSTRACT
Background
Individuals with type 2 diabetes who consume alcohol require lifestyle changes, including altering food and alcohol consumption. Alcohol and food consumption for individuals with type 2 diabetes create an accumulative impact that adversely affects their potential to alter their lifestyle.
Aim
This study explores how individuals with type 2 diabetes who consume alcohol at varying levels interpret and manage lifestyle changes related to drinking and diet.
Methods
The study uses hermeneutic phenomenology. Semi‐structured face‐to‐face interviews were conducted with 12 participants living with type 2 diabetes who consumed alcohol. Data were collected from September 2017 to February 2018. The University's ethics committee approved the study, and the data were analysed using thematic analysis.
Ethics
Ethics committee approval was obtained from the University of Leeds Committee on Research Ethics, and written informed consent was obtained from participants.
Findings
Lifestyle modifications for individuals with type 2 diabetes who consume alcohol are more complex than for individuals with type 2 diabetes who do not. Also, the impersonal nature of organisational and professional culture impedes lifestyle changes. Furthermore, insufficient, unfriendly and incomprehensible labelling of food and alcohol impedes healthier food and alcohol selection choices. Finally, family, friends, and other social networks unintentionally encourage alcohol drinking and food consumption.
Conclusions
The increased number of group memberships or the potential to develop new group memberships increases the likelihood of commencing and sustaining lifestyle changes. Also, healthcare professionals need to educate individuals with type 2 diabetes who consume alcohol to read, evaluate and interpret food and alcohol labels, and act upon policies regulating the food and alcohol industry. Health professionals need to empower individuals living with type 2 diabetes to develop new social group memberships. Furthermore, an integral component of the caring process is the co‐construction of explanatory, sense‐making and transformative narratives that justify and warrant lifestyle changes. Finally, health professionals need to re‐envisage their healthcare roles and reshape how they employ information technology and integrate family in the lifestyle changes.
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