I have had the pleasure of teaching undergraduate nursing students for over 16 years, and have been with the Faculty of Nursing as a Faculty Lecturer since 2007. My areas of clinical interest and expertise involve reproductive health, including maternal and newborn care and community health. I am passionate about many aspects of nursing education.
I have a strong interest in context-based learning, being a graduate of the BScN program with the Faculty of Nursing at the University of Alberta. In my MN program, which I completed in 2007, my research focused on nurse educators’ perceptions of the use of learning technologies in nursing education. I very much enjoy exploring how technologies can be used to enhance the learning of nursing students. I also have extensive experience with high-fidelity human patient simulation and very much enjoy working with students in the simulation lab setting. And finally, I am very interested in exploring the role self-care has on student learning.
My teaching philosophy can best be summarized by Donald Hambrick (cited in Andre & Frost (1997), Researchers Hooked on Teaching):
Teaching isn’t just the conveyance of information. If it were, few of us should have jobs because textbooks and articles can impart knowledge just fine. Teaching isn’t a dazzling show by an expert … rather, to teach is to enter into a relationship. To conduct a course is to orchestrate student knowledge, motivation, anxiety, and energy. To teach is to understand the pulse of the classroom, the emotional and intellectual ebbs
and flows, how far students can stretch and how they can learn the most from each other. The loftiest aim of teaching is not to impart students a new block of knowledge and skills, but rather to maximize their readiness and eagerness for further, lifelong learning.