Teaching Methods

A unique opportunity included in the course sequencing for University of Alberta Faculty of Nursing students is INT D 410 - Interdisciplinary Health Team Development. Through participation on an interprofessional team of up to eight students, students build their knowledge and skills in interprofessional communication, interprofessional collaboration, role clarification, and reflection. Emphasis is placed on team processes and tasks while recognizing the unique contributions of patients, families, and professionals in working collaboratively to maintain health. (Refer to Bear Tracks for the full INT D 410 course description).

INT D 410 is a learning experience offered by InterProfessional Education (IPE), whose mandate is to champion and develop interdisciplinary activities for the University of Alberta's Health Science Faculties. IPE is supported by the University of Alberta's Health Sciences Council, which is comprised of the following faculties: Medicine and Dentistry, Nursing, Pharmacy and Pharmaceutical Sciences, Rehabilitation Medicine, Physical Education and Recreation, Agricultural, Life and Environmental Sciences, School of Public Health, and Augustana Faculty.

The University of Alberta is the only university in Canada to address interdisciplinary health scholarship via a coordinated and collaborative Council of equals. This approach allows each Faculty to maintain autonomy and develop their unique disciplinary strengths while addressing challenges and opportunities common to all.

The University of Alberta Faculty of Nursing is situated in the Edmonton Clinic Health Academy, a 150,000 square meter building that gives students a place for interactive, high-tech collaboration and teamwork. Home to all of the University of Alberta's health science disciplines, Edmonton Clinic Health Academy is designed specifically to teach team-based and patient-centred care.

Programs in the Faculty of Nursing are approved by the Nursing Education Program Approval Board (NEPAB), which regulates the policies and processes by which a nursing education program becomes and continues to be recognized as an approved nursing education program in Alberta.

Undergraduate nursing education at the University of Alberta is comprised of various components, which combine to deliver a comprehensive theoretical understanding of nursing and opportunities for students to learn and practice hands-on nursing skills.

The most current course descriptions are available on Bear Tracks. If you do not have a UAlberta Campus Computing ID, you can login to Bear Tracks as a Guest. Each course description lists the different course components, as well as includes figures in parentheses which provide information on how the hours of instruction per week are allocated. For example, a course with 1.5-6s-3 indicates 1.5 lecture hours, 6 tutorial (seminar) hours, and 3 laboratory hours per week. A course with 1-15c-2 indicates 1 lecture hour, 15 clinical hours, and 2 laboratory hours per week. A full explanation is available in the Course Listings section of the University Calendar.

Class Sizes

Class sizes will vary depending on the specific program and cohort that a student is in. In general, class sizes are approximately as follows:

  • Lectures: 100-200 students
  • Seminar: 16-64 students, depending on where the course is situated in the curriculum
  • Clinical Experiences: 7-10 students
  • Laboratory Experiences (Labs): 16 students
Students in the BScN-After Degree Program in Camrose will have a maximum of 25 students in their classes.

Learner-Centered Teaching and Learning

The Faculty of Nursing uses a learner-centered approach to teaching and learning that encompasses a variety of inquiry teaching and learning approaches to further our mandate of fostering excellence in nursing education, research and practice. Upon successful completion of their program, graduates from our undergraduate Nursing programs, students will be able to:


  • think critically and analyze real problems
  • find, evaluate, and use resources
  • work collaboratively
  • demonstrate versatility
  • communicate effectively
  • function well in a global community
  • deal with uncertainty and diversity
  • continue learning after graduation


Learning Environment

In a learner centered learning environment:

  • Students are proactive and self-directed in their learning.
  • Teaching and learning is a shared responsibility between the students and their instructors.
  • Students learn valuable team/group process skills in addition to nursing knowledge.
  • The purpose of evaluation is to provide valuable feedback on the learning process itself in addition to assessing student progress in meeting course learning objectives. As adult learners, students are encouraged to reflect on their learning as a means of developing internal criteria for self-assessment of learning.

Teaching and Learning Approaches

The Faculty of Nursing is committed to offering diversity in teaching and learning approaches and experiences to promote student engagement. Instructors use a variety of classroom course delivery methods including:

  • Lecture
  • Small and large group discussion
  • Flipped classroom
  • Gaming

Interdisciplinary Health Team Development