Professional Teaching Activities and Curriculum Design
- Faculty Lead, NURS 425 and NURS 480, Post-Diploma Program (PDP) (2016-ongoing).
- Participation in the SON MN Curriculum revision (Jan-Jun 2016).
- Member of the Post-Diploma Degree Program Committee (2014-2017).
- Member of the PhD Sub-committee (2013-ongoing). My contribution to this committee includes
♣ Development of the systematic reviews guidelines for doctoral students with Diana Butcher & Kelsey Rounds (PhD students) and Karen MacKinnon (Spring 2015).
♣ Update the Candidacy Examination process for doctoral students with Anne Bruce (Fall 2015).
♣ Member of the PhD students’ Selection and Admission Committee (Jan-Aug 2016).
- Member of the Graduate Education Committee (2011-ongoing). I have participated in the following activities:
♣ School of Nursing Faculty Retreat “Research competencies for undergraduate & graduate nursing programs” (March 3, 2014).
♣ School of Nursing Graduate Curriculum Retreat (March 19, 2014).
♣ Core Curriculum Content – Research Competencies (Jun-Sep 2014)
♣ School of Nursing Masters’ Degree Task Force (Jan-Jun 2016)
♣ Development of and participation in the MN Curriculum committee (2016-ongoing).
Course Development
To improve the content of teaching materials, I have also continuously changed course syllabi for each teaching term (sample of course syllabi are included in Appendices). I also substantially revised the NURS 425 and NURS 508 courses, and developed one undergraduate (NURS 480) and one graduate (NURS 510) level courses. In particular,
- NURS 425 “Quantitative and Qualitative Data Analyses” – A formative evaluation of the course resulted in revisions of the content and goals in 2012. Based on my teaching experiences and student suggestions toward changing the content and length (i.e., two-term long or one-term including only quantitative data analysis) of the course, and taking into consideration the Health Services Researcher Pathway (HSRP) study (2013), commissioned by the Michael Smith Foundation for Health Research (http://www.msfhr.org/health-services-researcher-pathway-0), and the development of Research Competencies Assessment Instrument for Nurses (RCAIN) in 2014 (for details, please see Achievements), I developed the NURS 480 “Applied Statistics for Evidence-Based Practice (EBP)” course for nursing undergraduate students, which was intended to replace the NURS 425 course.
- NURS 480 “Applied Statistics for Evidence-Based Practice (EBP)” – In January 2015, I taught for first time the newly developed course on quantitative research methods. This course has been taught consequently every Spring and Summer term since.
- NURS 508 “Methodological Knowledge and Advanced Practice Nursing” – I have tried many approaches in teaching and improving this course. It is a very demanding course with heavy workload for the students. Since 2013, I regularly received many comments from students who suggested a two-term course instead; I definitely I agree with them. I hope the revised nursing graduate curriculum will be improved in content and teaching strategies.
- NURS 510 “Applied Statistics in Nursing” – I developed, revised and adjusted the content of the course several times so far to fit graduate students’ previous knowledge on quantitative research methods. The last time that SON has offered this course was January-April 2015 due to small number of students’ enrollment.
- NURS 596 “Nursing Scholarship: Integration & Dissemination” – I have participated in the committee for the development of this course (2015), which is the capstone course in the MN program. The course is focused on student learning outcomes, based on experiences during their studies in the advanced practice nursing program.
Peer Mentoring
With colleagues, I have collaboratively worked using a peer-mentoring process with mutual benefits within SON and interdisciplinary contexts (e.g., UVic Theatre Department, UVic School of Music, University of Athens Faculty of Nursing, TEI Athens Midwifery Department, TEI Crete Nursing Department).