• Instructor (Clinical), Con-Dacc Division

Current Courses

Fall 2024

  • NURS 2400-001
    Explore Nursing
    Location: CNB 3205 (CNB 3205)
  • NURS 4650-002
    Capstone Clinical
    Location: CNB 2600 (CNB 2600)

Summer 2024

Spring 2024

Professional Organizations

  • Graduate Nursing Student Academy. 08/2023 - present. Position : Advocacy Leader for Utah.
  • Intermountain Nursing Professional Development. 01/2020 - 12/2023. Position : Treasurer.
  • International Association of Clinical Research Nurses. 10/2019 - 08/2023. Position : Education Committee Member.
  • American Nurses Association. 01/2019 - present. Position : Member.
  • Association for Nursing Professional Development. 01/2019 - present. Position : Member.
  • Utah Nurses Association. 01/2019 - present. Position : Member.
  • Intermountain Nursing Professional Development. 01/2018 - present. Position : Member.
  • Utah Organization of Nurse Leaders. 01/2018 - present. Position : Member.
  • Association of Pediatric Hematology/Oncology Nurses. 01/2011 - 01/2020. Position : Member.
  • Sigma Theta Tau International Honor Society, Iota Iota Chapter, Westminster College. 01/2006 - present. Position : Member.
  • National Student Nurse Association. 01/2004 - 05/2007. Position : Member.
  • Student Nurses of Westminster. 01/2004 - 05/2007. Position : Member.
  • Phi Theta Kappa International Honor Society, Salt Lake Community College. 01/2003 - 05/2007. Position : Member.

Teaching Philosophy

As a student at the beginning of my undergraduate degree, I remember asking my advisor/professor to review an essay on which I spent a lot of time and energy writing. As I handed over the essay and watched the professor read through it, I was sure they would tell me I had done such a good job. As I heard the words, “This is a great start!” my heart dropped, and I felt crushed. Luckily the professor continued by asking me probing questions to help me understand the essay’s purpose. I am still thoroughly grateful to the professor for spending the time and energy helping me reach my full potential. This particular essay earned my acceptance into a prestigious program.

This interaction embodied respect and trust in a safe environment allowing the professor to mentor me. As an educator, I strive to create this environment with my learners. This is evident in the interactions I have with the staff at the Clinical Translational Science (CTSI) Clinical Research Unit (CRU) and with the students at the University of Utah College of Nursing (CON). For example, I recently met with a graduate student; however, before the meeting, I spent time re-watching their introduction video and reading through their assignments and responses to peers so I would have a good grasp of who they are and ideas on how to connect with them while creating a safe space. As a result, we were able to spend time connecting, and then I was able to help guide them with their questions about the program. By creating a safe and positive learning environment, I aim to empower learners - patients and students - to go beyond the education I provide.  I want to inspire students with the drive and desire to learn.  Joi Ito stated this so eloquently, “Education is what people do to you.  Learning is what you do for yourself.” Maintaining a safe and positive environment promotes my desired learning and collaboration culture.

My teaching philosophy is engrained in my understanding of what it means to facilitate learning. Learners come with a plethora of life experiences and knowledge. My role as facilitator is to create a learning space where everyone, including me, can learn from each other and to encourage that learning in ways that engage learners from diverse backgrounds. When creating the agenda for the CTSI CRU Annual Professional Development & Skills Day, I look at the required competencies and skills that need to be covered and the strengths and weaknesses of the staff within the department. I then target a staff member to teach a section of the day based on their strength or weakness. I help them create the curriculum with their preferences and feedback. Whether this has been an RN with IV team experience but no teaching experience teaching an IV Ultrasound skill, or an RN who needed to improve their communication skills teaching about communication, the staff are engaged in their learning and development from the teaching experience.

Helping learners connect to the material is essential to the role of the educator. I believe a large part of enhanced learner understanding is well-designed curricula and assessments that focus on the desired results. Designing a curriculum with the goal in mind, drives learners to apply knowledge and skills effectively. For example, when recently helping to update a course for the MS Nursing Education program, I carefully examined the readings and assignments to ensure they aligned with the intended outcomes. In addition, understanding can be developed and evoked only through multiple methods of ongoing assessment and feedback. This frequent formative feedback is crucial to the success and growth of learners, which is why I prioritize giving individualized, timely feedback.

I strongly support and facilitate equity, diversity, and inclusion. Working as a faculty member has been my lifelong goal since before starting nursing school. However, during my first semester as a graduate student, I read an article about the low retention rates of faculty of color (FOC) in academic nursing and was disheartened. As a woman of color, I remember thinking, “is this what is in store for me?”. I pondered about this for days, until I could focus and remembered that my goal is to help be part of the solution. In 2020, I implemented an EDI workshop for the CTSI CRU titled “Identity, Power, & Race,” the microaggressions happening were apparent; however, the CTSI CRU staff were able to acknowledge, learn, and grow from the experience. Our staff expressed their gratitude for having a safe space to discuss their feelings and recognize the diversity among their colleagues. Creating an open dialogue amongst staff creates an atmosphere of respect for others. Since then, this program has been expanded from my individual department of the CRU to the entire CTSI department impacting approximately 150 people. I truly enjoy working on the planning committee and the work we are doing.

I role model the qualities I ask of learners. For example, to practice safely and prevent harm, I stay competent in my knowledge and skills by seeking out current nursing practice material, including the use of evidence-based practice. While providing care, I strive to follow ANA’s Code of Ethics by “practice[ing] with compassion and respect for the inherent dignity, worth, and personal attributes of every person, without prejudice.” In addition, I want learners to provide excellent care in a safe environment and stress the importance of safety nets. These safety nets include looking up policies and procedures, never proceeding in the face of uncertainty, independent double checks, etc. 

Teaching is the most rewarding position I have held. I am thankful to help shape the future of nursing by developing a new generation of nursing. As I apply and adjust my teaching philosophies, I remind myself of my end goal for the learners I am teaching: to have the tools and knowledge to provide the best care possible. 

Courses I Teach

  • NURS 2400 - Explore Nursing
    This course introduces concepts for professional nursing practice and the patient experience within the healthcare system. Emphasis is placed on exploring the nurse's role as an integral member of the healthcare team across multiple contexts and settings, developing professional identity, identifying nurse-sensitive patient outcomes, and understanding patients as individuals, and within the context of family, and community. This course is restrict to Pre-Nursing NEAP Students.
  • NURS 3305 - Foundations Clinical Nursing Care
    Immersive Simulation
  • NURS 3410 - Acute Care Nursing Practicum
    This clinical course applies concepts related to the illness experience of individual pediatric and adult patients and families. Emphasis is placed on enhanced development of communication, information management, assessment, specified clinical interventions and evaluation of outcomes. upon completion of this course the student will be able to analyze data from a variety of sources for application in the provision of safe, holistic, evidence-based nursing care. Students must successfully complete 180 hours of clinical time to meet the requirements of this course. Clinical time may be completed in one or two calendar semesters, based on the student’s selection of program of study. Clinical offerings may vary by semester; students may schedule 1-2 days per week (4.5-18 hours) in 4-week blocks.
  • NURS 3410 - Acute Care Nursing Practicum
    Immersive Simulation
  • NURS 4650 - Capstone Clinical
    This course guides student transition to the role of professional nurse. Working collaboratively with a professional nurse preceptor, students synthesize acquired knowledge to deliver quality, patient-centered, evidence-based care. Students will complete 120 hours of immersive clinical with an assigned preceptor in a designated capstone setting. The remaining clinical hours may be completed through one of three pathways: • Students may remain in the assigned capstone setting and continue to work with the assigned preceptor • Students may remain in the assigned capstone setting and continue to work with an alternate preceptor (based on facility needs) • Students may complete hours as a nurse apprentice with a Utah state-granted temporary Registered Nurse Apprentice license, in accordance with the policies of the hiring organization (hours must be in the RN role, with direct supervision of an RN).
  • NURS 4512 - Capstone Clinical
    Immersive Simulation
  • NURS 6071 - Curriculum Development and Evaluation
    The purpose of this course is to develop skills in the design of curricula and courses to meet a variety of learning program outcomes, curricular/course leveling, and alignment of instruction with standards and accreditation needs. Designing and using course and program evaluation for continuous improvement will be highlighted.
  • NURS 6081 - Nursing Education Practicum: Teaching & Assessment
    The purpose of this practicum experience is to demonstrate knowledge in teaching, assessment and feedback. Working with a mentor, emphasis is placed on application of skills in teaching, assessing learning and providing feedback.