Kathie Supiano, PhD, LCSW, FT

Curriculum Vitae Biosketch

Kathie Supiano, PhD, LCSW, FT portrait
  • Director, Caring Connections: A Hope and Comfort in Grief Program, College Of Nursing
  • Associate Professor, College Of Nursing


Current Courses

Spring 2018

  • GERON 5390-090 Mgt: Clinical Issues
  • GERON 6390-090 Mgt: Clinical Issues
  • GERON 6564-001 EndLife Palliative Care
  • GERON 6950-007 Independent Study
  • GERON 6980-007 Faculty Consultation
  • NURS 6390-090 Care Management (Student Feedback)
  • NURS 6564-001 EndLife Palliative Care (Student Feedback)
  • NURS 7970-008 Thesis Research-Ph D
  • NURS 7980-031 Faculty Consultation
  • PEPEC 539-090 Mgt: Clinical Issues
  • PHARM 7560-001 Palliative Care Course
  • SW 6622-001 End of Life / Palliative Care (Student Feedback)

Fall 2017

Summer 2017

Teaching Philosophy

Philosophy of Teaching Statement


"There are three principles of clinical teaching-think out loud,

stick to the basics, and be kind." Daniel Federman


As an instructor responsible for clinical education in both classroom and practice settings, it is my goal to facilitate the acquisition of knowledge and skills, and the maturation of personal attitudes and professional values in my students.  Due in large measure to my observations of master educators, as well as in response to student input and in my own professional experience, I have become committed to a learner-centered teaching model that empowers students and encourages personal responsibility for learning.  Learner-centered teaching draws on the previous clinical practice of students, while honoring their lived experience, challenging them to extend their understanding and appropriately use their selves and life experiences as they address the care needs of patients/clients.  An essential element of this approach is fostering critical thinking skills.  By valuing and modeling critical thinking, I equip students to become both capable and compassionate; capably discerning of the research and practice literature, and compassionate as they wrestle with the ethical and practical dimensions of health care.


It is my goal to create a learning atmosphere that is experiential and transformative.  I expect students to come to class prepared by pre-class reading, and to be personally and professionally engaged in the context of the course content.  To that end, I join them in “thinking out loud”; primary concepts are reviewed theoretically, as represented in evidence-based literature, and in clinical case scenarios.  This approach requires the use of self on my part, and I am attentive to my role as clinician-scientist.  In this capacity, I encourage creativity and reflection in students, teaching in a setting described by Whitehead (1929a) as a place where “ideas are being tested and thrown into fresh combinations.”


I use teaching methods to maximize experiential learning including, progressive case discussion, application of skills in role-play and team-collaborative projects, personal reflection and group dialogue, as well as a judicious use of technology such as video cases and threaded discussion.  In my teaching, I “stick to the basics” by incorporating both essential core content and discipline specific content using ‘case exemplars’ to enrich clinical judgment, achieve competencies and deepen the essential values of compassion, integrity and respect for patients/clients in my students.


Creating the transformative learning experience requires careful attention to the teacher-student partnership.  I believe the most effective clinical education is relational, and the teacher- as-role-model is essential in the transmission of knowledge, skills and values.  As a teacher, I must be available, self-reflective, meticulous in my currency with the literature, aware of my personal limits and comfortable within my scope of practice.  Moreover, as a teacher of social workers and other health professionals, I must, as Federman recommends, “be kind”.  My teaching content is in gerontology, thanatology and end-of-life care--content areas with loss and suffering as prominent themes.  As an educator, I am responsible for both content and process of learning, and must be respectful of the loss history, life experiences and values of my students, providing emotional guidance as well as information and knowledge.  I am privileged to teach students in health professions outside of the social work discipline and take this opportunity as ambassador of the profession seriously, as I am often the first social worker my non-social work students are exposed to.  I am particularly honored to teach graduate social work students, and strive to equip them to be life-long learners committed to exemplary clinical care of suffering persons.

Courses I Teach

  • GERON/NURS 6390 - Geriatric Care Management I: Clinical Issues.
    Clinical Issues provides an introduction and overview of the geriatric care management role in the context of interdisciplinary care. Building on the content in the prerequisite courses, Geriatric Care Management I: Clinical Issues presents the domains of care management: professionalism, comprehensive assessment, cooperation, coordination, and interdisciplinary collaboration, managing care for the end-of-life, comprehensive assessment of the client, family and support systems, and establishing, implementing monitoring, evaluating and documenting the plan of care.
  • PCTH 7434/SW 6622/Nurs 6564/ GERON 6564 - Interdisciplinary Approaches-EOL/Palliative Care.
    An interdisciplinary course for students in Social Work, Nursing, Pharmacy & Gerontology addressing clinical evidence-based palliative care.

Pedagogical Publications

  • Blacker, S., Jones, B. L., Head, B., Remke, S., and Supiano, K. P. (in press). Advancing hospice and palliative care social work leadership in interprofessional education. Journal of Social Work in End-of-Life and Palliative Care. 12 ,4, on-line release http://dx.doi.org/10.1080/15524256.2016.1247771. Paper published, 10/2016.
  • Clayton, M. F., Supiano, K. P., Wilson, R. D., Lassche, M., Latendresse, G. (2016). Using simulation in nursing PhD education: facilitating application of responsible conduct of research principles. Journal of Professional Nursing. (online pre-publication release) Vol 0, No. 0 (June), 1–6 DOI: 10.1016/j.profnurs.2016.05.010 . Paper published, 06/2016.
  • Montagnini, M., Clark, P.G., Dodd, M.A., Goodwin, C., Kaiser, R. M., Periyakoil, V. S., Ramsel, D., Sanchez-Reilly, S. E., Semla, T. P., Smith, H., Supiano, K., Tsukuda, R. A., & Zeiss, A. (2014). Position Statement on Interdisciplinary Team Training in Geriatrics: An Essential Component of Quality Healthcare for Older Adults. Paper published, 05/2014.
  • Supiano, K. P. & Berry, P. H. (2013). Developing interdisciplinary skills and professional confidence in palliative care social work students. Journal of Social Work Education, 49 (3), 387-396. Paper published, 01/2013.
  • Supiano, K. P. (2013). Weaving interdisciplinary and discipline-specific content into palliative care education: One successful model for teaching end-of-life care. Omega: The Journal of Death and Dying, 67 (1, 2), 201-206. Paper published, 01/2013.
  • Supiano, K. P. (2012). Personal loss in health professions graduate students: Implications for clinical education in bereavement. Bereavement Care Journal, 31 (3), 104-108. Paper published, 01/2012.
  • Supiano, K. P. & Vaughn-Cole, B. (2011). The impact of personal loss on the experience of health professions: Graduate students in end-of-Life and bereavement care. Death Studies, 35 (1), 73-89, doi: 10.1080/07481187.2010.507321. Paper published, 01/2011.

Teaching Projects

  • Gerontology Interdisciplinary Program Master's Project and Master's Practicum courses. Project Lead: Kara Dassel. Collaborators: Kathie Supiano, Brenda Luther 7 TLT team. Teaching and Learning Technologies Grant 07/2015 - 12/2015.

Student Projects

  • Asking the Right Questions Undergraduate Research Opportunities Program (UROP). Christina Triptow. 09/01/2015 - 07/01/2016

Other Profile Data

Academy of Health Science Educators-University of Utah (member) 2014

Highter Education Teaching Specialist Certification-University of Utah 2011