Elisabeth Bailey

DNP, RN, RCC, PMHNP-BC (ANCC, USA)

Bio

Dr. Bailey teaches in the undergraduate and graduate nursing programs, as well as in the undergraduate nursing elective courses. Before coming to UBC, Dr. Bailey practiced for more than a decade as a board-certified Psychiatric/Mental Health Nurse Practitioner (PMHNP-BC, USA) with a focus on psychopharmacology and the treatment of anxiety, depression, and Post-Traumatic Stress Disorder. Here in British Columbia, she is a Registered Clinical Counselor (RCC). In addition to her work in mental health, Dr. Bailey has practiced pediatric nursing in acute, primary care, and long-term rehabilitative settings. She is interested in using contemplative practices such as meditation to support compassionate nursing practice and education. Her educational research interests include exploring belonging and mattering in nursing educational and professional contexts, self & collective care in nursing education and practice, and quality improvement methodology in nursing education contexts.

Dr. Bailey is a founding member of the Leadership, Excellence, and Research in Nursing Education (LEaRN) Lab: https://learnlab.nursing.ubc.ca/ 

Profile

Educational Background:

• DNP, Northeastern University
• Certificate of Advanced Graduate Study (Pediatric Primary Care) – Northeastern University
• MS (Nursing), Boston College
• AB, Brown University

Awards:

• Boston College Graduate Student Nurses Association, Graduate Faculty Teaching & Mentorship Award, 2016
• Nurses & Nurse Practitioners of British Columbia Excellence in Nursing Education Award, NNPBC, Vancouver, BC, Canada, 2021 

Teaching

Teaching and Educational Leadership

My teaching is grounded in a few core beliefs. First, I believe that excellent teaching and learning happen when teachers and students feel part of a connected community and are mutually invested in knowledge exchange. Being connected to their teachers and to one another sets the stage for students to dig deeper, take intellectual risk, and support one another’s learning. Genuinely inviting questions and student contributions during class and creating opportunities for peer-to-peer connections through small group work and large group reflective assignments are a few ways I build rapport and connection in my classes. Because I believe deep learning and a spirit of inquiry are enhanced by open, authentic communication I strive to bring my whole self into the classroom. I communicate my enthusiasm for nursing with students by sharing clinical experiences, role modeling curiosity, and bringing a sense of humor whenever possible. I also believe that active learning strategies support higher-level engagement with course content and meaningful application of theoretical knowledge into clinical contexts. I use numerous active learning strategies, in particular case-based learning, interactive polling/questions, mind mapping, role plays, etc.

My approach to educational leadership is rooted in the same beliefs that drives my teaching practice: transformational learning happens when students, faculty, and staff feel mutually invested in and supported by their community. Research shows that strong interpersonal connection and a sense of belonging supports both academic tenacity and professional resilience. I believe that building supportive communities that thoughtfully enhance social connection, mutual respect, and shared purpose encourages deeper learning and bolsters individual and collective resilience. With this in mind, my educational leadership activities and contributions are often focused on creating environments in which all community members – students, faculty, staff, professional practice partners, and others – can thrive.

Courses Taught:

NURS 180 – Stress and Strategies to Promote Wellbeing
NURS 303 – Theoretical Perspectives in Nursing: People Living with Mental Health Challenges & Their Families
NURS 310 – Basic Principles of Pharmacology for Nursing Practice
NURS 346 – Theoretical Perspectives in Nursing: Infants, Children, Youth and Their Families
NURS 353 – Promoting the Health of Indigenous Peoples 
NURS 504 – Research & Evidence-Based Practice
NURS 508 – Pathophysiological Processes for Nurse Practitioners
NURS 541 – Clinical Nursing Education
NURS 590 – Directed Studies in Nursing

Supervisor Eligibility

MN, MSN - non-thesis