Bachelor of Science in Nursing
Why Choose UBC for your Nursing Education?
Serving those in need in their most vulnerable state is a privilege the UBC School of Nursing does not take lightly. Our students are exposed to the latest technology, encouraged by leading academic scholars and teachers and provided with a broad range of resources. Our School has an international reputation for research and scholarship and a vision characterized by social relevance and excellence.
You will learn from faculty members who are continually recognized for ground-breaking and dedicated work to the field of nursing. To view some of the School's latest accomplishments visit Honours and Distinctions.
As a professional nurse, and a graduate of our program, you will be well-equipped to offer excellent service and garner high satisfaction from your new role. Some of our graduates maintain their high level of skilled practice in acute care settings. Others contribute to Canadian health education with research in oncology, geriatrics or with disadvantaged populations in Vancouver's Downtown Eastside. Still others move into leadership roles, pushing the boundaries of nursing care in hospitals, agencies, extended care and other institutions. Each day is anything but routine!
The following table summarizes some of the Administrative & Leadership Faculty Roles within the School of Nursing, and who is currently in that role.
For contact information, click on the name of the individual to be connected to their faculty & staff profile page.
Director, School of Nursing Suzanne H. Campbell
Director, UBC School of Nursing is responsible for all aspects of academic, personnel and fiscal operation of the School of Nursing. This responsibility involves close liaison with the Dean, Faculty of Applied Science as well as with other levels of UBC, health authority and government offices. Dr. Campbell works closely with the Associate Directors of the Graduate and Undergraduate Programs as well as the School’s research program to ensure that UBC nursing students receive the highest level of education possible.
Associate Director Undergraduate Program Cathryn Jackson
The associate director is responsible for the overall strategic management and resourcing of the undergraduate program and has particular responsibilities for admissions, curriculum development and evaluation, and student progressions. The associate director reports to the director.
The level coordinators are responsible for the overall operational management of the BSN program in their respective level and have particular responsibilities for the day to day management of the program and support of course leaders, practice leaders, teachers and students. There are three BSN level coordinators who work under the direction of the associate director and director, and are a first point of contact for course leaders with issues relating to student progression, or other course related operational matters.
Admissions Advisor Catherine Ebbehoj
Responds to external program inquiries from potential applicants and others. Develops and implements recruitment strategies and participates in university activities related to program promotion. Serves as a resource person for other university departments.
Student Advisor Kathy O'Flynn-Magee
Interprets university and school policies for enrolled students. Assists, responds and/or refers, as appropriate, students with personal and/or health problems influencing progression, and offers advice/referral, as appropriate, for academic issues. Supports students facing progression issues by providing them with pertinent information and representing their concerns to the BSN Progressions Committee. Advises the Level Coordinators and the Associate Director of pertinent issues that may affect a student’s progression. Collaborates with the Level Coordinators & Student Support Office to integrate students returning to the BSN program after an absence.
Clinical Practice Faculty Co-Leads
Facilitates relationship-building with clinical partners to facilitate current and future clinical placements. In collaboration with the Clinical Practice Placement Coordinator, consults with clinical course leaders, level coordinators and the Associate Director regarding clinical placements and faculty requirements related to clinical learning experiences.
Clinical Skills and Simulation Lab (CSL) Coordinator Cathryn Jackson
Oversees the coordination of the CSL, collaborates with course leaders to plan, implement, and evaluate learning activities related to skills and competencies.
Your Course Leader’s name is listed on the relevant syllabus.
Course Leaders are responsible for academic oversight of the theoretical learning activities associated with a course. In Professional Practice Courses (NURS 333-337 and NURS 420 – 425), Course Leaders are also responsible for planning and coordinating an appropriate range of clinical practice, clinical skills lab, and simulation learning experiences to meet course and program objectives.
Your Course Leader’s name is listed on the relevant syllabus.
Practice Leaders n conjunction with the Course Leaders, are responsible for planning and coordinating an appropriate range of clinical practice, clinical skills lab, and simulation learning experiences to meet course and program objectives. They also provide orientation, guidance and ongoing mentorship to Clinical Associates in their clinical teaching role.
It is recommended that you purchase textbooks and learning resources before the beginning of classes.
2017 Cohort Textbook List - TBA
Interprofessional education (IPE) is increasingly important in health professional education. It is an educational approach that helps prepare the future health and human service workforce for interprofessional collaboration. Working together more effectively across professions and inclusion of the patient/client/family at the centre of care are both critical for mitigating health human resource shortages and for improving patient safety.
Students must complete the interprofessional education requirements of the program: students are required to participate in a minimum series of learning activities determined by the School of Nursing and offered through the UBC Interprofessional (IPE) Passport system. This system offers students learning experiences that include a combination of “exposure” and “immersion” learning activities that are recorded by the students and tracked online by the UBC IPE Passport system.