• RNAO
• ONA

• Nursing Innovation Grant

Accepted PhD Nursing Student (Fall 2025 start)
Queen’s University

MSc NUTRITIONAL SCIENCES (2010)
University of Toronto
• TSpace Thesis: Folate Absorption across the Colon: Caplet Study
• Canadian Nutrition Society: General Abstract Award 2nd Place – 2010
• Restracomp Research Fellowship: SickKids graduate scholarship – 2007-2009

BSc NURSING WITH HONOURS SUMMA CUM LAUDE (2007)
York University
• Continuing Education Scholarship 2nd Entry RN Program

BSc BIOLOGY (2005)
University of Ottawa
• Admission Scholarship

DESIGNATIONS
Registered Nurse
• College of Nurses of Ontario 07332587 (2007-Present)
• College of Registered Nurses of Nova Scotia (2009-2018)
Certifications
• Canadian Nurses Association certified in Neonatal Nursing Canada [CNEON(C)] 195458 (2023-2028)
• International Board Certified Lactation Consultant (IBCLC L-59073): 2014- 2019, Recertification 2019-2024, Recertification 2025-2029

Our research innovation will be used by nursing faculty and students within Ontario’s newest college-based four-year BScN and bridging programs. It will support students’ development of critical thinking (CT) skills through active learning, reflective practice, and inclusive strategies (İlaslan et al., 2023; Wass et al., 2011). Educators will use the findings to refine curricula and enhance teaching practices across diverse cohorts, supporting a more learner-responsive approach to nursing education (Brooks & Hughes, 2024).

References
Brooks, J. V., & Hughes, D. (2024). Flipping the expert: Faculty educator sensemaking during transition to an active learning-based curriculum. BMC Medical Education, 24(1), 85. https://doi.org/10.1186/s12909-024-05039-4

İlaslan, E., Adıbelli, D., Teskereci, G., & Üzen Cura, Ş. (2023). Development of nursing students’ critical thinking and clinical decision-making skills. Teaching and Learning in Nursing, 18(1), 152–159. https://doi.org/10.1016/j.teln.2022.07.004

Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317–328. https://doi.org/10.1080/07294360.2010.489237

Going forward, upon request, we can provide references.

This innovation focuses on Ontario’s first college-based bridging BScN program, now graduating its inaugural cohort. Bridging students bring 1–7 years of clinical experience, while stand-alone BScN students often enter directly from high school. This diversity creates a complex learning environment requiring differentiated, responsive pedagogies (Asknes, 2017; Lee et al., 2016). Our project is the first in the province to examine & support CT development across these groups within two scaffolded research courses (NURS 2011, NURS 3006). Using Interpretive Description, we will explore students’ lived experiences through focus groups, reflective journaling, & engagement surveys. Grounded in Kataoka-Yahiro & Saylor’s (1994) CT Model, our study emphasizes both cognitive skills & dispositions such as open-mindedness and self-regulation (Noll et al., 2023). Evidence-based teaching strategies including concept mapping, case studies, Socratic questioning, & real-world data analysis will be integrated to foster CT & reflective practice.

Nursing education often emphasizes didactic instruction and memorization, limiting students’ ability to apply critical thinking in clinical settings (Uppor et al., 2022; Zarzycka & Gesek, 2022). Bridging students with practical experience may particularly struggle with theoretical engagement (Heiney et al., 2019; Yip, 2021). Traditional models also fail to meet the diverse needs of multigenerational learners (Chiang et al., 2013; Melo et al., 2017). Our innovation introduces an inclusive, student-centered approach that enhances engagement and bridges theory-practice gaps. It integrates research and statistics education to build foundational skills in critical thinking, data analysis, and decision-making (Schroeder et al., 2022; Pike et al., 2019). This approach prepares learners for ethical, informed clinical action (Christianson, 2020; Nurbadriyah et al., 2022; Carter et al., 2016; Yue et al., 2017).

The broader impact on nursing practice lies in producing graduates who can engage in deeper clinical reasoning, challenge assumptions, and act with intellectual humility and emotional intelligence (Kaya et al., 2018; Wright, 2022). These qualities not only enhance individual decision-making but also promote safer and more collaborative healthcare environments (Fink & Martyn-Nemeth, 2023). In the long term, this innovation contributes to a more thoughtful and resilient nursing workforce capable of leading practice improvements (Bussard et al., 2024). Integrating teamwork-based activities into scaffolded second and third-year nursing research courses offers a valuable strategy to enhance collaboration, communication, and CT among bridging and four-year students while addressing workforce challenges linked to job satisfaction and retention through stronger nursing teamwork (Bragadóttir et al., 2023).

The innovation will be piloted at our institution within two core nursing research courses: NURS 2011 (second-year and bridge) and NURS 3006 (third-year). These courses serve both stand-alone and bridging BScN students, providing a rich environment for exploring critical thinking development across educational pathways (Semerci et al., 2024).

The implementation process will begin with the presentation of active learning strategies in course activities. Students will engage in reflective journaling to support metacognitive development, guided by prompts informed by Kataoka-Yahiro and Saylor’s (1994) model. Focus groups stratified by stream and year level will offer insight into learners’ experiences, challenges, and growth. Surveys measuring core critical thinking skills (analysis, inference, evaluation, inductive and deductive reasoning), specifically the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Disposition Inventory (CCTDI) will further supplement qualitative findings and provide a triangulated understanding of impact (Facione et al., 1994; Facione & Facione, 1997).

Course instructors have received professional development sessions to support the use of new tools and pedagogies, including concept mapping, flipped classrooms, and emotional intelligence training (Brooks & Hughes, 2024; Fonseca et al., 2024). Faculty will actively participate in collaborative review sessions to examine research findings and reflect on effective strategies for integration into additional nursing courses. This ongoing dialogue will ensure that evidence-based approaches are inserted across the curriculum, fostering continuous improvement in teaching and learning within our School of Nursing. One of the investigators brings valuable expertise, having successfully completed the three Canadian Nurse Educator Certification Program modules offered by the Canadian Association of Schools of Nursing (CASN), which emphasize the core competencies required of nurse educators (CASN, 2025). The other investigator is currently pursuing a professional certificate in teaching and learning at Western University, further enhancing the team’s capacity to translate research into impactful educational practices. Together, these efforts are expected not only to shape local curriculum development but also to serve as a model for other nurse educators beyond our institution.

Once preliminary data have been analyzed, findings will be shared internally through presentations to the curriculum and program review committees. Externally, we will present at national conferences, such as those hosted by the Canadian Association of Schools of Nursing (CASN), and at provincial conferences, like the RNFOO’s showcase.

This innovation is designed for sustainable integration into nursing curricula. By drawing from multigenerational learner experiences and grounding our approach in practical pedagogy and research, we ensure its relevance for a wide range of institutional contexts. We will examine the differences in the execution of critical thinking between students in the bridging program and those enrolled in the four-year standalone program without a prior healthcare background. With time and collaboration, the innovation can be adapted for use in clinical courses, mentorship programming, and leadership development initiatives, laying the groundwork for a more reflective, responsive, and critically engaged nursing profession.

Lana Stevenson RN, BScN, MScN, PhD Nursing Student
Professor of Nursing
Loyalist College of Applied Arts & Technology
376 Wallbridge-Loyalist Road Office 3N25B
Belleville, Ontario K8N 5B9
613-969-1913, ext. 2390
Pronouns | she/her/hers
lstevenson@loyalistcollege.com