Date of Conferral
10-21-2025
Degree
Ph.D.
School
Nursing
Advisor
Patricia Senk
Abstract
Nursing education is evolving, requiring educators to adapt teaching methods due to advances in technology, pedagogy, and accreditation standards. In Northern Ontario, geographic and resource limitations make this adaptability critical for ensuring equitable, high-quality education. Guided by Lewin’s change theory, this qualitative phenomenological study examined how Bachelor of Science in Nursing (BScN) nursing educators in Northern Ontario adapted their teaching practices to these evolving demands. Six full-time educators teaching in BScN programs with at least 3 years of recent nursing education experience using synchronous instructional methods participated in semistructured qualitative interviews. Data were analyzed using Saldaña’s coding framework. Four themes emerged from the analysis: recognizing the need to change methods, implementing active and student-centered approaches, adopting contemporary student-focused strategies, and embracing lifelong learning and reflective growth. Despite barriers such as underfunding and limited professional development, participants demonstrated resilience and innovation through collaborative, low-cost practices that enhanced student engagement and fostered professional renewal. The implications for positive social change include the potential for nursing educators to apply innovative, student-centered practices to improve outcomes, expand equitable access, and foster professional growth. Findings may also guide regionally responsive policy development to support sustainable nursing education in Northern Ontario and other underresourced contexts.
Recommended Citation
Panontin, Julianna, "Experiences of Northern Ontario Nurse Educators in Adapting Teaching Methods" (2025). Walden Dissertations and Doctoral Studies. 18534.
https://scholarworks.waldenu.edu/dissertations/18534
