Associate Professor/Professor - The CAMH Chair in Mental Health Nursing Research

Description:

The Lawrence Bloomberg Faculty of Nursing at the University of Toronto invites applications for a full-time tenure stream position in Nursing. The position will be at the rank of Associate Professor or Professor with an anticipated start date of July 1, 2026. The successful candidate may be named to the CAMH Chair in Mental Health Nursing Research for a five-year term, which will be renewable following a favourable review. 

The Position 

Applicants must have an entry-to-practice degree (BScN or MN) in nursing, as well as a PhD in nursing or a related discipline. All applicants must be eligible for registration with the College of Nurses of Ontario. Candidates must also have a demonstrated exceptional record of excellence in research and teaching. We seek candidates with a strong program of research in the field of mental health nursing with a focus on healthcare pathways, transitions, and optimized patient experience, implementation of best evidence and emerging practices, patient reported outcomes and/or nursing care of patients with mental health conditions. Advancing research competencies and capabilities in nursing and health disciplines, with a focus on practice-based research, is also a strength.  

Candidates must also have experience working with, teaching, or mentoring/supervising diverse groups or diverse students along with the ability to contribute to fostering diversity on campus, and within the curriculum or nursing profession, demonstrated through the application materials. Candidates will have an established international reputation and will be expected to sustain and lead innovative and independent research at the highest international level and to maintain an outstanding, competitive, and externally funded research program.  

Resources from this Chair, which is supported by a $2 million endowment, will support the Chair in the integration of research, education and clinical work to advance mental health nursing research.  A strong track record as a clinical nurse scholar, including publications in leading journals and as an externally-funded investigator with a focus on mental health nursing research, and in particular, care transitions, care outcomes, self-managed and/or digital/remote innovative technology solutions aimed to improve patient experience, systems and models of care is essential.

Evidence of excellence in teaching should be demonstrable through teaching accomplishments and in a dossier of prior teaching experience (as outlined below). Evidence of excellence in research will be evidenced by field-relevant publications considered of international quality, award of substantial competitive funding, the submitted research statement, and strong endorsements from referees of high standing. Applicants whose research involves significant clinical or practice engagement are strongly encouraged. An ability to initiate collaborations and work collaboratively in multidisciplinary teams is highly desirable. 

Applications will be evaluated in regard to the applicant’s record of scholarly activity, national/international reputation, relevance of their research, and expectation for ongoing academic achievement and contributions to the field.   

Salary and rank will be commensurate with qualifications and experience.  

The Setting 

Toronto is one of the world’s most dynamic and multicultural cities. The population of the Greater Toronto Region is nearly 6 million, making it one of the largest metropolitan regions in North America. Over 150 languages are spoken in the city, and half of the city’s population was born outside Canada. The Toronto Region is served by North America’s second largest public transit system, and it has an abundance of parks and green spaces. With a rich and diverse cultural life of music, art and museums, the Toronto Region has more than 70 film festivals and 200 professional performing arts organizations. It is Canada’s number-one tourist destination. 

The city is home to a burgeoning research environment. The area boasts the fourth-largest cluster of medical expertise in North America. The downtown “Discovery District,” in which the St. George campus of the University of Toronto is situated, contains nine teaching hospitals, numerous scientific research institutes, and MaRS, an innovation centre that brings ideas in science and technology together with business acumen and financing. This intellectual dynamism is evident across all areas of research, education and the arts in the city. 

The University 

Established in 1827 by royal charter, the University of Toronto is the largest and most prestigious research-intensive university in Canada. The historical strengths that have shaped the University’s progress and achievements include excellence across a wide array of disciplines, leadership in professional education, pre-eminence in graduate education, three federated universities, and decentralized management with strong decanal leadership. The quality and range of the University’s programs—undergraduate, graduate and professional—attract students from all parts of Ontario and Canada, and internationally. The University is home to 15 Faculties and the School of Graduate Studies, and its educational programs are delivered on the historic St. George campus in downtown Toronto, on campuses in Mississauga and Scarborough, and in nine fully affiliated teaching hospitals in Toronto. 

The 2025 QS World University Rankings by Subject ranked the University of Toronto first in Canada in all five broad fields assessed and internationally, University of Toronto was the only university in the world to rank in top 50 schools in 46 subjects – more than any other university in the world. In 2020, the University was named one of Canada’s Top 100 Employers, Canada’s Top Family-Friendly Employers and Greater Toronto’s Top Employers. For more information, please visit www.utoronto.ca. 

The Lawrence Bloomberg Faculty of Nursing 

The Lawrence Bloomberg Faculty of Nursing is consistently ranked in the top 10 in the QS World University Rankings by Subject for Nursing (ranked 4th in 2025). The Faculty offers multiple innovative graduate and undergraduate degree programs, drawing on a partnership with one of North America’s largest academic health science complexes, the Toronto Academic Health Sciences Network (TAHSN), which incorporates nine multi-site, fully affiliated teaching hospitals, as well as a network of affiliated community hospitals and public health agencies. The Faculty of Nursing is committed to the mission of international leadership in nursing research and education.  

The Faculty of Nursing is research-intensive and renowned internationally for the quality and impact of its scholarship. The Faculty has more endowed research chairs and professorships than any other nursing faculty in Canada, including the first nursing research chair in the country. These hospital-based Chairs and professorships are a product of the dynamic partnership and joint academic mission between the Faculty and TAHSN member hospitals. For more information on the Lawrence Bloomberg Faculty of Nursing please visit our home page at http://bloomberg.nursing.utoronto.ca/. 

Centre for Addiction and Mental Health (CAMH)

CAMH is Canada's largest mental health and addiction teaching hospital, as well as one of the world's leading research centres in the area of addiction and mental health. CAMH combines clinical care, research, education, policy development and health promotion to transform the lives of people affected by mental illness and addictions. CAMH’s Campbell Family Mental Health Research Institute (CFMHRI) is home to scientists, staff and research trainees conducting research to improve the understanding of the brain and the causes and biomarkers of mental illness as well as making advances in prevention and treatment for mental illness and addictions across the lifespan.

The opportunity for the CAMH Chair in Mental Health Nursing Research to lead world-wide in mental health nursing research will be enabled through excellent collaboration and infrastructure support for a leading nurse scientist who has a vision to build a bright future with an exceptional and relevant program of research. For more information on CAMH, please visit www.camh.ca. 

All qualified candidates are invited to apply by clicking on the link below. Applications must include: a cover letter; a current curriculum vitae; a research statement outlining current and future research activities; up to three representative publications; a 1-2 page statement outlining experience working with, teaching, or mentoring/supervising diverse groups or diverse students and contributions to fostering diversity on campus, and within the curriculum or nursing profession; and a teaching dossier which includes a statement of teaching philosophy, a description of prior teaching experience and graduate student supervision, sample course materials, and teaching evaluations.

If you have questions about this position, please contact dean.nursing@utoronto.ca.  All application materials must be submitted online. 

The University of Toronto has adopted the AAU Principles on Preventing Sexual Harassment in Academia, including the requirement that applicants release personnel information from prior employers regarding sexual misconduct. Full details and requirements can be found here.

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Diversity Statement
The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples, Black and racialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

Accessibility Statement
The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

If you require any accommodations at any point during the application and hiring process, please contact uoft.careers@utoronto.ca.

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NUR371 -Introduction to Acute Care: Adults (Rotations 1, 2 and 3) 

Rotations:

• Rotation 1: Thursday January 8 to Friday February 20, 2026
• Rotation 2: Thursday March 5 to Friday April 17, 2026
  • Note: No clinical on Friday April 3 due to the University closure
• Rotation 3: Thursday April 30 to Friday June 12, 2026

Clinical Days: 

Thursdays and Fridays – two 8-hour day shifts per week for 7 weeks

Pay Rate and Stipend

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. Please note that U of T graduate students will be paid the current CUPE 3902 Unit 1 rate.
Stipend Hours: To Be Determined (TBD), depending on placement confirmations from hospital partners including number of shifts and total clinical instruction time. Clinical Instructors do not normally receive pay for sick days or leaves. Replacement costs will be deducted from the stipend amount for time missed).

Description:

The Lawrence Bloomberg Faculty of Nursing Program provides a full-time, two-year, second entry baccalaureate nursing education. Given that nursing is a practice-based profession, we believe that clinical experience is a vital and integral component of the curriculum, providing students with hands-on opportunities to actively apply classroom learning to ‘real life’ nursing practice under the supervision and support of a clinical teacher. Clinical Instructors (CIs) play an important role in facilitating student learning and providing excellent clinical learning experiences to further develop students’ knowledge, skill, and judgement.

CIs should be flexible and prepared to utilize additional learning modalities such as simulation and virtual clinical learning in the event a clinical day is cancelled by the organization. CIs will work closely with the Clinical Education Office and Course Faculty to develop and share resources to support the continuity of clinical teaching and student learning. CIs are required to complete all on-boarding and orientation activities required by the faculty as well as the clinical placement site prior to the start of the placement in preparation for their clinical teaching role. Ongoing support will be provided throughout the term by Course Faculty, the Undergraduate Clinical Resource Faculty, and the Clinical Education Office. Applicants should note that commitment to the role for each scheduled shift for the entire term is needed for consistency in the development, assessment, and evaluation of nursing students.

Duties and Responsibilities:

1. Complete the asynchronous CI orientation learning modules as required and attend the in-person Faculty-led CI orientation for NUR371.
2. Complete all on-boarding and orientation required by the University as well as the clinical placement site prior to the first clinical shift.
3. Familiarize themselves with and uphold all faculty and University policies related to clinical placements (e.g., CI and Student Absences, Professional Behaviour).
4. Attend all clinical shifts as scheduled.
   • Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   • In the case of extenuating circumstances (e.g. illness and/or bereavement) - CIs are required to notify the Clinical Education Office with the dates as soon as possible. CIs may also be asked to assist the Clinical Education Office to arrange a possible replacement instructor.
5.  Prepare patient assignments prior to students' arrival on the nursing unit, reflective of the students' level of expertise.
6. Facilitate students’ application of theory related to foundational therapeutic (e.g., health assessment, various nursing interventions, such as medication administration and IV management) and relational skills (e.g., therapeutic relationships).
7. Assist with and assess the students' preparation for their clinical activities with attention to integration of nursing, pathophysiological, pharmacologic and therapeutic concepts.
8. Encourage an inquiring, theory and evidence-informed approach to nursing practice.
9. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
10. Directly supervise and assist students with providing nursing care while also monitoring and assessing their progress meeting the clinical practice expectations.
11. Collaborate with nursing staff and other healthcare providers in gaining assistance and access to learning experiences for the students.
12. Foster reflection and discussion about clinical learning among students during post clinical conferences
13. Participate in weekly email communication with Course Faculty and provide a brief update and/or identify any concerns about students’ experiences and clinical progress.
14. Provide students with ongoing verbal feedback about their progress meeting the clinical practice expectations for the course.
15. Provide a written midterm and final clinical evaluation of each student that highlights their learning and progress meeting the clinical practice expectations for the clinical placement.
16. Arrange and facilitate a short 1:1 virtual meeting to review each students’ final evaluation within a week of the final clinical shift.

Qualifications:

1. Interest in clinical teaching and working with novice nursing students
2. Minimum of 2-3 years of current and relevant clinical experience (adult acute care nursing).
3. Current registration with the College of Nurses of Ontario as a Registered Nurse or Registered Nurse in the Extended Class
4. BScN required; MN will be considered an asset
5. Previous experience in clinical instructing or as a preceptor is an asset

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NUR 373 - Introduction to Nursing Care of Children and Families (Rotations 1, 2 and 3) 

Rotations

• Rotation 1: Thursday January 8 to Sunday February 22, 2026
• Rotation 2: Thursday March 5 to Sunday April 19, 2026
  • Note: No clinical on Friday April 3rd due to the University closure
• Rotation 3: Thursday April 30 to Sunday June 14, 2026

Clinical Days:

1 x 12-hour day shift per week for 7 weeks. Clinical shifts could be Thursdays, Fridays, Saturdays, or Sundays.

Pay Rate and Stipend:

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. Please note that U of T graduate students will be paid the current CUPE 3902 Unit 1 rate.
Stipend Hours: To Be Determined (TBD), depending on placement confirmations from hospital partners including number of shifts and total clinical instruction time. Clinical Instructors do not normally receive pay for sick days or leaves. Replacement costs will be deducted from the stipend amount for time missed.

Description:

The Lawrence Bloomberg Faculty of Nursing Program provides a full-time, two-year, second entry baccalaureate nursing education. Given that nursing is a practice-based profession, we believe that clinical experience is a vital and integral component of the curriculum, providing students with hands-on opportunities to actively apply classroom learning to ‘real life’ nursing practice under the supervision and support of a clinical teacher. Clinical Instructors (CIs) play an important role in facilitating student learning and providing excellent clinical learning experiences to further develop students’ knowledge, skill, and judgement.

CIs should be flexible and prepared to utilize additional learning modalities such as simulation and virtual clinical learning in the event a clinical day is cancelled by the organization. CIs will work closely with the Clinical Education Office and Course Faculty to develop and share resources to support the continuity of clinical teaching and student learning. CIs are required to complete all on-boarding and orientation activities required by the faculty as well as the clinical placement site prior to the start of the placement in preparation for their clinical teaching role. Ongoing support will be provided throughout the term by Course Faculty, the Undergraduate Clinical Resource Faculty, and the Clinical Education Office. Applicants should note that commitment to the role for each scheduled shift for the entire term is needed for consistency in the development, assessment, and evaluation of nursing students.

Duties and Responsibilities:

1. Complete the asynchronous CI orientation learning modules as required and attend the in-person Faculty-led CI orientation for NUR373.
2. Complete all on-boarding and orientation required by the University as well as the clinical placement site prior to the first clinical shift.
3. Familiarize themselves with and uphold all faculty and University policies related to clinical placements (e.g., CI and Student Absences, Professional Behaviour).  
4. Attend all clinical shifts as scheduled.
   • Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   • In the case of extenuating circumstances (e.g. illness and/or bereavement) - CIs are required to notify the Clinical Education Office with the dates as soon as possible. CIs may also be asked to assist the Clinical Education Office to arrange a possible replacement instructor.
5. Prepare patient assignments prior to students' arrival on the nursing unit, reflective of the students' level of expertise and clinical practice expectations.
6. Facilitate students’ application of theory related to foundational therapeutic (e.g., health assessment, various nursing interventions) and relational skills (e.g., therapeutic relationships).
7. Assist with and assess the students' preparation for their clinical activities with attention to integration of nursing, pathophysiological, pharmacologic and therapeutic concepts.
8. Encourage an inquiring, theory and evidence-informed approach to nursing practice.
9. Emphasize and demonstrate the importance of family centered and developmentally appropriate care in nursing practice.
10. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
11. Directly supervise and assist students with providing nursing care while also monitoring and assessing their progress meeting the clinical practice expectations.
12. Collaborate with nursing staff and other healthcare providers in gaining assistance and access to learning experiences for the students.
13. Foster reflection and discussion about clinical learning among students during post clinical conferences
14. Participate in weekly email communication with Course Faculty and provide a brief update and/or identify any concerns about students’ experiences and clinical progress.
15. Provide students with ongoing verbal feedback about their progress meeting the clinical practice expectations for the course.
16. Provide a written midterm and final clinical evaluation of each student that highlights their learning and progress meeting the clinical practice expectations for the clinical placement.
17. Arrange and facilitate a short 1:1 virtual meeting to review each students’ final evaluation within a week of the final clinical shift.

Qualifications:

1. Interest in clinical teaching and working with novice nursing students.
2. Minimum of 2-3 years of current and relevant clinical experience (pediatric acute care and/or pediatric rehabilitation nursing).
3. Current registration with the College of Nurses of Ontario as a Registered Nurse or Registered Nurse in the Extended Class.
4. BScN required; MN will be considered an asset.
5. Previous experience in clinical teaching as a CI or as a preceptor will be considered an asset.

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NUR374 - Introduction to Nursing Care of Childbearing Persons and Families (Rotations 1, 2 and 3)

Rotations

• Rotation 1: Wednesday January 7 to Sunday February 22, 2026
• Rotation 2: Wednesday March 4 to Sunday April 19, 2026
  • Note: No clinical on Friday April 3 due to the University Closure.
• Rotation 3: Wednesday April 29 to Sunday June 14, 2026

Clinical Days:

One x 12-hour day shift per week for 7 weeks. Variable clinical days (Wednesdays, Thursdays, Fridays, Saturdays or Sundays).

Pay Rate and Stipend:

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. Please note that U of T graduate students will be paid the current CUPE 3902 Unit 1 rate.

Stipend Hours: To Be Determined (TBD), depending on placement confirmations from hospital partners including number of shifts and total clinical instruction time. Clinical Instructors do not normally receive pay for sick days or leaves. Replacement costs will be deducted from the stipend amount for time missed).

Description:

The Lawrence Bloomberg Faculty of Nursing Program provides a full-time, two-year, second entry baccalaureate nursing education. Given that nursing is a practice-based profession, we believe that clinical experience is a vital and integral component of the curriculum, providing students with hands-on opportunities to actively apply classroom learning to ‘real life’ nursing practice under the supervision and support of a clinical teacher. Clinical Instructors (CIs) play an important role in facilitating student learning and providing excellent clinical learning experiences to further develop students’ knowledge, skill, and judgement.

CIs should be flexible and prepared to utilize additional learning modalities such as simulation and virtual clinical learning in the event a clinical day is cancelled by the organization. CIs will work closely with the Clinical Education Office and Course Faculty to develop and share resources to support the continuity of clinical teaching and student learning. CIs are required to complete all on-boarding and orientation activities required by the faculty as well as the clinical placement site prior to the start of the placement in preparation for their clinical teaching role. Ongoing support will be provided throughout the term by Course Faculty, the Undergraduate Clinical Resource Faculty, and the Clinical Education Office. Applicants should note that commitment to the role for each scheduled shift for the entire term is needed for consistency in the development, assessment, and evaluation of nursing students.

Duties and Responsibilities:

1. Complete the asynchronous CI orientation learning modules as required and attend the in-person Faculty-led CI orientation for NUR374.
2. Complete all on-boarding and orientation required by the University as well as the clinical placement site prior to the first clinical shift.
3. Familiarize themselves with and uphold all faculty and University policies related to clinical placements (e.g., CI and Student Absences, Professional Behaviour).
4. Attend all clinical shifts as scheduled.
   • Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   • In the case of extenuating circumstances (e.g. illness and/or bereavement) - CIs are required to notify the Clinical Education Office with the dates as soon as possible. CIs may also be asked to assist the Clinical Education Office to arrange a possible replacement instructor.
5. Prepare patient assignments prior to students' arrival on the nursing unit, reflective of course outcomes, clinical practice expectations and students' level of learning.
6. Facilitate students’ application of theory related to trauma informed care, foundational nursing skills, interventions, and medication administration practices at a novice level safely and competently
7. Assist with and assess the students' preparation for their clinical activities with attention to integration of nursing, pathophysiological, pharmacologic, therapeutic, and relational concepts.
8. Encourage an inquiring, theoretical, ethical, and evidence-informed approach to nursing practice.
9. Emphasize and demonstrate the importance of family centered care in nursing practice.
10. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
11. Directly supervise and assist students with providing nursing care while also monitoring and assessing their progress meeting the clinical practice expectations.
12. Collaborate with nursing staff and other healthcare providers in gaining assistance and access to learning experiences for the students.
13. Foster reflection and discussion about clinical learning among students during post clinical conferences
14. Participate in weekly email communication with Course Faculty and provide a brief update and/or identify any concerns about students’ experiences and clinical progress.
15. Provide students with ongoing verbal feedback about their progress meeting the clinical practice expectations for the course.
16. Provide a written midterm and final clinical evaluation of each student that highlights their learning and progress meeting the clinical practice expectations for the clinical placement.
17. Arrange and facilitate a short 1:1 virtual meeting to review each students’ final evaluation within a week of the final clinical shift.

Qualifications:

1. Interest in clinical teaching and working with novice nursing students.
2. Minimum of 2-3 years of current and relevant clinical experience (post-partum and/or labour and delivery nursing).
3. Current registration with the College of Nurses of Ontario as a Registered Nurse or Registered Nurse in the Extended Class.
4. BScN required; MN will be considered an asset.
5. Previous experience in clinical instructing or as a preceptor is an asset.

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NUR460 - Coping With Complexity in Persistent Illness - Adult (Winter term)

Rotation Dates:

• Wednesday and Thursdays clinical shifts – Wednesday January 14^th – Wednesday April 1^st, 2026 (Note: no clinical during Family Day/the Reading Week – Feb 16-20).
• Thursday and Fridays clinical shifts – Thursday January 15^th – Thursday April 2^nd, 2026 (Note: no clinical during Family Day/the Reading Week – Feb 16-20).

Clinical Shifts:

• 2 x 12-hour day shifts – either on Wednesdays and Thursdays OR Thursdays and Fridays

Pay Rate and Stipend:

Pay rate: Clinical Instructors will be paid a fixed stipend based on the course requirements. Please note that U of T graduate students will be paid the current CUPE 3902 Unit 1 rate.
Stipend hours: To Be Determined (TBD), depending on placement confirmations from hospital partners including number of shifts and total clinical instruction time. Clinical Instructors do not normally receive pay for sick days or leaves. Replacement costs will be deducted from the stipend amount for time missed.

Description:

The Lawrence Bloomberg Faculty of Nursing Program provides a full-time, two-year, second entry baccalaureate nursing education. Given that nursing is a practice-based profession, we believe that clinical experience is a vital and integral component of the curriculum, providing students with hands-on opportunities to actively apply classroom learning to ‘real life’ nursing practice under the supervision and support of a clinical teacher. Clinical Instructors (CIs) play an important role in facilitating student learning and providing excellent clinical learning experiences to further develop students’ knowledge, skill, and judgement.

CIs should be flexible and prepared to utilize additional learning modalities such as simulation and virtual clinical learning in the event a clinical day is cancelled by the organization. CIs will work closely with the Clinical Education Office and Course Faculty to develop and share resources to support the continuity of clinical teaching and student learning. CIs are required to complete all on-boarding and orientation activities required by the faculty as well as the clinical placement site prior to the start of the placement in preparation for their clinical teaching role. Ongoing support will be provided throughout the term by Course Faculty, the Undergraduate Clinical Resource Faculty, and the Clinical Education Office.  Applicants should note that commitment to the role for the entire term is needed for consistency in the development, assessment, and evaluation of nursing students.

Duties and Responsibilities:

1. Complete the asynchronous CI orientation learning modules as required and attend the in-person Faculty-led CI orientation for NUR460.
2. Complete all on-boarding and orientation required by the University as well as the clinical placement site prior to the first clinical shift.
3. Familiarize themselves with and uphold all faculty and University policies related to clinical placements (e.g., CI and Student Absences, Professional Behaviour).
4. Attend all clinical shifts as scheduled.
   1. Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   1. In the case of extenuating circumstances (e.g. illness and/or bereavement) - CIs are required to notify the Clinical Education Office with the dates as soon as possible. CIs may also be asked to assist the Clinical Education Office to arrange a possible replacement instructor.
5. Prepare patient assignments prior to students' arrival on the nursing unit, reflective of the students' level of expertise.
6. Assist with and assess the students' preparation for their clinical activities with attention to integration of nursing, pathophysiological, pharmacologic, and therapeutic concepts.
7. Encourage an inquiring, theory, and evidence-based approach to nursing practice.
8. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
9. Supervise and assist students with providing nursing care while monitoring and assessing students’ progress with meeting clinical practice expectations.
10. Collaborate with nursing staff and other health care providers in gaining assistance and access to learning experiences for the students.
11. Foster reflection and discussion about clinical learning among students during post clinical conferences
12. Participate in weekly email communication with Course Faculty and provide a brief update and/or identify any concerns about students’ experiences and clinical progress.
13. Provide students with ongoing verbal feedback about their progress meeting the clinical practice expectations for the course.
14. Provide written midterm and final clinical evaluations of each student that highlights their learning and progress with meeting the clinical practice expectations for the clinical placement.

Qualifications:

1. Interest in clinical teaching and working with novice nursing students.
2. Minimum of 2-3 years of current and relevant clinical experience (adult acute care nursing)
3. Current registration with the College of Nurses of Ontario as a Registered Nurse or Registered Nurse in the Extended Class.
4. BScN required; MN will be considered an asset.
5. Previous experience in clinical instructing or as a preceptor is an asset

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NUR461 - Primary Health Care: Nursing Perspectives (Winter Term)

Rotation Dates:

• Wednesday January 7^th – Thursday April 2nd, 2026 (Note: No clinical on Good Friday April 3rd, 2026).

Clinical Days:

Variable days, online and synchronous clinical discussions.

Pay rate: Clinical Instructors will be paid a stipend or be paid via secondment from the respective facility for each course based on the requirements for the course. Please note that UofT graduate students will be paid the CUPE 3902 Unit 1 rate.
Stipend: To Be Determined (TBD), depending on placement confirmations from community partners including total clinical instruction time (Clinical Instructors do not normally receive pay for sick days or leaves. Replacement costs will be deducted from the stipend amount for time missed).

Description:

The Lawrence Bloomberg Faculty of Nursing Program provides a full-time, two-year, second entry baccalaureate nursing education. Given that nursing is a practice-based profession, we believe that clinical experience is a vital and integral component of the curriculum, providing students with hands-on opportunities to actively apply classroom learning to ‘real life’ nursing practice under the supervision and support of a clinical teacher. Clinical Instructors (CIs) play an important role in facilitating student learning and providing excellent clinical learning experiences to further develop students’ knowledge, skill, and judgement. CIs are expected to support both students and preceptors in placements.

CIs should continue to be flexible and prepared to utilize additional learning modalities such as simulation and virtual clinical learning. CIs will work closely with the Clinical Education Office and Course Faculty to develop and share resources to support the continuity of clinical teaching and student learning. CIs are required to complete all on-boarding and orientation activities required by the faculty prior to the start of the placement in preparation for their clinical teaching role. Ongoing support will be provided throughout the term by Course Faculty, the Undergraduate Clinical Resource Faculty, and the Clinical Education Office.  Applicants should note that commitment to the role for the entire term is needed for consistency in the development, assessment, and evaluation of nursing students.

Duties and Responsibilities:

1. Complete the asynchronous CI orientation learning modules as required and attend the in-person Faculty-led CI orientation for NUR461.
2. Complete all on-boarding and orientation required by the University as well as the clinical placement sites.
3. Familiarize themselves with and uphold all faculty and University policies related to clinical placements (e.g., CI and student absences, Professional Behaviour).
4. Assist students in creating clinical learning objectives for their respective community placements that are reflective of course outcomes, clinical practice expectations and students’ level of learning.
5. Assist in the delivery of a three-hour primary skills lab for students, in collaboration with faculty (Monday January 5^th, 2026 – times to be confirmed).
6. Facilitate an in-person four hours community simulation for the course (dates/times to be confirmed).
7. Encourage an inquiring, theory, and evidence - based approach to nursing practice.
8. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
9. Collaborate with the NUR461 course instructors to plan the weekly virtual clinical discussion sessions in alignment with the course theoretical concepts.
10. Prepare for and facilitate a weekly online, synchronous two-hour clinical discussion with the students, reflecting on virtual case scenarios completed by the students and building on existing clinical experiences.
11. Monitor student performance and assess student progress with meeting the clinical practice expectations for the course.
12. Participate in weekly email communication with course faculty and provide a brief update and / or identify any concerns about students' experiences and clinical progress. 
13. Ensure ongoing communication with students, preceptors, and course faculty.
14. Provide students with ongoing verbal feedback about their progress in meeting the clinical practice expectations for the course.
15. Collaborate with course faculty throughout the term as needed to deal with student clinical placement issues.
16. Complete an online written final clinical evaluation of each student incorporating feedback from all clinical shifts that highlights their learning and progress in meeting the clinical practice expectations for the community placement.

Qualifications:

1. Excellent understanding of primary health care principles and the social determinants of health.
2. Professional nursing experience in public health and community health, including rural and/or underserved settings.
3. Current registration with the College of Nurses of Ontario as a Registered Nurse or Registered Nurse in the Extended Class.
4. Current membership in the Registered Nurses Association of Ontario (RNAO) is preferred.
5. Master’s degree in nursing or equivalent is preferred; BScN is required.
6. Previous teaching experience will be considered an asset.
7. Excellent facilitation, analytical, and written and oral communication skills.
8. Competent in MS Office applications.
9. Experience using online Learning Management Systems.

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