Meaningful learning is grounded in learner’s prior experiences and within their social and cultural context. It is a two-way process where a teacher and a student co-construct knowledge. The role of a teacher is to foster a collaborative teaching-learning environment that supports and empowers learners to acquire specific knowledge and skills to practice nursing. Self-directed, self-reflective, problem-based, and team-based learning approaches inspire, motivate, and engage students in a continuous meaningful learning process.
Assistant Professor | Thompson Rivers University | July 2022 to date
Courses:
HLTH 5500: Integrating technology in healthcare (summer, 2025) online synchronous
HLTH 5200: Canadian Healthcare System (Winter 2025) in-person
HLTH 6000: Research in Healthcare (Fall 2024) in-person
HLTH 5200: Canadian Healthcare System (Winter 2024) Hybrid format (online and in-person)
NURS 4210: Nursing Practice 8: Transitioning to BScN Graduate (Winter 2024 and 2025)
NURS 3380: Consolidated Practice Experience 3 (Summer 2023, 2024, and 2025)
NURS 6500: Advanced Practice Internship (Fall 2023)
NURS 2830: Health & Promotion 4: Health Transition (Winter 2023)
HLSC 4650: Health Science 4:Pathophysiology 3 (Fall 2022, 2023, and 2024)
NURS 4740: Health Promotion 8: Health Transitions (Fall 2022 and 2023)
Facilitator| University of British Columbia | Sept to Oct 2021
Course: Responsible Conduct of Research | Link to course details | Class size: 200+ graduate (Masters and Ph.D.) students |Format: online over Zoom
Lead the breakout sessions.
Support the discussion with institutional policies and available literature.
Used problem-based strategies such as case studies to support learning.
Clinical Instructor| University of Calgary | Sept 2020 to Dec 2020
Course: NURS 499 Integrating Nursing Roles and Practices IV | Class size: 8 undergraduate students | Format: Blended (in-person and online)
Supporting students’ learning using blended teaching style in the simulation lab and clinical settings (Clinical Placement: medical/surgical).
Utilizing Brightspace/D2L, Zoom, online jeopardy, and assessment quizzes to support learning.
Course Instructor | Columbia College | Canada | 2016
Course: CPNP 117 Pharmacology | Class size: 25+ undergraduate students | Format: in-person
Instructed LPNs pharmacology content relevant to nursing.
Utilized jeopardy, pre- posttest, problem-based learning strategies to engage students.
Facilitator| University of Calgary | 2015
Course: Introduction to Health Research Methods | class size: 15+ undergraduate students | Format: online
Assisted students in developing a research proposal.
Facilitated online discussions by posting stimulating and engaging content.
Supported students learning by asking questions, seeking clarifications, and responding to students’ inquires in a timely manner.
Graduate Assistantship| University of Calgary | 2014-2015
Course: NURS 498 Supporting Health IV: People Experiencing Chronic Health Challenges | Class size: 50+ undergraduate students | Format: in-person
Marked and graded assignments, and maintained student records.
Clinical Instructor| Mount Royal University | Canada | 2011-2013
Courses: NURSING 1214: Professional Practice I (Fall 2011)
NURSING 3104: Professional Practice III (Spring 2012 & 2013)
NURSING 2114: Professional Practice II (Fall 2011, 2012 & Winter 2012, 2013)
NURSING 4112: Integrated Professional Practice (Summer 2011)
Class size: 8-9 undergraduate students | Format: in-person | Setting: Hospital and University (skills lab) | Clinical Placements: cardiology, Gyne-oncology, respiratory, internal medicine, orthopedic, and neurosciences.
Instructed all four years of Bachelor of Nursing program clinical practicums.
Planned, organized, directed, and supervised the delivery of quality care to patients through active learning strategies such as demonstration and re-demonstration of skills in the skills lab and clinical areas, role plays, self-reflection, and concept maps.
Conducted summative and formative student evaluations on a regular basis and provided constructive feedback to improve practice.
My student evaluations ranged between 4.5 to 5 (out of 5), with excellent feedback on mentoring, creating collaborative learning environments, building group cohesiveness, and providing opportunities to network with other healthcare professionals.
Clinical Instructor | University of Calgary | 2012
Course: NURS 499 Integrating Nursing Roles and Practices IV | Class size: 8-9 undergraduate students) |Format: in-person
Supported students’ learning using adult teaching-learning principles in skills/ simulation lab and clinical settings (Clinical Placement: neurosciences).
Used role play, Concept map, problem-based learning, and student-led pre/post-conference discussions to foster a collaborative learning environment.
Instructor | Aga Khan University | Pakistan | 2005-2006
Courses: Classroom and Clinical Instructor: Community Health Nursing - II
Classroom and Clinical Instructor: Adult Health Nursing – II
Classroom Instructor and Course Coordinator: Pharmacology – II
Class size: 100-150+ undergraduate students | Format: in-person
Coordinated and conducted courses at the undergraduate level.
Supervised and facilitated nursing students during clinical rotations and simulation/skills lab for Adult Health Nursing and Community Health Nursing courses.
Revised Pharmacology Course in the undergraduate program.
Facilitator| Public Health Nurse Training Program | Pakistan | 2006
Courses: Introduction to Computers & Teaching -Learning Course Class size: 20+ public health nurses | Format: in-person
Public Health Nurse Training Program was a government-funded project, structured for the first time to support public health nurses. My role was to design the syllabus for both the courses in collaboration with a team of educators and IT professionals and ensure smooth delivery of the course content.