Lee Dollery – Nurse Educator Portfolio

Philosophical Foundations

My teaching philosophy is grounded in clinical credibility, relational trust, and structured, evidence-informed curriculum design. After more than twenty-five years in Labour, Delivery, and Postpartum nursing, I have come to understand that effective teaching in healthcare must bridge theory and practice in ways that are psychologically safe, clinically rigorous, and deeply respectful of learners’ lived experience.

As an educator, I believe learning is most powerful when it is relevant, contextual, and connected to real patient care. Adult learners bring experience, identity, and professional judgment into every learning space. My role is not simply to transmit information, but to create environments where learners can integrate knowledge with practice, reflect critically, and build confidence through supported application.

My teaching is informed by adult learning principles, constructivist approaches, and competency-based education. I prioritize clear learning outcomes, intentional alignment, and meaningful assessment strategies that reflect real-world clinical demands. Learners deserve clarity: expectations, evaluation, and how learning connects to safe patient care.

Psychological safety is foundational in my approach. In high-acuity and emotionally complex areas such as perinatal care and fetal loss, learners must feel supported in order to grow. I intentionally cultivate respectful dialogue, normalize uncertainty, and model reflective practice. I believe mistakes, when examined constructively, become powerful learning moments that strengthen clinical judgment and resilience.

My clinical expertise in perinatal bereavement education has significantly shaped my philosophy. Teaching in this domain requires not only technical knowledge but emotional intelligence, trauma-informed awareness, and compassionate communication. I integrate case-based discussion, scenario exploration, and reflective debriefing to help learners move beyond procedural competence toward confident, family-centred care.

Currently completing the CASN Nurse Educator Certificate Program (Module 2: Curriculum & Design), I am strengthening my understanding of curriculum alignment, sequencing, and scholarly teaching. I am increasingly attentive to coherence across learning experiences—ensuring that outcomes, teaching strategies, and assessments are intentionally connected rather than isolated activities.

In addition to formal coursework, I have actively engaged in structured mentorship to support my transition into nursing education leadership. Through ongoing dialogue, reflective goal-setting, and feedback from experienced nurse educators, I have deepened my understanding of educator competencies, facilitation strategies, and professional identity development. This mentorship has reinforced my commitment to scholarly growth and intentional practice

I view teaching as both a responsibility and a privilege. In nursing education, our influence extends beyond individual learners to the patients and families they will serve. For this reason, I approach curriculum development and facilitation with intentionality, ethical awareness, and a commitment to excellence.

Ultimately, my goal as an educator is to develop competent, reflective, and compassionate nurses who are prepared to provide safe, evidence-informed care. I strive to model the professional integrity, curiosity, and collaborative spirit that I hope to cultivate in others. Through structured design, relational engagement, and ongoing scholarly growth, I am committed to contributing meaningfully to nursing education and to the advancement of Women’s Health practice