Assistant Professor, Teaching Stream - Nursing

Position Description

The Lawrence Bloomberg Faculty of Nursing at the University of Toronto invites applications for up to two full-time teaching stream positions in Nursing. The appointment will be at the rank of Assistant Professor, Teaching Stream with an anticipated start date of July 1, 2027.

This position is being advertised concurrently with the full-time teaching stream position in Nursing at the rank of Associate Professor, Teaching Stream (ID: 50424). To be considered for the full-time teaching stream position in Nursing at the rank of Associate Professor, Teaching Stream (ID: 50424), you must submit a separate application for each posting.

This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members (Statement on Equity, Diversity & Excellence). Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply.

Preference will be given to candidates who self-identify as Indigenous. Recognizing that there are a variety of terms that potential candidates may use to self-identify, the University uses the term “Indigenous” in this search, which forms part of the U of T Response to Canada’s Truth and Reconciliation Commission, to encompass the people of Turtle Island, including those who identify as First Nations, Métis, Inuk (Inuit), Alaska Native, Native American, and Native Hawaiian people.

Requirements and Qualifications

Applicants must have an entry-to-practice degree (BScN or MN), as well as a doctoral degree in nursing or a related area by the time of appointment, or shortly thereafter, with a demonstrated record of excellence in teaching. We seek candidates whose teaching interests complement and enhance our existing departmental strengths. All applicants must be eligible for registration with the College of Nurses Ontario.

Candidates must have teaching experience in a degree-granting program, including lecture preparation and delivery, curriculum development, and development of online material/lectures. Additionally, candidates must possess a demonstrated commitment to excellent pedagogical inquiry and a demonstrated interest in teaching-related scholarly activities.

Evidence of excellence in teaching and a commitment to excellent pedagogical inquiry will be demonstrated through teaching accomplishments, awards and accolades, presentations at significant conferences, the teaching dossier (including the required materials outlined below), and strong letters of reference.

Candidates must also have experience working with or teaching 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. 

Responsibilities

The successful candidate will be assigned a teaching and service load and will be expected to undertake pedagogical and professional development. 

Hiring Salary Range

The salary range is $130,000-$160,000 CAD per annum, depending on experience. Negotiations beyond this salary range will be considered for exceptionally qualified candidates.

About Us

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 18 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 Times Higher Education World University Rankings place the University of Toronto at 21st in the world. 

The University currently has more than 20,000 faculty and staff; some 80,000 students across its three campuses; almost 250 Canada Research Chairs; an annual budget of $2.0 billion; and an endowment of $1.9 billion. The University of Toronto’s library system ranks third among research libraries in North America and subscribes to over 17,000 electronic journals in all disciplines.  

The Lawrence Bloomberg Faculty of Nursing is served by the Gerstein Science Information Centre, the largest academic health science library in Canada. In addition to its extensive print collection, the library has licensed access to several hundred electronic databases in the health sciences including all major nursing and health science indices. All electronic resources are available to faculty and students both from campus and hospital locations and via remote access. 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 and is a research-intensive Faculty that embraces the University's tripartite mission of excellence in research, education, and practice. The Bloomberg Faculty of Nursing 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 fourteen multi-site, fully affiliated teaching hospitals, as well as a network of affiliated community hospitals and public health agencies. The Faculty is committed to the mission of international leadership in nursing research and education. Through the leadership and mentorship of outstanding faculty members, the Faculty’s graduates excel in professional practice, lead in nursing research and scholarship, and improve health locally and globally. 

The Bloomberg Faculty of Nursing offers a 20-month, second entry, Baccalaureate program. In addition, the Faculty offers a highly sought after professional master’s program comprising three fields (clinical, health systems leadership and administration, and nurse practitioner) and world-leading doctoral programs. The Faculty now has an academic presence on all three campuses – University of Toronto St. George, University of Toronto Mississauga and University of Toronto Scarborough. Through the TAHSN partnership and our state-of-the-art simulation laboratory, the Faculty provides its students with a strong foundation in all practice settings through first class clinical experiences. The Faculty is committed to excellence and supports an environment of creativity and innovation in pedagogy. For more information on the Lawrence Bloomberg Faculty of Nursing please visit our home page at http://bloomberg.nursing.utoronto.ca/. 

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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Associate Professor, Teaching Stream - Nursing

Position Description

The Lawrence Bloomberg Faculty of Nursing at the University of Toronto invites applications for up to two full-time Teaching Stream positions in Nursing. The appointment will be at the rank of Associate Professor, Teaching Stream with an anticipated start date of July 1, 2027.

This position is being advertised concurrently with the full-time teaching stream position in Nursing at the rank of Assistant Professor, Teaching Stream (ID: 50147). To be considered for the full-time teaching stream position in Nursing at the rank of Assistant Professor, Teaching Stream (ID: 50147), you must submit a separate application for each posting.

This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members (Statement on Equity, Diversity & Excellence). Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply.

Preference will be given to candidates who self-identify as Indigenous. Recognizing that there are a variety of terms that potential candidates may use to self-identify, the University uses the term “Indigenous” in this search, which forms part of the U of T Response to Canada’s Truth and Reconciliation Commission, to encompass the people of Turtle Island, including those who identify as First Nations, Métis, Inuk (Inuit), Alaska Native, Native American, and Native Hawaiian people.

Requirements and Qualifications

Applicants must have an entry-to-practice degree (BScN or MN) in nursing, as well as a doctoral degree (e.g. PhD, DN, DNP, EdD) in nursing or a related area with a clearly demonstrated record of excellence in teaching. We seek candidates whose teaching interests complement and enhance our existing departmental strengths. All applicants must be eligible for registration with the College of Nurses Ontario.

Candidates must have a proven, sustained record of excellence in teaching, including teaching skills, educational leadership or curricular/pedagogical innovation in a degree-granting program and strong evidence of sustained and ongoing professional/pedagogical development. Additionally, candidates must demonstrate excellence in pedagogical inquiry, with evidence of significant contributions to teaching-related scholarly activities and the scholarship of teaching and learning.

Evidence of excellence in teaching will be demonstrated through teaching accomplishments, awards and accolades, presentations at significant conferences, publications, the teaching dossier (including the required materials outlined below), and strong letters of reference.

Candidates must also have experience working with or teaching 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. 

Responsibilities

Candidates will be expected to sustain a record of excellence in teaching, student engagement, educational leadership and innovative curriculum delivery and to demonstrate ongoing pedagogical and professional development.  The successful candidate will be assigned a teaching and service load. 

Hiring Salary Range

The expected salary range is $150,000-$180,000 CAD per annum.  Exceptionally qualified candidates may be considered for compensation beyond this stated range.

About Us

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 18 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 Times Higher Education World University Rankings place the University of Toronto at 21st in the world. 

The University currently has more than 20,000 faculty and staff; some 80,000 students across its three campuses; almost 250 Canada Research Chairs; an annual budget of $2.0 billion; and an endowment of $1.9 billion. The University of Toronto’s library system ranks third among research libraries in North America and subscribes to over 17,000 electronic journals in all disciplines.  

The Lawrence Bloomberg Faculty of Nursing is served by the Gerstein Science Information Centre, the largest academic health science library in Canada. In addition to its extensive print collection, the library has licensed access to several hundred electronic databases in the health sciences including all major nursing and health science indices. All electronic resources are available to faculty and students both from campus and hospital locations and via remote access. 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 and is a research-intensive Faculty that embraces the University's tripartite mission of excellence in research, education, and practice. The Bloomberg Faculty of Nursing 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 fourteen multi-site, fully affiliated teaching hospitals, as well as a network of affiliated community hospitals and public health agencies. The Faculty is committed to the mission of international leadership in nursing research and education. Through the leadership and mentorship of outstanding faculty members, the Faculty’s graduates excel in professional practice, lead in nursing research and scholarship, and improve health locally and globally. 

The Bloomberg Faculty of Nursing offers a 20-month, second entry, Baccalaureate program. In addition, the Faculty offers a highly sought after professional master’s program comprising three fields (clinical, health systems leadership and administration, and nurse practitioner) and world-leading doctoral programs. The Faculty now has an academic presence on all three campuses – University of Toronto St. George, University of Toronto Mississauga and University of Toronto Scarborough. Through the TAHSN partnership and our state-of-the-art simulation laboratory, the Faculty provides its students with a strong foundation in all practice settings through first class clinical experiences. The Faculty is committed to excellence and supports an environment of creativity and innovation in pedagogy. For more information on the Lawrence Bloomberg Faculty of Nursing please visit our home page at http://bloomberg.nursing.utoronto.ca/. 

Indigenous Substantiation
The University of Toronto has implemented a process to substantiate Indigenous Membership/Citizenship/Enrolment for those candidates who identify as Indigenous. For more information regarding the University's Indigenous Substantiation Process, please refer to: Indigenous Substantiation Website.

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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Instructional Assistant - NUR1405H

Minimum Requirements

All Instructional Assistants for clinical practice focused courses must be a Registered Nurse -Extended Class in Ontario or other Canadian jurisdiction with no restrictions.

Duties

Meetings with supervisor(s) as required; Practice Based-Learning (PBL) facilitator training or refresher and content review; Preparation and facilitation of synchronous PBL sessions; Marking, grading and providing feedback for assignments; Other duties as assigned.

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Instructional Assistant -NUR1402H

Minimum Requirements

All Instructional Assistants for clinical practice focused courses must be a Registered Nurse -Extended Class in Ontario or other Canadian jurisdiction with no restrictions.

Duties

Meetings with supervisor(s) as required; Practice Based-Learning (PBL) facilitator training or refresher and content review; Preparation and facilitation of synchronous PBL sessions; Marking, grading and providing feedback for assignments; Other duties as assigned.

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

Rotation Dates:

• Wednesday January 13^th – Friday April 9th, 2027 (Note: No clinical during the reading week of February 16 - 19, 2027, and on March 26, 2027 - Good Friday).

Clinical Days:

Variable days, online and synchronous clinical discussions.

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. All other clinical instructors will be paid the current faculty hourly rate.
Stipend: To Be Determined (TBD). 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 (Friday, January 8^th, 2027, times to be confirmed).
6. Facilitate an in-person four hours community simulation for the course (dates and 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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Rotations:

• Rotation 2: March 10 to April 23, 2027 (excluding Friday March 26)

Clinical Days: 

2 x 8-hour day shifts on either Wednesdays and Thursdays OR Thursdays and Fridays

• Note: Majority of clinical shifts will be Thursdays and Fridays

Pay Rate and Stipend

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. U of T graduate students will be paid the current CUPE 3902 Unit 1 rate. All others will be paid the current faculty hourly 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.
   1. Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   2. 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 medical-surgical 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 (UTM Cohort - Rotation 1) 

Rotations

• Rotation 1: January 13 to February 28, 2027

Clinical Days:

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

• Note: Majority of clinical shifts will be during the week (Wednesday, Thursdays and/or Fridays).

Pay Rate and Stipend:

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. U of T graduate students will be paid the current CUPE 3902 Unit 1 rate. All others will be paid the current faculty hourly 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.
   1. Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   2. 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 at 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 (UTM Cohort - Rotation 3)

Rotations

• Rotation 3: May 5 to June 20, 2027

Clinical Days:

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

Note: Majority of clinical shifts will be during the week (Wednesday, Thursdays and/or Fridays).

Pay Rate and Stipend:

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. U of T graduate students will be paid the current CUPE 3902 Unit 1 rate. All others will be paid the current faculty hourly 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.
   1. Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   2. 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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NUR 373 - Introduction to Nursing Care of Children and Families (Rotations 1, 2 and 3) 

Rotations

• Rotation 1: January 13 to February 28, 2027
• Rotation 2: March 10 to April 25, 2027 (excluding Friday March 26)
• Rotation 3: May 5 to June 20, 2027

Clinical Days:

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

• Note: Majority of clinical shifts will be during the week (Wednesday, Thursdays and/or Fridays).

Pay Rate and Stipend:

Pay rate: Clinical Instructors will be paid a fixed stipend amount based on course requirements. U of T graduate students will be paid the current CUPE 3902 Unit 1 rate. All others will be paid the current faculty hourly 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.
   1. Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical shifts.
   2. 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 at 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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NUR440 - Foundations of Mental Health and Substance Use: An Integrated Nursing Approach across the Lifespan

Course Dates:

Course is scheduled to run from Tuesday January 12 – Friday April 9, 2027

• Note: No clinical activities on Family Day (Feb 15), or during the Reading Week (Feb 16 to 19).  

Clinical Days:

9 CI positions; each CI position includes 3 in-person days on either Wednesdays or Fridays. Details about available positions and scheduling can be found below.  

• Schedule A (Wednesdays) – In-person January 20, 2027 (9am to 4pm), February 10, 2027 (9am to 1pm), March 10, 2027 (8am to 4pm). Two positions available.
• Schedule B (Wednesdays) – In-person January 27, 2027 (9am to 4pm), February 24, 2027 (9am to 1pm), March 17, 2027 (8am to 4pm). Two positions available.
• Schedule C (Wednesdays) – In-person February 3, 2027 (9am to 4pm), March 3, 2027 (9am to 1pm), March 24, 2027 (8am to 4pm). Two positions available.
• Schedule D (Wednesdays) – In-person February 10, 2027 (9am to 4pm), March 10, 2027 (9am to 1pm), March 31, 2027 (8am to 4pm). Two positions available.
• Schedule E (Fridays) - In-person January 29, 2027 (9am to 4pm), February 26, 202 (9am to 1pm), March 19, 2027 (8am to 4pm). One position available.

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Pay rate: Clinical Instructors will be paid a fixed stipend based on course requirements. Please note that UofT graduate students will be paid the current CUPE 3902 Unit 1 rate. All other instructors will be paid the current faculty hourly rate.
Stipend: To Be Determined (TBD). 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 nursing practice with the support of a clinical teacher. 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 required to complete all on-boarding and orientation activities required by the faculty 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 NUR 440.
2. Familiarize themselves with and uphold all faculty and university policies related to clinical placements (e.g., CI and Student Absences, Professional Behavior).
3. Attend all clinical activities as scheduled.
   1. Personal obligations (e.g. attending conferences, vacations, or appointments) are to be scheduled outside of the clinical activities.
   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 for a possible replacement instructor.
4. Assist students to create clinical learning objectives for their respective clinical activities that are reflective of course outcomes, clinical practice expectations, and students’ level of learning.
5. Encourage an inquiring, theory, and evidence-based approach to nursing practice.
6. Collaborate with the NUR 440 course instructor to plan and facilitate 5 applied practice-based simulation labs and 2 virtual debrief sessions, in alignment with the course theoretical concepts.
7. Monitor student performance and assess students’ progress meeting the clinical practice expectations for the course.  
8. Foster reflection and discussion about clinical learning among students during debriefs of shadow shifts.
9. Participate in weekly email communication with Course Faculty and provide a brief update and / or identify any concerns about students’ experiences and clinical progress.
10. Ensure ongoing communication with students and course faculty, and clinical placement sites (as needed).
11. Provide students with ongoing verbal feedback about their progress in meeting the clinical expectations for the course.
12. Collaborate with course faculty and the Clinical Education Office throughout the term as needed to navigate any issues related to clinical placement activities.
13. Complete online written midterm and final clinical evaluations of each student incorporating feedback from all clinical activities that highlight their learning and progress in meeting the clinical practice expectations.  
14. Arrange and facilitate a short 1:1 virtual meeting to review each students’ midterm and final evaluation per faculty deadlines.

Qualifications:

1. Excellent understanding of Mental health and/or Substance use Nursing, recovery paradigm, trauma-informed practice, and bio-psycho-social person first approach to working with people with mental illness or substance use challenges
2. Specialty certification in psychiatric mental health nursing through the Canadian Nurses Association or equivalent is an asset.
3. Minimum of 2-3 years of professional nursing experience in mental health and/or substance use nursing
4. Current registration with the College of Nurses of Ontario as a Registered Nurse or Registered Nurse in the Extended Class.
5. Current membership with the Registered Nurses Association of Ontario (RNAO) is preferred.
6. Master’s degree in nursing or equivalent is preferred; BScN is required.
7. Previous teaching experience and/or simulation experience will be considered as an asset.
8. Excellent facilitation, analytical, written, and oral communication skills.

Note to Graduate Students:

If you are a graduate student and you accept the position, you will agree to the following:

“I confirm that I will be registered as a University of Toronto student or PDF on the date that this appointment begins. I understand that if I should cease to be registered as a University of Toronto student or PDF during the period of this appointment, for any reason other than convocation, I must immediately notify my supervisor, and my appointment may be terminated.”

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