NUR461 - Primary Health Care: Nursing Perspectives

Rotation Dates:

• Wednesday September 11^th – Friday December 6^th, 2024 (Note: No clinical during the Reading Week – October 21st through 25th, 2024).

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 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 are expected to support both students and preceptors in placements.

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 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 primary skills lab and simulations for students, in collaboration with faculty (Three - hour primary skills lab on Friday September 6^th, 2024; simulation hours / dates / times TBC).  
6. Encourage an inquiring, theory, and evidence - based approach to nursing practice.
7. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
8. Collaborate with the NUR461 course instructors to plan the weekly virtual clinical discussion sessions in alignment with the course theoretical concepts.
9. 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.
10. Monitor student performance and assess student progress with meeting the clinical practice expectations for the course.
11. Participate in weekly email communication with course faculty and provide a brief update and / or identify any concerns about students' experiences and clinical progress. 
12. Ensure ongoing communication with students, preceptors, and course faculty.
13. Provide students with ongoing verbal feedback about their progress in meeting the clinical expectations for the course.
14. Collaborate with course faculty throughout the term as needed to deal with student clinical placement issues.
15. 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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NUR460 - Coping With Complexity in Persistent Illness - Adult (Fall term)

Rotation Dates:

• Thursday September 19th through Friday Dec 6th, 2024 (Note: no clinical during the Reading Week – Oct 21st through 25th, 2024).

Clinical Shifts:

• 2 x 12-hour day shifts a week (Thursday and Fridays).

Pay Rate and Stipend:

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 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. Prepare patient assignments prior to students' arrival on the nursing unit, reflective of the students' level of expertise.
5. Assist with and assess the students' preparation for their clinical activities with attention to integration of nursing, pathophysiological, pharmacologic, and therapeutic concepts.
6. Encourage an inquiring, theory, and evidence-based approach to nursing practice.
7. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
8. Supervise and assist students with providing nursing care while monitoring and assessing students' progress with meeting the clinical practice expectations.
9. Collaborate with nursing staff and other health care providers in gaining assistance and access to learning experiences for the students.
10. Foster discussion and debate about clinical learning among students during post clinical conferences.
11. Participate in weekly email communication with Course Faculty and provide a brief update and/or identify any concerns about students' experiences and clinical progress.
12. Provide students with ongoing verbal feedback about their progress with meeting the clinical practice expectations for the course.
13.  Complete an online written final clinical evaluation 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 (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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NUR460 - Coping With Complexity in Persistent Illness - Pediatric (Fall term)

Rotation Dates:

• Thursday September 19th - Friday Dec 6th, 2024 (Note: No Clinical during the Reading Week - Oct 21st through 25th, 2024).

Clinical Shifts:

• 2 x 12-hour day shifts a week (Thursday and Fridays).

Pay Rate and Stipend Details:

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 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. Prepare patient assignments prior to students' arrival on the nursing unit, reflective of the students' level of expertise.
5. Assist with and assess the students' preparation for their clinical activities with attention to integration of nursing, pathophysiological, pharmacologic, and therapeutic concepts.
6. Encourage an inquiring, theory, and evidence-based approach to nursing practice.
7. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
8. Supervise and assist students with providing nursing care while monitoring and assessing students' progress with meeting the clinical practice expectations.
9. Collaborate with nursing staff and other health care providers in gaining assistance and access to learning experiences for the students.
10. Foster discussion and debate about clinical learning among students during post clinical conferences
11. Participate in weekly email communication with Course Faculty and provide a brief update and/or identify any concerns about students' experiences and clinical progress.
12. Provide students with ongoing verbal feedback about their progress with meeting the clinical practice expectations for the course.
13.  Complete an online written final clinical evaluation 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 (pediatric 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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NUR361 Y – Introduction to Nursing in Health and Wellness – Older Person Nursing

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 NUR361.
2. Complete all on-boarding and orientation activities 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. Prepare patient assignments prior to students’ arrival on the nursing unit, reflective of the students’ level of expertise.
5. Facilitate students’ application of theory related to foundational therapeutic, relational, and health assessment skills.
   • Note: Students are expected to apply learning from the classroom and lab settings each week during their clinical shifts. This is done through practising the learned assessments and skills as part of the nursing care provided, as well as engaging in active discussions about the learning with the CI and clinical group.
6. Assist with and assess the students’ preparation for their clinical activities with attention to integration of nursing, pathophysiological, and therapeutic concepts.
7. Encourage an inquiring, theory and evidence-informed approach to nursing practice.
8. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
9. Directly supervise and assist students as they related to and provide care for older persons, while also monitoring and assessing students' progress with meeting the clinical practice expectations.
10. Collaborate with nursing staff in gaining assistance and access to learning experiences for the students.
11. Foster reflection and critical discussion about clinical learning among students during 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 with meeting the clinical practice expectations for the course.
14. Provide a written final online evaluation incorporating feedback from all clinical shifts.
15. Arrange and facilitate a short 1:1 virtual meeting to review each students’ final evaluation within a week of the final clinical shift.

Qualification:

1. Interest in clinical teaching and working with novice nursing students.
2. Minimum of 2-3 years of current and relevant clinical experience (long term care / older person care / 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.

Close

NUR361 Y – Introduction to Nursing in Health and Wellness – Mental Health Nursing

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 NUR361.
2. Complete all on-boarding and orientation activities 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. Prepare patient assignments prior to students’ arrival on the nursing unit, reflective of the students’ level of expertise.
5. Facilitate students’ application of theory related to foundational therapeutic, relational and health assessment skills.
   • Note: Students are expected to apply learning from the classroom and lab settings each week during their clinical shifts. This is done through practising the learned assessments and skills as part of the nursing care provided, as well as engaging in active discussions with the CI and clinical group.
6. Assist with and assess the students’ preparation for their clinical activities with attention to integration of nursing, pathophysiological, and therapeutic concepts.
7. Encourage an inquiring, theory and evidence-informed approach to nursing practice.
8. Facilitate interprofessional and intraprofessional communication among students and all members of the health care team.
9. Directly supervise and assist students as they relate to and provide care for patients, while also monitoring and assessing students' progress with meeting the clinical practice expectations.
10. Collaborate with nursing staff in gaining assistance and access to learning experiences for the students.
11. Foster reflection and critical discussion about clinical learning among students during 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 with meeting the clinical practice expectations for the course.
14. Provide a written final online evaluation incorporating feedback from all clinical shifts.
15. 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 (Mental Health 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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Assistant Professor (Teaching Stream) - Part-time

Applications to be submitted to dean.nursing@utoronto.ca

Description:

The Lawrence Bloomberg Faculty of Nursing at the University of Toronto invites applications for a part-time position (0.75 FTE) at the rank of Assistant Professor, Teaching Stream in the field of Nursing to begin on September 1, 2024 for an initial contract of two years.

The Position

The Faculty seeks applications from individuals with demonstrated excellence in teaching in a range of classroom, online, and practice settings, including lecture preparation and delivery and curriculum development in undergraduate and graduate programs, and demonstrated expertise in community health, care of older adults, mental health, general medical- surgical and/or critical pedagogy in nursing education. Applicants with recent clinical nursing practice experience, including as a nurse practitioner in primary health care, are strongly encouraged to apply. Candidates must 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, as demonstrated through the submitted application materials. We seek candidates whose teaching interests complement and build on our existing strengths https://bloomberg.nursing.utoronto.ca/about/. Candidates must also have demonstrated excellence in teaching-related scholarly activities.

Candidates will hold at least a Masters degree in nursing and a doctoral degree in nursing or a related discipline. All applicants must be eligible for registration with the College of Nurses of Ontario. Evidence of excellence in teaching should be demonstrable in a teaching dossier that includes course outlines, evaluations, and a statement of teaching philosophy. Excellence in scholarship should be evidenced in teaching and related pedagogical/professional activities. Salary 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 2023 QS World University Rankings by Subject ranked the University of Toronto first in Canada in four of the five broad fields assessed and internationally, University of Toronto was ranked among the top 50 schools in 48 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 (5th in 2024). 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 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/.

The Application

All qualified candidates are invited to apply by submitting their application to dean.nursing@utoronto.ca. Applications should include a cover letter, curriculum vitae, teaching dossier (including a statement of teaching philosophy), and a statement outlining current and future scholarly activities. Please combine additional application materials into one or two files in PDF/MS Word format.

All application materials must be submitted to dean.nursing@utoronto.ca.
Applicants should also provide three reference letters sent directly by the referee to the department via e-mail to dean.nursing@utoronto.ca. Applicants, however, remain responsible for ensuring that references submit letters (on letterhead, dated, and signed) by the closing date.

All application materials, including recent reference letters, must be received by July 1, 2024.
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.

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Assistant Professor - The RBC Financial Group Chair in Cardiovascular Nursing

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 Assistant Professor with an anticipated start date of July 1, 2024. The successful candidate may be named to the RBC Financial Group Chair in Cardiovascular Nursing Research at University Health Network for a 5-year term, 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 record of excellence in research and teaching. We seek candidates with a strong emerging program of research in the field of cardiovascular nursing with a focus on healthcare pathways and patient-reported outcomes (https://bloomberg.nursing.utoronto.ca/about/).

Candidates must also have demonstrated 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 a growing national/international reputation and will be expected to pursue innovative and independent research at the highest international level and to establish and maintain an outstanding, competitive, and externally funded research program.

Resources from this Chair, which is supported by a $3 million endowment, will support the integration of research, education and clinical work to advance cardiovascular 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 cardiovascular nursing research, and in particular, care transitions and patient-reported outcomes, self-managed and/or digital/remote technology solutions aimed to improve the patient experience, or innovative 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 top-ranked field-relevant publications, awards and accolades, 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 emerging record of scholarly activity, relevance of their research, and expectation for ongoing academic achievement and contributions to the field.

Salary 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 2023 QS World University Rankings by Subject ranked the University of Toronto first in Canada in four of the five broad fields assessed and internationally, University of Toronto was ranked among the top 50 schools in 48 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 (tied for 7th in 2023). 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 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/.       

University Health Network

The RBC Financial Group Chair in Cardiovascular Nursing Research will be an embedded scholar within the Peter Munk Cardiac Centre (PMCC) at Toronto General Hospital, part of the UHN. The PMCC at UHN is a global leader in cardiovascular care, with internationally-renowned medical and nursing expertise. With a vision to transform the future of cardiac and vascular care for patients across Canada and around the globe by integrating care, education and research, the PMCC is a global leader. Improving the lives of people with congenital heart disease, coronary artery disease, heart failure, heart rhythm disorders, valvular heart disease and vascular heart disease, PMCC attracts the worlds finest clinicians and researchers who are trailblazers and creative thinkers.

Application

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 (including a statement of teaching philosophy, a description of prior teaching experience, 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.

Applicants must provide the name and contact information of three references. The University of Toronto’s recruiting tool will automatically solicit and collect letters of reference from each referee the day after an application is submitted. Applicants, however, remain responsible for ensuring that references submit letters (on letterhead, dated, and signed) by the closing date. More details on the automatic reference letter collection, including timelines, are available in the candidate FAQ. 

Submission guidelines can be found at http://uoft.me/how-to-apply. Your CV and cover letter should be uploaded into the dedicated fields. Please combine additional application materials into one or two files in PDF/MS Word format.

All application materials, including recent reference letters, must be received by March 28, 2024.

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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NP Instructional Assistant Positions

Nurse Practitioners (NP) are invited to apply to Instructional Assistant (IA) positions at the Lawrence Bloomberg Faculty of Nursing. IAs are key members of our academic community, working with course instructors to provide high quality educational experiences for our NP students.

Course Titles (term & total number of hours):

• NUR1115 Advanced Health Assessment and Therapeutic Management I: NP Adult (Fall 2023 – 110 hours per term)
• NUR1117 Advanced Health Assessment and Therapeutic Management I: NP Primary Health Care – Global Health (Fall 2023 – 110 hours per term)
• NUR1140/1141 Pathophysiology and Pharmacotherapeutics Part 1 and Part 2: NP Adult (Fall 2023 & Winter 2024 – 55 hours per term)
• NUR1142/1143 Pathophysiology and Pharmacotherapeutics Part 1 and Part 2: NP Primary Health Care – Global Health (Fall 2023 & Winter 2024 – 55 hours per term)
• NUR1215 Advanced Health Assessment and Therapeutic Management II: NP Adult (Winter 2024 – 110 hours)
• NUR1217 Advanced Health Assessment and Therapeutic Management II: NP Primary Health Care – Global Health (Winter 2024 – 110 hours)
• NUR1101 Advanced Health Assessment and Clinical Reasoning: NP Adult (Spring 2024 – 110 hours)
• NUR1114 Advanced Health Assessment and Clinical Reasoning: NP Primary Health Care – Global Health (Spring 2024 – 110 hours)
• NUR1221 Nurse Practitioner Practice: Roles and Issues: NP Adult (Spring 2024 – 55 hours)
• NUR1223 Nurse Practitioner Practice: Roles and Issues: NP Primary Health Care – Global Health (Spring – 55 hours)

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