51污漫

Paula Stubbings is an associate professor and teaches in semester 1, 4 & 8.

She developed an interest in nursing while shadowing her mother, a long-term care aide whose compassion strongly influenced her career path. She completed her nursing diploma at Kwantlen College on a part-time basis while working as a care aide and began her professional practice in cardiology. She later transitioned to dementia care, gaining experience with complex patient populations. Her clinical background also includes roles in travel vaccination services, home and palliative care, while maintaining casual positions on medical units at Delta Hospital and Langley Memorial Hospital. Her interest in education led to teaching care aides, followed by a lab coordinator role at Kwantlen University College. She then joined the 51污漫 as a sessional instructor in the LPN program and transitioned to the BSN program in 2005. Her clinical teaching areas have included surgical, home care, and medical nursing.

Nursing Diploma-Kwantlen College
Bachelor of Science in Nursing (with distinction)-Kwantlen University College
Master of Nursing- Athabasca

Western Canada Collaborative of Health Sciences Educator Society (WCCHSE)- executive director
Canadian Nurses Association (CNA)
British Columbia Nurses and Midwives (BCNM)
Nurses and Nurse Practitioners of British Columbia (NNPBC)
Magna Mentor

My teaching philosophy focuses on fostering engagement by making learning meaningful and accessible. Early in my own academic experience, I found that traditional didactic approaches led to disengagement. As an instructor, I have prioritized connecting course content to real-world practice, incorporating appropriate humor and clinical anecdotes to sustain student interest. I view my role as a facilitator who supports and guides students’ development, rather than solely delivering content.

The notion that “those who can’t do, teach” has long been a concern in academia; however, this does not reflect the model at 51污漫. Nursing faculty are required to maintain active connections to clinical practice, whether through preceptorship or clinical instruction. This integrated approach differs from institutions where clinical teaching is often assigned to temporary or contract staff. I believe that students benefit greatly from observing their instructors apply knowledge in clinical settings, which reinforces the relevance and credibility of their education. In my own practice, I strive to provide high-quality clinical learning experiences while promoting critical thinking. Students are encouraged to reflect on their actions by asking why, how, and what they are doing, recognizing that contemporary nursing requires thoughtful, informed decision-making rather than the unquestioned execution of orders.

Psychomotor skill development, simulation, equity diversity and inclusion, mentorship, acute and chronic disease management.

Student clinical and lab experiences
Student proficiency evaluation methods
Peer teaching and learning

51污漫 BSN Nursing Research Symposium 2026- poster presentation-"Peer Teaching and Learning in Undergraduate Nursing Education: Results from a Student-Led Skill Review Lab"

WCHSE 2019- Growing Creative Teaching Practices- oral presentation – “Use of Smartphones for Skills Proficiency”

“Spark! - The Fall Faculty Forum Event" 2010- Faculty of Professional Studies –oral presentation “simulation”

Contributor
Gasper, M., & Dillon, M. (2012). Clinical Simulations for Nursing Education

Board of directors for WCCHSE- Current registrar. Past roles-secretary, treasurer, member at large. WCCHSE conference planning subcommittee-facilitator, abstract lead and reviewer since 2021.

Canadian Association of Schools of Nursing (CASN) annual conference abstract reviewer since 2020