Professional Web Site
www.goodthinkinginnursing.com
Honors and Awards
Inducted as a Fellow in the Academy of Education, National League
for Nursing (2009) Teaching Effectiveness Award, University of San
Francisco School of Nursing (2006) Inducted into Alpha Sigma Nu
Honor Society of Jesuit Institutions of Higher Education,
University of San Francisco (2005) Outstanding Contribution to the
Chapter Award, Sigma Theta Tau International Honor Society, Beta
Gamma Chapter (2004) Center for Instructional Technology Faculty
Award for "Innovation and Excellence in Teaching with Technology",
University of San Francisco Center of Instructional Technology
(2003) University Distinguished Teaching Award, University of San
Francisco and USF Faculty Association (2002) Mentor Epitome Award
Sigma Theta Tau International Honor Society, Beta Gamma Chapter
(2002) Advancement of the Profession Award "Web-Based Instruction
Model", Sigma Theta Tau International Honor Society, Beta Gamma
Chapter (2001) Teaching Effectiveness Award, University of San
Francisco School of Nursing (2000)
Teaching Areas of Expertise
Advanced Nursing Therapeutics and Reasoning; Clinical
Application Courses; Management and Leadership Behaviors; Effective
Learning and Instruction Design and Delivery; Interactive
Multimedia Presentation; Design and Delivery Simulation Learning
Activities
Clinical Interests of Expertise and Interest
Pathophysiology; Complex and Critical Care Delivery; Leadership
and Management Professional Development; Healthcare Systems
Enhancement; Performance Improvement and Professional Practice
Development; Clinical Competency Assessment; Patient Safety and
Quality Initiatives and Instruction
Other Interests
Professional Development and Performance Improvement
Consultation:interactive multimedia programs for
nurses, managers, and nurse educators (Rapid Recognition and
Response to Clinical Crises; Continuous Quality Improvement;
Academic and Clinical Program Evaluation; Interpersonal
Communication, Conflict Management; Team Building; Interactive
Instruction, Assessment Techniques; Design, Production, Delivery of
High-Impact Presentations
Multimedia Instructional Design, Delivery, and
Evaluation:Web-based and classroom
multimode instruction; interactive visual, audio, and reflective
learning prompts; advanced reasoning skill development with
structure, process and outcome models; cognitive apprenticeships;
interactive online case studies, podcasts, vodcasts; and clinical
simulation
Patient Safety and Quality Systems and Staff
Development:synergy partnerships academia and
service (health care agencies) to promote awareness and consistent
application of safe clinical practices; simulation as instructional
design for pre-licensure student knowledge and skill development
for patient risk and harm reduction, team effectiveness,
communication and conflict management.
VietnamNurse
Project (Associate Director)
The Vietnam Nurse Project is an
international academic and practice partnership between the
University of San Francisco, School of Nursing and the Bach Mai
Nursing School, Hanoi, Vietnam. The project foci include faculty
exchange for curriculum and instruction consultation; graduate and
undergraduate student immersion for community health, service
learning, and international health care systems
Professional Affiliations
Member National League for Nursing; Sigma Theta Tau
International Honor Society of Nursing; Alpha Sigma Nu Honor
Society of Jesuit Institutions of Higher Education; Society for
Information Technology and Teacher Education (SITE); the
Association for Advancement of computing in Education (AACE); the
Association for Educational Communications Technology (AECT); and
the American Association of Critical Care Nurses
(AACN)Faculty Spotlight
Greg DeBourgh was awarded the CIT Award for Excellence in Teaching
with Technology in 2002. For more information about this award,
please visit the CIT Technology
Award homepage.
In addition, he also was awarded the USF Faculty
Association's Distinguished Teaching Award. Listed below
are excerpts from the award ceremony, which took place in May,
2002.
Award Ceremony Introduction by Professor Mary
Abascal-Hildebrand, School of Education:
Once again, the USFFA-USF Distinguished Teaching Award goes to a
USFFA professor whose commitment to an enabling pedagogy signifies
the value of our continuing to offer such an award. The
committee's deliberations this year over the fine set of
applicants returned again and again to the various portrayals of
Dr. Greg DeBourgh's fascinating ability to not only impart
ideas and practical information to students, but also to his
ability to enable students to become more engaged in the topic at
hand, and to contribute to the nursing profession.
The committee is pleased to acknowledge its assessment of the
way in which Professor DeBourgh's thorough-ongoing
commitment to teaching is pervasive among his course materials, the
viewpoints of students and colleagues who wrote on his behalf, the
coherence of his reflections on his teaching, the
committee's overall sense of his stance toward teaching,
and his profession-wide commitment to write and make academic
presentations about the teaching of nursing. So, we declare he is
not only engaged in promoting professional nursing among his
students, but he is also engaged with his colleagues and
professional contacts in publishing and presenting about the
process of nursing education.
First, his course materials reflect how a heightened sense of
preparation serves students well. He regularly discloses and
activates the principles he believes enable students to learn.
Second, students readily acknowledge how he brings complex theory
to life, and how he tugs on their practical sense to make
applications of theory. They substantiate his commitment to them
outside of the classroom in their descriptions of his follow-up in
office sessions with them, and in other student-support efforts he
develops and initiates. Indeed, they look forward to what one
student describes as, "his creative and thought-provoking ways"
that are "conducive to learning, but never overly competitive."
Moreover, they appreciate his sensitivity to the larger world, as
this student writes, "Dr. DeBourgh instill(s) into each lesson an
appreciation for and an understanding of the many different
cultural and ethnic considerations that are integral parts of
professional nursing today, adding a very human side to the
practical nursing applications... His respect for the dignity of
each individual and their unique experiences and perspectives has
deepened my own appreciation of the great diversity that exists in
the world, and will make me a more informed and compassionate nurse
and I hope, a better person."
Third, Professor DeBourgh's colleagues widely acknowledge
his teaching commitments; as one of his colleagues writes, given
her classroom observations of him, he "advances the
University's mission related to teaching." She addresses
in amazing detail the crafted activities he uses that integrate web
technology with interactive exchanges to develop team-like learning
in the classroom, and his frequent and generous faculty development
activities in the School of Nursing which, among numerous other
teaching-related service activities he contributes within USF and
elsewhere, have earned him the School's outstanding
teaching award. Another colleague who has also observed him teach
writes, "he is an exceptionally talented teacher... dynamic... a
master at enhancing learning experiences and "students walk away
from Dr. DeBourgh with not only a command of the course that he has
taught but also the inspiration of having been taught by a person
of vision, talent, and the highest of professional standards."
Indeed, the committee was drawn to the way his application
itself also portrayed a careful, detailed, integrated presentation
of pedagogy applications, mirroring the assessment reports of
students and colleagues who exclaim repeatedly at the assiduous way
in which he prepares and executes classroom activities and
materials about classroom practice others might want to use.
Examples of such preparation include his development of
web-based infrastructure and communications technology he refers to
as cognitive apprenticeships, his peppy learning prompts and cues
which enhance his progressively-complex clinical case studies, his
integrated classroom assessment, exams designed to both assess
learning and demonstrate complex competencies, and the
comprehensive course syllabi that illustrate the way he scaffolds
learning activities throughout the science-based curricula he
teaches.
He truly models the Jesuit commitment to the teaching of the
whole person, as he writes in his personal statement, "I believe
that the essence of teaching is establishing a one-on-one
relationship with each student to explore and affirm their
individual quest for knowledge, and this challenge is what makes
teaching so difficult. Every day that I teach, I try to keep the
memories of my own student days fresh in my mind and to keep alive
the perspective of a learner in order to build (students')
self-esteem and enable the necessary dynamic that makes a teacher
effective.
