Nursing — Full-time
Gregory  DeBourgh

Gregory DeBourgh, EdD, RN, ANEF


Professional Web Site

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.


A.S., College of Marin
B.S., University of California at San Francisco
M.S., University of California at San Francisco
Ed.D., University of San Francisco

Administrative Appointments

University Information Technology Committee
University Learning Technologies Committee
University Board of Trustees Committee on Information Technology Strategy

Research Areas

Interprofessional Education for Collaborative Practice
Use of Structure, Process & Outcome Models to Scaffold Clinical Learning
Cognitive Apprenticeships in Nursing Education; Development of Leadership and Management Behaviors, Advanced Reasoning and Thinking
Curricular Embedding of Simulation Learning Activities for Development of Clinical Reasoning Skills, Patient Safety and Quality
Web-Based and Multimode Instruction (interactive visual, audio, and reflective learning prompts)