Gregory DeBourgh

Areas of Specialization and Teaching Expertise

Patient Safety and Quality Systems: synergy partnerships for academia and service (health care agencies) to safe clinical practices; simulation instructional designs to advance knowledge and skill development for patient risk and harm reduction, team effectiveness, communication, and conflict management.

Interprofessional Collaborative Practice: best practice models for interprofessional education in academic and clinical practice settings.

International Consultation: Associate Director, Vietnam Nurse Project; curriculum design, faculty development for student-centric, interactive teaching and learning models and methods; implementation and promotion of shared governance models and collaborative nurse practice communities; visiting professor.

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 Methods; Academic and Clinical Program Evaluation; Team Skills and Competencies, Design, Production, Delivery of High-Impact Presentations)

Clinical, Classroom, Online Instruction: pathophysiology, medical-surgical and critical care nursing practice; leadership and management behaviors; psychomotor skills instruction and performance validation; and simulation to promote advanced reasoning and skill application.

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; “flipping the classroom”, and clinical simulation.

• Impact of technology and instructional design on advanced reasoning skill acquisition, student satisfaction, and the learning experience in distance-delivered nursing curricula and technology-enriched classroom instruction
• Interprofessional education for collaborative practice
• Use of structure, process & outcome models to scaffold clinical learning; cognitive apprenticeships in nursing education to develop advanced reasoning and thinking skills

• AS, College of Marin
• BS, University of California at San Francisco
• MS, University of California at San Francisco
• EdD, University of San Francisco

• Fellow in the National League for Nursing’s Academy of Nursing Education (ANEF) (2008) 
• University of San Francisco Distinguished Teaching Award (2002)
• Teaching Effectiveness Award, School of Nursing and Health Professions (2000 & 2007)
• Center for Instructional Technology Innovation and Excellence Award (2003)
• Mentor Epitome Award, Sigma Theta Tau (2002)
• Advancement of the Profession Award: Web-Based Instruction, Sigma Theta Tau (2001)

• DeBourgh, G.A., & Prion, S.K. (2017, March). Student-directed video validation of psychomotor skills performance: A strategy to facilitate deliberate practice, peer review, and team skill sets. International Journal of Nursing Education Scholarship, 14(1), 1-12. doi.org/10.1515/ijnes-2016-0020
• Crow, G.L., DeBourgh, G.A., Nguyen, T., & Smith, H.P. (in press). What does it mean to be a nurse in Viet Nam? Insights from nurses in the intensive care unit at Thanh Nhan Hospital, Ha Noi, Viet Nam. Vietnam Nurses Association Journal.
• Crow, G.L., & DeBourgh, G.A. (2017). Shared Governance: The Infrastructure for Innovation. In S. Davidson, D. Weberg, T. Porter-O’Grady, & K. Malloch (Eds.), Leadership for evidence-based innovation in nursing and health professions (pp. 401-439). Burlington, MA: Jones & Bartlett Learning, LLC.
• Crow, G.L., Nguyen, T., & DeBourgh, G.A. (2014). Virtual nursing grand rounds and shared governance: How innovation and empowerment are transforming nursing practice at Thanh Nhan Hospital, Ha Noi, Vietnam. Nursing Administration Quarterly, 38(1), 55-61.
• DeBourgh, G.A., & Prion, S.K. (2012, March-April). Patient safety manifesto: A professional imperative for pre-licensure nursing education. Journal of Professional Nursing, 28(2), 110-118.
• DeBourgh, G.A. (2012, January-February). Synergy for patient safety and quality: Academic and service partnerships to promote effective nurse education and clinical practice. Journal of Professional Nursing, 28(1), 48-61.
• DeBourgh, G.A. (2011, July/August). Psychomotor skills acquisition in novice learners: A case for contextual learning. Nurse Educator, 36(4), 144-149.
• DeBourgh, G. A. & Prion, S.K. (2011, March). Using simulation to teach prelicensure nursing students to minimize patient risk and harm. Clinical Simulation in Nursing, 7(2), e47-e56. doi:10.1016/j.ecns.2009.12.009.
• Crow, G.L., & DeBourgh, G.A. (2010). Combining diffusion of innovation, complex, adaptive healthcare organizations and whole systems shared governance: 21st century alchemy. In T. Porter-O’Grady & Kathy Malloch (Eds.), Innovation Leadership: Creating the Landscape of Healthcare (pp. 195-246). Sudbury, MA: Jones & Bartlett Publishers, LLC.
• DeBourgh, G.A. (2008). Use of classroom clickers to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87.
• DeBourgh, G.A. (2003). Predictors of Student Satisfaction in Distance-Delivered Graduate Nursing Courses: What Matters Most? Journal of Professional Nursing, 19(3), 149-163.