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 (http://www.usfca.edu/nursing/vietnam/); 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.
- Research Interests: exploration of the 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.
- 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
- 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)
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.
DeBourgh, G.A. (2008). Use of classroom clickers to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87. DOI link: http://dx.doi.org/10.1016/j.nepr.2007.02.002
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.