“Sue has left a lasting positive impression on me. The pressure of school can be overwhelming, but her empathy and light-heartedness helped ease our nerves and make the learning process more enjoyable! The way Sue interacted with patients showed genuine kindness, inspiring me to be that kind of nurse. FROM COLLEAGUES…Sue is a role model for her colleagues and students. Her warm, student-centered philosophy fosters an engaging environment, especially for students who struggle with traditional approaches. She implemented a variety of flexible learning strategies, including simulations, and interactive study guides. Sue is a source of wise advice and takes time to help less experienced faculty feel supported. I’ve witnessed the labor of love it takes for Sue to be the excellent educator that she is.”
Sue, a recipient of a 2025 Camosun Teacher Recognition Award, is a faculty member in the Bachelor of Science, Nursing (BSN) program at the college. Sue came to Canada in the mid-1990s with her diploma in nursing, and in 1998, once she was recognized as a registered nurse in BC, “I began my nursing career in the Neuroscience Unit at Victoria General Hospital, where I gained valuable clinical experience. While the work was incredibly rewarding, it was also emotionally and physically demanding. I later transitioned to a medical unit, caring for patients with a wide range of medical, gastrointestinal, and renal conditions, and also gained experience working with orthopedic surgery patients.” One day, Sue’s manager asked her if she would be interested in applying for teaching work at Camosun. “I had received my Bachelor of Science in nursing from the University of Victoria in 2003, so the timing was perfect. Sue joined the BSN program in May 2006, teaching Consolidated Clinical Experience 2.” Since then, she has continued to teach and supporting nursing students in both their academic and clinical learning. Sue received her Master of Leadership (health specialization) from Royal Roads in 2013. When asked about her master’s project, Sue explained, “I’m a very practical person and want to connect learning to real-life situations and bring about positive change.” With this philosophy in mind, Sue focused her master’s research on wound care education within the Camosun College BSN Program at a time when the curriculum required review and renewal. As part of her project, she conducted a comprehensive review of wound care content across the semesters and collected data from both students and faculty. Her research identified gaps, inconsistencies, and opportunities for improvement, leading to recommendations which was implemented and has strengthened curriculum alignment, updated terminology (i.e. chronic verses complex wound), and ensured content reflected current evidence-based wound care practice. Sue is particularly proud that this work resulted in meaningful curriculum enhancements and greater consistency across the program. The changes continue to benefit nursing students today, better preparing them to provide evidence-informed wound care in clinical practice.
As always, I was curious to know what Sue enjoys most about teaching. She shared, “The students’ progress is what keeps me going. Watching them grow in confidence, develop both professionally and personally, and ultimately become nurses is rewarding beyond measure. It’s especially meaningful when I have the opportunity to work alongside former students in Island Health settings after they graduate. Seeing the results of their hard work and knowing that I played a small role in their educational journey is incredibly fulfilling”. For Sue, teaching is about far more than sharing knowledge…It is about supporting students as they grow into compassionate, competent professionals and empowering them to make a positive difference in the lives of their patients, families, and communities.
I wondered what a typical class looks like for Sue and the students. “It’s a balance between structure and nurturing. I give students structure to decrease their cognitive load and to help ease some pressure because it comes at them from all directions. At the same time, an important ingredient for me in a successful class setting is building trust. Trust doesn’t just happen – it’s a way of being, a way of interacting with each other and supporting each other to reach our greatest potential. I also tell them it’s okay to make mistakes. In fact, if we don’t make mistakes, we’re not going to learn.” Also important to Sue is recognizing that everybody’s needs and challenges are different. “I take time to get to know my students and their needs. For example, I don’t read student clinical evaluations from previous courses up front. Instead, I get to know the students for myself first. This helps me connect with my students and support their learning. Creating a trusting learning environment is powerful because it encourages students to engage, ask questions, and learn from one another. Nursing is a challenging and demanding profession. We work with people during some of the most vulnerable moments of their lives, alongside families and interdisciplinary teams. If I can help lighten students’ burdens, build their confidence and supporting them at various levels why wouldn’t I? watching them grow professionally to become the best nurses they can be is one of the most rewarding parts of teaching.”
I asked Sue how she keeps her teaching fresh after 20 years. “I make a point of staying current with clinical skills and curriculum changes because healthcare and education are constantly evolving. The students change as well. Years ago, most of our students were mature learners who went through an interview process before being accepted into the program. Today, many come directly from high school and are much younger, often still developing the communication and interpersonal skills that are so important in nursing. What I find most rewarding is seeing how much they grow. After just 14 weeks, I am always amazed and proud of the progress they have made.” Sue acknowledges that keeping up with ongoing curriculum and practice changes can be demanding. “It can be stressful at times, but if my goal is to help students succeed, then staying current is essential. Healthcare is constantly changing, and as educators we need to evolve with it. If you don’t stay up to date, you can’t provide students with the best possible learning experience or prepare them effectively for practice.” For Sue, lifelong learning is not simply a professional expectation; it is a commitment she makes to her students. By continually updating her knowledge and teaching practices, she ensures that graduates are well prepared to meet the challenges of today’s healthcare environment.
With the changes in student demographics over the years, I wondered if peer mentoring is happening in Sue’s classes. “I always pair students together, even when they’re practicing skills in the lab, so they can support one another and build confidence. However, once they become too comfortable working with the same partner, I intentionally switch the pairs. In nursing, students will care for patients of different ages, genders, backgrounds, and health conditions. They will also work with a wide variety of nurses and team members. By changing partners, we help prepare them for the realities of professional practice and encourage them to develop adaptability, communication skills, and confidence in working with different people.” Sue believes this collaborative learning is most effective when students learn from each other. “Some of the most meaningful learning happens when students share their knowledge, experiences, and perspectives with their peers. Not only does this reinforce their own learning, but it also builds confidence, teamwork, and a sense of community within the group.”
I wondered if Sue had some memories from the past 20 years to share. “Before this interview, I was reading some thank-you cards from students I have received over the years. One student sent me a card that said ‘This is just a little something to thank you for this semester. From the first day, you helped me: from parking, to sitting in with me as I was going through a hard time with my life at home, to being my safe person during clinical. Thank you. You made this semester easy by walking it with me. You were made to be an instructor, and you do it so well.’ This student became a nurse and keeps in touch with me. And another one said, ‘Thank you for everything, Sue. You made this nerve-wracking time exciting and less stressful. You are so supportive, kind, and hilarious. I’m so grateful for you. Sue, thank you for being our clinical mom. You made me feel safe. Thank you for investing your time and energy on us. I am forever grateful for you.’” Another memory Sue shared was about a time she was a patient herself. “A nurse came in at midnight to administer my IV medication, and said, ‘Don’t worry, Sue I’m going to do it as you taught us.’ Being nursed by a past student was significant – to see where they are now, what they have become, is so rewarding. It’s a privilege to be a part of that journey with them.” Especially when she sees students she taught become her colleagues at Camosun. “I’m so proud of them and where that nursing education took them.”
Finally, I asked Sue what advice she might have for new faculty coming to teach at Camosun. “I’ve mentored several new faculty members over the years by welcoming them, supporting them, and reassuring them that it’s okay not to be perfect the first time they teach. Teaching is a journey of reflection and continuous improvement. My advice is to reach out, ask questions, and lean on your colleagues. We are here to support one another, and no question is a silly question.” Sue recognizes that new instructors often feel overwhelmed by the steep learning curve of teaching. “There’s a lot to learn, and the cognitive overload can be significant. That’s why it’s important to support new instructors not only academically, but emotionally as well. I always share my teaching resources and encourage them to adapt and modify them to fit their own style. I remind them that those of us who have been teaching for 20 started exactly where they are today. Give yourself permission to learn, grow, and develop confidence. Over time, you’ll discover your own teaching style.” While teaching approaches and delivery may differ, Sue believes the focus should remain on student individual learning. Equally important, she encourages new faculty to prioritize their own well-being. “Teaching can be incredibly rewarding, but it can also be demanding. Students count on you, and your colleagues count on you, so it’s important to take care of yourself mentally, physically, and emotionally. Give yourself grace. Becoming an effective educator takes time.” Sue also emphasizes the importance of building meaningful relationships with students. “You never really know what someone may be dealing with outside the classroom. Take the time to get to know your students and build trust with them. If a student seems disengaged or is late for class, check in with them gently and without judgment. They may not be ready to share right away but creating a safe and supportive environment lets them know you’re there when they need help.” Above all, Sue believes that fostering trust, compassion, and resilience is central to student success.
After more than two decades of teaching, Sue’s message remains simple yet powerful: support one another, keep learning, be kind to yourself and others, and never underestimate the impact that trust, encouragement, and compassion can have on a student’s journey. By supporting students one step at a time, we help them build the confidence and resilience needed to succeed as both learners and future nurses.