Darlaine Jantzen, PhD, RN

Darlaine Jantzen, PhD, RN, has focused her academic career on how nurses learn to nurse well across the continuum of education, and across settings. Specific areas of interest include philosophy of nursing and nursing education, experiential learning theories, moral philosophy, (virtue) ethics, and nurses’ experiences of organizational change. Darlaine Jantzen is an Associate Professor (Trinity Western University) and teaches first year undergraduates (Communication and Covenantal Caring), MSN students in their qualitative inquiry and nursing education elective, and various courses at the PhD level (Advanced Nursing Philosophy, Advanced Academic Leadership, Doctoral Seminars). She is the Chair of the International Philosophy of Nursing Society (IPONS) and serves on a number of curriculum committees at TWU.

Darlaine has conducted narrative inquiry and ground theory research; completed a scoping review and a Qualitative Systematic Review (JBI). Darlaine Jantzen has an emerging umbrella question, What are “good nurses” and “good healthcare places;” what do we need to do to create this “good place;” and how will we know if we are being successful?
Dr. Jantzen has been involved in nursing education for two decades, as a clinical practice educator, classroom teacher, and academic leader. She received the NNPBC Award of Excellence in Nursing Education (2017). Dr. Jantzen also served on the executive of the Nurse Educators of British Columbia (2016-2019) and the BCCNP Education Program Review Committee (2019-2024). Prior to her academic career she practiced nursing in medical cardiology, including critical care, telemetry, and post-intervention cardiac care.

Dr. Jantzen conducted a narrative inquiry exploring nurses’ experiences of professional development, and a grounded theory study of how experienced nurses learn to nurse well (as in the good nurse) in the contemporary healthcare environment. With colleagues across three post-secondary institutions, Dr. Jantzen is leading a project related to how BSN students learn dispositions for good nursing: self-awareness, trustworthiness, and open-mindedness. Dr. Jantzen is also a co-PI (WRNCASN funded, TWU Internal Grant) project exploring the integration of PROMs in BSN Education. Her most recent publications range from philosophical explorations to a Best Practice Information Sheet (JBI) on leading effective, respectful organizational change in acute care settings.

• Doctor of Philosophy in Nursing (University of Alberta, Faculty of Nursing, Edmonton, AB, Canada; 2012); 
  • Dissertation: Refining Nursing Practice: A Grounded Theory of How Nurses Learn to Nurse Well in the Current Health Care Milieu
• Masters of Arts in Leadership and Training (Royal Roads University, Victoria, BC, Canada; 2004); 
  • Thesis: Learning Stories: A study of positive learning experiences to create positive change

Expertise

Jantzen’s expertise includes qualitative methods, philosophy of nursing and nursing education, and the provision of caring, competent, and compassionate patient care in the acute care setting.  

Research Interests and Experience: Grounded theory, narrative inquiry, historical analysis, philosophical inquiry.

Research Specialization Key Words: workplace learning; nursing education; continuing professional development; qualitative methodologies (grounded theory, narrative inquiry); professional practice education; virtue ethics.

• NURS 124 Communication & Covenantal Caring
• NURS 530 Nursing Inquiry I
• NURS 611 Perspectives on Nursing Education
• NURS 700 Doctoral Seminars
• NURS 710 Advanced Nursing Philosophy
• NURS 760 Advanced Educational Leadership