Associate Professor of Nursing
Neufeld Science Centre
+1 (604) 513-2121 ext. 3038


Department(s) or Program(s)


"I extend a curiosity and fascination with learning about life and how to be a better person, to a focus for my academic career on how nurses learn to nurse well across the continuum of education, from undergraduate nursing education to continuing professional education, and across settings."

Darlaine Jantzen, PhD, RN, specific areas of interest include philosophy of nursing education, adult learning theory, experiential learning, and healthcare organizational culture, as it relates to workplace learning and excellence in nursing practice. Darlaine Jantzen joined TWU in Fall 2019 as an Associate Professor, having been an Adjunct Faculty, teaching in the TWU Masters of Nursing program since 2014. Her past experience includes medical cardiology nursing practice, undergraduate education teaching, and, most recently, academic nursing leadership. She teaches across diverse areas of nursing practice including acute and high-acuity nursing, evidence-informed practice, communication, nursing knowledge development, and nursing education. Dr. Jantzen serves on the BCCNP Education Program Review Committee (2019-2021), and is a member of the International Learning Collaborative (ILC).

Dr. Jantzen’s current projects include a grounded theory study of educating nursing students for excellence in practice in the areas of self-awareness, trustworthiness, and open-mindedness (TWU Internal Grant) and an evaluation of a violence-prevention multimodal education intervention for first-year undergraduate nursing students.

Dr. Jantzen’s clinical background is in acute care, high-acuity, and medical cardiology.

Photo credit: Raechel Healey-Chamberlain

Research & Scholarship

Educating for Human Flourishing in Nursing (BSN) Education. Dr. Darlaine Jantzen, Dr. Sheryl Reimer-Kirkham, Dr. Angela Wolff, Dr. Derek Sellman, Maria Fyfe, Michael Morelli. (TWU Internal Grant, 2020-2022).

Pedagogical implications of implementing a workplace violence prevention simulation into nursing students' preparation for clinical practice. Dr. Lorelei Newton, Sean Sturgill, Kerry-Anne Dompierre and Dr. Darlaine Jantzen.

Registered nurses’ experiences of organizational change in acute care settings: A Systematic Review. Dr. Darlaine Jantzen, Dr. Lenora Marcellus, Patricia Scott.  

(Nearing completion) Does a Collaborative Learning Unit (CLU) impact development of a knowledge informed culture and implementation of evidence-based practice for nurses in priority patient settings? BC Nursing Research Initiative Practice Based Nursing Research (MSHRF). Project Leads: Dr. Lenora Marcellus, Dr. Susan Duncan, Joanne Maclaren, Dr. Diane Sawchuk. Collaborator: Dr. Darlaine Jantzen (2017-2020).


  • Ph.D. in Nursing, University of Alberta (2012)
  • Masters of Arts in Leadership and Training, Royal Roads University (2004)

Awards & Honors

ARNBC Excellence in Nursing Education Award    November 2017

Recent Publications


Jantzen, D. (2019). Refining nursing practice through workplace learning: A grounded theory Journal of Clinical Nursing. doi:

Marcellus, L., Duncan, S., MacKinnon, K., Jantzen, D., Siemens, J., Brennan, J., & Kassam, S. (2018). The Role of Education in Developing Leadership in Nurses. Nursing Leadership, 31(4), 26-35. doi:10.12927/cjnl.2019.25758.

Jantzen, D., deRosenroll, A., Hebig, S., (2019). Vascular access and infusion therapy. In. Cobbett, S., Perry, A.G., Potter, P. A., Ostendorf, W.R. (Eds.), Canadian Clinical Nursing Skills and Techniques. Toronto: Elsevier Canada.

Jantzen, D., & Felver, L., (2019). Fluid, electrolyte, and acid-base balances. In P. Potter, A.G. Perry, B. Astle, and W. Duggleby (Eds.), Canadian Fundamentals of Nursing (6th ed.). Toronto: Elsevier Canada.

Jantzen, D., Nowell, L., & Scott, P. (2017). Registered nurses’ experiences of organizational change in acute care settings: A Systematic Review Protocol. JBI Database of Systematic Reviews and Implementation Reports, 15 (4), 855-861.

Jantzen, D. (2008). Reframing professional development for first-nurses. Nursing Inquiry, 15(1), 21-29.


  • Acute and high-acuity nursing practice
  • Nursing education
  • Continuing professional development
  • Qualitative methodologies (grounded theory, narrative inquiry)
  • Professional practice education