Darlaine Jantzen, Ph.D., R.N.

Associate Professor of Nursing
I have a long-standing curiosity and fascination with individuals’ formation and learning, and this has become a focus for my academic career. How do nurses learn to nurse well across the continuum of education, from undergraduate nursing education to continuing professional education, and in diverse settings?

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 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’s specific areas of interest include philosophy of nursing education, adult learning theory, experiential learning, and healthcare organizational culture in relation to workplace learning and excellence in nursing practice. Darlaine Jantzen joined TWU in Fall 2019 as an Associate Professor, having taught in the TWU Master of Nursing program since 2014.

Doctor of Philosophy in Nursing (2012)

University of Alberta, Faculty of Nursing, Edmonton, AB, Canada

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 (2004)

Royal Roads University, Victoria, BC, Canada.

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.

ResearchGate:  https://www.researchgate.net/profile/Darlaine-Jantzen

CURRENT RESEARCH

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).

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

Completed Research

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.

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).

Awards & Honors

ARNBC Excellence in Nursing Education Award    November 2017

Recent Publications

Jantzen, D. (2022). Getting grounded: Educational foundations for nurses' lifelong learning. Journal of Professional Nursing, 39, 34-40. https://doi.org/https://doi.org/10.1016/j.profnurs.2021.12.009

Jankunis, F., Dahlke, S., & Jantzen, D. (2021). Philosophy at the intersection of thinking and doing in nursing. Nursing Philosophy, 22(1), 1-2. https://doi.org/10.1111/nup.12346

Jantzen, D. (2019). Refining nursing practice through workplace learning: A grounded theory Journal of Clinical Nursing. doi:https://onlinelibrary.wiley.com/doi/abs/10.1111/jocn.14841

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.

Textbook Chapters

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.

Affiliations & Memberships

  • International Philosophy of Nursing Society (IPONS) Executive (2020-2022)
  • Clinical Nurse Specialists Association of British Columbia (2020 – ongoing)
  • International Learning Collaborative (2018 – ongoing)

  • NURS 124 Communication and Covenantal Caring
  • NURS 224  Evidence-informed practice
  • NURS 510 Foundations of Nursing Knowledge
  • NURS 611 Perspectives in Nursing Education
  • NURS 692/3 Knowledge Translation Project (Part 1 / 2)