Relevant Degree Programs
My research program examines the use of innovative teaching pedagogy, simulation, to teach clinical and non-technical skills such as women's health, lactation, and health communication. My most recent work involves testing of a global interprofessional therapeutic communication scale to assess therapeutic relationships between providers and patients. Through texts, workshops, and conference proceedings I have used technology to empower faculty, students, and health care providers to incorporate creative, practical, and research-based knowledge into pleasurable learning experiences. My clinical focus is reproductive social justice through the promotion and support of lactation and transition to new parenthood specifically for underserved populations. I consult internationally on lactation, simulation, nursing and interprofessional education.
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with the program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit our graduate degree program listings and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to peek someone’s interest.
- Provide documents that can help the faculty member gauge interest in you as a potential student. This could be a Statement of Intent, a Writing Sample, a list of publications or research endeavors.
- Demonstrate that you are familiar with their research
- Convey the specific ways you are a good fit for the program
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Use of simulation for health care professionals education and evaluation in health communication.
Great Supervisor Week Mentions
Dr. Campbell is always supportive and passionate about nursing issues. She takes time to meet and talk with me whenever I ask, while balancing her other academic endeavours. She encourages me to think critically and pushes my thoughts to see issues with different angles and perspectives that I had not have thought of before entering my graduate studies. She is very enthusiastic about the scholarly works of others and provides me with so much encouragement and positivity. She is an amazing supervisor and I could not be any happier! #GreatSupervisor.
- E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing (2018)
Natalia Del Angelo Aredes and Danielle Monteiro Vilela Dias and Luciana Mara Monti Fonseca and Suzanne Hetzel Campbell and Jose Carlos Amado Martins and Manuel Alves Rodrigues
Escola Anna Nery 22 (3)
- Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment (2018)
Ebrahim Aliafsari Mamaghani and Azad Rahmani and Hadi Hassankhani and Vahid Zamanzadeh and Suzanne Campbell and Olive Fast and Alireza Irajpour
Asian Nursing Research
- Simulation with standardized patients: nursing student’s communication skills in health (2017)
Fernanda dos Santos Nogueira de Goes and Natalia Del' Angelo Aredes and Cristina Yuri Nakata Hara and Luciana Mara Monti Fonseca and Suzanne Hetzel Campbell
Revista da Rede de Enfermagem do Nordeste 18 (3) 383--389
- Effectiveness of a perinatal and pediatric End-of-Life Nursing Education Consortium (ELNEC) curricula integration (2015)
O'Shea, E.R. and Campbell, S.H. and Engler, A.J. and Beauregard, R. and Chamberlin, E.C. and Currie, L.M.
Nurse Education Today 35 (6) 765-770
- Validating the Health Communication Assessment Tool© (HCAT) (2015)
Array, Shea and Suzanne Hetzel Campbell and Leanne M. Currie and Elizabeth Chamberlin and Christopher A. Pates
Clinical Simulation in Nursing 11 (9) 402--410
- A Descriptive Analysis of Nursing Student Communication Behaviors (2013)
O'Shea, E.R. and Pagano, M. and Campbell, S.H. and Caso, G.
Clinical Simulation in Nursing 9 (1)
- Development of the health communication assessment tool: Enhancing relationships, empowerment, and power-sharing skills (2013)
Campbell, S.H. and Pagano, M.P. and O'Shea, E.R. and Connery, C. and Caron, C.
Clinical Simulation in Nursing 9 (11)
- Home care simulation for student nurses: Medication management in the home (2013)
Mager, D.R. and Campbell, S.H.
Nurse Education Today 33 (11) 1416-1421
- Personal Transformation and Curricula Change (2013)
Suzanne Hetzel Campbell and Philip Greiner and Sheila Grossman and Alison kris and Laurence Miners and Joyce Shea
Transforming Ourselves, Transforming the World 161--179
- Role-Playing: An Underutilized Tool for Teaching Students to Think, Act, and Reflect Like a Nurse (2012)
Clinical Simulation in Nursing 8 (7)
- Integration of End-of-Life Care Content in Undergraduate Nursing Curricula: Student Knowledge and Perceptions (2009)
Wallace, M. and Grossman, S. and Campbell, S. and Robert, T. and Lange, J. and Shea, J.
Journal of Professional Nursing 25 (1) 50-56
- Integrating spirituality into undergraduate nursing curricula. (2008)
Wallace, M. and Campbell, S. and Grossman, S.C. and Shea, J.M. and Lange, J.W. and Quell, T.T.
International journal of nursing education scholarship 5
- Creating Effective Advisory Boards for Schools of Nursing (2007)
Appel, N. and Campbell, S.H. and Lynch, N. and Novotny, J.M.
Journal of Professional Nursing 23 (6) 343-350
- Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners (2007)
Campbell, S.H. and Hawkins, J.W.
Journal of the American Academy of Nurse Practitioners 19 (1) 24-29
- A CASE STUDY (2006)
Suzanne H. Campbell and Carrie Gutman
AWHONN Lifelines 10 (6) 490--497
- Challenges of breastfeeding preterm infants: a case study. (2006)
Campbell, S.H. and Gutman, C.
AWHONN lifelines / Association of Women's Health, Obstetric and Neonatal Nurses 10 (6) 490-497
- Recurrent plugged ducts (2006)
Journal of Human Lactation 22 (3) 340-343
- Clinical Lactation Practice: 20 Years of Evidence (2005)
Karen Wambach and Suzanne Hetzel Campbell and Sara L. Gill and Joan E. Dodgson and Titilayo C. Abiona and M. Jane Heinig
Journal of Human Lactation 21 (3) 245--258
- Hyperlactation: How left-brained 'rules' for breastfeeding can wreak havoc wth a natural process (2005)
Smillie, C.M. and Campbell, S.H. and Iwinski, S.
Newborn and Infant Nursing Reviews 5 (1 SPE) 49-58
- Systemic overgrowth of candidiasis: A case study (2004)
Clinical Excellence for Nurse Practitioners 8 (3) 109-116
- Limits to Growth: A Private Family Health Practice (2003)
Suzanne Hetzel Campbell and Christopher L. Huntley
The International Journal of Entrepreneurship and Innovation 4 (2) 133--137