Nicole Harder, RN, PhD
|PhD, University of Alberta
MPA, University of Manitoba/University of Winnipeg
BN, University of Manitoba
|Other Appointments (Academic/Research)|
|Mindermar Professor in Human Simulation, Rady Faculty of Health Sciences. The Mindermar Professor in Human Simulation is actively involved in education research to enhance outcomes of curriculum strategies to address patient safety and quality health care delivery.|
|Research Interests: Nursing education, simulation-based learning, technology in clinical and learning environments.
Clinical Interests: Simulation-based learning, interprofessional simulation, communication
Teaching Areas: Leadership and change management, simulation-based learning, evidence informed practice.
|Nicole Harder is currently creating, implementing, and studying the use of a psychologically safe debriefing framework that is used following expected and unexpected death simulation experiences. In assisting students and new practitioners in dealing with feelings and emotions during these psychologically stressful simulations, these coping strategies can be subsequently used in the clinical environment.|
|Harder, N. & Turner, S. (in press 2019). Applying simulation design criterion to non-mannequin based experiences: A modified ShadowBox technique. Nursing Education Perspectives.
Turner, S., & Harder, N. (2018). Psychological safe environment: A concept analysis.Clinical Simulation in Nursing, 18, 47-55.
Goldsworthy, S., Sears, K., Luctkar-Flude, M., Harder, N., & Wilson-Keats, B. (2018). Gaining momentum through collaboration. Clinical Simulation in Nursing, 15, 61-64.
Harder, N. (2018). Determining the effects of simulation on intercultural competency in undergraduate nursing students. Nurse Educator, 43(1).
Harder, N., Plouffe, J., Cepanec, D., Mann, K., Le, M., Gregory, P., Griffith, P., & Doerksen, K. (2016). Use of mobile devices and medication errors in acute care: A systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(9), 47-56.
Lobchuk, M., Halas, G., West, C., Harder, N., Tursunova, Z., & Ramraj, C. (2016).Development of a novel empathy-related video-feedback intervention to improve empathic accuracy of nursing students: A pilot study. Nursing Education Today, 46, 86-doi:10.1016/j.nedt.2016.08.034
Carson, P., & Harder, N. (2016). Simulation use within the classroom: Recommendations from the literature. Clinical Simulation in Nursing, 12, (10), 429-437. DOI:10.1016/j.ecns.2016.03.009
Joyal, K., Katz, C., Harder, N., & Dean, H. (2015). Interprofessional education using simulation of an overnight inpatient ward shift. Journal of Interprofessional Care, 29(3).
Galbraith, A., Harder, N., Macomber, C., Roe, E., & Roethlisberger, K. (2014). Design and implementation of an interprofessional death notification simulation. Clinical Simulation in Nursing, 10, e95-e102. DOI: 10.1016/j.ecns.2013.08.001.
Nielsen, B., & Harder, N. (2013). Causes of student anxiety during simulation: What the literature says. Clinical Simulation in Nursing, 9(11), e507-e512. DOI: 10.1016/j.ecns.2013.03.003.
Harder, N., Ross, C., & Paul, P. (2013). Instructor comfort level in high-fidelity simulation. Nurse Education Today, 3, 1242-1245. DOI: 10.1016/j.nedt.2012.09.003
Harder, N., Paul, P., & Ross, C. (2013). Student perspective of roles assignment in high fidelity simulation: An ethnographic study. Clinical Simulation in Nursing, 9(9), e329-e334. DOI: 10.1016/j.ecns.2012.09.003
Evans, C., & Harder, N. (2013). A Formative approach to Student Remediation. Nurse Educator, 38(4), 1-5. DOI: 10.1097/NNE.0b013e318296dd0f.
|Turner, S., & Harder, N. (2019) Psychological Safe Learning Environments in Simulation: Nursing Students’ and Facilitators’ Perspectives. STTI Xi Lambda Research Award. ($2,000)
Harder, N., McClement, S., Thompson, G., Harwood, R., Osachuk, T., Lucas, A., ffrench, C. & Chernomas, W. (2018). Reducing psychological distress among health professionals by creating a psychologically safe debriefing framework for emotionally stressful palliative/end-of-life simulation-based and clinical experiences. Dolly and Michael Gembey Nursing Research Grants, Health Sciences Centre, Winnipeg. ($58,284.26).
Nunes, S., & Harder, N. (2017). Exploring the usefulness and effectiveness of debriefing to process emotions or feelings experienced by undergraduate nursing students in a palliative simulation-based experience. Manitoba Centre for Nursing and Health Research Grant – Graduate Student. ($3,000).
Brygidyr, S. (executive sponsor), Ateah, C. (project owner), & Harder, N. (academic lead). (2016) Simulation based education strategic planning project. Advanced Learning Division – Manitoba Government. ($149,958.50)
Harder, N., Taylor, C., & Ashcroft, T. (2015). Virtual Simulation Use in Undergraduate Nursing Curriculum - Western North-western Region – Canadian Association of Schools of Nursing Innovation Award ($5,000).
Lobchuk, M., Halas, G., Harder, N., West, C., & Tursunova, Z. (2014). A pilot study of an intervention to enhance student nurses’ empathic discussion with family caregivers about unhealthy behaviours. Manitoba Centre for Nursing and Health Research. ($7,480.46).
Harder, N. (2014) Preparation for simulation: The effects on clinical judgment. Western North-western Region – Canadian Association of Schools of Nursing Research Award ($5,000).
Harder, N., Plouffe, J., Cepanec, D., Griffith, P., Doerksen, K., Gregory, P., & Mann, K. (2014). The effectiveness of handheld computers on reduction of medication errors. Systematic Review Awards, Faculty of Nursing, University of Manitoba ($5,000).
Harder, N. (2013) Interculturalism in Simulation. University Research and Grants Program Award, University of Manitoba ($6,400).
Harder, N., Ashcroft, T., & Taylor, C. (2012). Nursing students’ role in patient safety: Communication to empower patients. Dr. John Wade Research Award, sponsored by the Manitoba Institute for Patient Safety ($7,415.00).
|I am currently accepting graduate students in the areas of simulation, nursing education, use of technology in the clinical/academic setting, or the development of non-technical skills in the clinical setting.|