Prior to joining the McMaster faculty, Kristine Rogers held various positions in acute care hospitals in Hamilton, and surrounding areas. She joined the School of Nursing in May 2006 as the Clinical Placement Liaison, a role created to increase the clinical placements for our students. In 2006, schools of nursing were asked by the MOHLTC to increase their enrolments to address the nursing shortage. In 2009, Kristine moved into another administrative role as the Chair of Academic Resources. This role required her to fill all the teaching needs of the McMaster school of nursing, and 40% of the teaching needs at our collaborative partner sites, Mohawk and Conestoga Colleges. In addition to these administrative roles, facilitating PBL classes was always a part of Kristine's role here at McMaster.
Kristine Roger's scholarly activities focused on sharing the processes available to full time, part time and part time clinical faculty to engage in leadership activities within the McMaster School of Nursing. Information on these activities has been presented at international and local conferences.
Kristine Roger's philosophy of teaching is based on student-centeredness. She sees each student as an individual with unique qualities, learning needs, and strengths. Kristine views her role as assisting students to express themselves openly within small group learning, and also in one-on-one tutor meetings so that ideas flow freely, important conceptual links are made, expression of thoughts and issues are respectfully challenged, and new learning occurs. To promote this learning, Kristine ensures that students feel safe to openly share in an environment, where feedback and challenging are natural components of the ongoing, and creative learning process. Key elements of her teaching include the stimulation of critical thinking (including clinical reasoning and judgment), exploration of concepts, and facilitation of knowledge acquisition. Together, these support students’ transformation to professional nurses that is “being, becoming, and thinking like a nurse” (Dall’Alba, 2009; Tanner, 2006). Kristine's teaching practices include facilitating student learning by clearly stating expectations for performance in class or one-to-one sessions, and when completing self-assessment measures.