Gregory DeBourgh

Dr. Gregory DeBourg taught at the University of San Francisco School of Nursing and Health Professions from 1993 - 2019. Dr. DeBourg started as an adjunct faculty and, in 1998, became a full-time professor in the School of Nursing and Health Professions. Dr. DeBourgh taught NURS 370 - Medical-Surgical Nursing I: Management of Comprehensive Adult Patient Care, a course emphasizing synthesis and application of knowledge. In 2014 Dr. BeBourgh shared during an interview why he flipped his entire course.

His research focused on the impact of technology and instructional design on advanced reasoning skill acquisition, student satisfaction, and the learning experience in distance- delivered nursing curricula and technology-enriched classroom instruction; interprofessional education for collaborative practice; and the use of structure, process and outcome models to scaffold clinical learning; cognitive apprenticeships in nursing education to develop advanced reasoning and thinking skills.

• Patient safety and quality systems
• Interprofessional collaborative practice
• International consultation
• Professional development and performance improvement consultation
• Clinical, classroom, and online instruction
• Multimedia instructional design, delivery, and evaluation

• Impact of technology and instructional design on advanced reasoning skill acquisition, student satisfaction, and the learning experience in distance-delivered nursing curricula and technology-enriched classroom instruction
• Interprofessional education for collaborative practice
• Use of structure, process & outcome models to scaffold clinical learning; cognitive apprenticeships in nursing education to develop advanced reasoning and thinking skills

• AS, College of Marin
• BS, University of California at San Francisco
• MS, University of California at San Francisco
• EdD, University of San Francisco

• Fellow in the National League for Nursing’s Academy of Nursing Education (ANEF) (2008) 
• University of San Francisco Distinguished Teaching Award (2002)
• Teaching Effectiveness Award, School of Nursing and Health Professions (2000 & 2007)
• Center for Instructional Technology Innovation and Excellence Award (2003)
• Mentor Epitome Award, Sigma Theta Tau (2002)
• Advancement of the Profession Award: Web-Based Instruction, Sigma Theta Tau (2001)

• DeBourgh, G.A., & Prion, S.K. (2017). Student-directed video validation of psychomotor skills performance: A strategy to facilitate deliberate practice, peer review, and team skill sets. International Journal of Nursing Education Scholarship, 14(1), 1-12.
• Crow, G.L., Nguyen, T., & DeBourgh, G.A. (2013). Virtual nursing grand rounds and shared governance: How innovation and empowerment are transforming nursing practice at Thanh Nhan Hospital, Ha Noi, Vietnam. Nursing Administration Quarterly, 38(1), 55-61.
• DeBourgh, G.A., & Prion, S.K. (2012). Patient safety manifesto: A professional imperative for pre-licensure nursing education. Journal of Professional Nursing, 28(2), 110-118.
• DeBourgh, G.A. (2012, January-February). Synergy for patient safety and quality: Academic and service partnerships to promote effective nurse education and clinical practice. Journal of Professional Nursing, 28(1), 48-61.
• DeBourgh, G. A. & Prion, S.K. (2011, March). Using simulation to teach prelicensure nursing students to minimize patient risk and harm. Clinical Simulation in Nursing, 7(2), e47-e56.
• DeBourgh, G.A. (2008). Use of classroom clickers to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87.