Section Three

Faculty Teaching Modalities and Reflective Practice



This section provides educators with the knowledge and skills to support collaborative student-centred pedagogies in mental health and addiction nursing curricula. Resources and tools also support faculty to engage in and promote self-reflective practice, as well as highlight how faculty can maintain student safety in the learning environment and promote self-care. Finally, this section also focuses on the role of preceptorship, mentorship as a source of nursing faculty supports. 


At the end of this section, the educator will have achieved the following:

  • Understand pedagogical approaches to teaching and learning that are student centred, collaborative and consistent with recovery-oriented mental health practice.
  • Embrace a collaborative ‘learning together’ approach with students and become increasingly comfortable and competent applying this philosophy to teaching practice.
  • Understand the importance and promote reflective practice and self-care for both the faculty and student.
  • Adopt teaching and learning strategies, activities and techniques that promote student self-reflection and self-care.
  • Understand how to support a positive learning environment that supports student safety (i.e., self disclosure).
  • Understand how preceptorship and mentorship can be a source of support and professional development for faculty who teach mental health and addiction.
  • Understand how to integrate the lived experience advocate in a non tokenistic manner.

CASN/CFMHN Competencies

1.3, 1.6, 6.1, 6.2, 6.3, 6.4, 6.5