Sandra Kane, RN, PhD

• Pathophysiology as Foundations for Nursing Practice
• Pharmacology Nursing Knowledge and Application

• Learning strategies for clinical practice application 
• Teaching strategies to help foster connections between theory and practice, clinical reasoning and judgment 
• Focus on interdisciplinary and interprofessional practice and research 
• Focus on experiential learning

Teaching Pattern

Selected Publications

Kane, S., Nowell, L., Bouchal-Raffin, S., & McCaffrey, G. (2025). Making sense of praxis within an evolving clinical context: A grounded theory of nursing student learning transfer. Nurse Education Today, 146, 1-8. https://doi.org/10.1016/j.nedt.2024.106561

Kane, S.J. (2024). Making sense of praxis within an evolving clinical context: A grounded theory of nursing student learning transfer. (Open Theses and Dissertations). PRISM Repository, University of Calgary, 1-367. https://hdl.handle.net/1880/119714

Carless-Kane, S., & Nowell, L. (2024). Aligning critical realism and classic grounded theory. Grounded Theory Review, 23(1), 92-121.

Carless-Kane, S., & Nowell, L. (2023). Nursing students learning transfer from classroom to clinical practice: An integrative review. Nurse Education in Practice, 71, 1-16. https://doi.org/10.1016/j.nepr.2023.103731

Nowell, L., Dhingra, S., Carless, S., McGuinness, C., Paolucci, A., Jacobsen, M., Lorenzetti, D., Lorenzetti, L., Oddone-Paolucci, E. (2022). A systematic review of online education initiatives to develop students remote caring skills and practices. Medical Education Online, 27(1), 1-12. https://doi.org/10.1080/10872981.2022.2088049

Nowell, L., Dhingra, S., Carless, S., Davidson, S., Carr., E. (2021). Nursing students' experiences and perceptions of an innovative graduate level healthcare grand challenge course: A qualitative study. International Journal of Nursing Education Scholarship, 18(1), 1-14. https://doi.org/10.1515/ijnes-2021-0079

Selected Presentations

Kane, S., Chametzky, B., Nathaniel, A., & Johnson, T. (2026, April). Insights from Grounded Theory Review Peer Reviewers. 2026 Classic Grounded Theory International Virtual Conference. Panel Discussion.

Kane, S., Vander Linden, K., Cashwell, E., & Kaikkonen, R. (2026, April). Insights on Navigating Ethics Approval. 2026 Classic Grounded Theory International Virtual Conference. Panel Discussion.

Kane, S., White, D., & White, T. (2026, April). Navigating the Glaserian Classic Grounded Theory Learning Curve. 2026 Classic Grounded Theory International Virtual Conference. Panel Discussion.

Kane, S. (2026, April). Enhancing Theory-to-Practice Connections: Developing a Research-based Andragogical Approach for Nurse Educators in Classroom-based Learning Environments. 2026 Classic Grounded Theory International Virtual Conference. Oral Presentation.

Kane, S., & El Hussein, M. (2025, October). From Theory to Practice: Empowering Nursing Students to Make Sense of Praxis Within an Evolving Clinical Context. Scholarship of Teaching & Learning (SoTL) Symposium, Banff, AB. Oral Presentation.

Kane S., & El Hussein, M. (2025, October). Enhancing Theory-to-Practice Connections: Developing a Research-based Andragogical Approach for Nurse Educators in Classroom-based Learning Environments. Scholarship of Teaching & Learning (SoTL) Symposium, Banff, AB. Oral Presentation.

Kane, S. (2025, May). Grounded theory about nursing students learning transfer from classroom to clinical practice: Implications for nursing education. 2025 Classic Grounded Theory International Virtual Conference. Oral Presentation.

Vander Linden, K., Connor, J., Flenady, T., & Kane, S. (2025, May). Identifying the main concern and its significance in constructing a classic grounded theory. 2025 Classic Grounded Theory International Virtual Conference. Panel Discussion.

Carless-Kane, S., Nowell, L. (2024, August). Pedagogical implications of a grounded theory about nursing students learning transfer from classroom to clinical practice. SIGMA 35th International Nursing Research Congress 2024. Oral Presentation.

Carless-Kane, S., Nowell, L. (2024, May). Grounded theory about nursing students learning transfer from classroom to clinical practice: Implications for nursing education. CASN Canadian Nursing Education Conference 2024. Oral Presentation.

Relevant Community Service