Faculty & Staff

Administrative Title: HCE Scholar in Teaching and HCE Scholar in Simulation

Academic Title: Associate Professor

Office: Y361
Email: gharvey@mtroyal.ca

Education
PhD, University of Calgary
MN, University of Calgary
BScN, University College of the Cariboo

Giuliana’s clinical career in nursing focused on the care of adults in medical/surgical and critical care areas, specifically the Intensive Care Unit (ICU) and Post-Anaesthetic Recovery Room. She has worked in various acute care settings across Canada, including UBC Hospital (Vancouver), Foothills Medical Centre and Peter Lougheed Hospital (Calgary), St. Joseph’s Health Centre and St. Michael’s Hospital (Toronto). Giuliana has developed experience and expertise in simulation education through ongoing professional development, international certification and conducting research. Giuliana pursued a Master of Nursing and PhD from the University of Calgary, where she explored the topic of critical incident stress experienced by ICU nurses. This area of focus became foundational to her current program of research focused on stress and critical incident stress experienced by undergraduate nursing students in experiential learning environments.

Areas of Instruction

• Adult Health
• Fundamentals in Nursing
• Psychomotor Skill Development
• Experiential Learning

Area of Scholarship

• Stress, Critical Incident Stress and Undergraduate Nursing Students
• Simulation
• Psychological Harm

Teaching Pattern

Teaching-Scholarship-Service

Selected Publications

Harvey, G., Daniels, A., & Carter-Snell, C. (2025). Implementing a trauma-informed approach in undergraduate nursing student simulation-based experiences: A guide for simulationists. Clinical Simulation in Nursing, 109, 101860. https://doi.org/10.1016.j.ecns.2025.101860

Harvey, G., Carter-Snell, C., Daniels, A., Bozkurt, A., & Berlinguette, K. (2025). Exploring the meaning of psychological harm experienced by undergraduate nursing students in simulation: A hermeneutic study. Nurse Education Today, 153, 106786. https://doi.org/10.1016/j.nedt.2025.106786

Harvey, G., Currie, G., & Semple, L. (2025). Adopting the ShadowBox technique in an undergraduate nursing student simulation. Journal of Nursing Education, 1-3. http://doi:10.3928/01484834-20250925-03

Harvey, G., & Carter-Snell, C. (2024). Implementing a trauma-informed approach in undergraduate nursing student clinical education: Strategies for clinical nurse educators. Nursing Education in Practice, 81, 104187. https://doi.org/10.1016/j.nepr.2024.104187

Harvey, G., El Hussein, M., & Carter-Snell C. (2024). Pushing through: A grounded theory of undergraduate nursing students making meaning of clinical related critical incidents. Journal of Professional Nursing, 55, 32-39. https://doi.org/10.1016/j.profnurs.2024.08.011

Harvey, G., Carter-Snell, C., El Hussein, M., & Berlinguette, K. (2024). Coping with clinical-related stress experienced by undergraduate nursing students: A scoping review. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2024.06.012

El Hussein, M., & Harvey, G., & Flavell, D. (2024). Using exploratory sequential mixed methods design to develop the simulation safety practice tool (SSPT). Clinical Simulation in Nursing, 101, 101704. https://doi.org/10/1016/j.ecns.2025.101704

Harvey, G., MacLean, H., El Hussein, M., Zettel, S., Benacchio, D. (2024). Developing formative strategies to support undergraduate nursing students’ learning in the lab setting. Journal of Nursing Education, 63, 1-4. https://doi.org/10.3928/01484834-20240122-02

Harvey, G., & Carter-Snell, C., Kanikwu, M. (2024). Exploring the impact of peer support used by undergraduate nursing students who have experienced a clinical-related critical incident: A hermeneutic study. Nurse Education Today, 132, https://doi.org/10.1016/j.nedt.2023.106018

El Hussein, M., & Harvey, G. (2023). Scaffolding safety in nursing simulation: A grounded theory. Journal of Professional Nursing, 45, 14-20. https://doi.org/10.1016/j.profnurs.2023.01.003

Selected Presentations

Harvey, G., Carter-Snell, C., Daniels, A., Bozkurt, A., & Berlinguette, K. (June 2025). Exploring the Meaning of Psychological Harm Experienced by Undergraduate Nursing Students in Simulation: A Hermeneutic Study. International Nursing Association of Clinical Simulation and Learning (Denver, Colorado)

Harvey, G., & Carter-Snell, C. (2024). Understanding Clinical Related Critical Incident Stress Experienced by Undergraduate Nursing Students. Hawaii International Conference on Education (Waikoloa, Hawaii)

Harvey, G., & Carter-Snell, C. (2024). Understanding the Meaning of Peer Support Used by Undergraduate Nursing Students who have Experienced a Clinical Related Critical Incident. Hawaii International Conference on Education (Waikoloa, Hawaii)

Harvey, G., & Carter-Snell, C. (2024). Paving the Way to Professional Well-Being: Undergraduate Nursing Student Critical Incident Stress. Sigma Global Nursing Excellence (Washington, DC)

El Hussein, M., & Harvey, G. (2024). The Initial Development and Face Validity of The Simulation Safety Practice Tool (SSPT). International Meeting on Simulation in Healthcare (San Diego, California)