Myriam Breau is a nursing professor at Université de Moncton (NB) and a PhD candidate at the University of New Brunswick. With 20 years’ experience as a registered nurse in critical care, Myriam has a vast experience in health care issues. She is dedicated to researching nurse staffing and its effects on patients in hospital settings. Her work aims to identify and mitigate the negative impacts of inadequate staffing on quality of care, patient safety, and nurse outcomes. Through her expertise and commitment, Myriam continues to advance the field of nursing while improving working conditions for nurses and the quality of patient care.

Alongside her research, Myriam is an exceptional teacher, recognized by her students for her inspiring teaching approach. She excels at making complex concepts accessible and interesting, fostering an interactive and stimulating learning environment. Her dedication to teaching and training the next generation of registered nurses has earned her the Faculty Professor of the Year by her students. 

Professor Mario Brûlé is a registered nurse with a Bachelor of Science degree and a Master of Education degree. He has over thirty years of teaching experience, including ten years at the CEGEP level and twenty years at the university level. An associate professor of advanced practice nursing at the Université du Québec en Abitibi-Témiscamingue, now retired, he has been serving as a lecturer there since 2018. He also serves as an educational advisor for the University of Montreal as part of the ProNurse project in Bangladesh, as well as an advisor and coach in an expanded role with First Nations communities (2020–2024). As the founder of Nurses Without Borders, he served as its president for twenty years and as a mission leader in several countries. His education includes advanced studies in pedagogy, international health, global health, and tropical health. Although he does not currently practice in this capacity, he is also trained as a primary care nurse practitioner.

Norma Ponzoni, RN, MEd, MSc, is an Associate Professor at the Ingram School of Nursing at McGill University in Montréal, Québec. She teaches across undergraduate and graduate programs, with a particular focus on nursing education and the preparation of future nurse educators. Her teaching emphasizes learner-centered approaches and the development of pedagogical capacity among nurses transitioning into educator roles. Norma’s scholarly interests focus on how emerging technologies, including artificial intelligence, can be integrated into nursing education in ways that are pedagogically sound, ethical, and supportive of meaningful learning. She is currently involved in research examining student and faculty perceptions of the use of generative artificial intelligence in nursing education. She is also a long-standing Associate Member of the Institute of Health Sciences Education at McGill University, where she contributes to interdisciplinary conversations on health professions education.

Jodi Brennan, RN, MN, is the Chair of the School of Health and Humans Services at Aurora College, Yellowknife, Northwest Territories, overseeing various certificate, diploma, and degree partnership programs. She has made the North her home for almost 30 years and has been involved in many nursing/health education program initiatives. Her research interests have been in evaluation, promoting leadership competencies, and recruitment of youth to the Northern workforce. 

Dr. Kateryna Metersky is an Associate Professor and the Interim Associate Director of the Collaborative Nursing Degree Program at the Daphne Cockwell School of Nursing at Toronto Metropolitan University. She maintains active clinical practice as a registered nurse in general internal medicine at Toronto Western Hospital. Dr. Metersky’s program of research focuses on person- and population-centred care, interprofessional collaboration, and the health and well-being of individuals facing social, economic, and health challenges, including immigrants and refugees. Using qualitative and participatory approaches, her work explores intersectionality, health equity, and the role of patient partners in research, education, and healthcare delivery. Through international collaborations and community partnerships, she aims to advance socially responsive nursing education and practice that promotes equity, social justice, and improved health outcomes. Alongside her research, Dr. Metersky is deeply committed to mentorship, teaching, and leadership in the nursing profession. She serves on Toronto Metropolitan University’s Research Ethics Board and Senate, contributes to editorial and peer-review activities across multiple scholarly journals, and sits on the Board of Directors of the Canadian Interprofessional Health Collaborative.  

Dr. Rani Srivastava is Dean of Nursing at Thompson Rivers University in Kamloops, British Columbia. She also holds adjunct positions at York University, Toronto Ontario, and Dalhousie University, Halifax, Nova Scotia, and is recognized as a Fellow Canadian Academy of Nursing (FCAN) and Fellow Transcultural Nursing Society Scholars (FTNSS). Dr. Srivastava is recognized for her leadership in cultural competence and bridging academia and practice environ­ments. She is author and editor for The Health Care Professional’s Guide to Cultural Competence (2nd edition published 2022) and has written several book chapters and articles on topics of cultural identity, religion, ethics, and family-centred care. Her scholarship focuses on cultural competence in clinical care, organizational cultural competence, and anti-racism in practice and education.

Dr. Shannon Dowdall-Smith currently serves as the Program Coordinator and Professor for the Honours Bachelor of Science in Nursing Program at Cambrian College’s School of Nursing. In this role, she coordinates the degree program, assists with recruitment and curriculum review, teaches various courses, and serves as Chair of the Nursing EDIAI Committee and member of the College’s Research Ethics Committee. Shannon earned a PhD in Nursing from the University of Texas Health Science Center at San Antonio in 2007, an MSN in Nursing Adult Health and Nursing Education from the University of Texas-Pan American in 1999, and a BScN in Nursing from Laurentian University in 1995. Shannon has also held the position of Assistant Professor for the BSN program at the University of Texas-Pan American. Her current scholarship includes open access resources for clinical debrief, simulation curriculum for community and mental health placements, and screening curriculum for equity, diversity, inclusion, and Indigeneity.

Dr. Sheri L. Price is a Professor with the School of Nursing, Dalhousie University, and an Affiliate Scientist at the IWK Health Centre in Halifax, Nova Scotia. She is a Collaborator with the Pan-Canadian Health Human Research Network (CHHRN), a Co-Investigator with the WHO Collaborating Centre for Health Workforce Planning and an Associate Research Scholar with the Healthy Populations Institute. Dr. Price’s research is focused in the areas of health services, professional socialization, interprofessional collaboration, and health care work environments. Dr. Price has led several innovative knowledge translation and dissemination projects, including the use of arts-based media to promote career choice, professional socialization, and interprofessional collaboration within nursing and the health professions.

Nassim Adhami, PhD, RN is an Assistant Professor of Teaching and Program Coordinator at the University of British Columbia (UBC) School of Nursing. She earned her PhD in Nursing from the UBC School of Nursing and completed her postdoctoral fellowships at the UBC and the University of Northern British Columbia (UNBC). As Program Coordinator, she has led extensive curriculum review and development work, including the design of innovative courses and learning experiences that respond to evolving healthcare needs. She is passionate about nursing education at the undergraduate and graduate levels, as well as professional development for registered nurses. Her teaching and scholarly interests include bridging the theory-to-practice gap in nursing and advancing inclusive, accessible education through Universal Design for Learning. She also serves on the School’s Anti-Racism Committee, where she brings an intersectional lens to equity, diversity, and inclusion work. 

Purpose:

CNEI’s intellectual community is based on principles of honesty, transparency, and integrity. To protect its commitment to quality nursing education, all courses are subject to academic integrity.

Policy:

1. Course participants will submit only their own original work.
2. If a portion of another’s work is included, that portion is duly credited to the creator.
3. Any participant suspected of academic dishonesty will have the work assessed by CASN to determine an appropriate course of action.

Purpose:

CNEI is committed to the fundamental principles of freedom of expression, equality, and human dignity.

Policy:

1. No participant shall be discriminated against on the basis of race, colour, religion (creed), sex, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations.
2. No participant shall be discriminated against for reasons of required and approved accommodation.

Purpose:

Special accommodation is made available to participants in order to maintain fairness within its offerings.

Policy:

1. CNEI will provide reasonable accommodation to its participants.
2. It is the responsibility of the participant to notify CNEI of the required accommodation.
3. Requests for accommodation should be made prior to the start of the course.
4. A health professional must confirm the need for accommodation.
5. Special accommodation requests shall be made in writing, and include an explanation the reason for accommodation, a confirmation of why the accommodation is required, and the details of the participant’s specific needs.
6. Accommodations related to language requirements will be met on a case-by-case basis.

Purpose:

CNEI respects the successes of its participants. To do so, it must maintain a high standard of success.

Certificates of completion will be provided for educational activities where there are specific completion requirements (e.g., attendance, participation, assignments, exam).

Policy:

1. Any participant not meeting the passing standard as indicated in the course syllabus will not be successful in the assignment/exam/course.
2. If no passing standard is indicated, the required pass is 70%.
3. No make-up assignments will be administered. No late submissions will be accepted. Assignments will not be re-marked.
4. A participant may take a course up to three times.
5. Any unsuccessful participants may not use the appropriate designation after their name.
6. Participants who wish to retake the course in which they were unsuccessful will pay the full registration cost.

Purpose:

The CNEI appeals process provides participants with a fair and timely process to appeal decisions that impact their academic results.

Policy:

1. Participants must approach the instructor first if they feel the result of their assignment/exam/course needs to be addressed. The instructor must inform CASN staff of any requests to review results and inform CASN of the results of the review in writing. If a solution cannot be reached between the instructor and the participant, the participant may move forward with a formal appeal of the result. CASN will provide information about the appeal process to the participant.
2. Participants of a CNEI course who wish to appeal their course result must do so within 10 business days of receiving the result by completing the appeals form. Appeals must be made on the basis of medical reasons, compassionate reasons, or grading or process error.
3. The appeal will be brought to the CNEI Advisory Board sub-committee of appeals.
4. Both the participant’s appeal and the instructor’s reasons for their decision will be examined by the sub-committee, who will make the final decision.
5. The sub-committee’s decision will be communicated to the participant within five business days of the meeting.
6. There is no further appeal if the applicant is unsuccessful with the appeal at the sub-committee level.

Purpose:

CNEI recognizes that regular attendance is essential to successful completion of courses.

Policy:

1. Participants who do not attend all mandatory sessions (without approval from the course instructor/CASN liaison) may be excluded from receiving their certificate.
2. Participants who are unavoidably absent because of illness, disability, or emergency should notify their instructors and CASN liaison at the earliest opportunity.
3. A participant who is absent for more than 30% of the course, for any reason beyond the aforementioned, will not be successful in the course, unless the syllabus indicates otherwise.