Dr Philip Hardie
Programme Director (Nursing)
Block B, Merrion Centre
BEng (Digital Media Technology)
HDip (University Teaching & Learning)
PgCert (Entrepreneurial Education)
PgCert (Advanced Health Assessment)
Philip Hardie joined Hibernia College as the Programme Director for Nurse Education in 2023. He is a Registered General Nurse (RGN). He has extensive experience in third-level education, including programme coordination and teaching across all core nursing subject areas at graduate and undergraduate levels. His ethos to teaching promotes a universal design approach, creating equal opportunities for all students. His area of expertise is curriculum design and implementation, particularly within the blended learning approach. His specialist interest is in teaching in the clinical setting, particularly nursing preceptorship and psychological safety.
In 2023, Philip gained a PhD in Nursing from University College Dublin, where his research focused on nursing preceptorship and the co-design of an innovative educational programme. Philip continues to research nurse education practices actively and has international journal publications and conference presentations.
Blended learning; simulation; nursing education; nursing preceptorship; psychological safety in learning
Kearns, S., Hardie, P., O’Shea, D. and Neff, K. (2023) ‘Instruments used to assess gender-affirming healthcare access: a scoping review protocol’, HRB Open Research, 6(14). doi: https://doi.org/10.12688/hrbopenres.13689.3.
Greene, L.M., Hegarty, J., O’Connell, R., Connaughton, B., Coveney, K., Hardie, P., Horton, S., Szafranska, M. and Murphy, M. (2023) ‘Instruments measuring practitioner performance of the complete examination and screening of neonates: a systematic review’, 59(4), Journal of Paediatrics and Child Health. doi: https://doi.org/10.1111/jpc.16389.
Hardie, P., O’Donovan, R., Jarvis, S. and Redmond, C. (2022) ‘Key tips to providing a psychologically safe learning environment in the clinical setting’, BMC Medical Education, 22(816). doi: https://doi.org/10.1186/s12909-022-03892-9.
Hardie, P., Darley, A., Langan, L., Lafferty, A., Jarvis, S. and Redmond, C. (2022) ‘Interpersonal and communication skills development in general nursing preceptorship education and training programmes: a scoping review’, Nurse Education in Practice, 65(103482). doi: https://doi.org/10.1016/j.nepr.2022.103482.
Hardie P., Murray, A., Jarvis, S. and Redmond, C. (2022) ‘Experienced based co design: nursing preceptorship educational programme’, BMC Research Involvement and Engagement, 8(53). doi: https://doi.org/10.1186/s40900-022-00385-3.
Brereton, S., Curtin, M., Greene, E., Szafranska, M., Hardie, P. and Kirwan, C. (2022) ‘A blended learning perineal suturing programme for midwifery students: an evaluative descriptive study’, Nurse Education in Practice, 64(103453). doi: https://doi.org/10.1016/j.nepr.2022.103453.
Hardie, P., Donnelly, P., Greene, E., McHugh, A., Coveney, K., Murray, B. and Brereton, S. (2021) ‘The application of reusable learning objects (RLOs) in preparation for a simulation laboratory in medication management: an evaluative study’, Teaching and Learning in Nursing, 16(4), pp.301–308. doi: https://doi.org/10.1016/j.teln.2021.05.002.
Hardie, P., Darley, A., Redmond, C., Lafferty, A. and Jarvis, S. (2021) ‘Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol’, HRB Open Research, 4(9). doi: https://doi.org/10.12688/hrbopenres.13201.2.
Hardie, P., Darley, A., Carroll, L., Redmond, C., Campbell, A. and Jarvis, S. (2020) ‘Nursing & midwifery students’ experience of immersive virtual reality storytelling: an evaluative study’, BMC nursing, 19(78), pp.1–12. Doi: https://doi.org/10.1186/s12912-020-00471-5.
Redmond, C., Hardie, P., Davies, C., Cornally, D., Daly, O. and O’Sullivan, C. (2020) ‘Increasing competence in wound care: a cross-sectional study to evaluate use of a virtual patient by undergraduate student nurses’, Nurse Education in Practice, 44(102774). doi: https://doi.org/10.1016/j.nepr.2020.102774.