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School of Nursing

Dr. Kim Daly

Associate Professor and Undergraduate Associate Director

School of Nursing

Contact:
Office: HSD B220 250-472-4495
Credentials:
BSc., BScN, MA, PhD

Biography

I joined the School of Nursing as a full-time faculty member in 2018.  This role includes teaching in the undergraduate program, educational leadership, and community-based teaching and learning. As a founding member of the Victoria Youth Clinic I bring a strong clinical background to my work with expertise in sexual health, mental health, clinical counselling, and hormone readiness assessment for trans and gender diverse young people.

I teach in the undergraduate program both on campus and online, using educational practices that contribute to well-being in learning environments. This year I will teach:

  • NURS 341: Professional Practice IV: Nursing Inquiry

  • NURS 360: Professional Growth IV: Research

  • NURS 430: Professional Growth V: Leadership in Nursing

  • NURS 431: Nursing Practice VII: Engaging in Leadership

  • NURS 456: Nursing Within Communities and Health Systems

2015

  • Mitchell, K., Roberts, A., Gilbert, M., Homma, Y., Warf, C., Daly, L., Saewyc, E.  Improving the accuracy of Chlamydia Trachomatis incidence rate estimates among adolescents in Canada. The Canadian Journal of Human Sexuality, doi: 10.3138/cjhs.24.1-A1 (published early online)

2012

  • Daly, L. K. (2012). Slaves immersed in a liberal ideology. Nursing Philosophy, 13, 69-77.

2011

  • Banister, E. B., Begoray, D. L. & Daly, L. K. (2011). Responding to adolescent women’s reproductive health concerns: Empowering clients through health literacy, Health Care for Women International, 32(1), 1–11.

Book chapter

  • Banister, E., & Daly, K. (2006). Walking a fine line: Negotiating dual roles in a study with adolescent girls. In B. Leadbeater, E. Banister, C. Benoit, M. Jansson, A. Marshall & T. Riecken (Eds.), Ethical issues in community-based research with children and youth. (pp. 157–174). Toronto, ON: University of Toronto Press.

I am working with a team to develop a community-based Clinical Learning Unit (CLU) providing practice integrated learning promoting the development of knowledge and skills to reduce health inequities and address the social determinants of health. This CLU aims to  working with communities affected by mental illness and substance use problems, providing opportunities for students to develop their skills for advocacy and influencing policy and practice with a focus on social justice.