Karen Hurtubise

Instructor

Karen Hurtubise is an instructor for RHSC 507: Developing Effective Rehabilitation Programs and RHSC 583: Program Evaluation and Quality Improvement. Her clinical focus over the past 20 years has been in pediatrics, across the continuum of care, specializing in both acute care and rehabilitation. She has held a variety of clinical leadership roles in Newfoundland and Labrador, and in Alberta, and national volunteer leadership positions with the Canadian Physiotherapy Association. Currently, she is a PhD student at the University of Sherbrooke; her doctoral project focuses on the evaluation of the efficiency and effectiveness of rehabilitation program for children with pain-related disability using a participatory approach.

Karen combines her studies with teaching and research activities. Along with instructing for RHSC 507, she also provides sessional teaching in neurodevelopmental pediatric, professional issues, patient education and management in rehabilitation, and research topics in the entry-level physiotherapy program at the Dalhousie University, in Nova Scotia and at the University of Sherbrooke, in Quebec.

She earned a Bachelor of Sciences (Physiotherapy) from the University of Ottawa in 1992 and completed a Master of Rehabilitation Science at the University of British Columbia in 2009. She published her original MRSc research on parentsí experiences in role negotiation in a Family Centre Care Model in 2011 in Infant and Young Children journal. A secondary analysis of parents learning strategies was published in 2017 in the Journal of Physical and Occupational Therapy in Pediatrics. Her research interests have evolved to include parent and children/youth rehabilitation experiences, adult learning, and rehabilitation program development, implementation, evaluation, and improvement.

Karen credits online learning with providing her with a network of individuals, liked minded in challenging the status quo, who have helped to broaden her thinking both contextually and theoretically, improved her confidence in describing her professional reasoning processes, aided in establishing the evidence in which these processes are founded, and fostered the development of skills necessary in identifying and evaluate outcomes that are important to a variety of stakeholders.