Faculty images | Phyllis Thomson - large

Phyllis Thomson, PhD, RN, CNE

Contact Email


Specialty interests:

  1. Master's Program: Nurse Educator Track
  2. Community Health Nursing
  3. Psychiatric Mental Health Nursing
  4. Research/Dissertation: Power of Deans and Directors in Nursing Education


Associate Degree in Nursing (ADN), Triton College
Bachelor's Degree in Nursing and Psychology, Elmhurst College
Master's Degree Nursing, Northern Illinois University
Doctor of Philosophy Nursing, Loyola University


N308RN - Assessment in the Community (RN to BSN program)
N453     - Community and Mental Health Nursing (BSN program)
N502     - Theoretical Foundations of Nursing Practice
N540     - Instructional Strategies
N542     - Curriculum Theory and Development
N544     - Testing and Evaluation in Nursing Education
Nurse Educator Practicum Experiences

Board or other certifications

Certified Nurse Educator (CNE)

Current professional memberships

Illinois Organization of Nurse Leaders
Sigma Theta Tau International Honor Society

Past professional memberships

Director, Ravenswood School of Nursing
Executive Dean, Ravenswood College of Nursing
Associate Dean Health Professions, Elgin Community College

Personal Statement

Learners today are culturally diverse, technologically literate, assertive, and visually oriented.  They have a wide variety of experiences and learning needs, and benefit from interactive learning from which they can draw upon those experiences.  In response to learners today, nurse educators are challenged to vary their teaching methods to reach the breadth and depth of the learning needs of students.  I believe in Carl Rogers' Theory of Humanism which requires a student-centered rather than a teacher-centered classroom where students feel a sense of positive regard and the ability to freely express themselves.  In this student-centered classroom, students must be responsible for their learning and be active participants in that learning. This view also fits with Kolb's model of experiential learning in which students are engaged in learning experiences that involve their affective feelings and perception as well as their cognitive skills.  I believe that this philosophy relaxes the learning environment which allows the brain to be open to new ideas and ways of reorganizing information and thinking critically.