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Laura Vogelsang is an Associate Professor of Nursing at the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge and a registered nurse. She strives to maintain a student-centered strengths-based approach to her research and teaching, and role model an appreciative inquiry approach toward new technologies for students and colleagues. She is interested in how technological advances, including artificial intelligence, can support, rather than replace, the relationships, judgment, and compassion which are central to healthcare.

• PhD, Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Saskatchewan '23
• MN, Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Saskatchewan '13
• BN, Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge '11

Experience 

• Registered Nurse - College of Registered Nurses of Alberta (active)
• Canadian Certified Clinical Instructor – 2018 to present
• Canadian Certified Nurse Educator – 2016 to present
• Canadian Certified Medical-Surgical Nurse – 2015 to present
• Scoping Review Certificate (Joanna Briggs Institute) - 2025

Research Interests 

• Artificial Intelligence
• Extended Reality
• Digital Health
• Emerging Health Technologies Including Artificial Intelligence
• Older Adults
• Scholarship of Teaching and Learning
• Mixed and multi methods
• Interpretive description

Courses taught:

• NURS 3200: Praxis and the Digital Age
• NURS 4922: Professional Preceptorship
• NURS 5170: Teaching and Learning in Nursing

Research Focus: 

My program of research is grounded in three interconnected areas: scholarship of teaching and learning (SoTL), digital health, and aging, with a particular emphasis on equity, digital literacy, and the ways emerging technologies (especially artificial intelligence and extended reality) influence both nursing education and vulnerable populations. My work is motivated by more than a decade of clinical experience with older adults and by my commitment to advancing high-quality, equitable and accessible technologies in a rapidly changing digital landscape, especially for older adults.

My career trajectory has included periods of administrative leadership (2019-2021), which revealed system-level challenges in assessment, evaluation, and technology access for students. These experiences have shaped my research priorities and reinforced the need for scholarship that meaningfully improves education, practice, and patient outcomes.

Professional Affiliations

• Canadian Associate of Gerontological Nurses
• Canadian Nursing Informatics Association
• Canadian Association of Medical and Surgical Nurses

Current and Recent Grants

• 2024 Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge Research Fund: The Impact of Community Health Nursing Student Placements Working with Marginalized Populations Through a Health Equity Lens - Vandenberg, S., Magnuson, M,. & Vogelsang, L.
• 2023-24 Canadian Association of Schools of Nursing Pat Griffin Research Grant: ChatGPT Use in Canadian Nursing Education - Vogelsang, L. & Kleib, M
• 2023-24 Western Northwestern Canadian Association of Schools of Nursing Research Grant: Exploring the use of icebreakers in nursing education: Helpful or harmful - Vogelsang, L., Magnuson, M., & Vandenberg, S.

Research Contributions

• Vogelsang, L., Naz, A., & Kleib, M. (2026). Nurse Educators’ ChatGPT Use in Canadian Undergraduate Nursing Education: A Qualitative Study. The Journal of Nursing Education, 1–9.
• Kleib, M. & Vogelsang, L. (2026). Artificial Intelligence and the Sustainable Development Goals: Implications for Canadian Nurses and Nurse Leaders. Canadian Journal of Nursing Leadership.38(3).
• Vogelsang, L., Vandenberg, S., Magnuson, M. C., & Walstra, S. (2025). Exploring icebreakers in nursing education through a mixed-methods design: Helpful or harmful? Quality Advancement in Nursing Education, 11(3), 3.
• Kleib, M., Darko, E. M., Akingbade, O., Kennedy, M., Majekodunmi, P., Nickel, E., & Vogelsang, L. (2024). Current trends and future implications in the utilization of ChatGPT in nursing: A rapid review. International Journal of Nursing Studies Advances, 7, 100252.
• Vogelsang, L., Wright, S., Risling, T., de Padua, A., Leidl, D., Wilson, J., & Thompson, D. (2024). Exploring the use of immersive virtual reality in nursing education: A scoping review. Clinical Simulation in Nursing, 97, 101648.
• Vogelsang, L., Risling, T., Padua, A. d., Leidl, D., Wilson, J., & Thompson, D. (2024). Building self-efficacy in dementia care through immersive education: A mixed-methods randomized control trial. Clinical Simulation in Nursing, 92, 101557.
• Magnuson, M., Vandenberg, S., & Vogelsang, L. (2024). Striving for Health Equity Through Nursing Education: A Critical Examination of Non-traditional Community Health Placements. Witness: The Canadian Journal of Critical Nursing Discourse, 6(1), 21–32.
• Castonguay, A., Farthing, P., Davies, S., Vogelsang, L., Kleib, M., Risling, T., & Green, N. (2023). Revolutionizing nursing education through Ai integration: A reflection on the disruptive impact of ChatGPT. Nurse Education Today, 129, 105916.
• Vogelsang, L. (2023). ‘It’s So Easy’ For Prelicensure Nursing Students to Enter a Patient’s Room. Journal of Nursing Education. 1.
• Vogelsang, L. (2022). Peplau’s Theory of Interpersonal Relations: Application to Asynchronous Nursing Education. Canadian Journal of Nursing Informatics, 17(3-4).
• Vogelsang, L. & Seitz, S. (2022). Broken bedside: A simulated experience for nursing students to identify safety risks. 47(6), 335. Nurse Educator. DOI: 10.1097/NNE.0000000000001237