College of Nursing

Faculty & Staff

Noelle Rohatinsky
Assistant Professor

Office:E4342 Health Sciences, Saskatoon
Phone:(306) 966-4096(306) 966-4096
Fax: (306) 966-6621
Skype: noelle.rohatinsky


  • Research Interests
    • Health systems research
    • Health human resources in rural workplaces
    • Employee recruitment and retention
    • Workplace learning including mentorship of employees
    • New nurse transition
  • Methodology
    • Quantitative
    • Qualitative

Noelle’s interest in promoting quality work environments through mentorship guided her graduate research. Her quantitative master’s research studied registered nurses’ perceptions of mentoring in two provinces. Her qualitative PhD dissertation examined nurse managers’ perceptions of their roles in creating mentoring cultures.

Teaching History:
Noelle joined the College of Nursing in 2006 in a contract position teaching in the undergraduate program in various acute care-related labs and clinicals. In 2012, she was hired into a tenure track position as an Assistant Professor. She continues to teach medical and surgical concepts and skills to students.

Noelle received her undergraduate and graduate education at the University of Saskatchewan (BSN - 2002, MN - 2008, PhD - 2012)

Professional Practice:
Noelle has a background in and passion for medical and surgical nursing. She continues to work on a general surgery unit in Saskatoon. She was on the national executive that founded the Canadian Association of Medical and Surgical Nurses and the Canadian Nurses Association -Medical Surgical Certification exam. She obtained her Canadian Nurses Association Medical Surgical Certification in 2013.

Noelle has been involved in numerous local, provincial, and national committees including:

  • Member, Investigations Committee, Saskatchewan Registered Nurses Association (SRNA), Regina, SK, Sept 2014 - Oct 2017
  • Member at Large - University of Saskatchewan College of Nursing Representative, Western & North-Western Region Canadian Association of Schools of Nursing (WNRCASN); February 2014 - present.
  • Member, Canadian Nurses Association Medical-Surgical Nursing Certification Exam Committee, Canadian Nurses Association; August 2013-August 2018.
  • Member, Rural Nurse Organization, January 2013 - present
  • Member, International Mentoring Association, October 2011 - present
  • Membership Advisory Committee, Saskatchewan Registered Nurses Association (SRNA), Regina, SK, June 2008 - May 2014. Chair - Sept 2011-Aug 2012. (Interim Chair - May 2011-Sept 2011).
  • Sigma Theta Tau International Honor Society of Nursing, Xi Lambda Chapter, Member, Winnipeg, MN, July 2009-Present
  • Volunteer Development Committee, University of Saskatchewan Alumni Association, Member at Large, Saskatoon, SK, Feb 2011-April 2012
  • Canadian Association of Medical and Surgical Nurses Exam Item Writing Committee, Canadian Nurses Association, Ottawa, ON, March 2009
  • Alternate Auditor, SRNA Continuing Competence Program, Regina, SK, April 2008
  • Canadian Association of Medical and Surgical Nurses Standards Writing Committee, Ottawa, ON, January 2008
  • External Communications Director, Canadian Association of Medical and Surgical Nurses, founding executive board member, Mar. 2007 – Present

Honors and Academic Awards

  • The Ferguson Graduate Student Leadership Award (2011)
  • Norman & Alice Caplin Scholarship (2011)
  • Saskatchewan Union of Nurses/Saskatoon Health Region Professional Development Funding (2011)
  • University Graduate Teaching Fellowship (2010)
  • Myrtle Evangeline Crawford Scholarship (2010)
  • Alice Caplin Award (2009)
  • Dean’s Scholarship (2008)
  • Lucy D. Willis Scholarship (2008)
  • University Graduate Scholarship (2007)
  • Saskatchewan Health - Nurse Educator Bursary (2007)
  • Annie I. Earle Award For Nurses (2006)


Goodridge, D., Rogers, M., Klassen, L., Jeffery, B., Knox, K., Rohatinsky, N., & Linassi, G. (2015). Access to Health and Support Services: Perspectives of People Living with a Long-term Traumatic Spinal Cord Injury in Rural and Urban Areas. Disability and Rehabilitation, 37(16), 1401-1410.

Knox, K., Rohatinsky, N., Rogers, M., Goodridge, D., & Linassi, G. (2014). Access to traumatic spinal cord injury care in Saskatchewan, Canada: A qualitative study on community healthcare provider perspectives. Canadian Journal of Disability Studies, 3(3), 83-103.

Rohatinsky, N., & Ferguson, L. (2013). Mentorship in rural healthcare organizations: Challenges and opportunities. Online Journal of Rural Nursing and Health Care, 13(2), 149-172.

Rohatinsky, N., & Ferguson, L. (2013). Mentorship in healthcare organizations: Managers’ perspectives. Management Education: An International Journal, 13(1), 11-20.


Grants, Awarded (Peer-Reviewed)

Rohatinsky N (Principal Investigator), Rennie D (Co-investigator), Anonson J (Co-investigator), Olatunbosun O (Co-investigator), Udod S (Co-investigator). Registered Nurse and Physician Mentorship in Saskatchewan’s Rural Communities, The purpose of this study is to modify an existing provincial mentorship program to meet the transition and learning needs of registered nurses, nurse practitioners and physicians in rural communities. Saskatchewan Health Research Foundation Establishment Grant. Total: $82,061.00 for 2015-10 to 2018-09

Rohatinsky N (Principal Investigator), Exner-Pirot H (Co-investigator). Evaluating Aboriginal New Nursing Graduates' Transition to Practice Experiences., The purpose of this study is to evaluate University of Saskatchewan Aboriginal new nursing graduates’transition to practice experiences. The research question is ‘What impact does an Aboriginal nursing mentorship program have on the transition experiences of Aboriginal newly graduated registered nurses?’ Through engagement with community partners, the researcher will: 1) Explore Aboriginal new nursing graduates’ perceptions of their readiness to practice. 2)Develop a mentorship program for Aboriginal new nursing graduates. 3) Evaluate mentorship program effectiveness and experiences of those who participated in the formal mentorship program. 4)Compare transition experiences of mentored and nonmentored Aboriginal new nursing graduates. Asequential explanatory mixed methods approach will be used. Community Engagement and Outreach,University of Saskatchewan, Saskatoon, SK. Total: $5,500.00 for 2015-07 to 2017-01; & Sigma Theta Tau International, Xi Lambda Chapter Research Award. Total: $2,000.00 for 2015-06 to 2016-06

Ferguson L (Principal Investigator), Racine L (Co-principal Investigator), Rohatinsky N (Co-investigator), Graham-Marrs H (Co-investigator). Facilitating Workplace Learning for Internationally-Educated Workers and Students, and their Canadian Counterparts: A Participatory Action Project., The purpose of this naturalistic inquiry project, guided by Interpretive Description, is to explore and understand the experiences of non-Western, non-English-speaking international immigrants, as students within field placements and as professionals in ethnoculturally and/or racially diverse workplace learning relationships, which could be constituted as racialized learning relations. The workplace learning relationships we will be exploring are of two types with similar processes: preceptorships and mentorships. As an outcome, we will design an online learning module to implement anti-racist and culturally safe relationships in workplace experiential learning. SSHRC: Social Sciences and Humanities Research Council of Canada Funded. Total: $218,062.00 for 2014-05-01 to 2017-05-01

Rohatinsky N (Principal Investigator), Press M (Co-investigator), Compton R (Co-investigator), Sedgwick M (Co-investigator). Nursing Students’ and Instructors’ Perceptions of Clinical Environments on Students Learning: A comparison of two different clinical models in four western provinces, Canadian nursing programs typically rely on two types of clinical education models: The block and the non-block clinical models. There is minimal research to indicate what type of clinical structure best correlates with student learning, mentorship opportunities, and sense of belonging. Also, there is no literature regarding instructor perceptions of students’ learning within differing clinical models. This proposal provides an avenue to describe nursing students’ and instructors’ perceptions of clinical environments on students learning. Western & Northwestern Region Canadian Association of Schools of Nursing. Total: $5,000.00 for 2014-02 to 2016-02

Grants, Awarded (Non-Peer-Reviewed)

Press M (Principal Investigator), Compton R (Co-investigator), Perry R (Co-investigator), Rohatinsky N (Co-investigator), Sedgwick M (Co-investigator). Phase II: Nursing Students' Perceptions of the Learning Environment in Two Different Clinical Education Models., Nurse educators are responsible for facilitating students in linking theory to practice through clinical experiences. It is unclear how to structure the requisite clinical hours within the nursing program to maximize this integration. Several clinical models related to the placement of the clinical days within the semester are available for meeting the required number of clinical hours. However, student perceptions of their educational experiences must be considered. The purpose of this study is to evaluate the effects of different aspects of the clinical education environment on student perceptions of learning in health profession-related education using a combined survey tool (student demographics, DREEM, mentorship and belongingness scales, and open-ended questions related to clinical model preference). All undergraduate nursing students in Saskatchewan and Alberta in any year of study who have a clinical component as part of their nursing program will be eligible to participate. Saskatchewan Institute of Applied Science and Technology (SIAST) - Nursing Division. Total: $2,500.00 for 2013-06 to 2013-12

Rohatinsky N (Principal Investigator). Exploring mentorships in rural healthcare organizations., New Faculty Start-up Grant University of Saskatchewan, Saskatoon, SK. Total: $7,400.00 for 2013-02 to 2014