Huynh Ngoc

Huynh Ngoc is a Lecturer in the Department of Nursing within the Faculty of Health Sciences at the University of Northern British Columbia (UNBC). She holds a Master of Nursing from Monash University and is currently a PhD candidate at the University of British Columbia. Her clinical experience includes roles at Vancouver General Hospital, BC Women’s Hospital, and international work in the Middle East and various volunteer settings.

Her research interests focus on children with complex care needs and their families, especially among marginalized communities. Key areas include rural health, systemic and structural power dynamics, health and social inequities, ableism, relational autonomy, and nursing education. She teaches in adult acute care and nursing leadership, drawing from a broad clinical background spanning adult, neonatal, and palliative care.

The recent publications reflect a strong trend toward equity-centered healthcare, particularly in rural and remote communities. Her work emphasizes critical analysis in knowledge translation, simulation-based nursing education, and rethinking caregiving models for medically complex children in underserved areas. These contributions highlight interdisciplinary engagement across nursing, public health, and social justice frameworks.

• Where is critical analysis of power and positionality in knowledge translation? (2021)
• It's not one size fits all: A case for how equity-based knowledge translation can support rural and remote communities... (2022)
• Exploring the use of simulation to develop leadership skills in undergraduate nursing students... (2021)
• Raising Rural: Rethinking raising and caring for children with medical complexity living in rural communities (2025)
• Nursing Care of the Child with an Alteration in Tissue Integrity/Integumentary Disorder (2019)

Huynh Ngoc is actively engaged in research related to health equity, rural healthcare access, and nursing pedagogy. Although she is not currently accepting graduate students, her work involves collaboration on knowledge translation projects and community-based research initiatives. There is no mention of external grants in the provided text. She contributes to academic discourse through peer-reviewed journals and book chapters, particularly in areas connecting clinical practice with social justice.

While no specific lab or research team is named, her collaborative publications suggest involvement in interdisciplinary research groups focused on rural health, equity in virtual care, and nursing education reform. Her recent work with scholars across institutions indicates active participation in networks addressing structural inequities in healthcare delivery and education.