The College of Nursing welcomes Caroline Littleton as a new assistant clinical professor at Auburn University. An Alabaster, Ala. native, Littleton earned both her bachelor’s degree in nursing and a master’s degrees in nursing education from the University of Alabama at Birmingham (UAB). She later completed her Doctor of Nursing Practice (DNP) in nursing administration with a focus on nursing education at Samford University.
Littleton was drawn to Auburn University by its strong reputation for producing graduates who exemplify excellence, professionalism, and compassion. “Through my experience working alongside nurses educated at Auburn, I developed an interest in the academic environment that fosters such proficient and committed practitioners,” she explained. She also noted that the Auburn Creed’s focus on hard work, education, honesty, respect, and human connection closely aligns with her personal and professional values.
Before joining Auburn, Littleton spent seven years at UAB instructing undergraduate and graduate nursing students in didactic, clinical, and simulation settings. She also served as BSN Program Director for Junior Students, a role that enhanced her organizational abilities and reinforced her commitment to student-centered instruction. During this time, she became familiar with the Engaging Active Group Learning Environments in Simulation (EAGLES) Center and its emphasis on the Healthcare Simulation Standards of Best Practice. “I was excited for the prospect of joining a team with such a strong record of educational innovation,” she said.
At Auburn, Littleton teaches NURS 4550: Clinical Judgment in Nursing for Complex Conditions. She coordinates immersive simulation-based experiences and collaborates with faculty members Rachel Cody and Caitlin Moore to facilitate active learning through skills, practice and case studies. Her teaching responsibilities also include guiding students through laboratory and simulation experiences at the EAGLES Center, integrated throughout the curriculum.
Her instructional approach is grounded in constructivist principles and Kolb’s experiential learning theory, which emphasize learning by doing, reflecting, and adapting. Littleton believes nursing education should be immersive, student-centered, and evidence based. She aims to create a psychologically safe environment where students are encouraged to take risks, ask questions, and learn from mistakes. “When students feel valued and motivated, they tend to engage more deeply, think critically, and build confidence,” she said.
Littleton’s favorite courses focus on fundamental nursing concepts and adult care, allowing her to help students develop strong clinical reasoning skills from the outset. “I’m passionate about breaking down complex topics and helping students grasp not only what needs to be done but also why it matters,” she shared. She finds it rewarding to guide students in analyzing assessment results, connecting problems with interventions, and evaluating outcomes.
Her goal is for students to complete the course with a solid foundation in delivering safe, high-quality care and to understand key concepts that will support continued learning and clinical practice. She emphasizes the importance of differentiating normal from abnormal findings, detecting changes in a client’s condition, and initiating timely, appropriate interventions. Ultimately, she hopes students leave with confidence in their skills, sound critical thinking, ethical practice, and strong collaboration abilities.
“In my classroom, and especially during laboratory and simulation sessions, my objective is to ensure students are thoroughly supported throughout their nursing education,” Littleton said. She structures these environments to be safe and interactive, enabling students to apply theoretical knowledge, practice clinical judgment, and develop resilience. The EAGLES Center’s principle that “everyone participating in activities is intelligent, capable, cares about doing their best, and wants to improve,” guides all aspects of her work.
Littleton is excited to join research, outreach programs, and interdisciplinary initiatives in the College. Her DNP project addressed hospital-associated deconditioning through function-focused care, and she is interested in pursuing related projects in the future.
She enjoys spending quality time with her dogs, Mable (Australian Shepherd) and Maddie (Corgi), as well as engaging in crochet and participating in outdoor activities whenever possible.
